i
Institutional Self-Study
in Support of
Reaffirmation of Accreditation
2006-2007
Sub mitted b y:
Coastline Community College
11460 Warner Avenue
Fountain Valley, CA 92708
To:
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
December 1, 2006— Final
iii
Certification of the Institutiona l Self-Study Report
December 1, 2006
To:
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
From: Coastline Community College
11460 Warner Avenue
Fountain Valley, CA 92708
This Institutional Self-Study Report is submitted for the purpose of assisting in the determination of the institution’s
accreditation status.
We certify that there was broad participation by the campus community, and we believe the Self-Study report accurately
reflects the nature and substance of this institution.
Signed:
_________________________________Walter G. Howald, President, Board of Trustees, CCCD
_________________________________Dr. Kenneth D. Yglesias , Chancellor, CCCD
_________________________________Dr. Ding-Jo H. Currie, President, Coastline Community College
_________________________________Dr. Cheryl Babler , Vice President of Instruction
Accreditation Liaison Officer
_________________________________Margaret Lovig, Professor, Paralegal Studies Chair
Co-Chair, Accreditation Self-Study Team
_________________________________Dr. Jerry Rudmann, Supervisor of Research
Co-Chair, Accreditation Self-Study Team
_________________________________Nancy S. Jones , President, Academic Senate
_________________________________Helen Ward, Chair, Classified Council
_________________________________Ashley Hodge, President, Student Advisory Council
v
Tab le of C ontents
Cover Page ...................................................................................................................................................................... i
Certification of the Institutional Self -Study Report ......................................................................................... iii
Introduction ....................................................................................................................................................................1
4.
An Introduction ............................................................................................................................................ 1
A.
B.
C.
D.
E.
F
G.
History of the Institution ................................................................................................................1
Demographic Information ..............................................................................................................3
Results of the Last Comprehensive Visit ....................................................................................... 22
Longitudinal Student Achievement Data ....................................................................................... 22
Student Learning Outcomes ........................................................................................................ 27
Off-Campus Sites, Centers, and Distance Learning........................................................................ 27
External Independent Audit ......................................................................................................... 28
5.
Abstract of the Report ............................................................................................................................... 30
6.
Organization for the Self Study ................................................................................................................. 35
7.
Organization of the Institution .................................................................................................................... 40
8.
Certification of Continued Compliance with Eligibility Requirements ............................................................. 41
9.
Responses to Recommendations from the Most Recent
Comprehensive Evaluation ........................................................................................................................ 44
Standard I. Mission and Institutional Ef f ectiveness ...................................................................................... 53
I.A
Institutional Mission ................................................................................................................................... 55
I.B
Improving Institutional Effectiveness .......................................................................................................... 61
Standard II. Student Learning Programs and Ser vic es ................................................................................. 89
II.A
Instructional Programs ............................................................................................................................... 91
II.B
Student Support Services .........................................................................................................................145
II.C
Library and Learning Support Services ....................................................................................................177
Standard III. Resources .........................................................................................................................................195
III.A
III.B
Human Resources ....................................................................................................................................197
Physical Resources ..................................................................................................................................215
III.C
Technology Resources ..............................................................................................................................229
III.D
Financial Resources .................................................................................................................................253
Standard IV. L eadership and Gov ernance .......................................................................................................283
IV.A
Decision-Making Roles and Processes .......................................................................................................285
IV.B
Board and Administrative Organization.....................................................................................................309
Glossary ...................................................................................................................................................................... G-1
Introduction
4. AN INTRODUCTION
A.
History of the Institution, including a concise and factual description of the institution since the last
comprehensive visit.
Two traits have characterized Coastline Community College since the day this unique institution was founded, in 1976. One is steadfastness of
purpose. Conceived as a college without walls, Coastline has remained true to the founders’ motto: “The community is our campus; its citizens are
our students.” The other constant is a commitment to change as an institutional dynamic. There is a sense of urgency to continuously rethink
College policy and practice in response to changing circumstances of students, community, and the larger world.
The impetus for founding Coastline was a perceived need for change in higher education in western Orange County. There, as the population of the
Coast Community College District continued to grow, a new type of student emerged: the working adult who could not attend college during the day.
The constraints inherent in the scheduling and delivery of traditional college instruction were denying access to prospective students. To overcome
these barriers the founders conceived two new means of access: the distributed campus and distance learning. The distributed campus would
deliver instruction at locations convenient to student homes and workplaces. Distance learning would deliver instruction electronically—a virtual
campus accessible from anywhere at any time. The delivery vehicle would be a new institution: Coastline Community College.
Coastline was charged with assuming responsibility for instruction offered at numerous community locations, broadcast over public television station
KOCE, and offered via radio and other distance education modalities. An instructional design staff was formed and new distance learning
technologies evolved. Facilities expanded with the construction of an administrative and student services headquarters (College Center in Fountain
Valley, opened in 1983); a three-story, 45,000 square-foot learning center in Garden Grove (1997); and Coastline’s newest instructional facility, the
Le-Jao Center in Westminster (2005). The College also established the Orange County One-Stop Centers and Orange County Business Service CenterNorth under contract with the County of Orange.
In the 30 years since Coastline began, the strategies it pioneered have yielded outstanding results. The College achieved national prominence in
distance education, including 15 Emmy awards and many other awards, as a developer and producer of distance learning courseware. Today the
courses are highly popular with students: 5,718 Coastline students took at least one distance learning course in fall 2005 (46% of Coastline’s total
non-military enrollment). The percentage continues to increase. In addition, more than 350 colleges in the United States and Canada lease
instructional courseware produced at Coastline. This revenue helps the College support innovative projects in instruction and student services.
The distributed campus concept has also proved itself. Coastline now operates main learning centers in three Orange County cities and an
administrative center in a fourth city and offers instruction at more than 30 other locations, most within the Coast Community College District. The
1
2
map in Figure 1 shows District location and boundaries. Coastline learning centers and other locations appear on the map Coastline Community
College Sites (document 1B.13).
Figure 1. Coast Community College District
The Coastline Environment
Coastline is located in Orange County,
the fifth most populous county in the
United States. The State Department
of Finance reported 3,036,032
residents as of January 1, 2006; the
population grew by more than
170,000 in the six years since
Coastline’s last accreditation. Despite
the images shown in such popular
television programs as The O.C. and
Laguna Beach, Orange County has a
highly diverse population. In 200405, approximately 48% of county
residents were from underrepresented
groups. By 2010, individuals from
underrepresented groups are projected
to be the majority population in the county.
Introduction
3
Table 1. Coast Community College District Population: 2 0 0 5
105,333
1%
6%
36%
68%
$53,361
2.66
8.2%
Fountain Valley
57,405
1%
26%
11%
64%
*$69,734
*3.00
9.2%
Garden Grove
192,345
3%
34%
40%
33%
$52,229
3.54
10.5%
Huntington Beach
189,451
1%
11%
17%
75%
$72,141
2.64
4.3%
Newport Beach
82,381
1%
5%
*5%
88%
$97,428
2.32
2.1%
Seal Beach
25,298
1%
6%
6%
89%
*$42,079
*1.83
3.2%
Westminster
97,946
2%
40%
22%
39%
$58,938
3.51
10.7%
Unincorporated areas
8,807
2%
40%
22%
39%
Total CCCD
75 8,9 66
1%
20 %
23 %
60 %
Asia n
Size
Costa Mesa
Famili es Bel ow
Poverty Lin e *
Averag e Hous ehold
Media n An nual
Populatio n
White
District (CCCD) Cities
Hisp a nic
Total
Afric an-
Coast Commu nity Coll eg e
Ameri ca n
Hous ehold Inco me
Ethnic Gro ups – b y P erc enta ge**
U.S. Census, American Fact Finder, 2005, and California Dept. of Finance, Demographic Research Unit. Ethnic percentages for Fountain Valley and Seal Beach are
Source:
estimates, as are all figures for unincorporated areas.
*
**
Census 2000 data; information not available for 2005.
Ethnic group percentages may total more than 100%. The U.S. Census American Fact Finder now lists Hispanic as an all-races identifier, separate from the other groups.
Individuals categorized as “White” (or any other racial category), for example, can also be “Hispanic.”
In 2005 approximately 758,000 people lived in the Coast Community College District (CCCD) —Coastline’s service area (Table 1). Underrepresented
groups accounted for about 44% of the total, slightly less than the figure for the county as a whole. Projections indicate continuing increase in this
share of the population for the District and the county.
The District exhibits striking social contrasts. As shown in Table 1, median household income in Newport Beach—one of the wealthiest cities in the
state—is more than twice that in Seal Beach. Ethnicity ranges from Newport Beach, with a population 88% white, to Garden Grove and Westminster,
which are minority/majority. Social metrics such as average household size and percentage of families below the poverty line also vary widely.
4
The District economy is robust, as indicated by these U.S. Census 2002 figures:
Total Sales
Total Employees
Comparison:
Economic Sector
in CCCD Cities
in CCCD Cities
CCCD figures are…
Manufacturing
$9,491,361,000
40,909
Larger than Sacramento
Retail Trade
$10,466,935,000
43,062
Larger than San Francisco
Health Care
$2,834,202,000
28,750
Larger than Fresno
Changes Since the Last Accreditation
The six years since the last accreditation have seen growth and change in many aspects of Coastline’s world. Some, such as demographic trends in
the surrounding community and increasing diversity of the student body, are a consequence of larger trends in the population and economy of
Southern California. Others reflect planning and consensus-building by Coastline to better accomplish its mission. Examples include many new and
expanded programs, partnerships, and facilities.
The Changing Demographic—Underrepresented groups account for an increasing share of the population at all levels: in Orange County, in
the Coast District, and in Coastline enrollment. Since 2000 there have also been substantial increases in the share of population who are foreign-born
and in residents who speak a language other than English at home. Table 2 summarizes the changes. This evolution represents challenge and
opportunity for the College. As demonstrated by Coastline’s historic services to the Vietnamese community, beginning with the wave of refugee
arrivals in the 1970s, the challenge is one the College is superbly equipped to meet.
An Increasingly Diverse Student Body—In the last six years Coastline has initiated new programs and accelerated existing programs to
serve students from a much broader range of circumstances. Redefining the familiar term “nontraditional,” these programs include recruitment,
instruction, and support tailored to the needs of the following:
•
Deployed military personnel—More than 4,000 students in fall 2005, up from a small fraction of that number six years ago.
•
Incarcerated students—An all-new, highly innovative program serving more than 2,000 students per semester confined in California
institutions.
•
High school students—Joint projects with neighboring K-12 districts include an Early College High School, funded in part by the Bill and
Melinda Gates Foundation, and Banking for College, which helps students earn Coastline units while still in high school. High school
partnerships are new ventures for Coastline.
Introduction
•
5
Students with special disabilities—Coastline continues innovative programs to serve Developmentally Delayed Learner (DDL) and
Acquired Brain Injury (ABI) students.
•
ESL students—Since inception, Coastline’s ESL program has helped introduce more than 25,000 newcomers to American language and
culture.
•
CalWORKs—Since 1999-2000, this program has helped 401 economically disadvantaged Coastline students make progress toward a college
education.
•
Orange County One-Stop Centers—Operated by Coastline and serving most of Orange County, the One-Stop Centers every year help
thousands of residents find jobs or attain an improved measure of self-sufficiency. The associated Orange County Business Service
Center-North helps local employers grow their businesses, and the Student Career and Employment Center provides placement
services for students.
Table 2. Demographic Changes since the Last Accreditation
Coastline
Students
Coastline
Service Area
(District)
Orange
County
Population
Demographic Trends (Percentages)*
2%
2000
31%
14%

1%
2005
33%
15%
1%
2000
18%
22%

1%
2005
20%
3%
2000
0%
5%
Asian
26%
13%
10%
Hispanic
23%
10%
6%
2005
African-Amer.
15%

21%
20%
25%
30%
35%
40%
6
Demog raphic
Ora ng e County : Total Population
Coastline S ervice A rea (Coast District)
Trends since
Coastline Co mmunity Coll eg e
Enrollment
1999-2 000
Population (see chart
County population reached 3,072,336 in 2005.
Population in the Coast District reached
Coastline enrolled 12,242 students in fall
above)
Asian and Hispanic shares increased
758,000 in 2005. Asian and Hispanic shares
2005. The Asian share declined by 5% since
(see  in chart above).
increased (see  in chart).
2000 (see arrows at  above). Hispanic and
African-American shares increased.
Forei gn Bo rn
The foreign-born population of the Coastline service area (Coast District) increased 12%.
Limit ed En glish
Population in Coastline service area speaking a language other than English at home increased 18%.
Sources:
U.S. Census, American Fact Finder, 2000 and 2005; and California Dept. of Finance, Demographic Research Unit.
* White (non-Hispanic) percentages declined at all levels: county, district, and Coastline.
New Programs—A long-term change of emphasis in Coastline programs has accelerated in the years since the last accreditation. At inception,
many students were transfers from other colleges in the region, coming to Coastline to pick up a class or two. Now, the College is making a
conscious effort to capture students who will consider Coastline their home college. A broader selection of programs is a key part of this effort.
Innovations since 1999-2000 include the following:
•
Biotechnology—Coastline has announced the only biological laboratory technician training program among the nine community colleges in
Orange County—a regional center of biotechnology industry activity.
•
Informatics—Funded in part by a grant from the National Science Foundation, Coastline has announced a collaborative program with the
University of California, Irvine, in this new branch of computer science.
To better accommodate student schedules, the College expanded the choice of class schedules. New options include hybrid Weekend College
courses, for example, that meet only once a week for five weeks, supplemented with an online component.
New Partnerships—The active development of partnerships with four-year institutions is a new initiative at Coastline. So is collaboration with
local school districts in programs such as Early College High School and Banking for College.
New Facilities—At the time of the last accreditation, two of Coastline’s three learning centers were situated in leased elementary school
buildings. One leased facility has since been replaced with new construction (the Le-Jao Center in the City of Westminster). A program to replace
the other leased facility is outlined in the College Master Plan, 2005-2008.
Introduction
New Technology—Maintaining Coastline’s leadership in the rapidly evolving field of technology-mediated instruction requires constant effort to
improve delivery methodologies and technology infrastructure. It is not typical for a community college to reinvest resources in research and
development, but such is long-standing practice at Coastline. Technology innovations since the last accreditation include the following:
•
New delivery options—The surging popularity of handheld computer and communication devices prompted Coastline to implement
distance learning course delivery via smart cellular phones and personal digital assistants (PDAs). The compact, self-contained nature of
handhelds is a compelling advantage to some distance learning users, such personnel aboard vessels of the U.S. Coast Guard.
•
Seaport Course Management System—In collaboration with its faculty, Coastline developed Seaport, a new course management
system superior to commercial CMSs in ease of instructional design by non-technical instructors, flexibility of delivery modalities, and freedom
from escalating CMS licensing costs.
Technology innovation is but one example of the non-stop quest for improved operation in every aspect of college life that characterizes Coastline.
New Grants—Under the direction of the Dean of Planning, Development, and Government Relations, Coastline pursues grants aggressively. Since
the last accreditation the College has secured grants from organizations that include the following:
• The William and Flora Hewlett Foundation—To participate in a study of online language instruction.
•
U.S. Department of Education (Program for North American Mobility in Higher Education)—In collaboration with colleges in Canada
and Mexico, develop and deliver courses related to business management in the NAFTA environment.
•
California State Chancellor’s Office—To design and administer ICE-T (International Cross-Cultural Education through Technology), a
series of trans-border student projects at colleges in the Canada, Mexico, and the United States.
•
California State Chancellor’s Office—Three successive grants to provide administrative support and financial management for the
statewide VTEA-funded Discipline/Industry Collaborative for Business Education.
•
National Science Foundation—To design and implement a program in Informatics.
•
Foundation for California Community Colleges (funded in part by the Bill and Melinda Gates Foundation)—To establish an Early
College High School.
Coastline Imperatives: Renewed Commitment to Unchanged Goals
Although much has changed since the last accreditation, in two respects Coastline remains the same. The first is a spirit of entrepreneurship and
innovative thrust, backed by a continuous cycle of planning, implementation, and evaluation. This spirit of self-improvement manifests itself in many
ways, including technical innovation, staff development at all levels, and an underlying commitment to rigorous standards of planning and
evaluation.
Coastline acknowledges that many challenges accompany this spirit of entrepreneurship and innovative thrust. There is the challenge of effective
and efficient coordination between partners and entities with different cultures, rules, policies, and regulations; the challenge of providing
7
8
infrastructure support as new programs are developed and achieve a level of success; the challenge of established institutionally recognized
processes and procedures; and the challenge of consistent and timely information-sharing within a campus without walls.
This acknowledgment also manifests itself in Coastline’s second constant, a drive for collective excellence: collective in the sense of faculty and
classified staff working well together and excellence in the sense of a constant striving for student success.
B.
Demographic information, including summary data on th e area served, enrollm ent figures, and
student and staff diversity, including trends and available projections should be provided.
The data tables and charts on the following pages present a statistical overview of Coastline. Data for the fall semester of each year from 2005 back to
1999 is presented so as to easily identify changes in the student body and demographic characteristics of the College faculty and classified staff. The
narrative below summarizes trends shown in the tables and charts:
Student Demographics
•
Age (Table 3) – The median age of Coastline students is 37 years, while the arithmetic average is 42.8 years. The age distribution has
remained fairly consistent since 1999.
•
Gender (Table 4) – Fifty-seven percent of Coastline’s students are female. This percentage has dropped slightly from 60.9% in fall 1999.
•
Ethnicity (Table 5) – Ethnic trends observed since 1999 include a drop in the percentage of Asian/Pacific Islanders (25% to 21%) and
Caucasians (48% to 41%). Other trends show an increase in the percentage of Hispanic/Latino students (9% to 13%) and African American
students (2% to 6%).
•
Student Residence (Table 6) – With the growth of online courses, the percentage of students living outside Orange County has risen
sharply (17.3% in 1999; 34.9% in 2004). The percentage of students living in Orange County but outside Coastline’s service area has dropped
by 3%.
Enrollment Data
• Enrollment Status, All Students (Table 7) – Continuing students comprise the largest percentage of the student body (43.5%). The
percentage of continuing students peaked in 2003 (47.1%) and fell to 43.5% in 2005. Figures do not include military enrollments. For fall
2005, for example, the charts show a total enrollment of 12, 242. Military students accounted for an additional 4,374 enrollments.
• Enrollment Status, Credit Students Only (Table 8) – In statistics confined to students enrolled in credit courses, the percentage of
continuing students also peaked in 2003 (39.8%) and fell to 35.4% in 2005.
• Enrollment Trends: FTES (Table 9) – Throughout the period shown, Coastline FTES varied within a range of approximately 4500 to 5000
per year.
Introduction
Student Plans and Programs at Coastline
• Educational Goals (Table 10) – The percentage of students planning to transfer has risen from 32.8% in 1999 to 37.9% in 2005. Between
1999 and 2006 there has been a corresponding drop in students stating a vocation goal (21.5% to 15.7%) and students stating an enrichment
goal (19.5% to 15.5%).
• Unit Load (Table 11) – Historically Coastline has served part-time students, i.e., students enrolled in fewer than 12 units. Since 1999, the
percentage of students taking 12.0 or more units has steadily risen from 2.5% to 4.4%, or from 291 to 540 full-time students.
• Mode of Instruction (Table 12) – The chart highlights the rapid growth of technology-mediated instruction: telecourses (“T.V.”), CD-ROM,
cable, and the Internet. Year to year comparisons of seat counts by mode of instructional delivery reveal a decrease in the percentage of
classroom seats per semester. Considerably fewer enrollments are in the traditional classroom (77.3% in 1999 to 51.5% in 2005). For the
same period, enrollments in telecourse courses rose from 15.5% to 20.9%. Courses delivered over the Internet (“WWW”) soared from 3.1% to
23.7%.
Employees
• Employee Demographics (Table 13) – More Coastline employees are female (67% in 2004). The largest percentage of Coastline’s
employees is in the 50 to 59 age group. Since 1995, the percentage of Caucasian employees decreased from 81% to 73%, while 4% more
Asians and 5% more Hispanics were employed by Coastline.
• Occupational Classification (Table 14) – The percentage of faculty (full- and part-time) dropped from 62% in 1995 to 58% in 2004. This
trend was offset by a slight growth in the percentage of technical/paraprofessional employees.
9
10
Table 3.
Student
Age
Introduction
Table 4.
Student
Gender
11
12
Table 5.
Student
Ethnicity
Introduction
Table 6.
Student
Residence
13
14
Table 7.
Enrollment
Status, All
Students
Introduction
Table 8.
Enrollment
Status, Credit
Students Only
15
16
Table 9.
Enrollment
Trends:
FTES
Introduction
Table 10.
Educational
Goals
17
18
Table 11.
Unit Load
Introduction
Table 12.
Mode of
Instruction
19
20
Table 13.
Employee
Demographics
Introduction
Table 14.
Occupational
Classification
21
22
C.
A discussion of the results of th e last comprehensive visi t, including evidence of what the
institution has done regarding the previous team’s recommendations. Each recomm endation should be
addressed separately.
This discussion appears below under “9. Responses to Recommendations from the Most Recent Comprehensive Evaluation.”
D.
Longitudinal Student Achievement Data
Longitudinal student achievement data, including information on cours e completion transfer rates, numb er
of degrees and certificates awarded, job placement, licensure, persistenc e rates, ret ention rates, graduation
rates, basic skills completion, success after transfer, etc.
Various measures of student progress are tracked as one component of Coastline’s institutional effectiveness assessment plan. The tables below
present data organized by academic year for the following measures: awards of certificates and degrees; transfers; rates of course success by course
category, ethnic group, and instructional mode; and fall-to-spring return rate.
Since 1999-2000, the total number of degrees and certificates awarded has shown a steady increase (Table 15). The growing military program and
programs designed to serve full-time students (e.g., EOPS and Coastline’s unique STAR and Access programs) have contributed to this growth.
Table 15. Certificates and Degrees Awarded
Year
96- 97
97- 98
98- 99
99- 00
00- 01
01- 02
02- 03
03- 04
04- 05
05- 06
A.A. Degrees
181
135
131
149
209
305
352
460
682
1,026
Certificate s
190
212
146
112
108
105
104
121
66
71
Total Awards
37 1
34 7
27 7
26 1
31 7
41 0
45 6
58 1
74 8
1,0 97
Source: California Community College State Chancellor’s Office Data Mart
Introduction
23
Transfers from Coastline to four-year institutions show a similar positive trend (Table 16). Recent access to private and out-of-state transfer data from
the State Chancellor’s Office shows that Coastline transfers approximately as many students to those institutions as to UC and CSU institutions
Table 16. Estimated Transfers fr om Coastline to Four Year Institutions
96- 97
97- 98
98- 99
99- 00
00- 01
01- 02
Year
02- 03
03- 04
04- 05
CSU
76
88
77
72
60
76
112
86
125
UC
11
12
5
8
11
3
15
1
1
Private In-stat e
--
--
--
--
34
45
58
73
60
--
--
--
--
28
30
44
35
39
87
10 0
82
80
13 3
15 4
22 9
19 5
22 5
Public & Private
Out-of- State
Total
Source: California Community College Chancellor’s Office Research Unit, California Post-Secondary Commission (CPEC)
Overall course success rates (Table 17) have remained just above 68%. It is unclear why course success rates for developmental skills courses have
dropped somewhat, but this trend probably reflects the gradual move to a greater number of online course offerings. Compared to courses that meet
in the traditional classroom, online courses often produce slightly lower success rates—a trend noted across the California Community College system.
It is unclear why the success rate for career and technical education courses has dropped. As a consequence, the Office of Research will examine this
trend more closely.
Table 17. Course Success by Course Type*
Course Type
20 00- 0 1
20 01- 02
20 02- 03
20 03- 0 4
20 04- 0 5
Transfer
68.2 %
68.6 %
69.9 %
68.9%
68.5%
De vel opmental Skills
68.2 %
66.0 %
66.6 %
64.0%
63.5%
Career & Technical Ed.
87.3 %
86.4 %
78.4 %
74.2%
68.8%
All
68.5 %
68.8 %
69.8 %
68.6%
68.1%
As part of the Coastline’s Student Equity plan, course success and fall-to-spring continuation rates are tracked for different ethnic groups (Tables 18
and 19). Continuation is defined as students who were enrolled in at least one fall class (after census) and returned in the spring, enrolled, and
remained enrolled after spring census.
24
Successful Course Completion by Mode of Instruction (Table 20) – The rate at which Coastline students successfully complete their
courses remains about 68%. Success rates for students taking online and telecourses remained lower (each at 60%). The student success rate in
Coastline’s distance learning classes, 60.4%, is above the statewide average of 56.7%.
Table 18. Course Success by Course Type and Race/Ethn icity
Filipin o
Hispa nic
Native Amer.
White
Unkn own
Average/ Total
66. 0
65. 5
67. 2
64. 8
71. 7
72. 1
69. 2
2544
976
256
1776
137
88
5665
1127
12681
Career & Tech.
74. 1
50. 2
79. 2
69. 9
75. 0
61. 9
74. 3
68. 9
71. 4
Ed.
756
221
77
438
24
21
1319
289
3166
66. 6
54. 5
-
57. 3
-
10 0.0
55. 6
64. 1
63. 8
631
11
-
63
-
5
142
103
1006
70. 5
55. 9
66. 7
65. 0
65. 8
67. 7
70. 7
71. 7
68. 7
3454
1028
276
2052
152
99
6325
1383
14888
67. 9
55. 1
76. 5
65. 0
64. 0
55. 6
71. 4
66. 9
67. 8
2286
1141
200
2013
114
99
5861
1275
3084
Career & Tech.
64. 4
48. 5
77. 6
66. 3
57. 7
63. 6
70. 4
64. 2
66. 2
Ed.
568
231
49
415
26
22
1265
296
3019
65. 9
-
-
60. 9
-
-
58. 1
66. 4
63. 2
590
-
-
42
-
-
136
110
934
67. 2
54. 2
76. 3
64. 6
60. 9
58. 1
71. 1
67. 6
67. 5
3064
1201
211
2213
128
105
6429
1526
14978
Fall 2004
Basic Skills
Combined
Spring 2005
Transfer
Basic Skills
Combined
Pacific
African- Am er.
56. 0
Transfer
Islan der
Asian
71. 2
Cour se Ty pe
Introduction
Table 19. Fall-to-Spring Continuation Rates for Sel ected Ethnic Groups
Student
Group
25
19 97- 9 8
19 98- 9 9
19 99- 0 0
20 00- 0 1
20 01- 02
20 02- 03
20 03- 0 4
20 04- 0 5
Asian
46.2
39.5
46.1
45.6
47.4
45.4
50.4
48.6
Afr-Amer
44.6
44.6
43.0
38.4
34.7
40.0
50.2
39.5
Filipino
41.5
47.4
46.3
43.2
40.0
43.5
43.4
28.2
Hispanic
42.4
39.6
40.8
43.4
37.3
44.9
47.7
43.4
Nat Amer
45.7
44.6
37.1
40.4
35.5
40.7
47.6
42.7
Pacific Is
44.1
35.1
36.2
27.7
40.5
42.4
61.8
50.0
White
50.7
50.1
50.6
50.0
44.6
46.2
54.3
49.9
Unknown
58.6
54.0
54.7
54.3
46.3
49.3
63.5
41.2
Total
49.8%
46.9%
48.7%
49.2%
44.1%
45.7%
53.8 %
46.1%
Source: Coastline Office of Research.
26
Table 20.
Successful
Course
Completion
by Mode of
Instruction
Introduction
E.
Student Learning Outcomes
The Commission recognizes institutions are in varying st ages of developing and assessing student l earning
outcomes at th e course, program, and degree level. The college sh ould describe evidence gathered to date,
how it is being us ed, and what plans exist for continued expansion of this effort.
Coastline’s emergent SLO leaders have made good progress in preparing faculty and classified staff to understand and embrace the concepts and
purpose of student learning outcomes. It is anticipated that the first set of SLO assessment data will be gathered in the fall of 2006 and will be
analyzed and used in the early spring of 2007. Planning is underway to build a sustainable infrastructure for maintaining meaningful progress on
SLOs. The College intends to expand the number of courses having assessable SLOs with the goal of 100% implementation by fall 2010.
Coastline’s preparation for implementing student learning outcomes began when the Vice President of Instruction and the Supervisor of Research
attended the California Assessment Institute Conference in October, 2002. The following February, Coastline sent a team of three faculty and three
administrators to a half-week learning outcomes and assessment workshop sponsored by AAHE/WASC. Soon thereafter, the Supervisor of Research
became a proactive advocate for SLOs by becoming a statewide workshop presenter for the Research and Planning (RP) Group beginning in 2003.
Over the past two years an ESL instructor, an English instructor, the Instructor/Coordinator of Instructional Research (hereinafter Instructional
Researcher) and the Supervisor of Research have collaborated to present several internal training sessions on SLOs for Instruction and Students
Services. The curriculum forms and Coastline’s new Seaport Course Management System now include prompts for stating learning outcomes.
Learning outcomes are now an important component of the Program Review process. College governance groups debated and approved college-level
learning outcomes in the spring of 2006. As more courses and programs have identified high priority learning outcomes, the initial outcomes
assessment data is being gathered in the fall of 2006, and will culminate in Coastline’s very first “SLO reports” in the spring of 2007. Many other
instances of training and resource development have taken place. These are documented in the Chronology of Student Learning Outcomes Work at
Coastline College (document 2A.10). A narrative description is presented in Standard II.A.1.c and summarized in Table 2A.4.
F.
Off-Campus Sites, Centers, and Distance Learning
Information regarding off-campus sites and centers as well as distance learning eff orts should be included.
Teams are charged with assuring the Com mission of quality of all programs.
Off-campus sites and centers—Founded as a college without walls, Coastline has no central campus. The College instead operates main
learning centers in the cities of Costa Mesa, Garden Grove, and Westminster and an administrative center (the College Center) in Fountain Valley and
offers instruction at more than 30 other locations in western Orange County. Under contract with the County of Orange, Coastline also operates the
27
28
Orange County One-Stop Centers, with facilities in Westminster, Irvine, and Fullerton. Addresses of most locations are given on the map Coastline
Community College Sites (document 1B.13). Descriptions of learning center facilities appear in Standards II.C, III.B, and III.C of this Self-Study
Report.
A comprehensive treatment of Coastline’s distributed campus concept, historical development, and long-range facilities planning appears in the
Master Plan (document 1A.4). In the document, see Section 7, Facilities Plan Summary.
Distance learning efforts—Coastline is a nationally prominent developer of distance learning products. More than 350 colleges in the United
States and Canada lease courseware produced by Coast Learning Systems, the Instructional Systems Development division of Coastline Community
College (and known inside the College simply as ISD). The division began operations in 1973 as an independent unit of the Coast Community
College District, before Coastline College itself was founded. Over the years, ISD has received more than 60 awards for excellence in instructional
design and production of educational courses. These awards include 15 Los Angeles Area Emmy Awards, four Cindy Awards, and four Telly Awards.
From the start, the concept has been presenting a course as an integrated learning system, combining video and audio interactive learning activities,
a learning guide, and other related materials, offered under an instructor’s direction. Originally delivered via broadcast and cable television and
video cassettes, courses are now accessible on the Internet, on CD-ROM and DVD, and via handheld devices such as personal digital assistants (PDAs)
and smart cellular telephones. Other means of delivery are under development. Background information and a catalog of courses offered by Coast
Learning Systems are available at http://www.coastlearning.org.
Coastline Community College is a major user of distance learning products. In fall 2005 the College offered more than 100 distance learning courses;
46% of students took at least one such course. The Distance Learning Guide (document 2A.19) lists all distance learning (DL) courses in the
Coastline curriculum, explains DL delivery modalities, and specifies DL courses that meet transfer requirements of CSU, IGETC, and the General
Education A.A. degree.
G.
External Independent Audit
Information regarding an external independent audit and information demonstrating integrity in the use of
federal grant monies.
External Independent Audit—The Coastline Community College external audit is conducted annually as part of the Coast Community College
District annual audit. Scope and standards of the audit are explained in III.D.2.a. The audit report is available to the public upon request (document
3D.7, Coast District Audit Report).
Introduction
29
Federal Grant Monies—Coastline Community College/Coast Community College District has extensive experience in managing federal grants
for educational purposes. Table 21 on the next page lists grants and other federally-funded revenue received during the past six years, totaling
$21,714,131.
Coastline is familiar with regulations prescribed by the Office of Management and Budget for spending public funds. Federal grants are covered in
the annual audit conducted by the Coast District’s independent auditors. In more than 15 years, the Coast District has never been subjected to audit
by any federal agency affecting operations with federal funded grants.
Table 21. Grants and Other Federal Monies Receiv ed by Coastline
Year
Project
Fundin g Agenc y
Am ount Recei ve d
2000
Title III — Strengthening Institutions
U.S. Dept. of Education
Orange County Community Services
Yr. 1 - $350,000
Yr. 2 - $350,000
Yr. 3 - $350,000
Yr. 4 - $350,000
Yr. 5 - $350,000
$1,749,108
2001
Coastal Orange County One-Stop Center
2001
Specialized Case Management for Emancipated Youth
Agency (WIA). Funds shown include
$187,865
2001
Employer Services
federal funding component.
$264,680
2001-02
Coastal Orange County One-Stop Center and/or Orange County
$2,585,915
2002-03
One-Stop Centers and Orange County Business Service Center-North
$1,957,694
(5- year grant)
2003-04
$3,004,157
2004-05
$5,175,025
2005-06
$4,730,257
2003
NORATEC – North American Approaches to Enterprise Control
U.S. Dept. of Education; FIPSE
$143,000
2005
C-SPIRIT – Coastline Seamless Articulation Program for Informatics
National Science Foundation – ATE
$166,430
Recruitment and Intersegmental Transfer
Program
Total
$2 1,7 14, 13 1
30
5. ABSTRACT OF THE REPORT
The abstract should be a summative assessment of how well the institution is meeting the standards as a whole.
It should be based on the themes that pervade the standards: institutional commitments; evaluation, planning,
and improvement; student learning outcomes; organization; dialogue; and institutional integrity.
Insti tutional Commitm ent
At Coastline, commitment to student learning as the primary institutional goal springs from the first sentence of the College Mission Statement:
“Coastline Community College is committed to student learning and flexible education within and beyond the traditional classroom.” In the same
spirit, the Board of Trustees of the Coast Community College District commits itself to ensure that the District colleges provide the highest quality of
lower-division transfer education, occupational training, and lifelong educational programs.
The College Master Plan articulates Coastline institutional commitments to creating and expanding educational programs and support services; to
enhancing Coastline’s stature as a national leader in the development of technology-mediated instruction; and to broadening Coastline’s circle of
partnerships with business, government, and other educational institutions. These commitments find expression—as more than a statement of
intention—in policies and practices such as these:
• The Master Planning Process—Educational programs and student support services are the leading priority of the Master Plan,
developed during the years from 2002 to 2005 and scoped to guide the College through 2008.
• Student Equity—The Student Equity Plan embodies Coastline’s commitment to education for all and to identifying and removing any
barriers to the success of historically underrepresented groups. The Coastline commitment extends to highly nontraditional populations that
higher education often neglects, such as incarcerated individuals and victims of severe developmental disabilities and mental illness.
• Program Review—In its various implementations for instructional, student service, and administrative sectors of the College, Program
Review provides a collegewide measure of the extent to which Coastline is fulfilling its commitments to student success.
• Technology—Approximately half of all Coastline students take at least one distance learning course. Many, including thousands of military
students, use distance learning exclusively. The planning, operation, financing, and support of the infrastructure behind distance learning
reflect commitments by people and departments throughout the College.
• Budgeting—At Coastline, ancillary operations such as Instructional Systems Development earn revenue (II.B.4). The College commits a
portion of this revenue to reinvestment in projects that implement priorities of the Master Plan.
Evalua tion, Planning, and Improvement
A distinguishing characteristic of Coastline throughout its history has been a systematic and continuous effort to identify student needs and to develop
programs rigorously defined to meet those needs. The evaluation cycle is multi-pronged and works continuously, addressing different topics in
parallel in different areas of the College. The six principal evaluation mechanisms are:
Introduction
1. Institutional Effectiveness Committee—Charged to provide oversight, leadership, and coordination for institutional effectiveness, this
committee has wide representation and focuses on topics such as progress in implementing SLOs (II.A.1.c), the College’s degree-level learning
outcomes, and core measures of institutional effectiveness. Co-chair direction by the Supervisor of Research and the Instructional Researcher
ensures availability of timely and focused research data.
2. Program Review—Instructional programs undergo a rigorous review every five or six years. Student Services and Administrative Services
programs and departments are reviewed annually. A searching analysis of needs and plans for continuous improvement characterizes all
reviews.
3. MPBC—The Mission, Plan and Budget Committee (MPBC) plays a central role in Coastline’s annual cycle of evaluation and planning. The
committee sets priorities and establishes a focus and theme for each year. Often, the College President is invited to make suggestions for the
theme and other matters within MPBC’s purview. The committee’s mandate gives it a central role in the systematic cycle of evaluation.
4. Office of Research—Research enters the evaluation cycle with work in the various areas that the College has selected for review that year.
Some areas are reviewed annually; others are spotlighted for special examination. Coastline’s recent build-up in education for the incarcerated,
for example, entailed a major research effort to identify student demographics and curricular needs.
5. Evaluations—Evaluation is not performed in a vacuum by any one department or office of the College but by the entity involved, such as an
instructional program undergoing Program Review or, for non-instructional areas, a department in Administrative Services or the President’s
Office undergoing Departmental Services Review (DSR) or a student services program undergoing Student Services Program Review (SSPR).
The Office of Research provides data as background to begin the process. Master Plan Implementation projects (internally-funded development
projects) continually report progress.
6. ROI Analysis—Where appropriate, Coastline uses Return on Investment as a quantitative measure of program effectiveness. ROI analysis (a
comparison of the money earned or lost on an investment to the amount of the investment) helps determine whether the College is realizing an
acceptable return on investments in such areas as marketing campaigns. A tracking mechanism, such as an 800 number or a return address, is
established as a basis for tracking results. Coastline allocates resources only when evaluation tools are at hand to determine whether the
money is being wisely spent.
Student Lea rning Outcomes
Planning, development, and faculty training prerequisite to college-wide implementation of SLOs have been underway at Coastline since 2003. SLOs
are being applied at all levels—course, program, and institution—to operations throughout the College: instructional, student services, and
31
32
administrative. SLO operations are supported by dedicated technology resources. SLO research and development, directed by the Office of Research,
provides technical leadership in this complex and evolving field.
It is anticipated that the first set of SLO assessment data will be gathered in the fall of 2006, and will be analyzed and used in the early spring of
2007. Although great thought and resources have gone into building a sustainable infrastructure for maintaining meaningful work on SLOs, this task
is far from accomplished.
Many instances of training and resource development have taken place. These are documented in the Chronology of Student Learning Outcomes
Work at Coastline College (document 2A.10). A detailed summary is presented in II.A.1.c.
The planning agenda for SLOs is to expand the number of courses, programs, and services—including instructional and non-instructional
departments—engaged in gathering, analyzing, reporting and making use of learning outcome assessment data to improve curriculum, with the goal
of 100% implementation by fall 2010.
Orga nization
Coastline possesses organizations and organizational interfaces to facilitate the identification and implementation of student learning outcomes and
the design, approval, and evaluation of courses and programs. The key processes are those of the Office of Research, the Curriculum Committee, and
Program Review.
The Office of Research reports directly to the College President. The Supervisor of Research and the Instructional Researcher maintain a visible
presence on campus by making regular research presentations at Academic Senate and Curriculum Committee meetings; by posting research data on
the College Web site; by responding to research requests from students, faculty, and classified staff; and by conducting ongoing research for quality
improvement. Because this data is organized and regularly updated, College faculty and staff have current information at hand with which to
evaluate progress toward improvement of student learning and Coastline’s institutional effectiveness.
The Program Review process, initiated in 1987, was formalized in 1992 with the establishment of a Program Review Steering Committee. The
committee is composed of five faculty members, three administrators (representing instruction and student services); one classified staff member; and
one member of the Student Advisory council. The steering committee is co-chaired by the Instructional Researcher and the Vice President of
Instruction.
Programs are reviewed once every five to six years, following a systematic, documented process developed with input from all constituencies.
Program reviews are conducted by teams consisting of a minimum of four faculty members; the discipline dean; a classified representative; a student;
and, as appropriate, additional resource persons from the College or community. The review process uses both quantitative and qualitative data to
determine the effectiveness and vitality of each program. Review teams are charged with evaluating the program based on student learning
Introduction
outcomes and assessment, enrollment history and trends, fiscal resources, community need and changing student demographics, and surveys of
student and faculty satisfaction with program components.
The review team compiles a written report, which gives a historical perspective of the program, documents the review findings, provides
recommendations for strengthening the program, and identifies both short- and long-term program goals. The completed report is forwarded to the
Steering Committee, which also meets with the representatives from the team to discuss the review findings. The Steering Committee prepares a
written Validation Report, identifying and commending program strengths and accomplishments, requesting clarification of the review findings if
necessary, and providing additional recommendations and suggested goals as may be appropriate. Review teams are given an opportunity to
respond in writing to the Validation Report before the Program Review and Validation Reports are forwarded to the College President and the
Academic Senate President.
Significant steps taken to enhance the utility of Program Review and to ensure that review findings are integrated into total College planning include:
1) Soliciting recommendations for the allocation of full-time faculty positions from the Program Review Steering Committee; 2) Incorporating an
executive summary into each review report to facilitate broad dissemination of findings to faculty and other constituencies and planning groups,
including the MPBC; and 3) Developing a separate but related process of Program Vitality Evaluation, which is undertaken specifically when the
continued viability of a program is questioned.
Dialogue
At Coastline, a culture of continuous improvement propels a process of consistent progress toward serving students better and making Coastline a
stronger institution. An ongoing loop of collegial, self-reflective dialogue about student learning and institutional processes informs discussions
throughout the College—at managers’ meetings, in committees, in classified staff meetings, and in the Academic Senate. Individuals and groups
continuously share ideas about ways to improve the College.
• Mechanisms for discussion, debate, and action in support of the continuous improvement cycle include the following. Each represents a
process, program, or organizational entity whose activities support this Standard.
•
•
•
•
•
Program Review, Departmental Services Review (DSR), and Student Services Program Review (SSPR)
Student Advisory Council, Classified Council, Instruction/Student Services Council, Academic Senate, and Blue Ribbon Management Team
Mission, Plan and Budget Committee (MPBC)
Curriculum Committee and Institutional Effectiveness Committee
Seminars and training sessions on educational issues, such as student learning outcomes, assessment, and instructional design using
technology
•
•
•
•
•
All-College meetings
Faculty and department meetings
Task force meetings
Grant-funded projects, such as the Early College High School (ECHS) and International Cross-Cultural Education through Technology (ICE-T)
Collegewide newsletters and e-newsletters
33
34
• Special academic programs, such as STAR and Access
• Leadership Development Task Force
Insti tutional Integrity
Coastline’s policy is one of honesty and truthfulness in relations with all stakeholders, internal and external. The College strives for clarity, accuracy,
and consistency in all representations made to its constituencies, the public, and prospective students. There is a concerted effort to ensure that
information about College programs, services, and activities is accurate, consistent, and complete. Self-Study Survey findings and conversations with
faculty and classified staff indicate that this effort is successful.
Students— The Class Schedule and the College Web site provide easy access to information on policies, procedures, and requirements. This
information fulfills the College Mission Statement: “Coastline is committed to student success through accessible and flexible education within and
beyond the traditional classroom.” In the Accreditation Self-Study Survey, 89% of students responding agreed that “College publications clearly and
adequately reflect actual practices at Coastline.” Expected learning outcomes and objectives for degree and certificate programs are clearly stated in
the course outlines, which are on file in the Office of Instruction. Instructors provide course syllabi, which define student learning outcomes to
students in their courses. The College identifies program outcomes through descriptions in the Catalog. The institution designs outreach and
recruitment materials to make the public aware of program outcomes. As noted earlier, planning is underway to build a sustainable infrastructure for
maintaining meaningful progress on student learning outcomes. The College intends to expand the number of courses having assessable SLOs with
the goal of 100% implementation by fall 2010.
Faculty and Classified Staff— Criteria, qualifications, and procedures for selection of personnel are clearly and publicly stated. All job
descriptions are 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, and potential to contribute to the mission of the institution. Existing faculty play a significant role in selection of new faculty.
The evaluation of each category of personnel is systematic and is conducted at stated intervals. Using written criteria that reflect assigned duties, the
evaluation process seeks to assess performance and provide information that can be used to encourage improvement. All actions following
evaluation are formal and documented.
Coastline faculty are guided by Coast Community College District Board Policy 030-3-1.5, Academic Freedom, which notes that faculty members
“shall not be subject to any adverse action affecting . . . employment status” if they “examine or endorse unpopular or controversial ideas
appropriate to course content” in student discussions or in academic research and publications.
Introduction
6. ORGANIZATION FOR THE SELF STUDY
The former Vice President of Instruction worked with the President to select the co-chairpersons of the Self-Study process. These appointments were
approved by the College Council. The faculty co-chair was provided with a 30 percent release time, beginning in fall 2005, to work on accreditation.
The data collection and analysis was coordinated by the research co-chair. All individuals are identified in the Self-Study Team Composition section of
this report.
The accreditation Self-Study process was introduced in the spring 2005 semester, starting with the WASC New Standards’ Orientation attended by ten
Coastline members, of whom six were faculty. During summer 2005 a list was prepared of persons interested in serving on a standard or identified as
having particular knowledge relating to a standard. The co-chairs selected for each standard included at least one faculty member. For Standard IV,
Leadership and Governance, a classified member joined an administrative dean and the President of the Academic Senate, as chairs. Standard II,
Student Learning Programs and Services, was divided into two groups, A. and B. Each group was chaired by an instructional dean and a faculty
member. Standard III Resources was assigned three co-chairs, with the faculty chair taking the lead in III.C, Technology. The Steering Committee
consisted of the Self-Study Co-Chairpersons, all Standard Co-Chairpersons, the Accreditation Liaison Officer, the Editor, and all members of the
President’s Cabinet.
Following initial appointments of Steering Committee members and standard team members, a kick-off meeting was held in September 2005 to
introduce everyone to the task ahead. All co-chairs were provided with special notebooks containing related documents available at that time and
team members were provided with notebooks containing initial documents, the timeline, research information and a template of their standard.
Following the initial presentations at this meeting, all teams were given the opportunity to conduct their first meeting, make reporting assignments,
set the next meeting date, discuss documentation needed and become acquainted.
Since Coastline is a college without a campus, new relationships were established in the teams as representation was college wide. At this meeting
team members were also asked for final approval of the survey instruments which were due to be released in early October 2005.
Initial writing assignments were given but reports would wait for the results of the survey instruments, due to be posted early that December. Between
December 2005 and February 2006 the first draft reports were received from the standard co-chairs.
The report draft reports were analyzed using the Guide to Evaluating Institutions, the contents of Coastline’s 1999-2000 Self-Study, the Mid-Term
Report, the Interim Report, and Responses to Recommendations from the Most Recent Comprehensive Evaluation.. Following this process the
Steering Committee co-chairs and the Vice President of Instruction met with all the standard co-chairs to review these documents. The co-chairs were
encouraged to share this information with their team members. A portion of Standard IV was shared with the District Office. The District Office provided
documents and information to identify and explain the services provided by the District Office to the colleges.
35
36
In October 2005, all faculty, classified staff, and selected populations of students were provided with the electronic surveys developed by the selfstudy participants. In addition to these survey instruments, the results of the graduate petition survey for the past two years were posted on
Coastline’s research Web site for review and utilization by all groups. The research Web site has been made available to anyone wishing to access it.
The Student Advisory Council was provided with a notebook containing the accreditation documents and also given the research Web site address for
future reference, as it will be updated on an ongoing basis as report documents are finalized. The Student Advisory Council (SAC) was included in the
process and invited to participate on committees. The Advisor to SAC served on teams in both sections of Standard II. SAC received a copy of the
August 25, 2006, report. The SAC office receives electronic and written information about all of the activities of the College, including accreditation.
The first all-College draft was released on August 25, 2006; all participants were encouraged to review the report and submit comments and
recommendations. Major constituency groups met the first week in September 2006 and encouraged comments and recommendations in
preparation for the Town Hall Meeting on September 22, 2006.
The faculty and staff survey elicited responses from 139 individuals, as follows: 25 full-time faculty; 44 part-time faculty; 47 full-time classified; 5 parttime classified, and 18 managers. Using the spring 2006 employee census figures, the participation percentages are: 57% of full-time faculty; 18%
part-time faculty; 28% full-time classified; 2.1% part-time classified; and 49% managers. The Service Satisfaction Survey for 17 Departments of the
College was participated in by 127 persons, as follows: 26 full-time faculty (59%); 37 part-time faculty (15%); 44 full-time classified (26%); 9 parttime classified (3.7%); and 11 managers (30%).
Seven hundred and twenty-three students participated in the student survey. The students identified their primary mode of instruction as Military
Program Classes (includes all modes of delivery), 23.8%; regular classroom, 13.9%; online classes (non-military), 38.7%; telecourses (non-military),
4.9%; and various mixes of classroom and distance learning modalities, 18.7%. Details of the survey, including mode of instruction statistics,
responses from military students, and responses from the various categories of faculty and classified staff, appear in the Accreditation Self-Study
Survey (document 1A.2). See the Glossary at the end of this report for definitions of telecourse and other distance learning modalities.
Survey findings were reported and posted on the research Web site for everyone to view and for team members to use in writing their reports in
December 2005. The surveys were broken down by the Office of Research to facilitate access to the appropriate sections when reviewing the findings.
A table of contents was posted for each division of the survey.
Professional editing of the Self-Study manuscript was done by the Director of Marketing and Public Relations. The Publications and Communications
Department prepared the report for printing, which was completed in November 2006. Copies were shared with the Chancellor and the Board of
Trustees. The Steering Committee continued to meet with the Accreditation Liaison Officer—the Vice President of Instruction—to prepare for the
Accreditation Team visit in March 2007.
Introduction
Self-Study Team Composition
The Accredita tion Self-S tudy Co-Chairpersons,
Support Team and Team Members:
Co-Chai rs
Jerry Rudmann
Institutional Research
Margaret Lovi g
Professor, Paralegal Studies Chair, Curriculum Co-Chair, Academic Senate
Self-Study Administra tive Support Team
Ding-Jo Curri e
President
Cheryl Babler
Vice-President of Instruction, Accreditation Liaison Officer
Vangie Meneses
Vice-President of Student Services and Economic Development
Kevin McEl roy
Vice-President, Administrative Services
Donna Lubanski
Staff Assistant, Vice President of Instruction
Pat Arlington
Instructional Research, Co-Chair Program Review
Gayle Berggren
Professor, Psychology, 2000 Self-Study, Academic Senate
John Leighton
Editor
37
38
Self-Study Timetable
2005
March 8
Attend WASC New Standards Orientation
Select Self-Study Co-Chairs
August
Recruit and Select Steering Committee Members and Standard Co-Chairs
Finalize Standards’ Team Membership Recommendations
Compile Responses to 2000 Visitation Team’s Recommendations
Identify and Design Survey Instruments
September
Distribute Survey Instruments to Co-Chairs, Team Members, Academic Senate, Management Team, MPBC, Classified
Council and request feedback
September
Meet with Co-Chairs by Standard
September 23
Kick-Off Meeting for all Self-Study Committees:
Review notebooks; research Web site; evaluate final survey instruments; discuss planning and evaluation
deadlines; review reporting format; encourage teams to seek additional participation college wide.
September 30
Deadline for feedback on Survey Instruments
October
Distribute Student, Faculty & Staff and Service Satisfaction Surveys
November
Retrieve and analyze survey data
December
Steering Committee and Standard Co-Chairs Meet with President Currie
Survey results posted on research Web site and breakdown explained
WASC Team Visit Guidelines and Questions are reviewed and discussed
December 22
Early requests for Self-Study Drafts
Introduction
2006-2007
January-February
First drafts continue to be received from Standard Co-Chairs for review
February 3
All College Meeting accreditation update
March-April
Meetings with all Standard Co-Chairs and Vice President of Instruction; review of edited drafts; additional
Information is provided; and individual meetings with Co-Chairs and teams as requested.
April-May
Revised and final drafts continue to be received by Co-Chairs and Editor
May
Review of all drafts and planning summary; Identification of Supporting Documentation;
Continued submission of revisions to Editor
June-July
Co-Chairs and Editor continue to coordinate drafts, review planning agendas, update the Web site, design
document search, program, collect documents, work on Introduction, and request statistical reports.
Information requests continue to go out for clarification.
July 10
President’s Cabinet commences the reviews of the Self-Study drafts with the Co-Chairs and Editor
July 20- August 17
Self-Study reviews continue
August 24
Final review with President’s Cabinet
August 25
Distribute Sections to Co-Chairs electronically; request feedback at August 31 meeting
August 29
Distribute Complete Self-Study Standard Reports to: All members of Management Team; MPBC; Academic
Senate; Standard Co-Chairs and Team Members; Classified Council Facilitator; hard copies to the area offices, and
all college electronic access notice.
August 31
Lunch meeting with Standard Co-Chairs; Self-Study Co-Chairs; Editor and President’s Cabinet
September 5
Management Team, Classified Council, and Academic Senate Review
September 15
Final edit recommendations due
September 22
All College Town Hall Meeting, 1:30 to 3:00 p.m.
September 28
Final Copy to President’s Cabinet and begin final review of edited report by President’s Cabinet
October 2-10
Finalization of report in preparation for Board Workshop
October 4
MPBC presentation of report
October 11
Send Accreditation Document to Board of Trustees
October 17
Board presentation materials to District Office
October 18
Board Accreditation Workshop
December
Final review of documents and printing deadlines for report
January 10 , 2007
Send Accreditation Self-Study to WASC and Visiting Team
March 5-9, 2007
Accreditation Team Site Visit
March 9, 2007
Exit Interview
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7. ORGANIZATION OF THE INSTITUTION
The academic and classified management organization chart for Coastline Community College appears on the next page. A complete set of charts,
showing details of all departments, is furnished as document 3D.18.
Organization Chart
Coastline Community College
September 2006
A complete set of charts showing details of all departments is furnished as document 3D.18.
Introduction
8. CERTIFICATION OF CONTINUED COMPLIANCE WITH ELIGIBILITY REQUIREMENTS
To:
Accrediting Commission for Community and Junior Colleges,
Western Association of Schools and Colleges
From: Coastline Community College
11460 Warner Ave.
Fountain Valley, CA 92708
This Insti tutional Self-S tudy Report is submitted to assist in the determina tion of the
insti tution’s accredita tion status. We certify tha t there was broad parti cipatio n by the campus
community, and we beli eve the Report accurately reflects the na ture a nd substance of thi s
insti tution. In additio n, we certify that Coa stli ne Communi ty College meets the following
eligibility requirements for accredi tation:
•
Authority—Coastline Community College is authorized by the State of California to operate as a public institution of higher learning and to
award degrees.
•
Mission—The institutional Mission Statement of Coastline Community College has been formally adopted and is published in major college
publications, including the College Catalog.
•
Governing Board—The Coast Community College District has a functioning Governing Board that is ultimately responsible for the quality
and integrity of the institution and for ensuring that the institution’s mission is being carried out.
•
Chief Executive Officer—The College President, Ding-Jo H. Currie, Ph.D., has been appointed by the Board of Trustees of the Coast
Community College District and has primary administrative responsibility to Coastline Community College.
•
Administrative Capacity—Coastline Community College has sufficient management and classified staff that are appropriately prepared to
provide the administrative services necessary to support the College mission. Organizational charts for the College are included in the
Organization of the Institution section earlier in this report.
•
Operational Status—Coastline Community College provides educational and support services to approximately 12,000 students pursuing a
variety of educational goals, including degree/certificate completion, transfer, career and technical education, and personal growth and
development.
•
Degrees—Most of the educational offerings at Coastline Community College lead to Associate in Arts degrees, and a significant proportion of
students are enrolled in these degree-applicable offerings.
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•
Educational Programs—The College’s principal degree programs are congruent with the overall College mission, are based on typical
higher educational fields of study, are of appropriate content and length, and are conducted at levels of quality and rigor appropriate to the
degrees offered. Many of the degree programs are two academic years in length. The College catalog includes details about degrees that
support the mission of the College and documents courses, units, and the curricular sequence of the educational program.
•
Academic Credit—Coastline Community College awards academic degrees based on generally accepted practices in degree-granting
institutions of higher education. The College catalog contains details about policies on transfer and award of credit.
•
Student Learning Achievement—All Coastline Community College course outlines contain learning objectives. The course syllabi
outline the specific assignments and evaluation criteria necessary to pass or excel in the individual courses. Student Learning Outcomes (SLOs)
have been addressed in course outlines for all courses passing through the Curriculum Committee since spring 2004. SLOs will be addressed in
the course outlines for programs undergoing Program Review starting in 2006-07. The use of SLOs at Coastline Community College to promote
student success is discussed in detail in Standard II of this self-study.
•
General Education—Coastline Community College incorporates a well defined general education component into its programs, designed
to ensure breadth of knowledge and to promote intellectual inquiry. This component includes demonstrated competence in writing and
computational skills and an introduction to some of the major areas of knowledge. The College catalog has a listing of general education
courses and includes descriptions of all courses.
•
Academic Freedom—Faculty and students at Coastline Community College are free to examine and test all knowledge appropriate to their
discipline or area of major study as judged by the academic/educational community in general. The College’s Academic Freedom policy is set
forth in Board Policy 030-3-1.5, Academic Freedom. The statement concerning academic freedom is part of the CFE./AFT and CCA contracts for
full- and part-time faculty (II.A.7.a).
•
Faculty—A sufficient number of experienced and qualified faculty have full responsibility for the institution’s educational programs. The
District/College Hiring Policy outlines guidelines for selection of faculty members. Union contracts include a statement of faculty
responsibilities. The College catalog lists the names of contract faculty and their degrees.
•
Student Services—Appropriate student services are provided for all students and meet student characteristics and needs.
•
Admissions—Clear and appropriate admission policies have been adopted and are used by the College. Admission policies are published in
the College catalog and class schedule.
•
Information and Learning Resources—Coastline Community College provides students with access to learning resources and services
that support the College mission and its educational programs.
•
Financial Resources—The College has a funding base, financial resources, and plans for financial development, which are adequate to
support its mission and educational programs and to ensure financial stability.
•
Financial Accountability—The College undergoes regular external financial audits and makes the results of these audits available. The
College’s audit is presented according to the standards of Governmental Accounting Standards Board (GASB) Statements No. 34 and 35 using
the Business Type Activity (BTA) model. Additionally, the District employs a full-time internal auditor who delivers quarterly reports to the public
meetings of the Board of Trustees.
•
Institutional Planning and Evaluation—Coastline Community College uses a comprehensive planning and program review process
to identify and integrate plans for academic personnel, learning resources, facilities, and financial development.
Introduction
•
Public Information—The purposes and objectives of the College, admission requirements and procedures, and rules directly affecting
students, as well as information about programs and courses, degrees, refund policies, academic credentials of faculty and administrators, and
related items, are published in the College catalog, the Class Schedule, and other appropriate documents and are posted on the College Web
site.
•
Relations With the Accrediting Commission—The Governing Board of the Coast Community College District adheres to the eligibility
requirements and accreditation standards and policies of the Accrediting Commission and describes itself in identical terms to all its accrediting
agencies.
We hereby certify tha t Coa stli ne Communi ty College continues to meet the
eligibility requirements for accredi tation.
_______________________ _______________________ _______________________
Walter G. Howald, President
Kenneth D. Yglesias, Ed.D., Chancellor
Ding-Jo H. Currie, Ph.D., President
Board of Trustees
Coast Community College District
Coastline Community College
____________________
__________________
____________________
Date
Date
Date
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9. RESPONS ES TO RECOMMENDATIONS FROM THE MOST RECENT COMPREH ENSIV E EVALUATION
The visiting team provided Coastline with two Primary Recommendations and seven Supplemental Recommendations. Because of their similarities,
responses to Primary Recommendation 1 are addressed with Supplemental Recommendation 2. The responses to Primary Recommendation 2 are
addressed with Supplemental Recommendation 1.
Primary Recommendation 1: The team recommends that the college establish reliable access to all applicable
institutional data, and design, implement, and regularly evaluate a systematic, comprehensive program of
research focused on student accomplishments and other institutional outcomes. (See Supplemental Recommendation 2,
below.)
Supplemental Recommendation 2: The team recommends that, to support decision-making and the
improvements of programs and services, the college design, implement, and regularly evaluate a systematic,
comprehensive program of research focused on student accomplishments and other institutional outcomes.
Coastline has implemented a continuous and systematic research program focused on institutional effectiveness with a major emphasis on
monitoring student accomplishments. Moreover, the College now has the research capability to respond effectively and promptly to research needs as
they arise.
In late 2000, the College hired a full-time Supervisor of Research who now co-chairs its Institutional Effectiveness Committee (formally known as the
Research Advisory Committee). The Institutional Effectiveness Committee’s mandate is “To provide oversight, leadership, and coordination for
institutional effectiveness.” This committee provides oversight to all evaluation activities (e.g., accreditation self-study surveys, strategic planning,
master planning, student equity planning, matriculation research, student learning outcomes assessment, and program review) and facilitates
development of newer evaluation processes, such as the recently implemented Departmental Services Review (DSR) and Student Services Program
Review (SSPR).
Under the researcher’s leadership, and coordinated through members of the Institutional Effectiveness Committee, Coastline has implemented a
comprehensive research program, as summarized below, centering on four themes: Monitoring Effectiveness, Research Supporting Planning,
Institutional Research Studies, and Facilitating Assessment of Student Learning Outcomes.
Monitoring Institutional Effectiveness—Beginning in fall 2001, the Research Office began monitoring and reporting on Coastline’s progress in meeting
the goals of its Title III Program. In spring 2006, reflecting on the newly developed Master Plan and measures mandated by AB1417, the Institutional
Effectiveness Committee chose to monitor 15 indicators of institutional effectiveness. Beginning in fall 2006, progress on these measures is reported
annually. In spring 2006, the IE Committee designed and implemented a new accountability process, Departmental Services Review (DSR). DSR is
designed to evaluate the effectiveness of all programs and services outside of Instruction and Student Services.
Introduction
Research Supporting Planning—The Supervisor of Research assisted the College’s 2002-2007 strategic planning process. He conducted a
comprehensive environmental scan during the summer of 2001. Subsequently, he co-chaired a task force that developed the new Strategic Plan
(document 1A.6). The plan was organized by goal, objective, action plan, responsible office, due date, and status. Eventually the Strategic Plan
was integrated into a more recent planning effort, the College Master Plan. Here again, the Research Office supported development of the College
Master Plan by conducting an environmental scan to identify local, regional, and national trends worthy of incorporation into the plan, and conducted
a comparative program analysis of degrees and courses offered by the district’s three colleges. To assist Coastline faculty and staff, the Supervisor of
Research designed and implemented a research Web site that presents an organized and searchable collection of research reports created by the
Office of Research, by other colleges and universities, and by State and Federal agencies.
Institutional Research Studies—The Research Office has conducted a number of studies in support of various institutional needs and functions. This
research has included demographic analyses and comparative rates of success for students enrolled in classroom and distance education courses;
surveys measuring student satisfaction with instruction and support services; identification of student and course factors related to success in distance
education courses; and environmental scans as part of the College’s planning initiatives. The Research Office worked closely with math faculty to
develop and qualify Coastline’s internally developed math placement test. In fall 2006, the Research Office prepared the final annual program
evaluation report for the College’s Title III grant. The Research Office, working with the Matriculation Committee, plans to study the impact of reading
on student success during 2006-07.
Facilitating the Implementation and Assessment of Student Learning Outcomes—The Supervisor of Research has worked closely with the Instructional
Researcher to facilitate implementation of Student Learning Outcomes. Both of these individuals have worked with the Academic Senate, instructors,
Vice Presidents of Instruction and Student Services, and Student Services staff to facilitate implementation of SLOs throughout the College. This work
has led to revisions in the curriculum and program review processes; both processes now include prompts for stating student learning outcomes, and
Program Review requires documentation of progress on assessing student learning outcomes and using the assessment data for making positive
changes in teaching and learning.
The Institutional Effectiveness Committee facilitated development of the College’s institutional (core) level learning outcomes. Co-chairs of the IE
Committee helped design and present SLO training workshops offered in the spring of 2005 and in the fall and spring of 2005-06. The researchers
have sought technology-related tools and software to support efficient assessment (e.g., use of Student Response Systems software and hardware,
development of an electronic rubrics generator, and the feasibility of Calibrated Peer Review as a SLO tracking tool). In fall 2006 the Research
Office initiated two collaborative studies with the Region 8 colleges’ DSPS and EOPS coordinators. These studies are evaluating the feasibility of
several new measures of student learning (e.g., academic self-efficacy, goal clarity) for use in Student Services.
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Further Enhancements to the College’s Research Capability—Coastline hired a full-time Research Assistant in the spring of 2004. This individual holds
a Masters in Demography and Social Analysis and is responsible for maintaining a student research/tracking database, running the College’s Early
Alert program, and conducting matriculation research studies (e.g. placement test qualification studies, and course success studies). In the summer of
2006, he assumed the key role of preparing Coastline’s 320 report. He now provides enrollment management presentations when requested. He has
established effective, positive working relationships with key people having access to critical research data at the College, District, and State levels.
Both the Supervisor of Research and the Research Assistant are active in professional organizations related to the research functions of the college.
Both are members of the statewide Research and Planning (RP) Group. The Supervisor of Research recently completed a three-year term as the RP
Group’s southern vice-president and, as a member of the RP Group, has presented workshops on student learning outcomes throughout the state. The
Research Assistant is an active member of a regional research consortium (CAMP) which meets monthly to share research ideas and strategies. The
Supervisor of Research has served on two committees of the American Psychological Association charged with specifying learning outcomes for the
baccalaureate in psychology. He is now serving on a panel of external evaluators for ACCJC; this panel is helping ACCJC conduct its six year
effectiveness review. These professional activities enable the Supervisor of Research and the Research Assistant to bring research-related information,
resources, connections, and solutions to the College.
Primary Recommendation 2: Develop a delivery system for student services that will improve student access
and performance by fully integrating services with the college’s complex distributed approach to instruction,
diverse student population, and significant use of technology. (See Supplemental Recommendations 1, 3, and 4, below.)
Supplemental Recommendation 1: The college should clearly delineate the procedures of granting waivers for
the college service charge for students utilizing the touch-tone registration process in the class schedule and on
the telephone message.
Student publications (Class Schedule, College Catalog, College Web site) have been updated to ensure that students understand that the “College
Service Charge” is optional and understand the procedures by which it can be waived. Requests to waive the fee can be submitted in person, by
mail, or by fax.
Changes to the College Web site were part of a larger effort. At the College President’s initiative, the Web site was redesigned to provide better
service to current and prospective students. The site was converted to a dynamic, database-driven design with content management features. The
conversion included major modifications to implement 508 compatibility. Design of the new site empowers each department to develop and add
content to pages without the need for experienced support staff. The process also avoids bottlenecks incident to review and approval. The result
appears at http://coastline.cccd.edu. New features include an attractive, uniform appearance; comprehensive presentations of Coastline courses,
programs, and services; and an online orientation to the College. This work was funded in part by Coastline’s Title III grant, 2000-2005.
Introduction
Supplemental Recommendation 3: The team recommends that the college institute a “re-engineering Student
Services” project with a goal of aligning Student Services more closely with the college’s nontraditional
instructional programs to improve student access and utilization of services.
In response to Accreditation recommendations, a planning project was initiated in the summer of 2001 to assist programs and staff within Student
Services to develop a process that would enable them to respond to change and the priorities of the institution in a timely manner. A consultant was
hired to lead the project. There were two elements to the project: 1) a focus on strengthening Virtual services to students and, 2) the development
and/or revision of the goals and objectives of each Student Service program to meet existing student needs and institutional goals. The preparation
of the final planning document was achieved through group meetings with Student Services Managers and staff, individual meetings and group
planning sessions. This project was completed in December 2001.
To ensure that this planning document remains an integral part of the Student Services process, the previous Vice President of Student Services &
Economic Development established a Student Services Planning Team (SSPT) which meets monthly to discuss student services issues. The SSPT
includes all of the department managers and program directors within the Student Services areas. They meet to prioritize staffing and budgetary
needs and to review each program’s goals and objectives as they relate to the College’s Strategic Plan. They also discuss new College planning and
review how various initiatives affect student access and utilization of services. In this way Student Services may align more closely with the College’s
nontraditional instructional programs.
SSPT has developed and implemented a new Student Services Program Review (SSPR) process which allows another level of analysis and
accountability. The SSPR is used to inform the planning process and includes Department Service Area Outcomes as well as Student Learning
Outcomes. This new SSPR was approved Fall 2006 by the Instructional Program Review Steering Committee. Steering Committee members were in
agreement that the Student Services reports could be reviewed and validated by the current Program Review Steering Committee. This allows for
another dimension of the integration of Student Services with Instructional Services.
Coastline is constantly seeking ways to improve student access and utilization of services. The Counseling Department moved to a decentralized
model with counseling offered not only at the College Center in Fountain Valley, but also at Le-Jao in Westminster, Garden Grove, and Costa Mesa
Centers. Students are able to apply and enroll at each of the sites as well as apply online. An online Orientation was developed through Title III
funds. The new Project Voyager (an enterprise software system) is slated to go live Spring 2007. With this new student system students will be able
to apply and register on-line, check their grades, and conduct other self service activities. Coastline is eager to take full advantage of this robust
system to improve student access and utilization of services.
The Distance Learning Department has a myriad of services to support students who live at a distance. These services include Web services, self-help
materials, registration support, and proctoring assistance. The College Web site provides an online catalog, online schedule, faculty and staff
directories and detailed descriptions of student and learning resources. In Fall 2006 Counseling received funds to support release time for a counselor
to develop distance learning counseling. Funds are also provided for technical support of this endeavor.
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The college’s Military Education Program has developed sophisticated systems to support the over 10,000 military students enrolled in our virtual
online classrooms located on military bases and in areas of conflict throughout the world. The uniqueness of this program called for effective and
efficient use of technology to provide services for our military students above and beyond the support for our “traditional” student population. The
Contract Education Operations department designed, developed, and manages a data information management system which they call Data
Management Exchange Network (DMEN). This system enables the college to effectively manage the college’s largest contract education program,
the Navy College Program for Afloat College Education (NCPACE). Through this system technology-delivered courses are provided to sailors who are
deployed at sea. Student admissions, registration, grade reports, and invoices are entered, recorded, and monitored through this portal.
Recommendation 4: The team recommends that the college develop a process to ensure that students’ needs
for access to services are assessed and considered in the development of all new programs, instructional
locations, delivery modalities, and grant applications. (Also see response to Supplemental Recommendation 3)
In summer 2001, as noted earlier, the Student Services Planning Team initiated planning to strengthen Coastline student services. Accomplishments
included development of a student tracking system; progress on a Student Success Center; implementation of an online Coastline Student Guide
(subsequently refined into the present Online Student Orientation); expansion of registration services to the College Learning Centers; and expansion
of counseling services in the same fashion.
During the three years immediately following the last accreditation, grant awards focused on access to student services included a State Chancellor’s
Office FSS grant “Who’s Serving Whom? The Student Services Dilemma at a Non-Traditional College”; an FII grant, “MegaCERT – Improving
Outcomes in Technology Certification Programs”; and “AD HOC – Advancing Hispanic Opportunities through Computers,” funded by the SBC
Foundation, a unit of the SBC telecommunications company.
In 2006 the College initiated Student Services Program Review (SSPR), a periodic and systematic assessment of the effectiveness of student services
programs, with results employed as feedback for program improvement. SSPR complements other review processes that focus on instructional
programs and administrative departments. All have the same goal: to ensure that College programs fit identified student needs and result in
identified measures of student success.
In recent years, grant applications have targeted larger programs that will build capacity, including support services. Examples include a funded
National Science Foundation grant to create a program in Informatics, articulated with UC Irvine; three successive grants from the State Chancellor’s
Office to administer the statewide Discipline/Industry Collaborative for Business Education; and the Early College High School (ECHS), a
collaboration with the Newport-Mesa Unified School District. The ambitious goal of ECHS students—to earn a high school diploma and an A.A. degree
in five years or less—makes intensive, innovative student support crucial to program success. Outreach programs under development, such as the
Latino Leadership Academy, entail similar attention to access and support.
Introduction
Also in recent years, Coastline has devoted substantial resources to research and development in technology-mediated instructional delivery. This
activity, funded through reinvestment of revenue earned by the Instructional Systems Development unit, have produced such innovations as course
delivery via handheld PDAs (personal digital assistant) and cellular phones. These innovations are extended to military students through Coastline
military education programs and to other colleges that license Coastline courseware.
The Office of Student Services includes a specialist in accessible learning technology, charged with ensuring and facilitating compliance with Section
508 of the Rehabilitation Act. Her responsibilities are collegewide, including new program development, instructional design, accessibility oversight
of the College Web site, faculty orientation, and accessibility aspects of grant development.
Recommendation 5: As a part of the District’s and college’s planning efforts, consideration should be given to
the creation of a collaborative “long-range staffing plan that is based upon the goals and enrollment
projections” (Self-Study) of the college. The sophisticated technology and increasingly diverse delivery systems
employed at Coastline should be major considerations in the development of a staffing plan.
In 2002-03, staffing actions by the College and the District were constrained by statewide budget considerations. Early retirement incentives were
offered, classified hourly staff were laid off, and teaching assignments were reduced. At the same time, long-range organizational planning was
initiated under direction of the College President.
The College Master Plan, completed in the spring of 2004, addresses all of the significant College goals and priorities through 2008. Master Plan
initiatives include a general description of the type and scope of additional or different staffing that will be required to reach each of the identified
goals. These examples illustrate progress during the past three years in long-term and short-term staff planning:
Military and Other Contract Education Programs and Distance Learning—The Dean of Military Education Programs and the Dean
of Distance Learning were asked to forecast their staffing needs in relation to three factors: the scope of their programs, the expansion they could
accommodate with current staff, and anticipated improvements in program effectiveness. Staff were then phased in over a relatively short time
frame—three to five years. Some of the staffing practices were unusual for a community college, such as hiring part-time military program advisors at
naval air stations, submarine bases, and other facilities. These approaches have worked well.
New Programs—General practice at Coastline is to launch new programs with hourly staff. Then, after the program stabilizes, employ a step-bystep process to evaluate how and when full-time permanent staff should be added. Staff can grow by hiring or by changing a position from hourly to
permanent regular staff. The process takes account of program outcomes and projections of program needs over short-term and long-term planning
horizons. With the initial assistance of a consultant, staffing for the Incarcerated Students Education Program was accomplished in this manner.
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College Operations—Other examples of staff augmentation in accordance with long-range planning include expansion of Coastline Foundation
activities through adding full-time staff; strengthening research capabilities through the addition of two new full-time staff; hiring a new Director of
Marketing and Public Relations; and adding a new full-time chemistry instructor to strengthen the science program. Staffing enhancements
sometimes take the form of job realignments, such as reducing the number of administrators in one area to add strength in other areas.
An overriding consideration is the integration of staffing planning with overall institutional planning. Staffing planning begins at the department level
and flows through Coastline’s integrated planning process, including review by the key Mission, Plan and Budget Committee. The process ensures
alignment of staffing with College organization and structure. Every year, for the past four years, in timely response to impact and opportunity, that
structure has been modified to improve institutional effectiveness.
Recommendation 6: It is recommended that the college develop contingency plans for maintaining programs
and services in the event they should lose another lease or leases on short notice.
Since passage of the Measure C bond in 2002, the College has significantly reduced its number of leases. All leases now have 12- to 24-month
advance termination notices required from lessors. The Office of Administrative Services maintains a monthly report entitled “Leases-at-a Glance,”
containing relevant information that keeps pertinent parties at the College informed in a timely manner. In its monthly agenda, the Facilities
Committee undertakes a regular review of facilities’ current and projected needs as reported through College constituency representatives.
With completion of the projects described in the Master Plan, all Coastline learning centers will be out of leases, leaving only a small number of
sites. The loss of any of those sites would not significantly impact the College; plans for alternative locations are in place.
With the passage of Measure C and the completion of a comprehensive Facilities Master Plan, Coastline now visualizes leveraging physical
resources. For example, the facilities plan outlines a mega-center that co-locates the College Center and a learning center, combining administrative,
instructional, and student support facilities in a single facility. Compared to the present arrangement, the mega-center would improve coordination of
College functions and provide a more cost-effective means bringing a learning environment closer to the College operational staff.
Recommendation 7: The college should undertake a systematic evaluation of college decision-making and
communication structures and processes, and implement appropriate enhancements involving all constituencies.
The first three years following the last accreditation visit were years of transition from the administration of the former College President to the current
College President. The transition was the occasion for a systematic evaluation of the decision-making process at Coastline. The former President
worked closely with the Academic Senate, Student Advisory Council, Classified Council and the Management Team to collaboratively refine sections
of the College’s newly written Participatory Governance document. Within the first three years, the new President built on the substantial progress
made in enhancing communication within the College’s unique distributed setting and, in a very short time, initiated many other steps to improve
communication throughout the College.
Introduction
The governance process is reviewed by the College Council, with input and suggestions to make the process run more smoothly and effectively.
The charts in Standard I.B of this report illustrate Coastline planning and decision-making processes. It is a key function of the governance process
to ensure that College practice does, in fact, correspond to these specifications.
The College President’s management style is participatory and consultative; it evokes a sense of partnership, of working together for a common
good. She meets regularly with the Executive Committee of the Academic Senate to share issues and concerns and to suggest ways to solve
problems. She holds weekly meetings with the Academic Senate President, as well as with the Vice President of Instruction and the Vice President
of Student Services in order to enhance the exchange of critical information on academic matters. She makes a concerted effort to make herself
available to every employee through an open office hour; visits to the learning centers; full participation in College events; special, small group
“mixer” teas in her office; and personalized notes of recognition and encouragement. She fosters an atmosphere of collegiality and harmony at
Coastline.
The President took steps to improve the College’s Web site with a complete overhaul of appearance and functionality. She identified a consultant
to work with a College task force on a Web site redesign intended to improve the College’s communication with both its external and internal
constituents.
In 2005 the President activated a Leadership Task Force. This group works with her to present periodic workshops and a weeklong academy each
year for leadership development at the College for all employee levels. The task force has been extremely active and has established a Leadership
Institute with three components: a resource center for leadership; leadership seminars; and the Leadership Academy. The over-arching concept of
the Academy is that by strengthening each member of the faculty and classified staff and by sharpening their leadership skills, Coastline can
empower each individual to become more active in governance and in the structure and processes of communication. As they become more
effective in active participation in the life of Coastline, each will become a stronger leader in his or her own right.
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Standard I. Mission and Institutional Effectiveness
STANDARD I. MISSION AND INSTITUTIONAL 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 I – Mission and Institutional Effectiveness
A. Mission
B. Improving Institutional Effectiveness
Co-Chairs
•
Tom Snyder, Dean, Planning, Development and Government Relations, Mission, Plan & Budget and Master Plan Co-Chair
•
Margaret Lovig and Jerry Rudmann, Self-Study Co-Chairs
Team Members
Nancy Soto-Jenkins
Professor, Counseling, Articulation Officer
Joycelyn Groot
Director, Contract Development and Operations
Vince Rodriguez
Director, Distance Learning Operations
Shanon Gonzalez
Research Assistant
Darian Aistrich
Staff Assistant, Planning and Development
Patti Dessero
Military/Contract Education Programs
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Standard I. A. Institutional Mission
I.A.
Mission
The institution has a statement of mission that defin es t he institution ’s broad educational purposes, its
intended student population, and its commitment to achi eving student l earning.
I.A.1.
The institution establishes student learning programs and services aligned with its
purposes, its character, and its student population.
Descriptive Summary
For more than a decade, the Coastline Mission Statement (document 1A.1) has been a
guidepost for innovations aiming at broader student access and greater student
achievement.
Mission Statement
“For more than a decade,
the Coastline Mission
Statement has been a
guidepost for innovations
aiming at broader student
access and greater student
achievement.”
Coastline Community College is committed to student learning through
accessible and flexible education within and beyond the traditional
classroom.
Coastline Community College fulfills its mission by providing:
•
High-quality instructional programs, services, and entrepreneurial activities that meet the education,
economic, and social needs of diverse students from local and global populations;
•
General education and transfer courses for a comprehensive Associate in Arts degree plus career and
technical courses for occupational certificates;
•
Learner-centered strategies supported by a full range of technology-mediated instruction for site-based and
distance learning classes;
•
A systematic assessment of student outcomes at the course, program, and institutional levels;
•
Courses and activities relevant to global responsibilities;
•
An organizational culture that encourages and supports continuous learning and professional development;
•
A collegial decision-making process that reflects respect for broad collaboration based upon the philosophy
of participatory governance.
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To fulfill this mission, Coastline faculty and staff constantly seek to create, implement, and evaluate methods of improving instructional delivery
and student services (“staff” refers to classified staff except where otherwise noted). Although many faculty and staff may not have memorized
the opening lines of the Mission Statement, they fully understand its thrust and support its goals. Although the Mission Statement is reviewed
annually, it continues to reflect goals from which Coastline has never wavered: to remain a student-centered institution, bringing access and
flexibility and innovation to the cause of student success.
Coastline methods of instructional delivery and student services reflect the purposes, character, and student population of the College:
Alignment with purposes—To attain the goal of flexible education, Coastline delivers instruction in multiple modes and on multiple
schedules. Students can experience the College in classrooms and in various modes of distance education, including online access via the Internet;
through cable and broadcast television; and through CD-ROMs and other computer media. Much of the instructional content and delivery
technology is developed at Coastline, a nationally recognized leader in distance education.
Flexible scheduling yields 4-, 8-, 12-, and 16-week courses. The Access program offers an all-daytime schedule of courses leading to an A.A.
degree in just two years (II.A.1.b). Other programs offer courses in the evening to accommodate working adults. Curriculum and scheduling of
the STAR program, unique to Coastline, enable students to complete 50 college units in just one year (II.A.1.b). Online courses are accessible 24
hours a day. The number of online courses—there were more than 100 in spring 2006—increases yearly. More than 46% of all students are
enrolled in at least one course delivered in some form of distance learning. In 2005-06, distance learning courses accounted for more than 60%
of Coastline’s credit FTES.
Alignment with institutional character—Coastline was founded as a college without walls, equipped to deliver instruction at locations
convenient to the homes and workplaces of its students. The College now operates main learning centers in three Orange County cities, an
administrative center in a fourth city, and offers instruction at more than 30 other locations in western Orange County. The cities that comprise
the Coast Community College District are home to more than 750,000 people—greater than the entire population of Boston or Seattle.
Embracing its workforce development mission in broader terms than simply offering CTE programs, Coastline—under contract with the County of
Orange—also operates the Orange County One-Stop Centers. At the three One-Stop Center locations, the College serves the general population in
addition to the needs of its own students.
Just as facility usage has changed over the years, so, too, have learning delivery options evolved. In 1976, most distance learning courses were
offered via telecourse, with a few courses available through alternative delivery options such as newspaper or radio. Though telecourses remain a
viable and popular mode for many students, distance learning delivery now includes courses delivered online, by CD-ROM and DVDS, cable, and
handheld devices such as PDAs (personal digital assistants) and cell phones.
Alignment with the student population—Coastline has redefined “nontraditional student” beyond the now familiar profile of adults with
family responsibilities and full-time jobs. With this broader dedication to its mission, the College serves many thousands of students from outside
Standard I. A. Institutional Mission
the classic mainstream of higher education. Coastline’s non-traditional students include immigrants; students over age 55; military personnel
deployed worldwide; citizens for whom English is not their primary language; students who already hold bachelors or graduate degrees; high
school students; and students incarcerated in the state’s prison system. The student body reflects the growing diversity of California: nearly 42%
of Coastline’s total student body are of African-American, Asian, Pacific Islander, Native American, or Hispanic ancestry (Student Survey Item 60, All
Students).
Coastline undertakes to meet many of the special needs that such a diverse population exhibits. The Acquired Brain Injury (ABI) Program,
conceived at Coastline and now a model for programs nationwide, retrains the survivors of what would otherwise be, in many cases, disabling
injuries. In addition to mandated programs for students with disabilities, Coastline reaches out with Developmentally Delayed Learner (DDL)
Programs that serve residents of the community and at the Fairview Developmental Center, a state-operated facility.
A capsule view of the graduating class of 2005 highlights the dimensions of a most unusual student demographic. The oldest graduate was 71.
The youngest was 17 and graduated from Coastline some weeks before graduating from a local high school. Seventeen students received
certificates from the ABI Program. Of the 805 graduates, 500 received their A.A. degrees through Coastline’s renowned Military Education
Program.
Self Evaluation
It is part of the daily routine at Coastline to evaluate performance against the yardstick of mission goals: is the College really doing what it says
it’s doing? The Mission, Plan and Budget Committee (MPBC) asks effectively the same question as part of the formal annual budgeting and
planning cycle every year (I.B.4). The answer is yes.
Faculty, staff, and student surveys conducted in November 2005 reinforce the understanding of the wording and purpose of the College Mission
Statement. Ninety percent of faculty and staff respondents agreed that “The programs and services at Coastline Community College are consistent
with the College’s Mission Statement” (F & S Survey Item 1). In 2004, Coastline’s Planning, Development, and Government Relations Department
(PDGRD) and the Academic Senate sponsored a student essay contest that asked students to write their interpretation of the College Mission
Statement (document 1A.3, Student Essay Contest Rules). Most of the essays reflected views similar to those of the staff. This was a reassuring
affirmation of Coastline’s commitment to provide access to all who could benefit from higher education. *
* Note: This report contains numerous references to the Accreditation Self-Study Survey of November 2005. The three parts of the Survey are abbreviated as follows: Student Su rvey, for the
Accreditation Self-Study Student Survey; F & S Sur vey for the Accreditation Self-Study Faculty and Staff Survey; and Ser vice Su rvey for the Accreditation Service Satisfaction Survey. In the
text, the abbreviation is followed by the number of a particular item—or question—in that survey. For example, F & S Su rvey Item 80 refers to Item 80 in the Faculty and Staff Survey. The
entire survey is accessible as document 1A.2, Accreditation Self-Study Survey. Many survey questions solicited a response of Favorable, Unfavorable, or Neutral. To save space, Neutral
percentages are not shown in this report. Favorable and Unfavorable percentages may therefore total less than 100%.
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Planning Agenda
No planning recommendations at this time.
I.A.2.
The mission statement is approved by th e gov erning board and is published.
Descriptive Summary
In June 2005, the Board of Trustees approved Coastline’s three-year Master Plan (document 1A.4), which included the Mission Statement and its
implementation strategies. The Mission Statement on the opening page of this section was approved by the Coast Community College District
Board of Trustees on May 3, 2006.
The Mission Statement appears in or on most College publications, on the College Web site, and at the top of the agenda for every Academic
Senate meeting. Some managers include the Mission Statement on the back of their business cards. The Mission Statement also appears on
several College forms, particularly those related to ideas and concepts requesting Master Plan mini-grants or external funding.
Self Evaluation
Coastline meets this standard.
Planning Agenda
No planning recommendations at this time.
I.A.3.
Using the Institution’s governance and decision-making process the institution r eviews its
mission statem ent on a regular basis and revis es it as n ecessary.
Descriptive Summary
For each of the last fifteen years, the Mission, Plan and Budget Committee (MPBC) has annually convened a task force to review the institution’s
Mission Statement. In November 2005, the MPBC’s Mission Review Task Force began its annual review. Initially, members inquired about any
new or planned programs or services and critically evaluated the consistency of those activities with the current Mission Statement. Document
1A.5, College Committee List, specifies the membership, responsibilities, and meeting schedule of the MPBC and other committees.
In 2005, the Mission Review Task Force reviewed the accreditation survey responses related to the College’s mission to determine if the
respondents’ perceptions correctly matched the intent of the Mission Statement wording. The MPBC believes perception to be the most critical
Standard I. A. Institutional Mission
aspect of the Mission Statement. In previous years, it has conducted student essay contests on the College mission, held focus sessions with
representatives of all constituencies, and scrutinized the results of various independent surveys commissioned by the Coast Community College
District.
Another part of the MPBC’s review involves identifying emerging educational trends. New trends and accountability requirements prompted the
addition of implementation strategies to the original Mission Statement.
Finally, the Mission Review Task Force seeks general input from faculty and staff on any new areas that should receive more emphasis in the
Mission Statement. During the 2005-06 mission review process, the term “global responsibility” was suggested to better emphasize the College’s
commitment to globalizing the thinking and awareness of its students. Coastline faculty launched this initiative ten years ago with the Global
Education Network (GENesis) Project. In 2003, Coastline was one of the first community colleges to be invited to join the American Council of
Education’s prestigious international collaborative.
Upon submission to the MPBC, the final recommendations of the Mission Review Task Force are tabled for one month to allow the constituency
groups time to discuss the recommendations and state their concerns to their MPBC representatives. Upon receipt of input from all constituencies,
the MPBC submits the updated Mission Statement to the College President, who reviews the MPBC’s recommendation with the College Council and
the President’s Cabinet (the President and vice presidents of Coastline Community College). The Mission Statement is then forwarded to the Board
of Trustees for approval. This process has been followed consistently and successfully for each of the fast 15 years.
Self Evaluation
Coastline faculty and staff believe the annual Mission Statement review satisfactorily addresses the needs of the College. In the Accreditation SelfStudy Survey, 94% of respondents agreed that “Coastline’s mission statement is reviewed annually by the institution’s Mission, Plan and Budget
Committee” (F & S Survey Item 3).
Planning Agenda
No planning recommendations at this time.
I.A.4.
The institution’s mission is c entral to institutional planning and decision-making.
Descriptive Summary
Every proposed idea and concept for a new program or service at Coastline must answer two questions: (1) Is the idea and concept consistent with
the College Mission Statement? (2) How will the idea or concept help the College attain the goals expressed in its Master Plan priorities?
(document 1A.4, Master Plan; the priorities are shown in the Executive Summary, page 1.5.) Recent innovations that met these tests and were
approved by the College include the development of new programs in Informatics and Biotechnology and the creation of an Early College High
School.
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The College mission, as expressed in the Mission Statement and Master Plan priorities, drives Coastline planning in several senses. Plans and
consequent decision-making reflect institutional mission because avowed mission is the philosophical heart—the answer to the “why?” question —
within every College initiative. A sense of mission also infuses the College constituencies. These constituencies are broad-based, embracing faculty
(part-time as well as full-time), staff, students, and managers. Coastliners demonstrate a sense of mission as individuals and in the formal
apparatus of governance. The Academic Senate, the President’s Cabinet, College Council, Classified Council, and College committees all participate
in a proactive search to find the optimum match between mission-oriented goals and operational realities.
Mission-oriented planning is central to budgeting and the deliberations at Coastline. The MPBC is the central thread in Coastline’s annual budget
cycle (described in detail in I.B.6) and operates from the conviction that planning drives the budget process and responds to the needs of College
constituencies, drawing upon their expertise and bringing mission-oriented thinking to the institutional planning process.
Potential grant projects, new programs, and budget allocations are all evaluated based upon congruence with the College mission. The Mission
Statement is one of the guiding documents used in all student learning outcome (SLO) training and development workshops as well as
institutional evaluation workshops and activities.
Self Evaluation
Most Coastline faculty and staff are satisfied that planning reflects the College mission. Eighty-eight percent of respondents agreed that “The
mission statement guides institutional planning” (F & S Survey Item 2), and 88% agreed that “New programs and grant projects are consistent
with the College mission statement.” (F & S Survey Item 4). The College embraces the concept that planning and data-driven decision-making
should drive the budgeting process and should provide ample opportunity for all constituencies to offer input to the process. Eighty-three percent
of all employee respondents agreed that “All constituencies have opportunities to participate in the development of institutional plans and
budgets” (F & S Survey Item 72).
Planning Agenda
No planning recommendations at this time.
Standard I.A. List of Documents
1A.1
Mission Statement
1A.2.
Accreditation Self-Study Survey
1A.3
Student Essay Contest Rules
1A.4
Master Plan
1A.5
College Committee List
1A.6
2002-2007 Strategic Plan
Standard I.B. Improving Institutional Effectiveness
I.B.
Improving Institutional Effectivenes s
The institution demonstrates a conscious effort to produce and support student learning, measures the 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.
I.B.1.
The institution maintains an ongoing coll egial, self-reflective dialog about the continuous
improvement of student learning and institutional processes.
Descriptive Summary
Coastline is a community college on the move. A culture of continuous improvement propels a process of consistent progress toward serving
students more effectively and making Coastline a stronger institution. An ongoing loop of collegial, self-reflective dialogue about student learning
and institutional processes informs discussions throughout the College—at managers meetings, in committees, in classified staff meetings, and in
the Academic Senate. Individuals and groups continuously share ideas about ways to improve the College.
Mechanisms for discussion, debate, and action in support of the continuous improvement cycle include the following. Each represents a process,
program, or organizational entity whose activities support this Standard.
•
Program Review
•
Student Advisory Council, Classified Council, Instruction/Student Services Council, Academic Senate, and Blue Ribbon Management Team
•
Mission, Plan and Budget Committee (MPBC)
•
Curriculum Committee and Institutional Effectiveness Committee
•
Seminars and training sessions on educational issues, such as student learning outcomes, assessment, and instructional design using
technology
•
All-College meetings
•
Faculty and department meetings
•
Task force meetings
•
Grant-funded projects, such as the Early College High School (ECHS) and International Cross-Cultural Education through Technology (ICE-T)
•
Collegewide newsletters and e-newsletters
•
Special academic programs, such as STAR and Access
•
Leadership Development Task Force
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Committee mandates, committee membership, and descriptions of programs appear in these documents: 1A.5, College Committee List; 1B.1, STAR
Program; and 1B.2, Access Program.
Individuals and groups at Coastline have been particularly diligent about clarifying and integrating student learning outcomes (SLOs) for the
College. Coastline has fostered development of a team of faculty and researchers who are especially well informed about developing SLOs and
methods to track student learning. The first training team (the “Carson Six,” named after the city where the off-site meeting was held) met early
in 2003. Teams of faculty and administrators also participated in a number of subsequent SLO training sessions, including the Association of
American Colleges and Universities General Education and Assessment Conference (March 2004), the Higher Education and Evaluation Group
(January 2005), and AACJC/WASC (February 2005).
To systematize the identification and assessment of SLOs, the College provided funds through its Master Plan Initiative grant process to support
faculty peer mentor training in 2005 and 2006. Two training sessions for faculty members were held during spring 2005 and three sessions were
held in spring 2006. Through hands-on training, faculty revitalized their outlines and identified tools that emphasized student learning in
classroom and distance-learning courses. Additional SLO training sessions were conducted at Coastline’s Summer Technology Training Institutes in
2005 and 2006. Separate SLO training was designed and conducted for Student Services staff in 2005 (“staff” refers to classified staff except
where otherwise noted).
Discussion of SLOs is a frequent topic at the Curriculum Committee’s monthly meetings. The Instructor/Coordinator of Instructional Research
(hereinafter Instructional Researcher) follows up to ensure a continuous dialogue about SLOs between workshop participants and the instructional
designers using Coastline’s Seaport Course Development/Management System (III.C.1.a). In the STAR program, SLOs complement the
collaborative environment already established by STAR’s organization as a learning community. The measurement of institutional effectiveness
has had a significant impact on student learning at the College. Coastline’s 2000-05 Title III project provided the College with an enhanced
capacity to track its effectiveness as a learning institution.
Coastline’s self-reflective dialogue about continuous improvement of student learning and institutional processes is informed by reports to the
President’s Cabinet, College Council, and the MPBC. The reports cover the institution’s effectiveness, Program Review findings, attainment of
Master Plan Priorities, and grant objectives. The Office of Research regularly updates the research for these reports.
The Office of Research reports directly to the College President. The Office of Research and the Instructional Researcher maintain a visible
presence on campus by making regular research presentations at Academic Senate and Curriculum Committee meetings; by posting research data
on the College Web site; by responding to research requests from students, faculty, and staff; and by conducting ongoing research for quality
improvement. Because this data is organized and regularly updated, the College has current information at hand with which to evaluate progress
toward improvement of student learning and Coastline’s institutional effectiveness.
The Office of Research also provides leadership in the SLO implementation project (II.A.1.c); co-chairs the Institutional Effectiveness Committee;
assists in applying for grants; provides research and evaluation services for grant-funded projects; and conducts and publishes research on topics of
Standard I.B. Improving Institutional Effectiveness
concern in the community college world. The work of this office, commendable in all respects, responds to a recommendation of the prior
accreditation that the College establish a formal research office.
Self Evaluation
Coastline has launched a major initiative to train faculty in the purpose and application of student learning outcomes and to develop SLOs for
every course. The Self-Study Survey confirms that faculty members endorse and participate in this undertaking: 83% agreed that “Instructional
programs are assessed, reviewed and modified regularly” (F & S Survey Item 18); and 86% agreed that “Faculty members play a central role in
developing, reviewing and modifying instructional
courses and program” (F & S Survey Item 19). The Office of Research maintains a chronology of all SLO-related work accomplished at Coastline
since the program kickoff in February 2003.
In addition to the SLO efforts, Departmental Services Review (DSR—the evaluation of the President’s Office, Administrative Services, and
Instructional Systems Development) and the Student Services Program Review (SSPR) process have begun operation as part of Coastline’s
heightened emphasis on institutional effectiveness.
Planning Agenda
1. Continue to offer SLO workshops and to facilitate the development and assessment of SLOs throughout the College.
2. Develop technology tools, such as electronic reporting forms, an SLO tracking database, and a rubric-builder integrated with Coastline Seaport
Course Management System (III.C.1.a), to sustain the momentum of SLO implementation.
3. Continue implementing program review processes for College operations outside instructional and student services (for Maintenance and
Operations, as an example). *
* Note: This report contains numerous references to the Accreditation Self-Study Survey of November 2005. The three parts of the Survey are abbreviated as follows: Student Su rvey, for the
Accreditation Self-Study Student Survey; F & S Sur vey for the Accreditation Self-Study Faculty and Staff Survey; and Ser vice Su rvey for the Accreditation Service Satisfaction Survey. In the
text, the abbreviation is followed by the number of a particular item—or question—in that survey. For example, F & S Su rvey Item 80 refers to Item 80 in the Faculty and Staff Survey. The
entire survey is accessible as document 1A.2, Accreditation Self-Study Survey. Many survey questions solicited a response of Favorable, Unfavorable, or Neutral. To save space, Neutral
percentages are not shown in this report. Favorable and Unfavorable percentages may therefore total less than 100%.
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I.B.2.
The institution sets goals to improve its effectiven ess consistent with its stated purposes.
The institution articulates its goals and states the object ives deriv ed from th em in m easurable terms so that
the degree to which th ey are achieved can be determin ed and widely discussed. The institutional m embers
understand these goals and work collaboratively toward their achievem ent.
Descriptive Summary
Coastline has had, for nearly twenty years, an active Planning and Development Department (PDD). In 2005, Government Relations was added to
the department’s title. The Planning, Development, and Government Relations Department (PDGRD) facilitates the development of
the College’s Strategic and Master Plans. PDGRD staff provide the College President and the MPBC with status reports on the attainment of the
goals, priorities, and objectives of these plans.
The District’s Measure C facility bond initiative, passed in fall 2002, required the three District colleges to create new master plans to supersede
any existing strategic plans. The Coastline College President created a strong, constituency-based Master Plan Steering Committee to provide
oversight and promote collegewide ownership of the Master Plan’s development.
The Master Planning Process—The Steering Committee interviewed a number of outstanding consultants to facilitate Plan development.
The Eaton Cummings Group, headed by Senior Partners Dr. William M. Craft and Kathleen E. Guy, was selected. In an approach that the
committee viewed as best fitted to Coastline’s needs, Eaton Cummings proposed a threefold development strategy:
1. The process of developing the plan was as important as the eventual document.
2. The Master Plan should not cover a period of more than three years.
3. The Master Plan should focus on not more than five priorities, which could easily be remembered by the College’s faculty and staff.
Using what the consultants called “planning cycles,” the Steering Committee chose from the College’s constituencies those who could best
contribute not only historic knowledge of the past but who were also noted for suggesting and implementing new ideas. Eighty-one students,
faculty, and staff members participated in four all-day workshops conducted during the year-long planning process. In addition to the intensive allday workshops, town hall meetings were conducted as part of the Spring Faculty Meeting and the College’s planning retreats. These sessions
were attended by an additional 238 staff members.
The initial findings and recommendations from the workshops were funneled to the Master Plan Steering Committee for further refinement and
discussion by the constituency groups. The Master Plan document was originally expected to have separate plans for educational programs,
technology, and resource development. However, as similar recommendations came from each of the planning cycle groups, the Steering
Committee instructed the PDD to scale down the plan to a total of not more than five institutional priorities. The Steering Committee reduced the
number of recommended objectives to 21 initiatives. The final plan, supported by all constituency groups, was recommended to the College
President by the MPBC in May 2005 and approved by the District’s Board of Trustees in June.
Standard I.B. Improving Institutional Effectiveness
The essence of the final (and current) plan is focus. Re-examining, refining, and integrating elements of the former Strategic Plan produced a
Master Plan centered on four priorities. For each priority, a series of initiatives define functions and objectives.
The Master Plan priorities are as follows. The original text is document 1B.3, Master Plan: Priorities and Initiatives Summary. The entire Master
Plan (large .pdf file) is accessible as document 1A.4, Master Plan.
MASTER PLAN
Coastlin e’ s Strat egi c Pri oriti es for July 1, 2005 to Jun e 3 0, 2 008
PRIOR ITY 1
CCC [Coastline Community College] will create, expand, and enhance educational programs and student support services that reflect
the College’s global orientation in order to attract, retain, and successfully graduate its students.
PRIOR ITY 2
CCC will attain recognition as a national leader in the design, development, and distribution of technology-mediated instructional
programs for the classroom and for distance learning.
PRIOR ITY 3
CCC will develop and implement a model student services program that will enhance student access and success utilizing state-ofthe-art technology.
PRIOR ITY 4
CCC will establish new and expanded partnerships with business and industry, government agencies, other institutions of higher
education, and K-12 districts.
Master Plan Implementation Projects—The College President, with the assistance of the MPBC, identified more than $511,000 that
could be used to fund Master Plan Implementation Projects (MPI Projects) in the 2004-05 academic year. Primary sources of the money were
Title III funds and revenue generated by the Instructional Systems Development (ISD) Department and by Military and other Contract Education
Programs; only $100,000 came from the general fund.
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These funds were allocated through a mini-grant proposal process that attracted more than 30 proposals. Many came from faculty members
excited about the opportunity to advance the institution. The President’s Cabinet evaluated the proposals based on how the proposed activities
would assist the College in accomplishing any one of its Master Plan initiatives. Eighteen proposals were funded, with budgets ranging from
$1,500 to $128,000.
The College, again with the assistance of the MPBC, in 2005-06 identified an additional $168,000—all from the general fund—to fund MPI
Projects for eleven new programs and for services, which the President’s Cabinet thought would best advance the Master Plan initiatives.
Summaries of project activities, budgets, and expenditures appear in documents 1B.4, 2004/2005 Master Plan Initiative Summary Report, and
1B.5, Funded Master Plan Implementation Proposals, 2005-2006.
The directors of the implementation projects submit monthly status reports to the PDGRD on their projects and about how each project is helping to
accomplish a Master Plan Initiative. Although the summative effect of the Master Plan implementation projects will not be known until 2008 at
the earliest, the excitement of Coastline faculty and staff to conduct MPI projects endorses the consultants’ emphasis on the paramount
importance of the planning process.
Self Evaluation
The Master Plan establishes a framework of priorities and initiatives. Within that framework, the Coastline practice of data-driven decision making
and closed-loop planning has produced a series of innovations in student learning and support services. The College has launched new programs,
such as an articulated program with the University of California, Irvine, in Informatics, a new branch of computer science. A Biotechnology
Laboratory Technician program will meet the needs of a leading-edge Orange County industry. An innovative Banking for College program reaches
out to enroll local high school students. In partnership with the Newport-Mesa Unified School District, an Early College High School will test farreaching concepts in high school redesign.
These innovations flow from a broad-based, open approach to developing and implementing institutional plans. The numbers of MPI proposals
submitted, as well as results of the Self-Study Survey, indicate that most faculty and staff understand and approve of the Master Plan and its
relationship to Coastline plans and programs. For example:
90% agreed that “The priorities of Coastline’s Master Plan directly support the College’s mission.” (F & S Survey Item 5)
87% agreed that “Coastline’s institutional priorities are established through a College process.” (F & S Survey Item 7)
86% agreed that “Faculty and staff collaborate toward the achievement of the College’s Master Plan priorities.” (F & S Survey Item 8)
Planning Agenda
No planning recommendations at this time.
Standard I.B. Improving Institutional Effectiveness
I.B.3.
The institution assesses progress toward achieving its st ated goals and makes discussions
regarding the improvement of institutional effectiv eness in an ongoing systematic cycle of evaluation,
resource allocation, implementation, and re- evaluation. Evaluation is based on analyses of both
quantitative and qualitative data.
Descriptive Summary
The College employs an ongoing, systematic cycle of evaluation and improvement that
moves the institution forward to progressively higher levels of effectiveness—a process that
is central to Coastline’s culture. The evaluation cycle is multi-pronged and works
continuously, addressing different topics in parallel within different areas of the College.
The six principal evaluation mechanisms are:
1. Institutional Effectiveness Committee (IEC)—Charged to provide
oversight, leadership, and coordination for institutional effectiveness, this committee
has wide representation and focuses on topics such as progress in implementing SLOs
(II.A.1.c), the College’s degree-level learning outcomes, and core measures of
“The College employs an
ongoing, systematic cycle
of evaluation and
improvement that moves
the institution forward to
progressively higher levels
of effectiveness—
a process that is central to
Coastline’s culture.”
institutional effectiveness. Co-chair direction by the Supervisor of Research and the
Instructional Researcher ensures availability of timely and focused research data. The
2.
3.
4.
5.
College Committee List gives details of IEC membership.
Program Review—Instructional programs undergo a rigorous review every five or six years. Student Services and Administrative Services
programs and departments are revising and developing formalized review processes and establishing a scheduled cycle of reviews. An
analysis of needs and plans for continuous improvement characterizes all reviews.
MPBC—As noted earlier, the Mission, Plan and Budget Committee plays a central role in Coastline’s annual cycle of evaluation and planning.
The committee sets priorities and establishes a focus and theme for each year. Often, the College President is invited to make suggestions
for the theme and other matters within MPBC’s purview. The committee’s mandate gives it a central role in the systematic cycle of
evaluation.
Office of Research—Research enters the evaluation cycle with work in the various areas that the College has selected for review that
year. Some areas are reviewed annually; others are spotlighted for special examination. Coastline’s recent focus on education for the
incarcerated, for example, entailed a major research effort to identify student demographics and curricular needs.
Evaluations—Evaluation is not performed in a vacuum by any one department or office of the College, but by the entity involved, such as
an instructional program undergoing Program Review or a department in Administrative Services or the President’s Office undergoing
Departmental Services Review (DSR) or a student services program undergoing Student Services Program Review (SSPR). The Office of
Research provides data as background to begin the process. Master Plan Implementation projects (internally-funded development projects)
continually report progress.
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6. Return on Investment (ROI) Analysis—ROI compares the return on an investment with the amount of money invested. Where
appropriate, Coastline uses ROI as a quantitative measure of program effectiveness. ROI analysis helps determine whether the College is
realizing an acceptable return on investments in such areas as marketing campaigns. A tracking mechanism, such as an 800 number or a
return address, is established as a basis for tracking results. Coastline allocates resources only when evaluation tools are at hand to
determine whether the money is being wisely spent.
Self Evaluation
Coastline uses several methods to assess its progress toward achieving institutional goals. From 2000 through the fall of 2005, the Office of
Research prepared and distributed an annual Title III evaluation report (document 1B.6, Title III Report). This report summarized progress in
implementing strategies designed to enhance student success. The evaluation reports also summarized progress in attaining the student outcome
goals of the Title III proposal.
Programs and Services—Several items in the Self-Study Survey indicated a generally positive perception that the College successfully and
meaningfully evaluates its programs and services. There was favorable (81%) agreement with the statement “Coastline regularly evaluates the
learning support needs of its students and provides services and programs to address those needs” (F & S Survey Item 29). There was similar
agreement (86%) with “Coastline regularly evaluates library and other support services” (Item 41) and 76% agreement with “Coastline uses the
results of support services evaluations for future planning” (Item 42).
Faculty and Staff Opinion of the Planning Process—Coastline’s Program Review process involves a periodic, highly structured,
systematic, comprehensive review of all instructional disciplines. Administrative and Student Services operations are developing a regular cycle of
review. Complete Program Review Reports, including survey responses, are forwarded to the College President and the Academic Senate
President. Findings are presented annually to the MPBC, which, in addition to an overall summary, receives copies of the Executive Summaries
from each program’s report. Access to complete reports is available on an annual CD as well as on the Program Review Web site.
The Self-Study Survey found that 100% of full-time faculty and 89% of part-time faculty agreed with the statement “Instructional programs are
assessed, reviewed and modified regularly”; only 13% of management disagreed (F & S Survey Item 18).
Institutional Effectiveness Committee—The Committee annually selects and revises Coastline’s top 15 effectiveness indicators. The
indicators are selected from a list of some 40 possible metrics compiled and maintained by the Supervisor of Research (document 1B.7, CCC Top
15 Effectiveness Measures). Beginning in December 2006, the Office of Research will distribute annual progress summary trend reports to the
College governance groups.
During the past 15 years, Coastline has conducted more than 70 Program Reviews, guiding College decisions in such areas as program
development, faculty staffing, student tracking, acquisition and maintenance of facilities, and expansion of technology-mediated instruction. Table
1B.1 shows a record of this activity, together with the schedule for Program Reviews planned through 2010-11. Document 1B.8. Program Review
Standard I.B. Improving Institutional Effectiveness
Calendar [Clusters], gives a one-page summary. The new DSR procedure is off to a good start. Continued refinements are planned as the process
matures. A separate review mechanism has been launched for programs in the Office of Student Services. The third page of Table 1B.1 outlines
the organizational units affected by DSR and Student Services Program Review (SSPR).
Program Review is an element of the Coastline cycle of continuous review, planning, and improvement. Retrospective studies confirm that the
Program Review process is successful in driving institutional change; examples are given in I.B.7.
Other Departments—In spring 2006, the Institutional Effectiveness Committee began discussing a new evaluation procedure designed for noninstructional operations of the College. Implementation of this new effectiveness review procedure, Departmental Services Review (DSR), began
on March 29, 2006, when the departments in the President’s Office participated in a pilot DSR workshop. Among other criteria, each unit
involved in this process is prompted to examine the extent to which it contributes to and/or supports student learning. A comparable review
mechanism for Student Services programs, SSRP, is also being implemented.
The College monitors its effectiveness by researching and updating its Student Equity Plan (document 1B.9, Student Equity Plan) and Matriculation
Plans (documents 1B.10, College Matriculation Plan [Credit] and 1B.11, Non-Credit Matriculation Plan). In addition, the Office of Research
surveys all students who are applying for graduation checks. The annual Graduate Petition Survey findings provide useful information regarding
students’ familiarity, use, and satisfaction with Coastline services and facilities (document 1B.12, Annual Graduate Petitioner Exit Survey).
The decision in late 2005 to implement the Project Voyager enterprise information system (III.C.1.a) is expected to yield more timely access to
reliable research data.
Planning Agenda
1. Develop a comprehensive calendar and tracking process to facilitate DSR and SSRP, similar to the process used for instructional Program
Review.
2. Report annually to the MPBC and the President’s Cabinet on the status of Coastline’s top 15 institutional effectiveness measures (I.B.7).
69
70
Table 1B.1. Review of Coastline Programs and Services: 1991 – 2011 (part 1 of 3)
Revi ews Accomplis hed
Plann ed o r
Programs Reviewed
See
2010-11
2009-10
2008-09
2007-08
2006-07
2005-06
2004-05
2003-04
2002-03
2001-02
2000-01
1999-00
1998-99
1997-98
1996-97
1995-96
1994-95
1993-94
1992-93
1991-92
(For non-instructional departments and
In P roc ess
Note*
programs, see Part 3 of this table)

Accounting



Building Inspection



Business (Management & Supervision; Business Administration)
Business Computing – Art – DGA (Digital Graphics Applications)
CST (Computer Networking)








Counseling
(1) (2)




Digital Art/Digital Graphic Applications
(3)
DSPS: Services for the Disabled:

Acquired Brain Injury (ABI) Program

Adaptive Fitness Program

DDL – Community

DDL – Fairview Developmental Center

Mainstream Support








(4)


(4)


(5)







Education
Foreign Languages (International Languages/Spanish)


Electrical Programs (Electrical Maintenance and Telecommunications)
Emeritus


Distance Learning
ESL







List continued on part 2.
* Notes
(1) The 2004-05 Program Review of Business Computing was not completed; program was assigned to Vitality for review of continued viability. The 1995-98 reviews covered separate programs
for PCs, Apple Macs, and the Office Automation Careers program.
(2) The 2009-10 Program Review will cover Business Computing alone.
(3) The Digital Graphic Application program was split from Business Computing in 2004-05.
(4) Developmentally Delayed Learner (DDL) Programs. DDL-Fairview is offered at the Fairview Developmental Center, located in Costa Mesa.
(5) Program suspended.
Standard I.B. Improving Institutional Effectiveness
71
Table 1B.1. Review of Coastline Programs and Services: 1991 – 2011 (part 2 of 3)
Revi ews Accomplis hed
Plann ed o r
Programs Reviewed
In P roc ess
See
2010-11
2009-10
2008-09
2007-08
2006-07
2005-06
2004-05
2003-04
2002-03
2001-02
2000-01
1999-00
1998-99
1997-98
1996-97
1995-96
1994-95
1993-94
1992-93
1991-92
(For non-instructional departments and
Note*
programs, see Part 3 of this table)


Gerontology
Health Education/Physical Education



(6)

(6)
Humanities:

Communications, English, Humanities, Philosophy, and Speech

Basic Skills English







Informatics

Library and Learning Resources

Leadership/Student Advisory Council


Mathematics


Basic Skills Math




Military Education Program

Paralegal Studies



Psychology/ Parent Education
Quality Assurance (QA)







Real Estate/ Banking/ Escrow




Performing Arts
Student Success Center
(7)
(8)

Deferred


Science
Social Sciences (Anthropology, Economics, Geology, History, Human Services,






Political Science, Religious Studies, Social Science, and Sociology)

Supply Management (Purchasing)

Discontinued
Travel
Visual Arts (Fine Arts and Photography)

Weekend College
*
Notes
(6) In 1996-97, Gerontology and Health Education/Physical Education were reviewed together with Social Science.
(7) Informatics is a new computer science program offered in collaboration with UC Irvine.
(8) Program suspended.
(9) Following the 1997-98 Review, quantitative data only.




(9)
72
Table 1B.1. Review of Coastline Programs and Services: 1991 – 2011 (part 3 of 3)
Revie w Mechani sm (operating or planned)
Non-instructional Departments
Depart-mental
Student Services
State
and Programs
(In order of appearance in the College Organization Chart)
Services Review
Program Review
and/or
(DSR)
(SSPR)
Federal Review
See
Note*
Office of t he Presid ent:

Office of Research

College Foundation

Marketing and Public Relations



Office of St udent Servic es and Econo mic Develop ment:


Counseling & Special Programs—Includes
Matriculation, Transfer Center, Veterans Services,
and Student Success Center operations


Special Programs and Services—Includes STAR
(10)
and TEACh3

Financial Aid

Extended Opportunity Programs & Services

CalWORKs

Admissions & Records

Contract Development & Operations

Orange County One-Stop Center

Veterans’ Services




Administ rativ e Servic es:

Planning, Development & Government Relations

Maintenance & Operations

Computer Services

Fiscal Services

College Bookstore

Personnel Services
Office of Inst ruction al Syst ems Develop ment







* Notes
(10) Instructional aspects of STAR and TEACh3 are reviewed as part of discipline Program Reviews.





Standard I.B. Improving Institutional Effectiveness
I.B.4.
The institution provides evidenc e that the planning process is broad-based, offers
opportunities for input by appropriate constituencies, allocates neces sary resources, and leads to
improvement of institutional effectiveness.
Descriptive Summary
The College takes pride in its comprehensive approach to planning, which provides opportunities for members from all constituencies to share in
the development of Coastline’s future by identifying staffing needs and priorities, suggesting new programs and services, and otherwise enhancing
institutional effectiveness.
The response to Standard I.B.2 outlined in some detail the process used to develop the Coastline Master Plan. Many other planning activities take
place year-round through College committees and task forces. The process is broad-based. Planning goes forward simultaneously and in parallel
within and between many College entities. The flowchart in Table 1B.2 illustrates the concept. Operations are as follows:
•
College Committees—Reports and recommendations flow to the Mission, Plan and Budget Committee [center of flowchart] from many
sources, including other College committees [upper right corner of flowchart]. Some have familiar titles, such as the Curriculum,
Matriculation, and Facilities Committees. Other are specialized, shaped by Coastline’s culture and management style. The Institutional
Effectiveness Committee and the Mission, Plan and Budget Committee are examples. College committees include representatives from the
various constituencies, including faculty (both full- and part-time), classified staff, students, and management.
•
Mission, Plan and Budget Committee (MPBC) [center of flowchart]—This key planning body receives inputs from many segments
of the College, with a special focus on the annual planning and budgeting cycle, and adopts formal recommendations to the College
President. The MPBC is co-chaired by a faculty member, who is elected by committee members, and an administrator appointed by the
College.
•
The MPBC also receives planning inputs from All-College Planning Meetings, which address topics requiring the widest participation.
Example: development of the next Master Plan.
•
Town Hall Meetings—In March, MPBC sponsors a special informal meeting to which all College constituencies are invited. At the Town
Hall, attendees participate in the budget development process by sharing their concerns and ideas.
•
Constituency Group Planning—College constituency groups have broad-based participation and play a leadership role in institutional
planning:
•
Academic Senate—The Academic Senate meets every other week to participate in formulating District and College policy on academic
and professional matters; the agenda often reflects Senate priorities related to collegewide planning. Senators also meet regularly with the
College President to discuss emerging issues and plans.
[Text continued on page following the flowchart.]
73
74
Table 1B.2. Coastline Planning Process
Mas ter Pl an
All - Col lege Meeti ngs /
Town Hall Meeti ngs
St eeri ng Commit tee
Coll ege Committ ees
(active during
as r el at ed t o Pl anni ng
Master Plan year)
Consti tuency Gr oups
Coll ege Wi ngs
• Academic Senate
• Wing Manager Meetings
• Classified Council
• Instruction / Student
Services Council
• Blue Ribbon
These groups provide reports /
Management Team
recommendations to the MPBC
• Student Advisory
Council (SAC)
• Department Manager
Meetings
• Ancillary Organizations
MI SSI ON, PLAN AND BUDGET COMMI TTEE ( MPBC)
Advi s or y
Includes balanced representation from all constituencies
Gr oups
(Faculty, Classified Staff, Management, & Students); Adopts formal recommendations to the President
Coll ege Counci l
MPBC: Appoi nt s Tas k Forc es
Constituency Leaders
• Mission Review
• Block Grant
Pr esident’ s Cabi net
• Financial
• College wings
COLLEGE PRESI DENT: Implements, modifies, rejects, or passes on recommendations
DI STRI CT CHANCELLOR
DI STRI CT BOARD OF TRUSTEES
Coastline Community College values the open collegial culture. The lines of communication are open between and among groups and governing bodies.
Standard I.B. Improving Institutional Effectiveness
•
Classified Council—Meets monthly to take part in participatory governance and the decision-making process with consensus on College
operations and policies. The Council also plans collegewide events that foster collegiality among all constituency groups.
•
Blue Ribbon Management Team—With broad representation (39 members in 2005-06), this group meets monthly to review and
improve College operations and management through information sharing, discussion, and staff development.
•
Student Advisory Council (SAC)—In addition to planning student activities, SAC participates in the overall College planning process
by serving on committees, where possible, and by reviewing, in their leadership meetings, all minutes and documents published by College
committees.
College Wings—The MPBC receives reports and recommendations from administrative and ancillary units including the following:
•
Wing Manager Meetings—Wing managers are the College vice presidents, who meet with their own department managers.
•
Instruction/Student Services Council—Co-chaired by the Vice President of Instruction and the Vice President of Student Services,
the Instruction/Student Services Council meets monthly to plan the linkages between the two major areas of the College. The Council
mandate: introduce information and address issues that overlap Instruction and Student Services.
•
Department Manager Meetings—The grassroots level of planning, where every staff member is involved.
•
Each fall the MPBC receives reports and revenue estimates from Coastline Ancillary Organizations. These include Instructional Systems
Development (ISD), which produces, markets, and distributes Coastline instructional technology products, and Coastline’s Military and other
Contract Education Programs.
•
College Council [on the flowchart below and to the right of MPBC]—Provides recommendations, suggestions, feedback, advisement, and
information to the Office of the President. Membership consists of the President’s Cabinet (College President and vice presidents) and
leaders from constituency groups.
•
President’s Cabinet—Meets weekly with the President to discuss all planning agendas.
Advisory Groups—Business, industry, and community-based advisory groups bring expertise and independent perspectives to the Coastline
planning process. The following are typical:
•
Community Groups—Coastline involves the community in its planning process. The Westminster Community Advisory Committee, cochaired by the College President and the Mayor of Westminster, is an example. The committee agenda addresses College planning issues
(Coastline’s Le-Jao Center is located in Westminster), along with community matters such as senior citizens attending Coastline emeritus
programs and joint concern with K-12 schools.
•
Advisory Committees for Coastline Programs—Coastline career and technical education programs, Special Programs and Services
for Disabled, and other programs in specialized fields look to advisory committees for guidance on curriculum planning, student employment
opportunities, and other occupation-specific considerations.
•
Coastline Foundation—The Coastline Foundation Board is another example of community involvement in the College planning process.
75
76
Self Evaluation
The Coastline planning process is broad-based and vigorous, with a strong and consistent drive toward action and results. Eighty-eight percent of
faculty and staff respondents to the Self-Study Survey agreed that “New programs and grant projects are consistent with the College mission
statement” (F & S Survey Item 4). Ninety percent agreed that “The priorities of Coastline’s Master Plan directly support the College’s mission”
(Item 5).
Planning Agenda
No planning recommendations at this time.
I.B.5.
The institution us es docum ented ass essment res ults to communicate matters of quality
assurance to appropriate constituencies.
Descriptive Summary
Coastline Community College evaluates its efforts through local research studies, point-of-contact surveys, standard reports, informal discussions,
and in responses to ad hoc and specialized requests. The College’s researchers provide data on enrollment trends, curriculum trends, student
success, and program reviews. Results are then circulated to the appropriate constituencies. As illustrated in Table 1B.3, the process is ongoing.
Research is continuous. Every year sees the internal publication of several types of research products. Results of quality assessment are also
circulated through reports of Program Reviews, and will be circulated through future Departmental Service Reviews and Student Services Program
Reviews.
Standard I.B. Improving Institutional Effectiveness
77
Table 1B.3. Examples of Res earch and Reports that Com municate Institutional Effectiven ess at Coastline*
Year Prod uced

2006
Surveys
2005
Distance Education Readiness Study
2004
Reports
2003
Course Completion Rate Study
2002
Research
2001
Research Product
Self-Study
Docume nt
1B.18

1B.19
DSPS Region 8 SLO Research Study
 1B.20
Early Alert Outcomes
 1B.21

Enrollment Fee Impact Study
1B.22

Health Service Fee Survey
1B.23

Accreditation Self-Study Survey
1A.2
     1B.12
Annual Graduate Petitioner Exit Survey
Program Review Surveys (faculty, students, business, and community)
      1B.33
Instituti onal
Environmental Scan

Reports
Five Year Trend Analysis of Students

1B.26
Student Equity Plan

1B.9
Student Achievement Report

1B.27
Student Trends (Master Planning Research)

1B.28
Title III Report
1B.25
    
1B.6
* Salient research products only; the list is not exhaustive.
The Office of Research and the Institutional Effectiveness Committee report on a variety of topics, including evaluation of student success through
cohort analysis and results of various surveys to provide a clearer understanding of perceptions about College operations.
Local research on the progress of math, English, and ESL students in basic skills is one example of the College’s efforts to better understand the
success of its student population (document 1B.16, Basic Skills Completion, ESL, English, and Math 2004; then term “Developmental Skills” has
since replaced “Basic Skills” at Coastline). Student trends in distance learning compared to classroom-based courses are analyzed in annual
summary reports (document 1B.28, Student Trends Reports). Data showing student population characteristics, as well as student progress, appear
in Title III evaluation reports.
Standard documents generated for College review include the Student Equity Plan, the Credit and Non-Credit Matriculation Plans, and reports on
the institutional effectiveness measures the College has adopted. The effectiveness of various departments is also measured in Coastline’s
comprehensive Program Review, DSR, and SSPR processes. The Instructional Researcher provides pertinent data about student enrollment, faculty
load, and summaries from program-specific student, faculty, business, and community surveys.
78
The Office of Research communicates assessment results through several channels to the appropriate constituencies:
•
Circulation—Reports are circulated directly to the various College committees, depending on their focus. Information about students and
student success is often circulated collegewide through the @Coastline newsletter and other internal College communications.
•
Web posting—Many reports are posted on the College Research Website, http://research.ccc.cccd.edu, where they are available to all
faculty, staff, and students.
•
Presentations—The Supervisor of Research and his assistant work closely with faculty, staff, and administration and make regular
research presentations to the Academic Senate, management team, Matriculation Committee, MPBC, and other committees.
The Office of Research conducts regular studies on specific programs and populations, such as the STAR program, the Incarcerated Students
Education Program, and the Military Education Program and other Contract Education Programs. An organized and responsive flow of information
and data about student success—and barriers to success—provides quantitative support to program planners. The Health Service Survey and the
Graduate Petitioner Exit Survey, for example, provide the College feedback and information about its services. Current and former students have
been contacted for input into academic programs. Students enrolled in career and technical education courses were surveyed and interviewed in
an evaluation of Coastline certificate programs.
Self Evaluation
Coastline systems perform well in collecting and circulating data to evaluate student, staff, and collegewide efforts. Many reports are posted in
the Research area of the College Web site, where the information is accessible to all faculty, staff, and students. College departments receive
printed copies of pertinent reports.
The MPBC receives reports on Program Review. Starting in fall 2006, MPBC will also receive annual reports on the status of 15 institutional
effectiveness measures. This information will offer the MPBC insight into areas that may need a larger commitment of resources. The 15
institutional effectiveness measures are discussed below (I B.7).
Access to live data on enrollments and student demographics will enable departments to quickly find information needed to prepare reports and
develop grant proposals. The shift from the District’s current data system (DSK) to the new system, Project Voyager, will make this link of
immediate data requests possible. Details of Voyager appear in III.C.1.a.
Findings of the Self-Study Survey indicate general satisfaction with the Office of Research. Of faculty and staff responding, 80% gave a Favorable
satisfaction rating for the Office of Institutional Research (Service Survey).
Planning Agenda
1. The Office of Research will facilitate and train College staff in the use of reports available through Project Voyager.
Standard I.B. Improving Institutional Effectiveness
I.B.6.
The institution assur es th e effectiven ess of its ongoing planning and resource allocation
process by s ystematically r eviewing and modifying as appropriate, all parts of the c ycle including
institutional and other res earch efforts.
Descriptive Summary
Coastline supports its planning and resource allocation process with a systematic, ongoing evaluation of the process and a rigorous assessment of
the plans that the process produces. Several mechanisms are responsible:
College Council—Coastline committees are the primary planning venue—the places where every issue and planning agenda finds a home.
Each summer the College Council reviews the committees for viability of functions, charges, and membership. As appropriate, the Council invokes
changes in functions, charges, and membership. New committees are added from time to time. This monitoring is a noteworthy trait of
Coastline’s process-driven annual cycle of planning, evaluation, and review.
MPBC—This key committee reviews the planning cycle each year with committee members according to College priority for the year. The MPBC
review can result in significant revisions to established practice. For example, it was an MPBC evaluation that occasioned changes in the revenue
allocation model for Instructional Systems Development and the Military and other Contract Education Programs.
The influence of Research—Activities of the Office of Research are closely aligned with College planning agendas. Research provides
evidence on which to base systematic evaluations of the planning and resource allocation process.
Budget Allocation: a model of review, evaluation, and response—The MPBC annually reviews the proposed budget development
process prior to adopting a schedule of deadlines and hearings. Frequently the schedule is revised as MPBC members seek briefings and data on
matters they believe could impact the budget for the coming academic year.
Briefings include projected revenues from ancillary operations that contribute to the College’s ending balances; predictions on vacancies to be filled
or left vacant; and predictions on the impact of new grants and ongoing obligations from projects when grant funding has ended.
Recommendations of the committee also take into account the probable effects of new District software and computer systems and the state
political and budget environment.
The MPBC is committed to making the most prudent budget recommendations based upon the best information obtainable from institutional
resources by researching both internal and external sources. The budget development process revolves around an annual cycle of MPBC meetings
that start in September and end the following May. For each meeting, the committee follows an agenda-of-the-month to receive reports, hear
requests, debate issues, and make recommendations. Table 1B.4 summarizes the steps in the budget development cycle. A graphic illustration of
the process appears in document 1B.29, Annual Data for MPBC Decision Making.
79
80
Self Evaluation
The drive and consistent application of Coastline’s concern for self-evaluation ensures that the
ongoing planning and resource allocation process delivers the results desired. As applied to
budget planning, this model recognizes and systematically responds to the dynamics of resource
availability and demand. For example:
•
ISD markets Coastline distance learning products to colleges nationwide, generating
revenue. Each year ISD commits a pre-determined dollar contribution to College funds, over
and above ISD’s operating expenses. When revenue exceeds this commitment, the College
allocation system allows ISD to retain a share of the excess for investment in its own
operations. These investments, in projects such as repackaging instructional programs to
“The drive and consistent
application of Coastline’s
concern for self-evaluation
ensures that the ongoing
planning and resource
allocation process delivers
the results desired.”
run on handheld computers, benefit the College as a whole. Another portion of ISD revenue
supports MPI projects, funded by mini-grants for which anyone in the College faculty and
staff can apply.
•
The Military Education Program generates a revenue stream of tuition payments from military education agencies. The Program invests a
portion of this revenue in expanding its own infrastructure; adding staff to handle larger military enrollments is one example. Another
portion of the revenue helps support MPI projects.
The Faculty and Staff Survey validated this favorable assessment of Coastline planning and budgeting processes. For example:
•
76% agreed that “College planning processes are reviewed to identify areas in need of improvement.” (F & S Survey Item 10)
•
76% agreed that “The planning processes are modified, when needed, to improve effectiveness.” (F & S Survey Item 11)
•
75% agreed that “Coastline seeks input from all constituencies when reviewing and improving instructional programs and other student
services.” (F & S Survey Item 12)
Planning Agenda
No planning recommendations at this time.
Standard I.B. Improving Institutional Effectiveness
Table 1B.4. The MPBC Budget Dev elopment C ycle (part 1 of 2)
Month
Meetin gs
MPB C om mittee Issu es, In puts, a nd Acti on s
Sept.
Septemb er

MPBC Meetin g

MPBC finalizes on use of ending balance funds from the previous year’s operations.
Receives Program Review report and recommendations on previous year’s academic programs.


Receives report on summer enrollments.
October

Receives reports from Coastline ancillary units* and revenue estimates for the fiscal year.

Receives report on fall enrollments; approves process and task force for recommending use of State block grant funds and
Oct.
MPBC Meetin g

instructional equipment funds.

FTE targets for Intersession and spring semester; sometimes considers requests for additional funds to expand or market the
schedule.
Nov.
Novemb er

MPBC Meetin g


Approves recommendations for use of block grant and instructional equipment funds.
Receives reports from College committees and task forces on their needs and projects.
Receives status report on Master Plan Implementation Grant projects.

Dec.
Decemb er

MPBC Meetin g

Receives reports from College departments and the library on new needs and projects.
Receives reports on funding for grant projects and probable grant proposals to be submitted in the spring semester.


Receives Facility Improvement Report.
Appoints Mission Review Task Force to review the Coastline Mission Statement.

Jan.
Feb.
No MPBC meeting in January.
February

MPBC Meetin g


Receives half-year report on general fund operations of the College.
Receives analysis of the Governor’s proposed budget.
Receives status report on projects funded from the ending balance.

Continued in part 2 below
* Ancillary units include Coast Learning Systems and Coastline’s Military and other Contract Education Programs. Coast Learning Systems, known inside the College as Instructional
Systems Development (ISD) is Coastline’s production, marketing, and distribution division for instructional technology products.
81
82
Table 1B.4. The MPBC Budget Dev elopment C ycle (part 2 of 2)
Month
Meetin gs
MPB C om mittee Issu es, In puts, a nd Acti on s
March
March

Conducts town hall meeting on budget issues. Students, faculty, staff can attend and express concerns or make budget requests.

Receives report from Supervisor of Research on status of the institution’s effectiveness and recommendations to address areas of
MPBC Meetin g

weakness.



April
April MPBC

Meeting “A”

Receives Emergency Response report from Director of Safety and Security.
Adopts budget development process and schedule.
Appoints Financial Task Force.
MPBC receives financial projections from ancillaries.
Appoints financial task force.
The committee holds at least two
meetings in April to hear budget
presentations from the various wings of

the College.

Receives College budget presentations from College wings.*
May MPBC

Meeting “A”

Receives analysis of the May revisions to the Governor’s budget.
Financial Task Force meets to research and prioritize budget recommendations based on wing presentations.


Approves a prioritized list of recommendations for budget increases, decreases, and one-time expenditures from the ending balance
April MPBC
Meeting “B”

May
May MPBC
Meeting “B”
or additional State revenues.

The MPBC holds its last meeting in May without knowledge of the approved State budget or the June 30 ending balance from
savings and revenue from Coastline ancillary units.

Budget Development Cycle resumes the following September.
* A Coastline wing is an organizational unit consisting of all the departments that report to a particular vice president or to the College President. At present there are four wings: the
Office of Instruction, Student Services, Administrative Services, and the President’s Office.
Standard I.B. Improving Institutional Effectiveness
I.B.7.
The institution assesses its evaluation mechanisms throu gh a systematic r eview of their
effectiven ess in improving instructional programs, student support services, and library and other learning
support services.
Descriptive Summary
Coastline consistently and effectively changes itself in response to its own evaluation mechanisms. There is an evaluation component to every
organizational function at Coastline. This thinking pervades the College, from institutional level to department level. An evaluation mechanism is
always at work, whatever the purpose and perspective of an activity. For example:
•
Whenever a position becomes vacant, a review assesses the ongoing need for that position before a replacement is authorized.
•
The mandate and membership of every College committee is re-evaluated every year.
•
The Technical and Career Education Development Committee was established to rationalize the development of new occupational programs
amid the perpetual flux of the job market.
•
There is a continuous examination of the organization itself. Are organizational objectives clearly defined? Does the organization possess
the personnel and facilities needed to accomplish those objectives? Are effective communication and coordination links to other
organizational units in place and functioning?
To reinforce this culture of self-analysis, Coastline employs three evaluation mechanisms that incorporate feedback loops for measuring the extent
to which institutional reviews produce institutional change. Evidence of the changes is at hand. The mechanisms, and some examples of
feedback-induced change, are as follows:
Evaluation Mechanisms—
•
Institutional Effectiveness Committee (IEC)—The IEC, described in I.B.3 above, first met in the 2004-05 academic year. The
committee has wide membership (College Committee List). The IEC conceived and carried forward the 15 Institutional Effectiveness
Measures described below.
•
Program Review—Program Review at Coastline is a faculty-driven process that also includes the program’s instructional manager,
classified and student representatives, and additional resource personnel as appropriate. Program teams, with data and support provided by
the Instructional Researcher, conduct comprehensive reviews and develop five-year goals and recommendations as part of their report. The
Program Review Committee reviews and validates the program reports, noting trends and areas for commendation and adding
recommendations that may help to further strengthen and advance the program. (Example: Humanities Program: Program Review, April
2005, document 1B.30.) It is a task of the next review of that program, five or six years hence, to ascertain whether and how the prior
five-year goals were met. An analysis of these review-to-review cycles for four disciplines appears below. The Program Review process is
evaluated on a regular basis by the Program Review Committee, which recommends and implements changes as necessary to improve the
effectiveness of the process.
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•
Departmental Services Review and Student Services Program Review—DSR and SSPR will provide similar assessment and
feedback loops for non-instructional programs.
Evaluation Outcomes—
Fifteen measures of institutional effectiveness—In 2004, the Supervisor of Research wrote and circulated a report, “Institutional
Effectiveness: What, Why, How?” The report explored the various definitions of institutional effectiveness found in educational literature, the
reasons for evaluating institutional effectiveness, and some criteria for identifying the measures. The Supervisor subsequently classified possible
measures into these eight categories:

Academic Reputation

Student Achievement

Access and Outreach

Student Learning

Collegial and Participatory Decision Making

Transfer Preparation

Quality Programs, Services, Products

Workforce Development
The IEC considered the matter at length, seeking consensus on specific outcome measures appropriate for Coastline. At its February 28, 2006
meeting, the committee adopted 15 high priority outcomes on which the Office of Research will report progress each year (document 1B.7, CCC
Top 15 Effectiveness Measures). The 15 measures reflect data reported for AB1417 compliance (Accountability Reporting for the Community
Colleges – ARCC). The State Chancellor’s Office report AB1417 Performance Framework for the California Community Colleges, March 2005, is
presented as document 1B.31.
Organizational changes—The College made changes to organizational structure to improve service to Military and other Contract Education
Programs. A subsequent review produced further changes. An evaluation of student traffic and feedback produced changes in the location of the
Student Success Center and the services it provides.
New programs and services—Evaluations of existing practice were the starting point for such innovations as the Coastline Virtual Library
(II.C.1); a Biotechnology program reflecting evaluation of local industry needs (II.A.2.c); and an improved Student Services Web site.
Adde d staffing—The Math Department’s review in 1999-00 made a compelling case for ways in which the program could grow if another fulltime faculty member were added. In their appeal during the College’s process of faculty hiring prioritization, the department used data and goals
identified during Program Review. The application for a new hire was approved.
Improved facilities and equipment—The Science Department noted in one of their Program Review reports the need for dedicated science
labs. This information was fed back to MPBC and to the Facilities Committee and was identified as a priority for Block Grant allocations. As a
result, the Science Department was successful in obtaining facilities and equipment at both the Garden Grove and Le-Jao Centers.
Standard I.B. Improving Institutional Effectiveness
85
Program Review: Assessment of action on 5-year recommendations—The Program Review process includes a backward glance
at the previous review to see what actually happened as a result of recommendations, prepared five or six years prior, for the program in question.
The Office of Research presents these results to MPBC as part of the annual budget development cycle (table 1B.4, part 1 of 2).
Table 1B.5 shows results of a backward-glance study of the Program Reviews conducted in 2005-06 for Acquired Brain Injury (ABI); International
Languages/Spanish; Psychology/Parent Education; and the Visual Arts program. All four had previously been reviewed in the 1999-2002 time
frame. In the study, the subsequent outcome for each prior recommendation was scored as Achieved, Not Achieved, or Other. Scores were
tabulated under nine themes originally developed by the Office of Research for MPBC presentations.
As shown in Table 1B.5, the majority of outcomes were achieved. For the Pr ogram and Curriculum Development theme, most of the
nine Not-Achieved outcomes reflected programs with declining enrollments. For most of the outcomes scored as Other, the problem addressed by
the original recommendation had lost its urgency by 2005.
Table 1B.5. Progress on Outcomes * (Results of four Program Reviews, four to five years after a Prior Review)
Theme
Total R ec’s**
Outcomes ***
SLOs and tracking
1
Program and Curriculum Development—
Includes measures to sustain or increase enrollment.
16
3
9
Distance learning programs and classes
4
3
1
Student support and communication
2
2
Marketing and outreach
2
2
Staffing—Faculty and support staff.
4
3
1
Inter-departmental communication—Includes
faculty training.
1
1
Partnerships and advisory committees
2
2
Physical Resources—Buildings, office space,
equipment.
13
* See text for identification of programs analyzed.
** Total number of recommendations for each theme.
1
4
9
4
*** Outcome symbols:
Reco mmend ation
Achiev ed
Not Achi eved
Other (see text for
discussion)
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Other evaluation mechanisms include:
1. Programs and services implemented as part of the College’s 2001-2005 Title III grant were evaluated annually according to the grant’s
evaluation plan.
2. The English, Mathematics, and ESL placement effectiveness instruments are evaluated to maintain their status on the State Chancellor’s
Office list of approved instruments (for an example, see document 1B.32 , English Placement Test Evaluation).
3. Faculty, staff, and administrators are evaluated according to Board Policy.
In September 2005, the College President directed the Supervisor of Research and the Institutional Effectiveness Committee to develop a process
for all College services to undergo self-evaluation on a routine basis. A survey conducted in support of this Self-Study was the first step in
developing such a process; in the fall of 2005, faculty and staff were asked to complete a service rating survey (document 1A.2, Accreditation Self-
Study Survey). Data gathered from this survey will serve as a satisfaction baseline for future comparisons in the Departmental Service Review and
Student Services Program Review programs.
The study illustrated in Table 1B.5 suggests that personnel turnover during the years between Program Reviews can inadvertently cause a loss of
follow-up on recommendations once believed to be important.
Self Evaluation
There is a need to determine the effectiveness of the annual planning and evaluation process.
Planning Agenda
1. The Planning, Development, and Government Relations Department will evaluate the effectiveness of the planning process and evaluation
cycle as part of its annual Departmental Services Review.
Standard I.B. Improving Institutional Effectiveness
Standard I.B. List of Documents
1B.1
STAR Program
1B.2
Access Program
1B.3
Master Plan: Priorities and Initiatives Summary
1B.4
2004/2005 Master Plan Initiative Summary Report
1B.5
Funded Master Plan Implementation Proposals, 2005-2006
1B.6
Title III Report
1B.7
CCC Top 15 Effectiveness Measures
1B.9
Student Equity Plan
1B.10
College Matriculation Plan [Credit]
1B.11
Non-Credit Matriculation Plan
1B.12
Annual Graduate Petitioner Exit Survey
1B.13
Map: Coastline Community College Sites
1B.16
ESL, English, and Math Basic Skills Completion, 2004
1B.18
Course Completion Rate Study
1B.19
Distance Education Readiness Study
1B.20
DSPS Region 8 SLO Research Study
1B.21
MPI Final Report, Early Alert Outcomes
1B.22
Enrollment Fee Impact Study
1B.23
Health Service Fee Survey
1B.25
Environmental Scan
1B.26
Five Year Trend Analysis of Students
1B.27
Student Achievement Report
1B.28
Student Trends (Master Planning Research)
1B.29
Annual Data for MPBC Decision Making
1B.30
Humanities Program: Program Review, April 2005
1B.31
AB1417 Performance Framework for California Community Colleges
1B.32
English Placement Test Evaluation
1B.33
Program Review Surveys
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Standard II. Student Learning Programs and Services
STANDARD II: Student Learning Programs and Services
The institution offers high-quality instructional programs, student support services, and library and learning
support services that facilitate and demonstrate the achievement of stated student learning outcomes. The
institution provides an environment that supports learning, enhances student understanding and appreciation of
diversity, and encourages personal and civic responsibility as well as intellectual, aesthetic, and personal
development for all of its students.
Standard II - Student Learning Programs & Services:
A. Instructional Programs
Co-Chairs
• Douglas Benoit
• Debbie Secord
Dean, Technical and Career Education, Garden Grove Center
Professor, Department Chair Emeritus, Gerontology, Academic Senate
Team Members
Ted Boehler
Marilyn Fry
Fred Feldon
Judy Montague
Jeanette Ellis
Ann Holliday
Beth Grane
Dean, Distance Learning
Professor, English, Humanities Chair, Academic Senate
Instructor, Mathematics Chair, Academic Senate
Professor, English as a Second Language
Instructor, Parent Education/Psychology Chair
Professor, SAC Leadership Advisor, Special Programs, Academic Senate
Facilitator, Costa Mesa Center
Standard II - Student Learning Programs & Services:
B. Student Support Services
C. Library and Learning Support Services
Co-Chairs
• Margaret Quinones
• Cheryl Stewart
Dean, Counseling and Special Programs
Associate Professor, Librarian, Virtual Library, Academic Senate
Team Members
Celeste Ryan
Ruth Dills
Ed McKenney
Kim Peterson
Carol Spoja
Mai Le
Jane Duncan
Ann Holliday
Margaret Hickey
Ailene Nguyen
Professor, Special Programs, Academic Senate
Professor, EOPS Counselor, Academic Senate
Dean, Military/Contract Education Programs
Instructor, Counseling/Special Programs
Administrative Assistant, Student Services
Special Project Supervisor, Orange County One Stop Center - North
Special Project Supervisor, Orange County One Stop Center – North
Professor, SAC Leadership Advisor, Special Programs, Academic Senate
Professor, Student Success Center
Professor, Counseling
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Standard II. A. Instructional Programs
II.A.
Instructional Programs
The institution off ers high-quality instructional programs in recogniz ed and emerging fields of study that
culminate in identified student outcom es l eading to degrees, certificates, employment, or transfer to oth er
higher education institutions or programs consistent with its missi on. Instructional programs are
systematically asses sed in order to assure currency, imp rove t eaching 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 th e institu tion.
II.A.1.
The institution demonstrates that all instructional progr ams, regardless of location or
means of d elivery, address and meet th e mi ssion of the institution and uphold its integrity.
Descriptive Summary
As its mission, Coastline Community College declares a commitment to student learning through accessible and flexible education within and
beyond the traditional classroom (I.A.1 above).
Through its Office of Instruction, Coastline offers courses in a variety of learning modalities in approximately 75 disciplines, leading to four A.A.
Degrees and 38 types of certificates. The College offers classroom-based courses at more than 30 locations in Western Orange County and also
offers modalities beyond the traditional classroom, including Weekend College; hybrid classes (part classroom, part Internet based); television
broadcast and video-based telecourses; cable and satellite broadcasts; the Internet; CD-ROM/independent study; and courses delivered on personal
digital assistants (PDAs) and other handheld computers.
A systematic process of program review, whereby every program is evaluated in five- or six-year cycles, has proven helpful in further refining the
curricula to meet expressed local needs (document 2A.1, Program Review Handbook). Under contract with the County of Orange, Coastline
operates the Orange County One-Stop Centers and the Orange County Business Service Center-North. Through the Coast Community College
District, the College participates in the Orange County Labor Market Consortium, the Statewide Student Follow-up System, and the statewide
Vocational and Technical Education Act (VTEA) Accountability Program (which matches student records with those of the Employment Development
Department). These partnerships provide the College with access to data on students taking training, students seeking employment, employers
seeking workers, and employers needing specific training programs.
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Self Evaluation
Administrators, counselors, department chairs, and faculty continually examine the needs of students in order to update current educational
programs, to develop programs in emerging topics/fields, and to offer curriculum in a variety of educational modes. The curriculum process is
faculty centered, the committee itself being a subcommittee of the Academic Senate. There is broad-based College representation and a set
procedure for curriculum development (see documents 1A.5, College Committee List; and 2A.2, History of Curriculum Committee. Additionally,
state approved certificates are passed by a Regional Committee, composed of members representing all the community colleges in the area. The
direction for the College in terms of program offerings and modalities of instruction is aligned with the College Mission Statement and Master Plan
(document 1A.4, Master Plan) and is affirmed by the Curriculum Committee. Funds for new programs and modalities are prioritized in the
Mission, Plan and Budget Committee (MPBC) in Coastline’s annual planning and budgeting process.
Findings of faculty, staff, and student surveys conducted in November 2005 showed general agreement that Coastline instructional programs,
regardless of location or means of delivery, fulfill the mission and uphold the integrity of the College (document 1A.2, Accreditation Self-Study
Survey). Tables 2A.1 and 2A.2 give details. The low percentage of Favorable replies by management to survey item 17 (highlighted figure,
below) is attributed to the timing of the survey and the breadth of Coastline’s mission, including such unusual responsibilities as operating the
Orange County One-Stop Centers. Consequently, among non-instructional managers and supervisors there was, for a time, a lack of shared
vocabulary about instructional initiatives related to identification and assessment of student learning outcomes (SLOs).
Table 2A.1 Faculty and Staff Opinion: Instructional Programs
Unfav orabl e
Instructional programs are developed based on the educational needs of the
Favorabl e
79%
students and the diversity, demographics and economy of the surrounding
Unfav orabl e
4%
Coastline instructors identify and assess student learning outcomes and use the
Favorabl e
83%
results to make improvements (F & S Survey Item 17).
Unfav orabl e
93%
Mana gement
statement (F & S Survey Item 13).
Part-ti me
97%
Favorabl e
Classified
Full-time
Part-ti me Faculty
88%
Instructional programs are consistent with the goals of Coastline’s mission
Classified
Full-time Facult y
Survey State ment
Faculty & Staff R es ponse s*
94%
67%
83%
6%
33%
6%
90%
100%
69%
2%
25%
community (F & S Survey Item 14).
* The balance of responses (100% minus Favorable plus Unfavorable) were Neutral.
78%
75%
67%
38 %
5%
13%
33%
19%
Standard II. A. Instructional Programs
93
Stu dent R es ponse s*
Military O nly
Favorabl e
83%
92%
89%
college (Student Survey Item 11).
Unfav orabl e
3%
2%
3%
Course syllabi are provided and followed (Student Survey Item 5).
Favorabl e
91%
96%
93%
Unfav orabl e
3%
2%
3%
Favorabl e
83%
95%
90%
Unfav orabl e
4%
1%
4%
Instructors are up-to-date in their field (Student Survey Item 6).
All Students
No n-Military O nly
Coastline’s publications clearly and adequately reflect actual practices at the
Table 2A.2. Student Opinion: Instructional Programs
* The balance of responses (100% minus Favorable plus Unfavorable) were Neutral.
Coastline ensures that its programs and services are of high quality and are appropriate to student needs and actively promotes training and use
of tools and resources to improve quality. Use of technology in support of instruction has increased. Enriched Web-based assignments and Web
sites to support courses and programs have been developed by faculty. The Virtual Library has been developed to accommodate all teaching
methodologies. The last Accreditation Team recommended that the College strengthen its use of research in shaping college decisions. Since that
report an Office of Research has been developed and staffed. The full-time Supervisor of Research co-chairs the Institutional Effectiveness
Committee, whose mandate is to “provide oversight, leadership, and coordination for institutional effectiveness.” This committee provides input to
all planning and evaluation activities.
The Office of Research has been instrumental in coordinating and distributing appropriate data for use in curriculum decision making (document
2A.3, Midterm Report: Research Plan 2002-2003). Under the Supervisor’s leadership, the College has implemented a comprehensive program of
research centering on four clusters of activities: Monitoring Effectiveness; Planning Research; Implementation and Assessment of Student Learning
Outcomes; and Institutional Research (document 2A.4, Responses to Recommendations from Most Recent Comprehensive EvaluationRecommendation 1 Supplemental Recommendation 2).*
Courses and programs are formally reviewed via the Program Review process in accordance with the Program Review Handbook. Many
departments, especially in career and technical education fields, maintain an ongoing program review by consulting community advisory boards
* Note: This report contains numerous references to the Accreditation Self-Study Survey of November 2005. The three parts of the Survey are abbreviated as follows: Student Su rvey, for the
Accreditation Self-Study Student Survey; F & S Sur vey for the Accreditation Self-Study Faculty and Staff Survey; and Ser vice Su rvey for the Accreditation Service Satisfaction Survey. In the
text, the abbreviation is followed by the number of a particular item—or question—in that survey. For example, F & S Su rvey Item 80 refers to Item 80 in the Faculty and Staff Survey. The
entire survey is accessible as document 1A.2, Accreditation Self-Study Survey. Many survey questions solicited a response of Favorable, Unfavorable, or Neutral. To save space, Neutral
percentages are not shown in this report. Favorable and Unfavorable percentages may therefore total less than 100%.
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and conducting student surveys (documents 2A.5, Gerontology Alumni Survey Questionnaire; 2A.6, Advisory Board Community Member Survey;
and 2A.7, Paralegal Studies Graduate Survey). Certificate programs and courses that no longer meet the demands of the job market are
discontinued. Examples include Quality Assurance and Travel and Tourism. The College responds to emerging occupational fields with new
programs, such as those in Biotechnology and Informatics, and online certificates in Gerontology and Human Services.
New fields of study are carefully considered, and current fields of study are assessed using a combination of factors that include advisory
board/community input, feedback from four-year institutions on transfer skills and lower division course needs, graduate exit surveys, input from
faculty, the Curriculum Committee, the Program Review Committee, and alignment with Coastline’s Mission Statement and Master Plan.
The early history of the SLO program at Coastline is summarized in I.B.1. Subsequently a handbook on how to develop curriculum based on
outcomes and their evaluation was created and distributed to all faculty (document 2A.8, A Guide to Writing Course-Level Student Learning
Outcomes). Additional funding from Master Plan Initiatives in spring 2006 contributed to ongoing training sessions to bring more faculty up-todate on the creation of SLOs and their use in program evaluation and improvement. A newsletter was developed to offer faculty tips and
information on available training (document 2A.9, “Measuring Success” Newsletter). A history recounting more than forty meetings, workshops,
documents, and other SLO events appears in document 2A.10, Chronology of Student Learning Outcome Work at Coastline College.
The College has developed degree-level core learning outcomes, which have been
approved by the Academic Senate and reviewed and accepted by the MPBC (document
“The high quality of Coastline
offerings is ensured by a process
of review…”
2A.14, The Eight Degree-Level Learning Outcomes for Coastline Community College, May
16, 2006). The high quality of Coastline offerings is ensured by a process of review
that includes alignment of offerings with degree-level learning outcomes, assessments
of the individual course and program outcomes, and feedback via the Program Review
process to keep the course content relevant and current.
Minutes of meetings of the MPBC, the Academic Senate, and other committees are available for inspection in the committee offices at Coastline.
Planning Agenda
No planning recommendations at this time.
Standard II. A. Instructional Programs
II.A.1.a.
The institution identifi es 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 communiti es. The institution r elies upon research and analysis to identif y student learning
needs and to ass ess progres s toward achieving stated learning outcomes.
Descriptive Summary
A distinguishing characteristic of Coastline throughout its history has been a systematic
and continuous effort to identify student needs and to develop programs rigorously
defined to meet those needs. Of the resulting programs, some serve traditional
community college students seeking transfer credits or occupational preparation. Others
serve highly nontraditional populations—groups that higher education often neglects or
ignores.
•
For non-native English speakers—An ESL Program offers curriculum and
services to non-native English-language speakers. Since inception, Coastline’s ESL
“A distinguishing characteristic
of Coastline throughout its
history has been a systematic
and continuous effort to identify
student needs and to develop
programs rigorously defined to
meet those needs.”
program has helped introduce more than 25,000 newcomers to American language
and culture.
•
For students deficient in basic skills—Services and courses in
Developmental Skills are provided through the Student Success Center to students who need them.
•
For students enrolled but experiencing difficulty—A computerized system of Early Alerts identifies students having problems in
their courses early in the semester so that instructors can intervene and provide additional instructional support.
•
For students seeking leadership experience—Leadership classes, in conjunction with Student Advisory Council membership,
provide students with academic and experiential leadership opportunities, including a participatory role in the governance of the College.
•
For students at work—Work-Based Learning allows students to apply classroom theories to real-world work experiences. This program
turns on-the-job experience into on-the-record college credit that can lead to a certificate or A.A. degree. Coastline offers ten programs that
include a work-based learning component.
•
For students in uniform—Coastline’s Military and other Contract Education Programs provide support to area businesses and to military
personnel deployed worldwide.
•
For incarcerated students—Coastline’s Incarcerated Student Education Program (ISEP) serves students throughout the California state
prison system.
•
For older students—The Coastline Emeritus Institute offers courses for older adults.
•
For students on public assistance—For single parents receiving public assistance, CalWORKs offers training to help find employment
leading to economic self-sufficiency and independence from welfare. In April 2006 the College developed a new Business Computing “FastTrac” program that provides short-term business skills training for CalWORKs students.
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•
For students with special needs—Programs developed by Coastline’s Office of Special Programs and Services address the needs of
students with disabilities, including those with acquired brain injuries, developmental delays in learning, and hearing, visual, or physical
disability.
•
For students who meet EOPS eligibility standards—The Extended Opportunities Programs and Services (EOPS) Department
routinely provides outreach and recruitment activities to a variety of community-based groups and to other groups and agencies on request.
It targets a widely diverse population such as students from underrepresented, low income, and single-parent groups, among others.
•
For traveling students or students at a distance—Distance learning courses enable students to study from anywhere, anytime,
globally.
In any given semester these programs serve thousands of Coastline students. Table 2A.3 gives typical service statistics. Admissions and Records,
Tutoring, Counseling, the Transfer Center, and Coastline’s Virtual Library provide many other services that enhance and support student learning.
Details appear in II.B and II.C.
Table 2A.3. Students Served: Typical Coastline Programs
Program
Stu dents Served
Period of Ser vice
CalWORKs
54
2005-06
EOPS
236
2005-06
ESL
1,250
Spring 2006
Incarcerated Students
2,312
Spring 2006
Special Programs and Services
687
Spring 2006
Military Students
4,374
Fall 2005
Emeritus Students*
2,043
Fall 2005
*
Students over age 60 enrolled in Emeritus and Art classes.
The institution employs matriculation, Early Alert, instructor feedback to students, retention rates, and other measures to assess the educational
preparation of its students. Services have been developed (II.B and II.C) to support students with a broad range of educational preparation and to
ensure their success.
Research and analysis to identify student needs draws on detailed demographic information about students, including recent graduates; about the
local labor market; and about the local population at large. The College also has access to District-based data on student demographics and goals.
The District and College Research Offices provide basic data on demographic trends, job trends, student statistics, and program statistics.
Community-based advisory committees strengthen Coastline programs and courses by offering advice on workplace requirements and employment
trends. In addition, the College has taken the lead in developing an alliance with three adult education schools that operate in the Coast
Standard II. A. Instructional Programs
Community College District. The goal of this association is to expand articulation and cooperation between adult education schools and the three
Coast District colleges in the areas of ESL, occupational, and A.A. degree programs.
The Program Review process collects and coordinates data and enables in-depth program evaluation. Some departments have developed routine
ways to incorporate this data into their decision making; others have not yet done so. The expanded faculty training in SLOs focuses on use of
research and student feedback to strengthen the identification and assessment of outcomes. The College has employed a systematic plan for
introducing all faculty members to the use of research and assessment of target outcomes to strengthen their courses. Advisory committees have
not been used to their full potential, and this weakness is being targeted for improvement.
Self Evaluation
Coastline makes every effort to address the demographics, economics, and varied educational needs of our community. Findings of the Self-Study
Survey indicate general success. Responding favorably to the statement “Instructional programs are consistent with the goals of Coastline’s
mission statement” were 88% of full-time faculty, 97% of part-time faculty, 94% of full-time classified, 67% of part-time classified, and 83% of
management (F & S Survey Item 13).
The establishment of an Office of Research—a recommendation of the last Accreditation Report—has been beneficial in developing and
disseminating the information necessary for effective instruction to all Coastline constituencies. Research on the demographics, economics, job
trends and varied educational needs of the community is now much easier to obtain and is, therefore, much more readily applied to improve and
make adjustments in instructional programs. The Office of Research was highly involved in the development of the Master Plan and has
conducted a number of studies in support of various institutional needs and functions.
The Instructor/Coordinator of Instructional Research (hereinafter Instructional Researcher) provides course, program, and College data as part of
the Program Review process and works closely with the Office of Research and department faculty on establishing measures of effectiveness for
course and program outcomes.
The Self-Study Survey found that faculty and staff generally agree that instructors identify and use SLOs and that instructional programs are
appropriately reviewed. Responses to the statement “Coastline instructors identify and assess student learning outcomes and use the results to
make improvements” were—Favorable and Unfavorable respectively—as follows: full-time faculty: 83% and 0%; part-time faculty: 78% and 5%;
full-time classified: 75% and 13%; part-time classified (only three respondents): 67% and 33%; and management: 38% and 19% (F & S Survey
Item 17). As noted earlier, the low percentage of Favorable replies by management can be attributed to lingering unfamiliarity about the state of
the SLO program at the time of the survey.
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Responses to the statement “Instructional programs are assessed, reviewed and modified regularly” were—Favorable and Unfavorable
respectively—as follows: full-time faculty: 100% and 0%; part-time faculty: 89% and 8%; full-time classified: 74% and 11%; part-time classified
(only four respondents): 75% and 25%; and management: 60% and 13% (F & S Survey Item 18).
Annual Surveys of Students Petitioning for Graduation, started in 2001, offer another tool for assessing Coastline’s institutional effectiveness.
Student competencies such as critical thinking, and clear and correct use of English, are among the Degree Level Learning Outcomes.
Coastline’s community advisory committees are in place for career and technical education programs. Currently, in the career and technical
education area, advisory committees exist for Business Computing, Computer Services Technology (CST), Informatics, Gerontology, Human
Services, Paralegal, and Real Estate. At times these committees have been underutilized. The instructional dean of career and technical education
has revitalized these committees. To strengthen the functions of committee members, system of orientation to the College via the College Web site
or other means could be introduced. Also, advisory members should be provided with program brochures and information, curriculum, and
suggestions for recruiting new committee members as well as new students. The discipline deans and lead faculty must be actively involved in
strengthening advisory committee activities.
Some advisory committees, such as those for the Paralegal Studies and Gerontology Programs, meet regularly. Others meet less frequently,
sometimes experience difficulty in obtaining commitments from community members to attend meetings and in determining a meeting schedule
agreeable to all members. If members cannot physically attend a meeting, a conference call, chat room, or written communication might be used
to continue the information exchange. An example is the Gerontology program, which has a segment of the program Web site dedicated to the
advisory committee and uses a WebBoard, linked to the site, to keep committee members apprised of new happenings and to pose questions
between meetings (http://webboard.ccc.cccd.edu/~cccgerontology).
Working with career and technical education faculty, advisory committees are being reorganized to provide feedback that is vital to maintaining
program vitality and growth. A new procedure manual for advisory committees was developed during the summer of 2005 (document 2A.15,
Procedural Manual for Coastline Community College Advisory Committees). These procedures are now being communicated and implemented.
Existing advisory committees will be strengthened. As new advisory committees are formed, they will operate in conformance with the new
guidelines.
Planning Agenda
No planning recommendations at this time.
Standard II. A. Instructional Programs
II.A.1.b.
The institution utiliz es delivery syst ems and modes of in struction compatible with the
objectives of the curriculum and appropriate to the current and future n eeds of its students.
Descriptive Summary
Coastline offers a wide range of classes designed to fulfill the academic goals of its students, whether they are working toward an A.A. degree or a
career and technical education certificate or plan to transfer to a four-year institution or to continue their lifelong learning. The College is acutely
aware of student access as a critical element in learning. As noted earlier, the College offers classroom-based courses throughout the community
and also offers modalities beyond the traditional classroom. These scheduling and delivery alternatives include the following:
•
Weekend College
•
Hybrid courses: part classroom, part internet based
•
Accelerated formats:
o
STAR Program: earn 50 units in one year (document 2A.16, STAR Program).
o
Weekend College
•
4-, 8-, 12-, and 16-week course formats
•
Special packaging of courses for various student populations:
o
Early College High School (partnership with Newport-Mesa Unified School District)
o Access Program: earn an A.A. degree, or upper division transfer credits, in two years of daytime classes (document 2A.17, Access
•
Program).
Distance Learning: television broadcast and video-based telecourses; cable and satellite broadcasts; the Internet; CD-ROM/independent study;
and courses delivered via PDAs and other handheld devices.
The Accessible Learning Technology Instructor works to ensure that all College Web sites are 508-compliant. The Office of Special Programs and
Services assists students with special learning needs, no matter what the instructional delivery method.
Distance learning courses are a major part of the curriculum of Coastline. Approximately 123 courses are offered each semester, with some during
the winter intersession. Courses delivered by modalities other than classroom instruction now account for about 50% of all student ‘seats’ (see
Table 12, Student Demographics, Mode of Instruction, in the Introduction to this report). The number of distance learning courses has expanded
significantly in recent years, with the addition of many online courses. Distance learning courses at Coastline are subject to the same academic
standards as classroom courses (documents 2A.18, Class Schedule and 2A.19, Distance Learning Guide).
Distance learning courses are offered through the Distance Learning Department and are administered by the Dean of Distance Learning, who
reports to the Vice President of Instruction. The Distance Learning Department arranges for course access and the development of new courses,
provides support services to distance learning students and faculty, processes related paperwork and course support materials, and monitors
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department Web sites and the Cable TV station. The Military Education Program is a major user of distance learning services (document 2A.20,
Coastline Military Education Program). Curriculum and instruction used in the Military Education Program must meet the same rigorous standards
as courses in Coastline’s regular FTES-generating programs. Curriculum development, approval, and review for Military courses falls within the
purview of the individual academic departments. Military Education Program staff are responsible for scheduling, delivery, and support operations.
• The Technology Committee examines the use of technology for instruction.
• The Distance Learning Committee determines the direction of the College’s non-classroom instruction. Courses to be offered via nonclassroom delivery methods are discussed in these committees and the Dean of Distance Learning must sign off on new curricula that will be
offered outside the classroom. Proposed course delivery systems are discussed for each course as part of the overall College curriculum
approval process.
• The Academic Senate is also advised, via demonstrations and presentations, of existing and potential new instructional modes of delivery.
New instructional delivery systems are introduced in two ways: through the availability of new technologies and through the adaptation of existing
Coastline instructional methods to serve specialized groups of students, such as incarcerated students and deployed military personnel. In either
case the potential ramifications of the new system are discussed in several committees, including, but not limited to, the Technology Committee,
the Distance Learning Committee, the Curriculum Committee, and the Academic Senate.
Self Evaluation
There is a constant dialog, involving faculty at every stage of informal discussion and
formal review, regarding instructional delivery methods. Responses to the survey statement
“Coastline encourages the use of different teaching methodologies as a response to varying
learning styles of students” were—Favorable and Unfavorable respectively—as follows: fulltime faculty: 88% and 4%; part-time faculty: 98% and 2%; full-time classified: 88% and
2%; part-time classified (only four respondents): 75% and 25%; and management: 82%
and 6% (F & S Survey Item 16).
“There is a constant dialog,
involving faculty at every stage
of informal discussion and
formal review, regarding
instructional delivery methods.”
Responses to the statement “Coastline uses different locations and innovative modes of delivery to meet the current and future knowledge and
skill needs of its students” were—Favorable and Unfavorable respectively—as follows: full-time faculty: 100%; part-time faculty: 100%; full-time
classified: 100%; part-time classified: 100%; and management: 89% and 6% (F & S Survey Item 15).
The College is in full compliance with current state guidelines for the approval and offering of distance learning courses. Faculty members develop
the course outlines and course materials, and they can add assignments or vary assignments as they feel appropriate and necessary. Coastline
course development and approval processes for distance learning courses seem to work satisfactorily.
Standard II. A. Instructional Programs
The variety of instructional delivery methods offered by Coastline effectively facilitates student learning. Students can combine classes in different
formats to accommodate their schedules and can receive instruction at virtually any time of day or night. The Academic Advising Plans on pages
22-24 of the College Catalog specify the courses that students may take to fulfill the various degree requirements for Options I, II, and III. Most of
the basic general education classes are offered at various times and often in more than one format, e.g., classroom, telecourse, and/or Internet.
Students with the most difficulty in finding classes are those in certificate programs that are only offered in the classroom. The small class size
can cause courses to be offered less frequently.
Student attitudes toward course availability vary. Responses to the survey statement “The advanced courses I need are offered frequently enough
to let me complete my program without delay” were—Favorable and Unfavorable respectively—as follows: all students: 78% and 9%; military
students: 84% and 6%; and non-military students: 59% and 8% (Student Survey Item 10).
When a class that is needed to complete a certificate is not offered, a student may petition to substitute or waive an academic requirement
(document 2A.21, Petition to Substitute and/or Waive Academic Requirements). Although this procedure provides a reasonable accommodation,
the counselors have noted that students are frequently unaware of the opportunity to waive a requirement and, hence, do not complete their
degree or certificate program at Coastline. Counselors also found, after evaluating course offerings over several semesters, that many of the
general education courses listed on the Advising Plans are not offered frequently enough and that some are offered only in a distance learning
format. They point out that distance learning students need to be able to study more independently; and, therefore, distance learning formats
may not be suitable for all students. Some courses in the Catalog are obsolete, and some have not been offered in more than five years.
Program Review assists programs in identifying courses that should be deleted or suspended, and the Curriculum Committee approves the changes.
Students taking courses in the Distance Learning Department are routinely surveyed to evaluate the extent to which delivery methods meet
student learning needs. Distance learning faculty are evaluated using the same (union contract) method as are classroom-based instructors. It
would be useful to have an evaluation method that more specifically evaluates an instructor’s ability to teach and serve student needs via distance
education, but this is not currently possible because of contract stipulations. Courses delivered via distance learning are, however, reviewed as
part of the Program Review process for individual academic disciplines/programs. The Distance Learning Department and all its components are
scheduled for Program Review in 2006-07.
The instructional programs of all delivery modes are supported by the College Web site. It is a valuable resource and should be used by more
faculty members. Title III funding enabled the College to develop the basis for an online, “student friendly,” searchable class schedule. This has
evolved with our College Web site. Much of the original information collected for the Title III grant, such as missions and goals for each
instructional program and projected four-year schedules for courses within programs, is making the transition to the new College Web site. An
example of a successful transition is the Web site for the Gerontology Program, which contains the program’s mission statement, FAQs, an
alumni/events page, sample courses, and a list of courses that qualify for continuing education units.
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While each program and department is unique, faculty are encouraged to have a Web page with links to their course information; each program is
also encouraged to have a Web page. The goal is to offer program- and department-specific information on the College site so that students can
readily identify courses and programs to meet their educational goals. There have been ongoing training opportunities for faculty who wish to
develop a Web page for their program.
Planning Agen da
1. The College will recommend the development of forms used for student evaluation that are, consistent with union contracts, neutral to the
mode of instruction.
II.A.1.c.
The institution identifi es student learning outcom es for courses, programs, certificates, and
degrees; assess es student achievem ent of thos e outcomes; and uses assessment results to make
improvements.
Descriptive Summary
Planning, development, and faculty training prerequisite to collegewide implementation
of SLOs have been underway at Coastline since 2003. SLOs are being identified at all
“SLOs are being identified at all
levels—course, program, and
institution—to operations
throughout the College:
instructional, student services,
and administrative.”
levels—course, program, and institution—to operations throughout the College:
instructional, student services, and administrative. SLO research and development is
directed by the Supervisor of Research and the Instructional Researcher, who provides
technical leadership in this complex and evolving field.
Table 2A.4 summarizes the SLO situation and outlook at Coastline. A narrative
description is given here.
SLO OPERATIONS
Learning outcomes for all programs are reviewed and evaluated as part of the Program Review process. Until recently, however, evaluation of
student outcomes relied almost exclusively upon indirect measures such as number of program completers, grade distribution, student satisfaction,
and student self-reports of success. Some career and technical education programs also reviewed feedback from employers about skill levels of
program graduates, and specialized programs such as the Acquired Brain Injury Program collected feedback from family members about students’
academic and psycho-social progress. Although these processes yielded many program enhancements, revisions, new courses, program options,
and other improvements over the years, in 2003, under the leadership of the Program Review Committee, the College initiated a systematic
process to increase the use of direct measures of student learning outcomes.
Standard II. A. Instructional Programs
During the past three years, Program Review has phased in discussion and implementation of an SLO assessment cycle. Initially, programs under
review were required, at minimum, to report on actions they had taken to identify expected learning outcomes, to generate faculty dialog, to
solicit input from appropriate community constituencies, and to train faculty on the SLO process. Effective with the 2006-07 cycle, the Program
Review process has been modified to place increased emphasis on the measurement and use of learning outcomes. Review teams are required to
report on actual outcomes at the course and program levels and to discuss how information gleaned from analysis of outcomes will be applied to
further improving instruction. The goal of the entire SLO process is to engage faculty and staff on a continual rather than episodic basis in the
review of learning outcomes.
Ninety-three percent of graduates were satisfied or very satisfied with the quality of instruction (document 1B.12, Annual Graduate Petitioner Exit
Survey). Seventy-six percent were satisfied or very satisfied with out-of-class availability of instructors, 86% with accessibility of distance education
instructors, and 94% with Coastline overall.
As courses and programs pass through Program Review and the Curriculum Committee process, special attention has been paid to re-writing the
course outlines to include student outcomes that are tied to evaluation processes. Starting in 2006-07, every program that undergoes Program
Review is evaluated for SLOs at the course level (see Table 1B.1 in Standard I.B for reviews scheduled through 2010-11).
To strengthen the process of identifying, measuring, and improving SLOs, the Supervisor of Research and the Instructional Researcher, with Master
Plan Initiative funding and assistance from two key faculty members, initiated a program of SLO peer-mentor training in 2005. Focusing on the
process of identifying expected “robust” (real-life, over-arching) student learning outcomes at the course level and then developing and using
authentic assessments to measure outcomes, 16 department chairs and/or lead faculty members were trained in 2005 and an additional 16 in
2006. Four instructional support and research staff members also participated in these training sessions. A separate one-day workshop provided
focused SLO training for 24 instructors, counselors, management, and support staff in Student Services.
Examples of programs with well-established measurements of student learning include Special Programs and Services, which has clearly
established cognitive learning benchmarks to measure student levels of outcomes, and English, Math, ESL, and Foreign Languages, which measure
learning and set levels of achievement within courses and between course levels.
TEC HN OLOGY SUPPORT
Coastline’s strength in the application of instructional design and technology is also helping faculty members identify expected SLOs and will help
in such areas as building student engagement, tracking student outcomes, and measuring institutional progress in the SLO enterprise. The
following systems and tools are in use or planned for deployment during 2006-07:
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• Seaport—A key feature of Coastline’s Seaport Course Management System (III.C.1.a) is a built-in instructional design guide that prompts
the designer to include SLOs at course and lesson levels. Seaport also facilitates faculty development of lessons based on sound principles of
instructional design to ensure that each lesson includes substantive content with a lesson preview, content presentation, practice, and
evaluation/summary components.
• Onl ine rubric generator—An online rubric generator, developed at Coastline, guides the course designer in specifying the levels of
student work that equate to standards of performance in a course (document 2A.23, Coastline College Rubric Builder). Document 2A.24,
•
•
•
•
Rubric: Drawing a Portrait, shows an actual rubric for an art course created with the generator.
Scantron eListen —Coastline’s Instructional Researcher has been using this survey and data collection software since 2000 to conduct
online and scannable Program Review surveys of students, faculty, employers, and other constituencies.
Scantron Class Climate —Planned for acquisition and implementation in 2006-07, this software system will expand Coastline’s ability
to conduct automated, high-volume evaluations of student outcomes without the expense and delay of manual data collection and reporting.
The system is expected to be especially useful in measuring course effectiveness and identifying potential areas for improvement.
SLO Web site—An organizing site is planned for implementation in 2006-07. This Web site will include a database for storing and
reporting SLO information.
Student Res ponse Systems—A total of 62 student response systems (“clickers”) have been purchased for classroom use. The intent is
to build student engagement; promote student collaboration in group projects; provide instant feedback to students about a particular
question or calculation; and collect SLO data for testing, evaluation, and curriculum revision.
R ES EAR C H AND DEVELOPM ENT
In addition to leading the SLO implementation project, the Office of Research is using the project as a vehicle for investigation in several areas to
support student learning and assess institutional effectiveness:
• R e gion 8 Self- Efficacy Study—Coastline is the lead institution in an effort by Region 8 colleges, working with EOPS and DSPS
departments, to develop and evaluate tools that attempt to assess academic self-efficacy and academic and career goal clarity. The goal is
to apply the work of Drs. Albert Bandura, C.R. Snyder, and others to identify students in need of the interventions typically provided by EOPS
and DSPS and to specify the types of intervention(s) needed.
• eLumen—The Office of Research is evaluating eLumen, an information system for managing a college’s attention to student achievements,
learning outcomes, and education results.
• Cal ibrated Peer R eview—The Office of Research is exploring the expanded use of Calibrated Peer Review (CPR), an innovative Webbased instructional assessment tool developed through a UCLA-based, NSF-funded project. CPR, first introduced to Coastline by one of the
College’s chemistry instructors, helps students learn by producing and critiquing their own and their peers’ work in accordance with standards
established by the instructor. Effective implementation of the tool builds meta-cognitive skills, increases student responsibility for learning,
and makes possible inclusion of multiple critical thinking and written assignments—without increasing the instructor’s grading workload.
Standard II. A. Instructional Programs
Table 2A.4. Process Overview: Student Learning Outcom es at Coastline
F unctional
Level of
Process, Status, and Plans
Area*
Instruction
Instructi onal
Course
Development, faculty training, and implementation, including peer mentor workshops, underway since 2003.
Handbook published: A Guide to Writing Course-Level Student Learning Outcomes.
SLOs addressed in course outline for all courses passing through Curriculum Committee since spring 2004.
Operations
SLOs addressed in course outline for all programs undergoing Program R evie w starting in 2006-07.
Stu dent
Program and
Program-level SLOs incorporated in all programs undergoing Pr ogram R evi ew starting in 2006-07.
Certificate
Results will appear in Program Review reports.
Institutional
Degre e-Le vel L earning O utc ome s published in spring 2006.
All levels
Stu dent Ser vice s Pr ogram R evi ew (SSPR) process incorporates departmental service outcomes and
Ser vices
SLOs.
Introduced in all Student Services programs, spring 2006.
Non -
All levels
Instructi onal
De partmental Servic es Revi ew (DSR) measures how each non-instructional department contributes,
directly or indirectly, to institutional Degree-Level Learning Outcomes.
R&D
Technology
Introduced in all Administrative Services departments and the Office of the President, spring 2006.
*
•
•
•
Sea port Instructional Design Guide—Built-in prompts to include SLOs in online courses.
Online Ru bric Generat or—Helps faculty specify the levels of student work that equate to standards of performance in a course.
Scantr on Class Climat e—Will enable Coastline to conduct high-volume evaluations of student outcomes without the expense and delay of
manual data collection and evaluation.
•
•
•
SLO W eb Sit e—Planned general-purpose, quick-updatable, collegewide status and information source for SLO plans and projects.
Stu dent R es ponse Syste ms (“clickers”)—Classroom learning and academic research tool.
Region 8 Self- Effica cy Stu dy—Coastline is the lead institution in evaluating potentially useful SLOs in Student Services (e.g., efficacy,
goal clarity).
•
•
eLumen—Evaluation of information system for managing collegewide learning outcomes.
Calibrate d P eer Re vie w—Being evaluated as a tool for promoting and tracking robust SLOs in several courses.
Functio nal Are as correspond to College Wings:, Inst ructional — Office of Instruction, Student Ser vice s — Office of Student Services
No n-Instructio nal —Office of Administrative Services and Office of the President
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Self Evaluation
The Coastline program to develop and implement SLOs was launched in 2003; training has been underway ever since. By the conclusion of Spring
2006, faculty from 19 of the College’s top 20 highest-enrolling academic departments had participated in in-depth SLO training. These 19
academic departments account for more than 75% of the College’s credit FTES. Additional SLO and assessment training has been included as part
of the Summer Technology Training Institutes in 2005 and 2006 (III.C.1.b), and the Supervisor of Research and the Instructional Researcher have
provided additional department-level training and guidance to the Psychology Department, the Emeritus Institute, and the Acquired Brain Injury
Program, among others. Both researchers also work on an individual basis with faculty members as they develop and refine their expected
student learning outcome statements and assessment measures.
A Guide to Writing Course-Level Student Learning Outcomes, written by a Coastline faculty team, has been published. A newsletter has been
developed to offer faculty tips and information on available training (document 2A.9, “Measuring Success” Newsletter). SLOs are addressed in
the course outline for every course that has passed through the Curriculum Committee since spring 2004. Every program that undergoes Program
Review, starting in 2006-07, is required to report on student learning outcomes at the course and program levels. The entire process continues to
be reviewed and strengthened with added research and faculty training in the design and implementation of SLOs.
Student attitudes are highly positive. Responses to the survey statement “Course syllabi are provided and followed” were—Favorable and
Unfavorable respectively—as follows: all students: 93% and 3%; military students: 96% and 2%; and non-military students: 91% and 3% (Student
Survey Item 5).
Students demonstrate achievement of learning outcomes through written assignments, essays, objective tests, final and midterm examinations,
reports, projects, skills demonstrations, and other activities. Responses to the survey statement “Assignments are relevant to the course material
being covered” were—Favorable and Unfavorable respectively—as follows: all students: 91% and 3%; military students: 94% and 3%; and nonmilitary students: 89% and 3% (Student Survey Item 9).
To the statement “Instructor feedback on assignments is timely,” responses were as follows: all students: 80% and 8%; military students: 85%
and 8%; and non-military students: 76% and 8% (Student Survey Item 8).
The College articulation officer confers with representatives from four-year universities and colleges to develop course-to-course transfer
agreements that are based on student learning outcomes.
The College provides program and expected course outcome information through descriptions in the Catalog and all courses using Seaport allow
students to preview expected course-level learning outcomes prior to enrollment. In numerous brochures, the institution disseminates outreach and
recruitment materials to build public awareness of program outcomes.
Standard II. A. Instructional Programs
Responses to the survey statement “College publications clearly and adequately reflect actual practices at Coastline” were—Favorable and
Unfavorable respectively—as follows: all students: 89% and 3%; military students: 92% and 3%; and non-military students: 89% and 3% (Student
Survey Item 11).
To the statement “Degrees and certificates are clearly described in the college Catalog,” responses were as follows: all students: 87% and 3%;
military students: 92% and 4%; and non-military students: 70% and 3% (Student Survey Item 13).
The College relies on several sources to provide indirect evidence of student learning. State Chancellor’s reports (VTEA, Partnership for Excellence,
and Student Right-to-Know) contain information such as the number of students earning A.A. degrees and the options through which they achieved
this; the number of students transferring to four-year colleges and universities; and the number of students earning career and technical education
certificates. The College started developing Degree-Level Learning Outcomes in 2004-05. The proposed outcomes were reviewed by College
committees and are now part of the budgeting process. The latest Program Review standard includes prompts for departments to report on
assessment of learning outcomes.
The process of developing course and program SLOs has been brought to all appropriate committees of the College and was the catalyst for the
formation of the new College committee on Institutional Effectiveness in 2004 (document 2A.10, Chronology of Student Learning Outcome Work
at Coastline College). Changes occurred in the Curriculum Committee process for curriculum approval, the Academic Senate, and the Program
Review process. There has been a more thorough integration of research into the college decision-making processes via the Institutional
Effectiveness Committee, and degree level learning outcomes for the College were developed from the General Education competencies specified
in the Catalog.
Planning Agen da
1. Expand the number of courses, programs, and services—including instructional and non-instructional departments—engaged in gathering,
analyzing, reporting and making use of learning outcome assessment data to improve curriculum, with the goal of 100% implementation by
fall 2010.
2. See Planning Agenda for I.B.1.
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II.A.2.
The institution assur es th e quality and improvem ent of all instructional courses and
programs offered in th e name of th e institution, includi ng collegiate, developmental, and pre-collegiate
courses and programs, continuing and community educat ion, study abroad, short-term training courses and
programs, programs for international students, and contract or other special programs, regardless of t ype
of credit awarded, delivery mode or location.
Descriptive Summary
The College assures the quality and improvement of all instructional courses and programs by maintaining compliance with the District Board
Policy, which states: “the patterns of educational opportunity offered by the District shall demonstrate a balanced consideration of student needs
including preparation for transfer to an upper division educational institution (grade 15 equivalent), occupational skills instruction, basic skills
remediation, short-term vocational instruction, paraprofessional training, general education, and cultural and civic enrichment.” (document 2A.25,
Board Policy 030-3-1, Curriculum Development and Approval).
Coastline uses a variety of criteria to help determine the categories and levels of programs to offer, whether continuing education, study abroad,
short-term training, contract education, and mode of delivery regardless of type of credit awarded. Criteria include: 1) Assessment of needs within
our district and our community, accomplished through participation in community-wide and districtwide committees, conducting surveys, and
analyzing requests to fulfill program needs; 2) The use of advisory committees by career and technical education and certain other programs; and
3) New mandates and trends emanating from State and local levels.
The following are examples of Coastline programs that evolved from the above criteria:
• Developmental Skills courses that help students raise their basic abilities so that they may succeed in college-level work. Prospective
students are identified via the matriculation process, by instructors, and sometimes by themselves.
• Career and technical education programs offer courses for continuing education units (CEUs). To offer these courses often requires special
approvals of the curriculum by State agencies. An example is the Gerontology Program, in which, to assure quality, there are set guidelines
for courses approved for CEUs for nurses, nursing assistants, and nursing home and residential care administrators.
• Since 2003, Coastline has building upon and improving its study abroad program by offering several successful short-term FTE-generating
programs in Europe where students have studied art and literature. In tandem with the District, Coastline looks forward to offering planned
programs through 2009 (documents 2A.42, Study Abroad at Coastline; 2A.43, Board Policy 030-3-6, International Credit Programs; and
2A.44, Board Policy 030-3-7, International and Multicultural Education).
• The Coastline Foundation has sponsored trips to China, noteworthy events that have raised private funding for the College.
• Contract education has grown at Coastline, in such areas as the Military Education Program, Dale Carnegie sales and leadership courses, and
sexual harassment and diversity training. More details appear in Standard II.B.3.c. (document 2A.26, Program Review Report Military
Program Spring 2006). Information on international students, the Incarcerated Student Education Program, EOPS, DSPS, and online
students appears in II.B.3.c.
Standard II. A. Instructional Programs
• Coastline offers short-term training for the business community, as in the collaboration between the Business Computing Department and the
Orange County One-Stop Centers (document 4A.11) to develop workforce skills for the currently unemployed. Coastline students can attend
to refresh their business skills.
Self Evaluation
Courses offered by the College are designed by faculty, approved by the Curriculum Committee, and undergo review as part of the Program Review
process, regardless of type of credit awarded, delivery mode, or location. Advisory committees are in place for appropriate programs. Categorical
programs undergo rigorous review by external agencies. In total, these measures ensure high quality courses that continue to meet student needs.
Planning Agen da
No planning recommendations at this time.
II.A.2.a.
The institution us es established procedures t o design, identify l earning outcomes for,
approve, administer, deliver, and evaluate courses and programs. The institution recognizes the central
role of its faculty f or establishing quality and improving instructional courses and programs.
Descriptive Summary
Coastline employs two main institutional processes to design, identify student learning outcomes, approve, and evaluate courses and programs:
Curriculum Committee and Program Review. Both processes are well-established and key to the development, administration, and evaluation of
programs. All courses and programs offered for credit, non-credit, and through contract education are designed by faculty and approved by the
Curriculum Committee, a sub-committee of the Academic Senate (document 2A.2, History of the Curriculum Committee).
All programs are subject to a comprehensive five-year review as part of the Program Review process. As with the Curriculum Committee, Program
Review is a faculty-driven process and is designed to determine how effectively and efficiently programs are meeting their specific goals and
objectives and how instruction and student learning can be improved. Initiated in 1987, the Program Review process was formalized in 1992 with
the establishment of a Program Review Steering Committee (now the Program Review Committee, document 1A.5, College Committee List). The
group meets monthly and is responsible for guiding the review process, determining the schedule for the review of programs, and for receiving and
validating program self-reports. A Program Review Progress on Outcomes chart appears in Standard I.B.7, table 1B.4. Table 1B.1, in Standard
I.B.3, gives a Program Review schedule for the two decades from 1991 through 2011.
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Programs are reviewed periodically. The schedule of programs to be reviewed each year is determined in the preceding year based on a number of
factors, including enrollment trends and the date of the program’s last review. Efforts are also made to coordinate the College program review
schedule with other mandated reviews and to balance the workload among the instructional administrators and lead faculty.
Program reviews follow a systematic, documented process developed with input from all constituencies. Although the process was developed with
a specific focus on instructional programs, reviews have been extended in recent years to encompass programs that have significant student service
and support operation components, such as Special Programs and Services for the Disabled, Counseling, Military Education Program, Distance
Learning, and Library and Learning Resources.
Program reviews are conducted by teams consisting of a minimum of four faculty members (full-time and part-time from inside and outside the
program being reviewed); the discipline dean; a classified representative; a student; and, as appropriate, additional resource persons from the
College or community. The review process uses both quantitative and qualitative data to determine the effectiveness and vitality of each program.
Review teams are charged with evaluating the program based on identified and assessed student learning outcomes, enrollment history and
trends, fiscal resources, community need, and changing student demographics. Surveys of students, faculty, and appropriate business
representatives are also conducted as part of the review process to validate need, assess satisfaction with program components, and solicit
recommendations for improvement. The Program Review Handbook describes the overall process and gives examples.
As part of the appraisal process, each team also reviews and updates the program’s curriculum and undertakes an analysis of compliance issues
related to matriculation and accessibility for students with disabilities. During the review process, expected student learning outcomes are
identified, evaluated, and re-aligned to fit academic standards and student needs. The review team compiles a written report that includes a
historical perspective of the program, documents student learning outcomes and other review findings, provides recommendations for
strengthening the program, and identifies both short- and long-term program goals. Document 1B.30, The Humanities Program: Program Review,
April 2005, is typical.
The completed reports are forwarded to the Program Review Committee, which also meets with the representatives from each team to discuss the
review findings. The Committee prepares a written Validation Report (document 2A.27, Military Program Review Validation Report), identifying
and commending program strengths and accomplishments, requesting clarification of the review findings if necessary, and providing additional
recommendations and suggested goals as may be appropriate. Review teams are given an opportunity to respond in writing to the Validation
Report before the Program Review and Validation Reports are forwarded to the College President and the Academic Senate.
Some significant steps have been taken to enhance the utility of Program Review and to ensure that review findings are integrated into total
College planning. These include: 1) Soliciting recommendations for the allocation of full-time faculty positions from the Program Review
Committee; 2) Incorporating an executive summary into each review report to facilitate broad dissemination of findings to other constituencies and
planning groups, including the MPBC; and 3) Developing a separate but related process of Program Vitality Evaluation that is undertaken
specifically when the continued viability of a program is questioned.
Standard II. A. Instructional Programs
There are established guidelines for faculty/course evaluations, writing curriculum, program review, and program vitality. Evaluation of
Coastline’s faculty members focuses on effective teaching, as delineated by the District’s collective bargaining agreements. Students in all courses
and all methods of delivery are asked to evaluate instructors on a regular basis using standardized student evaluation forms. See documents
2A.28, CFE/AFT Local 1911 Labor Agreement and 2A.29, CTA/NEA Union Agreement.
Self Evaluation
Of faculty and staff members surveyed, about 75% felt that “Coastline seeks input from all constituencies when reviewing and improving
instructional programs and student services.” Responses were—Favorable and Unfavorable respectively—as follows: full-time faculty: 75% and
13%; part-time faculty: 76% and 5%; full-time classified: 81% and 8%; part-time classified (only three respondents): 50% and 25%; and
management: 67% and 6% (F & S Survey Item 12).
More than 70% felt that “Coastline relies heavily on faculty (and advisory committee committees and national industry standards where
applicable) to determine competency levels and measurable student outcomes.” Responses were as follows: full-time faculty: 88% and 4%; parttime faculty: 92% and 3%; full-time classified: 82% and 11%; part-time classified (only three respondents): 100% and 0%; and management:
53% and 13% (F & S Survey Item 20).
Because by its nature Program Review is faculty driven, the process presents unique challenges to a college like Coastline that has a limited
number of full-time faculty members. The College has taken steps to support the review process by allocating non-instructional department chair
positions (document 2A.30, Department Chair Positions for 2005-07). Usually department chair hours are increased to accommodate the
implementation of program review activities. The Instructional Researcher is assigned to Program Review half-time to provide support to the
program review process, including reporting of course and enrollment data and the design, development, distribution, and analysis of student,
faculty and business surveys.
Most faculty and staff members surveyed agreed that “Faculty members play a central role in developing, reviewing and modifying instructional
courses and programs.” Responses were—Favorable and Unfavorable respectively—as follows: full-time faculty: 88% and 4%; part-time faculty:
90% and 5%; full-time classified: 83% and 5%; part-time classified (only three respondents): 100% and 0%; and management: 80% and 7% (F &
S Survey Item 19).
Although Coastline prides itself on having an involved group of part-time faculty members who are integrated into many College committees and
activities, it is often difficult for part-time faculty to find time for active participation in Program Review. Even with the extra non-instructional
hours allocated to part-timers during the review process, it is a large responsibility for the faculty member who agrees to lead the review. Under
the circumstances, the Instructional Researcher must provide substantial support to move the review process forward.
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Moving to an annual update report would assist programs without department chairs or full-time faculty in reporting progress on plans generated
by a prior Program Review. The faculty involved would find it easier to respond within the shorter time frame
Planning Agen da
1. Develop and implement a process for departments to provide annual updates and reports on the progress of implementing goals and
recommendations identified during their Program Review.
II.A.2.b.
The institution r elies on faculty expertise and the assist ance of advisory committees when
appropriate to identify compet ency lev els and measurable student learning outcomes for courses,
certificates, programs including general and vocational education, and degrees. The institution regularly
assesses student progress towards achieving those outcomes.
Descriptive Summary
Coastline faculty, with advisory committee input where appropriate, define all aspects of competency levels and measurable student learning
outcomes for courses, programs, and certificate requirements. The Curriculum Committee evaluates and approves new courses, certificates, and
programs, and proposed additions or modifications to degrees and certificates, in general and career and technical education programs. The
committee reviews proposals for contract education courses and programs, and oversees course content review for validation of prerequisites,
which directly affect the sequencing of a given degree or certificate program. More specific to the length, depth, breadth, and sequencing of
degree and certificate programs are the routine Program Reviews conducted by individual programs. The Program Review process assesses student
progress toward achieving measurable student learning outcomes for courses, certificates, programs, general education, and degrees.
The College, through its master planning process, brainstorms ideas for new programs, grant ideas, or cooperative ventures for consideration by
the College. Only proposals that support Coastline’s mission are considered.
Self Evaluation
As set out above in II.A.2.a., competency levels and expected student learning outcomes are determined via a collaboration of faculty and, as
appropriate, advisors from the community. Most faculty and staff members surveyed agreed that “Faculty members play a central role in
developing, reviewing and modifying instructional courses and programs.” Responses were—Favorable and Unfavorable respectively—as follows:
full-time faculty: 88% and 4%; part-time faculty: 90% and 5%; full-time classified: 83% and 5%; part-time classified (only three respondents):
100% and 0%; and management: 80% and 7% (F & S Survey Item 19).
Standard II. A. Instructional Programs
Most faculty and staff felt that Coastline “instructional programs are consistent with the goals of Coastline’s mission statement”; (full-time faculty:
88% and 0%; part-time faculty: 97% and 0%; full-time classified: 94% and 6%; part-time classified: 67% and 33%; and management: 83% and
6%; F & S Survey Item 13).
The process of structuring the relationship between learning outcomes and competency levels for degrees, certificates, programs, and courses starts
at the course level. Lead faculty in the Program Review process coordinate with their team members to: 1) Examine existing curricula; 2)
Determine expected outcomes for each course that build toward departmental goals; 3) Determine assessment methods that can be used across
all sections of a course; 4) Use results to re-align methods to better achieve learning goals; and 5) Disseminate Program Review information
(outcomes, evaluation methods and collegewide assimilation) to all faculty members in the department.
The pathways for achieving outcomes at the course, program, certificate, and degree levels are being established via the Program Review process
and the overall SLO initiative at the College. Sixty-nine percent of the faculty and staff surveyed felt that “instructional programs are assessed,
reviewed and modified regularly”; and as noted earlier, more than 72% of the faculty and staff surveyed felt that “Coastline instructors identify
and assess student learning outcomes and use the results to make improvements” (F & S Survey Item 17).
A key challenge here comes in receiving feedback from the four-year transfer institutions and businesses that employ our graduates. Although a
statewide information sharing system, Cal-PASS, is in place, Coastline’s neighboring four-year institutions have declined to provide relevant data
on our graduates. We are working to resolve this issue. The College does not currently have a formal follow-up system in place to determine the
effectiveness of Coastline graduates in the workplace. Most input is anecdotal information provided by advisory committee members. Most career
and technical education programs assess goal achievement through course-based and industry-based testing activities. The Office of Research has
initiated Graduation Surveys that can be more widely used in the future to determine whether students are refining the skills they need to be
effective in the workplace. Additionally, any department can request a specially developed survey for the community and/or its alumni to gather
anonymous feedback on workplace skills and performance.
The advisory committee guidelines were revised and implemented during the summer of 2005. Since then, career and technical programs have
been following the new guidelines, and, as a result, advisory committee meetings are more effective. In addition, during the 2005-06 academic
year an MPI grant was secured to pilot a project that provides leadership to two career and technical programs that are currently staffed with parttime faculty members.
Planning Agen da
1. Encourage the use of graduation and alumni survey data, especially by career and technical education programs.
2. Make more extensive use of advisory committees to identify student needs and evaluate congruence of expected learning outcomes with
industry needs.
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II.A.2.c.
High-quality instruction and appropriate breadth, depth, rigor, sequencing, time to
completion, and synthesis of l earning characterize all programs.
Descriptive Summary
Coastline provides high-quality, rigorous instruction in each of the four A.A. degree options by requiring demonstration of breadth of competency in
communications, English, math, fine arts, humanities, natural sciences, and social sciences. Each A.A. degree option also includes a global and
multicultural studies requirement. Options I and II add a self-development requirement.
Faculty members, with advisory committee input as appropriate, define all aspects of program and certificate requirements. The Curriculum
Committee oversees course content review for validation of prerequisites, which directly affect the sequencing of a given degree or certificate
program. The Program Review process also examines the appropriateness of length, depth, breadth, and sequencing of degree and certificate
programs. All Coastline occupational programs are required to have advisory committees, comprised of industry representatives, in order to ensure
relevance and currency of the curriculum. Some occupational programs are defined by outside accrediting or regulatory agencies, and all students
successfully completing these programs meet or exceed the technical and professional competence requirements of the agencies. A particular
challenge to occupational programs is the difficulty in tracking students once they leave the program and in conducting longitudinal studies on job
placement and success in the workforce.
Coastline’s student population is for the most part nontraditional. Students are older and want accessible learning experiences that suit their
needs. Responding to the needs of nontraditional students requires innovative solutions and drives curriculum development and course delivery
alternatives for programs such as STAR, Access, Weekend College, Early College High School, and the Military and other Contract Education
Programs. These initiatives are in direct response to the College mission to support student success by offering “accessible and flexible education
within and beyond the traditional classroom.”
The STAR Program (Strategic, Technology-Assisted, Rapid Program) was specifically designed to meet the needs of students with a short
educational time line. STAR students are able to complete 50 college units in just one year while working full time by attending class two nights
per week and completing assignments online for their interdisciplinary class clusters (document 2A.16, STAR Program). Another example is the
Access Program (document 2A.17, Access Program), a general education program designed specifically to attract daytime ESL students, who can
complete the course work necessary to an A.A. degree in two years. The program is easy to manage and follow. Classes are held during the day
at the Le-Jao Center, where students have multiple support programs available on-site.
Three of Coastline’s newer programs—Informatics, Biotechnology, and the Early College High School—illustrate the depth, rigor, and alertness to
emerging trends that characterize Coastline as an institution:
Standard II. A. Instructional Programs
• Informatics—This program aims to establish a 2 + 2 articulation program in Informatics with the Donald Bren School of Information and
Computer Sciences at UC Irvine. Informatics is the interdisciplinary study of the design, use, and impact of information technology. The
program, which will introduce this new branch of computer science into the community college system, is funded in part by a National
Science Foundation grant to Coastline and UCI.
• Biotechnology—An enterprising member of the Coastline science faculty observed that although Orange County is a national center of
biotechnology research and manufacturing, not one of the nine community colleges in the county offered a program to train biological
laboratory technicians. Coastline accordingly developed a program, with the close collaboration of an industry advisory committee to define
the curriculum and establish employment potential in local industry. Program development was supported in part by an internally-funded
Coastline Master Plan Implementation grant.
• Early Col leg e High School—On August 14, 2006, Coastline and the Newport-Mesa Unified School District opened the first Early
College High School in Orange County, with eighty-six 9th graders as the inaugural freshman class. The event climaxed more than three years
of collaborative planning and development by College and School District faculty and staff. Coastline participation included securing a
$400,000 grant from the Foundation for California Community Colleges, funded by the Bill & Melinda Gates Foundation and other
foundations.
Self- Evaluation
The institution demonstrates the quality of its instruction via graduation and transfer rates; business surveys; comments from advisory board
members; and feedback, when available, from four-year institutions about the success of Coastline transfer students. Coastline is guided by its
mission and its Master Plan. Budget requests are prioritized based upon program success/need by the MPBC. Faculty are involved at all levels in
deciding the breadth, depth, rigor, and sequence of each program via participation in committees including, but not limited to, Program Review,
MPBC, Academic Senate, and the Curriculum Committee. Local need, advisory committee input, student feedback, the Master Plan, and the
College mission also guide the decisions.
Faculty and staff responses to the survey statement “All course sequences are offered regularly to provide students the opportunity to complete
their program of study, as announced, within a reasonable time” were—Favorable and Unfavorable respectively—as follows: full-time faculty: 50%
and 33%; part-time faculty: 77% and 21%; full-time classified: 79% and 10%; part-time classified: 67% and 33%; and management: 57% and
29% (F & S Survey Item 21).
To the statement “The advanced courses I need are offered frequently enough to let me complete my program without delay,” responses were: all
students: 78% and 9%; military students: 84% and 6%; and non-military students: 59% and 8% (Student Survey Item 10).
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Planning Agen da
1. Faculty and departments will work with the College to plan the sequencing of courses in a manner that provides student access and
satisfactory completion rates.
II.A.2.d.
The institution us es d elivery modes and teaching method ologies that refl ect the diverse
needs and learning styl es of its students.
Descriptive Summary
Instructional delivery modes and teaching methodologies reflect the unusual range of circumstances in which Coastline students find themselves.
In addition to the traditional classroom, Coastline reaches students in such situations as the following:
• Distance learners—The entire educational process, including library and student support services, must be carried on electronically.
• Mil itary personnel—Students at sea and in deployed military units often have no Internet access. Coastline has had to find other means
to deliver interactive, richly featured content.
• Incarcerated students—In addition to denial of Internet access, Coastline’s incarcerated students must contend with lockdowns,
restrictions on the use of hardcover books, and, for some students, the special restrictions of maximum security prisons.
• Developmentall y disabl e d students—Coastline classes for students with severe to profound learning disabilities require instructors
with unusual skills and unique instructional approaches.
Instructional modalities—To accommodate the diverse needs and learning styles of its students, Coastline offers instruction in a variety of
delivery modes and scheduling formats: traditional classroom, CD-ROM, DVD, telecourses, cable, Web-based, Personal Digital Assistant (PDA) based,
classroom and web combination courses, and accelerated format (STAR, Weekend College, 4-, 5-, 6-, 8-, 12-, and 16-week classes). Hybrid classes
and classes that allow students to mix and match on-site and online participation further enhance options and responsiveness to student needs.
Coastline prides itself in adapting technology to move the learning process forward and to make programs convenient and accessible to students,
whatever their circumstances. New delivery methods are grounded in research on demographic and technology trends, input from faculty, and
requests from College constituencies. Distance education courses are discussed below. The STAR and Access programs have been described in
II.A.2.c.
Distance learning courses are a major part of the transfer curriculum of Coastline and the largest special program in the college. Approximately
136 distance learning courses are offered each semester and about 40 courses in a summer session. In fall 2005, 5,718 students took at least
one distance learning class, or 46% of Coastline’s headcount of 12,242 non-military students.
Standard II. A. Instructional Programs
Administration—The number of distance learning courses has expanded significantly in recent years due to the addition of online courses and
increased enrollments from incarcerated students. Distance learning (DL) courses at Coastline are subject to the same academic standards as
classroom courses. DL courses are offered through the Distance Learning Department and are administered by the Dean of Distance Learning, who
reports to the Vice President of Instruction. The DL Department arranges for Internet course access and the development of new courses, provides
support services to distance learning students and faculty, processes all the tests and paperwork associated with distance learning courses, and
monitors the department Web site and cable TV broadcasts.
Course del ivery and support—With telecourses, students watch broadcast or rented video lessons, read textbooks and other assigned
readings, conduct experiments (for lab courses), complete quizzes and research papers, and interact with faculty and classmates using a variety of
telecommunications techniques. Distance learning students who live nearby are required to take midterm and/or final examinations in person;
remote students must arrange for proctoring (document 2A.31, Proctoring Policy for Remote DL Students).
Internet courses feature highly organized content using sophisticated template materials, textbooks, bulletin-board forums, chat rooms, streaming
video media, e-mail, and other techniques. Quizzes are offered online, along with other evaluation methods. However, the standard is still for at
least one or two exams to be given on-site or proctored, with photo identification required of all students.
Curriculum review and approval—Coastline is in full compliance with state guidelines for approving and offering DL courses. When a DL
course has a parallel classroom course, the course outline on file is the same. Faculty members develop the course outline and course materials,
and they can add assignments or vary assignments as they feel appropriate and necessary. DL courses are taught by fully qualified instructors,
many of whom also teach classroom-based sections of the same course. DL faculty receive special orientation and training in the unique aspects
of their jobs; they are fully supported by the DL staff in the areas of technical and instructional design, materials preparation, and office support.
Student services—DL support extends to students who live outside the College area. Services for these students include the Web site,
electronic bookstore, media materials, online review sessions, Virtual Library, and test proctoring. Although there is essentially no difference
between local programs and programs at remote locations, the two may use different scheduling or learning strategies. For example, students
outside the College geographical area may attend a review session via live streaming video and may rely more heavily on bulletin boards and
discussion forums; proctored exams must be used. Currently students at remote locations are counseled by phone and mailed education plans.
Technolog y—Coastline’s new Seaport Course Management System illustrates the importance that the College attaches to teaching
methodologies that reflect student needs. Seaport was conceived as both a course design system and a course management system. As such it
offers major advantages—to students and to instructors—over WebCT and Blackboard. Seaport advantages include a built-in instructional design
guide and intuitive, easy-to-use student and faculty interfaces. Details of Seaport appear in III.C.1.a. A technical help line is also available for
students to receive assistance with online or other technical access issues. Basic support for distance learning students is integrated throughout the
college, including counseling, library, financial aid, registration, and bookstore services.
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Self Evaluation
F ulfill ing degree requirements—For many years there were not enough courses available via DL to fulfill all degree requirements. Now
students can fulfill all Option I A.A. degree requirements via DL courses. Options II and III require a speech component currently available only in
traditional classroom format. Most students choose a combination of classroom courses, Weekend College courses, and courses from other
institutions, along with distance learning courses, to fulfill degree requirements. Because of significant enrollment increases in DL courses, the
College is currently considering ways to expand degree courses offered by this method.
Accreditation—In developing and reviewing DL courses and programs, Coastline refers to the Accrediting Commission’s “Principles of Good
Practice for Electronically Delivered Academic Degree and Certificate Programs” and is using these principles as a guiding document in the 2006-07
Program Review to ensure that all distance learning courses are characterized by the same concern for quality, integrity, and effectiveness that
apply to campus-based instruction.
Ongoing research—Coastline monitors all aspects of DL delivery. Every semester, during mid-term or final exams, students are asked to
complete a sixty-item survey that elicits student satisfaction and opinions about academic rigor, technical issues, and recommendations. This
information is studied by the department and is summarized and included in its annual distance learning report to the State Chancellor’s Office
(document 2A.32, Fall/Spring 2004-2005 Annual Distance Education Institutional Survey Results ).
F aculty evaluation—DL faculty are evaluated using the same (union contract) method as are classroom-based instructors. It would be useful
to have an evaluation method that more specifically evaluates the instructor’s ability to teach and serve students in the distance education
instructional mode, but this is not currently possible because of contract stipulations.
Technical support—There is a need for DL support of courses that are not technically offered via the Distance Learning Department. For
example, hybrid courses have an online component but are not consistently supported by Distance Learning. Classroom faculty also need support
in creating individual Web sites for their courses.
The Seaport Course Management System is well along, although some components and enhancements are still under development. Faculty
believe they best know the systems and tools that will most effectively serve their students and that they should be fully involved in the
implementation of Seaport. There is also a need for instructional design and programming support for faculty that goes beyond basic Seaport
training. This will help faculty understand what options are available to best serve their students and combine the use of Seaport with other
instructional tools that meet their students’ learning needs.
A report on Coastline participation in the California Virtual Campus, a state-sponsored project to help community college faculty develop and deliver
DL curriculum, appears in III.C.1.b.
Standard II. A. Instructional Programs
Nearly all faculty and staff members surveyed agreed that “Coastline uses different locations and innovative modes of delivery to meet current
and future knowledge and skills needs of its students.” Responses were—Favorable and Unfavorable respectively—as follows: full-time faculty:
100%; part-time faculty: 100%; full-time classified: 100%; part-time classified: 100%; and management: 89% and 6% (F & S Survey Item 15).
Most also agreed that “Coastline encourages use of different teaching methodologies as a response to varying learning styles of students”; fulltime faculty: 88% and 4%, part-time-faculty: 98% and 2%; full-time classified: 88% and 2%; part-time classified: 75% and 25%; and
management: 82% and 2% (F & S Survey Item 16).
The department continues to grow phenomenally; faculty and student support have been identified as areas that will require additional support in
the future.
Planning Agen da
1. Continue to evaluate requirements for expanded DL infrastructure and implement new support measures as required.
II.A.2.e.
The institution evaluates all cours es and programs throu gh an on-going systematic review
of their r elevance, appropriateness, achievement of l earning outcomes, currenc y, and future n eeds and
plans.
Descriptive Summary
As noted earlier in this report, Coastline employs two primary, faculty-driven processes for the systematic review of courses and programs:
Curriculum Committee and Program Review. The Curriculum Committee reviews and acts on all proposals to add or change courses or programs.
Program Review addresses programs cyclically, irrespective of change activity. Relevance, appropriateness, implementation, and use of SLOs,
currency, and coordination with future needs and plans are all factors in the deliberations of both the Curriculum Committee and Program Review.
Program Review uses both quantitative and quantitative data. Quantitative review includes analysis of course data such as enrollments,
cancellations, attrition, and site-based/distance learning ratio. Also analyzed are student demographics such as age, gender, ethnicity,
employment status, and military or incarcerated status. Costs for faculty, support, facilities, supplies, and other factors are also reviewed.
To assess outcomes, Program Review applies direct and indirect numerous measures of effectiveness, including assessment of course and programlevel outcomes and mapping of those SLOs to Coastline’s Degree-Level Learning Outcomes, course success as determined by grade distribution and
number of completers, and number of students who graduate or transfer. Analysis of data collected from surveys of students, faculty, employers,
alumni, and other constituencies is also part of the review process.
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The total course and program evaluation process is described more fully in II.A.2, 2.a and 2.b, which set forth the role of the Curriculum
Committee, the Program Review Committee, and the use of advisory committees, where appropriate, in the evaluation and continuous review of
courses and programs. Standards I.B.3 and 7 and tables 1B.1 and 1B.4 provide additional information on the scheduling and outcomes of
Program Review.
Self Evaluation
The general education philosophy statement in the Catalog lists and defines student learning outcomes, such as writing and speaking, problem
solving, and critical thinking skills. Implementation of SLOs, principally at the course level, has begun. A handbook on writing and incorporating
SLOs has been created and distributed to all faculty members. Focused, two-day workshops have been held in which faculty have received training
in developing robust outcomes and measures of assessment for their courses. These workshops have been held throughout the year, targeting
department chairs and other key faculty members who can disseminate the information (document 2A.33, SLO Update, Spring 2006). The SLO
coordinators and peer mentors are available to assist faculty and work with individuals and departments to guide the identification and
assessment of learning outcomes.
The Academic Senate, Curriculum Committee, and Program Review Committee provide leadership and give priority to a comprehensive plan for the
development of SLOs at all levels and across all programs and to link that effort to assessment and improvement of instruction. The newly
developed institutional Degree-Level Learning Outcomes have been accepted by MPBC and incorporated into the budget process.
As noted previously, the Program Review co-chairs have, for the past three years, reported Program Review findings each fall to the MPBC. The
Senate President, the faculty Co-Chair of the Curriculum Committee, and two additional Senate appointees serve on the Program Review
Committee. Complete copies of all Program Review reports and Validation Reports are forwarded to the President of the Academic Senate along
with a CD containing copies of the reports, survey findings, and the presentations made by the individual programs to the Program Review
Committee. In addition, these reports are posted on the Program Review Web site, which also includes a database of all goals and
recommendations emerging from Program Review since 2000-01. Minutes from Program Review Committee meetings are posted on the Program
Review Web site and disseminated through established College channels. Additional initiatives are required, however, to facilitate updating of
departmental progress in responding to goals and recommendations identified during the Program Review process.
Planning Agen da
See Planning Agenda for II.A.2.a.
Standard II. A. Instructional Programs
II.A.2.f.
The institution engages in ongoing, syst ematic evaluation and integrated planning to
assure currency and measure achievem ent of its stated s tudent learning outcomes for courses, c ertificates,
programs including general and vocational education, and degrees. The institution systematically strives to
improve those outcom es and makes th e r esults available to appropriate constituencies.
Descriptive Summary
The college uses Program Review and the curriculum process to engage in an ongoing systematic evaluation with integrated planning to assure its
currency and measure achievement of stated student learning outcomes. In addition, faculty attend workshops to improve the development of
student learning outcomes and assessment methods and use these improvements in curriculum development, course revisions and course syllabi.
A more detailed description of the program review process appears in II.A.2.a and b. All new courses and course revisions presented to the
Curriculum Committee require that the stated SLOs and assessment methods be current at the time of presentation. Advisory committees are used
to review the currency of career and technical education curriculum, including review of expected SLOs at both course and program levels. All
courses and programs presented to the Curriculum Committee must be up-to-date at the time of presentation. The Program Review process includes
a detailed evaluation of learning outcomes and assessment methods.
The Program Review Committee meets monthly and is responsible for guiding the review process for programs and disciplines and determining the
schedule. The committee is faculty driven. Program Review teams consist of a minimum of four faculty members from inside and outside the
program being reviewed; the discipline dean; a classified representative; a student; and, as appropriate, additional resource persons from the
College or community.
The deliverable is a Program Review Report. Document 1B.30, Humanities Program: Program Review, April 2005, is an example. To reach all
appropriate constituencies, Program Review reports are distributed to the College President, the Vice President of Instruction, the discipline dean
and discipline faculty, and any advisory committee concerned. The report is presented to MPBC and is available on request to the Academic Senate
and appropriate faculty and staff.
Program Reviews follow a systematic, documented process developed with input from all constituencies. The college uses the results to improve
outcomes and makes the results available to appropriate constituencies. In addition to instructional programs, service programs and college
departments are now included in the review process.
Self Evaluation
The Program Review process presents unique challenges to a college like Coastline that has a limited number of full-time faculty. An additional
concern relates to what happens to Program Review findings and how well they are integrated into overall institutional evaluation and planning.
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Planning Agen da
1. See Planning Agenda for II.A.2.a.
2. Institute a process for funneling Program Review results back to program advisory committees.
II.A.2.g.
If an institution uses departmental cours e and/or program examinations, it validates their
effectiven ess in measuring student learning and minimiz es test biases.
Descriptive Summary
Coastline departments are beginning to develop department-wide assessment tools. The College is striving to align robust course outcomes that
can expand into program outcomes. A starting step is the newly developed Degree-Level Learning Outcomes. The Office of Research and the
Office of Instruction will assist as needed in the expansion of SLOs to the department level.
Self Evaluation
Not applicable.
Planning Agen da
No planning recommendations at this time.
II.A.2.h.
The institution awards credit based on student achiev em ent of the course’s stated l earning
outcomes. Units of credit awarded are consistent with in stitutional policies that reflect generally accepted
norms or equivalencies in higher education.
Descriptive Summary
Coastline awards credit based on the student’s achievement of the stated course learning outcomes. The awarding of grades and college credit
conforms to Title 5 standards. The Catalog provides clear information about grades and the distinction between degree and non-degree credit
courses. This distinction is also stated in the course outlines on file in the Office of Instruction and in the course syllabi. Each course outline
specifies the criteria for evaluating student performance and awarding credit. Collegewide grading policies are also explained in the Class
Schedule and the College Catalog (Policies and Regulations sections) and in the Instructor Manual (document 2A.34).
Standard II. A. Instructional Programs
Methods of monitoring the appropriateness of standards and grading practices include program review, student surveys, feedback from four-year
transfer institutions, occupational program advisory committee recommendations, local employer reports, state exam results, and matriculation
research. Information about grade distribution patterns and data related to course completion and retention rates is available.
Self Evaluation
The college makes consistent efforts to accommodate students and to clarify policies so that students clearly understand them. The Office of
Admissions and Records provides information about grading and underscores the importance of the grade option selection process in various
college publications such as the Catalog, Class Schedule, and Instructor Manual. The policy puts the responsibility solely on the student to select
the “CR/NC” option in writing prior to completing the first thirty percent of the course.
Articulation agreements with four-year institutions demonstrate the congruence of Coastline credit awarding policies with generally accepted norms
of higher education.
The Student Survey found students generally satisfied that the College represents itself accurately on credit policies. Responses in the All Students
category were 89% favorable for “College publications clearly and adequately reflect actual practices at Coastline” (Student Survey Item 11); 87%
favorable for “Degrees and certificates are clearly described in the college Catalog” (Item 13); and 91% favorable for “Coastline’s publications
provide clear and accurate information about courses, programs, degrees, certificates and services to its students” (Item 33).
Planning Agen da
No planning recommendations at this time.
II.A.2.i.
The institution awards degrees and certificates based on student achiev ement of a
program’s stated learning outcomes.
Descriptive Summary
Students applying for completion of degree or certificate programs go through a thorough process of transcript audit and evaluation to ascertain
that they have successfully met the stated program requirements to honor the petition request. All instructors are required to follow the official
course outline as approved by the Curriculum Committee. Each department is required to complete a program review at five- or six-year intervals.
As required, all career and technical education programs will undergo a review every two years. The awarding of grades and college credit
conforms to Title 5 standards. The Catalog provides clear information about grades and the distinction between degree and non-degree credit
courses. This distinction is also stated in the course syllabi and the course outlines. Each course outline specifies the criteria for evaluating student
performance and awarding credit.
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Final approval of awarding degrees and certificates involves a thorough examination of the student’s academic record (degree audit) to verify that
he or she has successfully fulfilled all degree or certificate requirements.
Self Evaluation
For every Coastline degree or certificate program, the requirements that the student must meet are clearly stated. At present the College
measures performance against robust standards for course outcomes. Efforts toward program outcomes are ongoing.
Planning Agen da
1. See I.B.1, Planning Agenda item 2.
II.A.3.
The institution r equires of all academic and vocational degree programs a component of
general education based on a carefully considered philosophy that is cl early stated in its Catalog . The
institution, relying on the expertise of its faculty, deter mines th e appropriateness of each course for
inclusion in th e general education curriculum by examining the stated learning outcom es f or th e cours e.
General education has comprehensive learning outcomes for the students who complete it, including the
following:
II.A.3.a.
An understanding of the basic content and meth odology of the major areas of knowledge:
areas include the h umanities and the arts, the natural s ciences, and the social sci ences.
Descriptive Summary
The Catalog clearly states Coastline’s general education philosophy. The College relies on the expertise of faculty to determine the
appropriateness of each course and its stated SLOs through the curriculum and program review process. Expected learning outcomes for degree
and certificate programs are clearly stated in course materials, which are on file in the Office of Instruction. Course outlines define student
learning objectives and outcomes for each course. Students demonstrate achievement of learning outcomes through written assignments, essays,
objective tests, final and mid-term examinations, reports, projects, skills demonstrations and other requirements. The College articulation officer
confers with representatives from four-year universities and colleges to develop course-to-course transfer agreements that are based on SLOs.
The Catalog describes the three A.A. degree options available to Coastline students and, for each option, lists all the required general education
courses. Supplemental counseling material provides similar information in the form of an Academic Advising Plan (document 2A.35, Academic
Advising Plans, Options I, II, and III). Option I (General A.A. degree) requires the completion of 18 general education units. Option II (A.A.
Standard II. A. Instructional Programs
transfer plan for CSU) requires the completion of at least 39 general education units. Option III (A.A. transfer plan for IGETC-CSU or UC) requires
at least 37 units of general education.
The General Education Philosophy statement in the Catalog has served to guide the evaluation and decision-making process of the Curriculum
Committee for general education requirements and components in academic and occupational courses. During the 2004-05 academic year this
statement was used by the Academic Senate to identify and develop the eight Degree-Level Learning Outcomes for the College. The initial set of
degree level outcomes continues to undergo refinement. As reviewed by the major constituency groups (Academic Senate, Classified Council,
Management Team, and Institutional Effectiveness) in spring 2006 and presented to MPBC in May 2006 for acceptance as a major part of budget
planning, the outcomes are:
The Eight Degree-L evel Learning Outcomes
for Coastline Community College — May 16, 2006
1. Demonstrate understanding and appreciation for the visual and performing arts.
2. Demonstrate ethical civic, environmental, and social responsibility.
3. Demonstrate ability to apply critical thinking and analysis.
4. Demonstrate innovative thinking, and adaptive, creative problem solving skills.
5. Demonstrate understanding and respect for cultural and global diversity.
6. Demonstrate information competency.
7. Use effective communication and interpersonal skills.
8. Use scientific and quantitative reasoning.
Criteria to assure that general education students are learning at an acceptable level are under development. The use of scoring rubrics is one
option available to measure robust SLOs by specific performance level criteria. The process of developing scoring rubrics, aided by Coastline’s
Online Rubric Generator, will stimulate healthy dialogue about appropriate criteria and acceptable performance levels for each criterion.
Meanwhile, the course outline forms have been revised to require input on general education learning outcomes. A prompt now exists for those
who are writing new outlines or updating old outlines to enter robust SLO statements. Program Review, faculty training workshops, and the
curriculum process will follow these standards for course development and approval.
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126
Information in the Catalog and supplemental counseling material is reviewed and updated yearly. All general education information is clear and
complete. The general education requirements are designed to provide students with opportunities to develop basic competencies and to explore a
wide variety of subjects. Each of the three A.A. degree options requires competencies in the basic subjects of fine arts, humanities, natural
sciences, and social sciences. Options I and II also require a self-development component. Option III includes components necessary to transfer to
CSU or UC (Catalog pages 22-24).
Self Evaluation
The fact that both the Classified Council and the Management Team have reviewed and commented on the degree-level learning outcomes
statements developed by the Academic Senate is exemplary. This confirms that the learning outcome leaders have been effective in involving
Coastline’s staff and management in a consensus that degree-level learning outcomes are a collegewide responsibility and not the sole
responsibility of faculty.
Progress is being made in developing methods to assess the core outcomes. The College has implemented an online rubric generator that
facilitates creation and use of rubrics for assessing student learning of complex skills. As data are collected, performance baselines will be
developed for each of the core outcomes. It is anticipated that standards will evolve from the process of gathering, interpreting and reporting
assessment data. At this point, it can be concluded that exact performance standards do not yet exist, nor is there a way for students and the
College to track successful achievement of the degree-level learning outcomes.
In response to the Self-Study Survey, 88% of faculty and staff agreed that “Coastline’s publications provide clear and accurate information about
courses, programs, and certificates to its students” (F & S Survey Item 25); 77% agreed that “Coastline reviews on a regular basis all policies,
procedures, and publications to assure accurate representation of its services” (F & S Survey Item 26).
In the Service Satisfaction portion of the Self-Study Survey, 82% of faculty and staff responses were favorable to the Office of Instruction (Service
Survey, “Office of Instruction”).
Planning Agen da
1. The College will continue to develop strategies, including portfolios and database solutions, to assess student progress toward degree-level
learning outcomes.
Standard II. A. Instructional Programs
II.A.3.b.
A capability to be a productive individual and life long l earner: skills include oral and
written communication, information competency, computer literacy, scientific and quantitative reasoning,
critical analysis/logical thinking, and the ability to acquire kn owledge through a variety of means.
Descriptive Summary
Coastline faculty develop courses and programs designed to provide the student with the skills
to be a productive individual, to speak and write clearly, to use computer technology, and to
be competent in a society characterized by rapid change. Competence in critical thinking
empowers the student to distinguish opinion from fact and belief from knowledge. Evaluative
skills learned through elementary inductive and deductive reasoning have applications in
problem solving in all aspects of everyday existence. Therefore, all examinations, assignments,
and activities at Coastline reflect academic rigor by requiring critical thinking on the part of the
student. Clear and correct use of English, both on tests and in written assignments, is
expected of all students. Students are encouraged to take the proper level of English as soon
as possible. Students needing assistance are identified by faculty, via the matriculation
process, and by student self-selecting. The College ESL program, Developmental Skills courses,
“Coastline faculty develop
courses and programs
designed to provide the
student with the skills
to be a productive
individual, to speak and
write clearly, to use
computer technology, and
to be competent in a
society characterized by
rapid change.”
Early Alert system, and the matriculation process help faculty to assist students in identifying
and improving their skill levels.
Communication, scientific and quantitative reasoning, and critical thinking skills are infused throughout Coastline’s curriculum. All three A.A.
degree options have speech, English, and math, requirements. Life science and an earth science class, along with a lab, are required for transfer
options. Coastline offers two courses specifically designed to teach critical thinking (Philosophy 115 and English 102), and these courses are
accepted for transfer under Options II. English 102 fulfills the critical thinking requirement in Option III.
Self Evaluation
Table 2A.5 shows findings of the Student Survey portion of the Accreditation Self-Study. Students were asked to rate their estimated gains in
specific skills and knowledge areas as a result of their education at Coastline. The figures for survey item 43, “Becoming a more effective public
speaker,” are averages weighted by the unusual circumstances of Coastline students in two respects: relatively low unit loading and attendance at
one or more other colleges. More than 57% of survey respondents, for example, had completed fewer than 16 units at Coastline in their entire
college career (survey item 57, not detailed here). A focus on students who had taken more units yields quite different results for item 43. Of
students who had accumulated 46 or more units, for example, more than 68% reported Considerable or A Lot of gain in becoming a more
effective public speaker.
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128
Stu dent R es ponse s*
Not Applicable
Very Little
Some
Survey State ment
Considerable
or A Lot
Table 2A.5. Student Satisfaction:
Estimated Gains in Skill and Knowledge
Becoming a more effective writer (Student Survey Item 42).
45%
25%
9%
21%
Becoming a more effective public speaker (Student Survey Item 43).
28%
20%
14%
37%
Using computers more effectively (i.e., advancing my computer skills (Student Survey Item 44).
44%
20%
10%
25%
Improving my ability in mathematics (Student Survey Item 45).
31%
18%
12%
39%
Understanding myself – my abilities and interests (Student Survey Item 48).
59%
23%
6%
13%
Understanding the role of science and technology in society (Student Survey Item 49).
53%
18%
8%
21%
Developing the ability to learn on my own, pursue ideas, and find information I need (Student Survey Item 50). 70%
18%
4%
8%
*
Figures are for all students, military and non-military combined. See complete survey results (document 1A.2) for responses separated by military and non-military students. Because of
rounding, figures may not total 100%.
Planning Agen da
No planning recommendations at this time.
II.A.3.c.
A recognition of what it means to be an ethical human b eing 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 assum e civic, political and social
responsibilities locally, nationally and globally.
Descriptive Summary
General education courses provide a broad learning experience in ethical principles, interpersonal skills, respect for cultural diversity, and civic
responsibility. The A.A. degree options combine these courses to provide the student appropriate learning outcomes in the major areas of general
education. Numerous Coastline programs, policies, and activities speak to the elements of this Standard. For example:
Appreciation of ethical principl es—The second of Coastline eight Degree-Level Learning Outcomes is to demonstrate ethical civic,
environmental, and social responsibility. Ethical principles are the cornerstone of Coastline policies on academic honesty, students’ rights, and the
student code of conduct. Coastline philosophy courses explore ethical issues in depth. Many activities of the Coastline Student Advisory Council
(SAC) encourage the development and appreciation of ethical principles.
Standard II. A. Instructional Programs
Civility and interpersonal skil ls—Enrollment in one of Coastline’s Leadership courses, which teach these skills, is prerequisite for
membership in SAC. Courses in Speech, Management and Supervision, and Business English also foster development of these skills. Group
projects stimulate collaboration and civil discourse in many disciplines.
R es pect for cultural diversity—Instruction to meet the needs of a diverse student population is part of the Coastline mission. That goal
becomes a learning outcome through such activities as:
• For thirty years, the Coastline ESL program has immersed students by the thousands in conditions of diversity in age, gender, language, and
culture.
• Projects such as ICE-T (International Cross-cultural Education through Technology) create real-time virtual classrooms shared by Coastline
students and their counterparts at colleges in other countries.
• In accordance with District policy, the Curriculum Committee approved a global and multicultural studies requirement of 2.5 units for each
A.A. Degree Option and identified numerous courses that could meet that obligation (Catalog p. 20).
• In 1999, the College implemented a Global Educational Network (GENesis) grant, in which faculty evaluated existing curriculum and created,
where appropriate, international linkages to raise student’s awareness of countries and customs beyond the United States.
• The College Staff Diversity Committee has taken a very visible role in educating the College community about the importance of sensitivity to
equity and cultural issues.
Historical and aesthetic sensitivity—Contact with students in Coastline’s nationally prominent Acquired Brain Injury (ABI) program
acquaints other students with inspiring examples of success in college despite grave physical misfortune. Courses in fields such as anthropology,
art—including experiencing art in Coastline’s new art gallery—history, and humanities engage the student in historical and aesthetic issues on
many levels.
Wil lingness to assume civic, political, and social responsibi lities locall y, nationall y, and globall y —SAC provides
numerous opportunities for students to develop a willingness to assume these responsibilities. For example:
• SAC members participate in humanitarian projects such as Yoplait Save Lids to Save Lives (breast cancer prevention); Angel Tag (Christmas
gifts for underprivileged children); Daffodil Days (cancer research); and collection of used books for children.
• SAC sponsors an annual Advocacy Trip to Washington, D.C. The SAC President joins the College President, the Academic Senate President,
and the Dean of Planning, Development, and Government Relations for a three-day visit to Washington for meetings with organizations and
government offices that are relevant to community college endeavors.
• On Election Day, students observe political involvement: Coastline volunteers its facilities to the Registrar of Voters as a public polling place,
and voting booths appear in the College lobby. Students also have voter registration opportunities.
• Faculty and staff set an example for students by participation in many civic and community projects.
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130
Self Evaluation
Coastline has established outcomes relating to various aspects of ethical behavior in numerous courses and provides numerous opportunities for
students to develop and display appropriate behavior.
Coastline’s record in awareness and concern about respect for diversity and other dimensions of ethical behavior is exemplary. In spring 2004 a
Coastline professor received the prestigious Regina Stanback-Stroud Diversity Award from the California Community College Academic Senate in
honor of her outstanding service to the College in promoting programs and services that meet the needs of the College’s diverse students. In
spring 2005, the Coastline EOPS Counselor/ Coordinator also received the same award in recognition of her services.
Table 2A.6 shows findings of the Student Survey portion of the Accreditation Self-Study. Students were asked to rate their estimated gains in
specific skills and knowledge areas as a result of their education at Coastline.
Stu dent R es ponse s*
Not Applicable
Very Little
Some
Survey State ment
Considerable
or A Lot
Table 2A.6. Student Satisfaction:
Estimated Gains in Skill and Knowledge
Acquiring greater awareness of different philosophies, cultures, and ways of life (Student Survey Item 46).
54%
20%
6%
21%
Clarifying my own values and ethical standards (Student Survey Item 47).
49%
20%
9%
22%
Increasing my ability to get along with different kinds of people (Student Survey Item 51).
42%
19%
10%
29%
Gaining a better awareness of my civic or community responsibilities (Student Survey Item 52).
41%
19%
11%
29%
*
Figures are for all students, military and non-military combined. See complete survey results (document 1A.2) for responses separated by military and non-military students.
Because of rounding, figures may not total 100%.
Most faculty and staff members agreed that “Instructional programs are developed based on the educational needs of the students and the
diversity, demographics and economy of the surrounding communities.” Responses were—Favorable and Unfavorable respectively—as follows: fulltime faculty: 79% and 4%; part-time faculty: 93% and 0%; full-time classified: 90% and 2%; part-time classified: 100%; and management: 69%
and 25% (F & S Survey Item 14).
Planning Agen da
No planning recommendations at this time.
Standard II. A. Instructional Programs
II.A.4.
Al l degree programs include focused study in at least one area of inquiry or in an establish ed
interdisciplinary core.
Descriptive Summary
Each of Coastline’s three degree options is aligned with the state degree requirements that provide students with a broad foundational base with
emphasis on theories, methods of inquiry, and focused study. The faculty plans, designs delivery, and evaluates the curriculum according to state
requirements.
District Educational Services prepares program-related documents such as approvals, revisions, retirements, suspensions, reinstatements, and
general education requirements for curriculum approval by the Board of Trustees and the State Chancellor’s office. The unit also serves as
curriculum liaison between the State Chancellor’s office and the District.
Self Evaluation
The College has a program and course development process that is faculty-driven and requires that broad areas of knowledge are included within a
sequence of courses. The process ensures that theories and methods of inquiry normally associated with a discipline are incorporated in the
sequence of courses, and that the sequence is focused within a defined area of inquiry and/or established interdisciplinary core. Course
development procedures require intensive and complete analysis of needs and rationale as outlined in the New Course Proposal form (document
2A.36, New Course Proposal Form).
Planning Agen da
No planning recommendations at this time.
131
132
II.A.5.
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 licensur e and certification.
Descriptive Summary
Coastline’s technical are career education certificates and degrees equip the student with technical and professional competencies to prepare for
employment or meet other standards of licensure and certification required in their field of study. The Catalog contains descriptions of degree and
certificate programs; course descriptions; and explanations of whether the course of study is intended to prepare a student for a specific
employment opportunity, preparation for external licensure and certification, for an A.A. degree, or for transfer to a four-year institution. The
handbook Career and Technical Education Certificate Programs (document 2A.37) describes degree and certificate options as well as employability
information and related job market information. The specific student mastery of knowledge, skills, learning outcomes, and competency
requirements can be found in the individual approved course outlines on file in the appropriate dean’s office as well as in the Office of Instruction.
Occupational programs undergo regular review by advisory committees. The advisory committees are made up of business/industry leaders, parttime and full-time faculty, administrators, students, and staff. The function of the committees is to review programs as they relate to content,
focus, and curriculum. As part of this review process, business/industry leaders provide input into the direction of industry growth, needs, and
trends, thus molding the programs to fit with the needs and trends in industry.
Another method of documenting occupational competence is through industry examinations. These exams are created, monitored, and graded by
business/industry groups and are designed to provide a minimum level of competency for employers to judge students’ competence. Three College
programs provide training designed to meet specific industry-based exams. These exams are 1) Building Inspection Technology – State
Certification, 2) Computer Networking – A+, N+, Certified NetWare Administrator, Certified NetWare Engineer, Microsoft Certified Professional,
Microsoft Certified Systems Engineer and CISCO, and 3) Real Estate – California Real Estate Broker Examination and California Certified Real
Estate Appraiser. In addition, the Paralegal Studies Program, an ABA Approved Certificate and/or Degree program, meets the California Business
& Professions Code requirements for employment as a paralegal, and the Mediation course within the Dispute Resolution Certificate meets the
Dispute Resolutions Program Act (DRPA) training requirements for California.
Currently the College offers 36 certificates of completion or achievement in technical and career education areas. Certificates are granted on the
accomplishment of a set of coursework that is defined by the individual program with input from the advisory committee and then approved by
the Curriculum Committee. The College also offers twenty areas of concentration that correlate with the American Council on Education’s “Guide
to the Evaluation of Educational Experiences in the Armed Services” and are provided for students who are actively deployed in the military.
According to the Board Policy 030-3-2, “the Chancellor of the Coast Community College District is charged with the responsibility to ensure program
and course articulation with two-year colleges, four-year colleges, high schools and vocational/occupational organizations. The Board of Trustees
Standard II. A. Instructional Programs
133
has the responsibility to review all career and technical education programs subject to the provisions of Education Code 78016 and to make a
determination regarding such programs’ continuance.”
Self Evaluation
The College has analyzed all VTEA funded programs to determine the extent to which SCANS competencies and integration of occupational and
academic education have been realized. The documentation of program success, including technical and professional competence, together with
Unemployment Insurance Wage Data, provide an accepted measure of student success. Finally, minutes of advisory and articulation committee
meetings will support documentation of the competence of those who have completed programs by using industry experts to judge and advise
about the courses and competencies needed by graduating students.
Course outlines document intended student learning outcomes. Faculty evaluate students in individual courses based on their performance on
exams, assignments, class projects, and other activities appropriate to assessing student achievement, as outlined in the faculty course syllabus.
Grade summary reports document student success, retention, and persistence.
Table 2A.7 shows pertinent findings of the Faculty & Staff portion of the Accreditation Self-Study Survey.
Table 2A.7 Faculty and Staff Opinion: Instructional Programs
Instructional programs are assessed, reviewed and modified regularly (F & S Survey Favorabl e
Mana gement
Unfav orabl e
Part-ti me Classified
the results to make improvements (F & S Survey Item 17).
Full-time Classifi ed
Favorabl e
Part-ti me Faculty
Coastline instructors identify and assess student learning outcomes (SLOs) and use
Full-time Facult y
Survey State ment
Faculty & Staff R es ponse s*
83%
78%
75%
67%
38%
5%
13%
33%
19%
89%
74%
75%
60%
8%
11%
25%
13%
100%
80%
100%
Item 18).
Unfav orabl e
Faculty members play a central role in developing, reviewing and modifying
Favorabl e
84%
90%
83%
instructional courses and programs (F & S Survey Item 19).
Unfav orabl e
4%
5%
5%
Coastline relies heavily on faculty (and advisory committees and national industry
Favorabl e
88%
92%
82%
standards when applicable) to determine competency levels and measurable
Unfav orabl e
4%
3%
11%
student learning outcomes (F & S Survey Item 20).
* The balance of responses (100% minus Favorable plus Unfavorable) were Neutral.
7%
100%
53%
13%
134
In the Student Survey, 94% of students reported “a lot” or “some” in response to the statement “Acquiring knowledge and skills useful for a
specific occupation or type of work” (Student Survey Item 40).
Planning Agen da
No planning recommendations at this time.
IIA.6.
The institution assur es that student s and prospective st u dents receiv e clear and accurate
information about educational courses and programs and transfer policies. The institution describes its
degrees and certificates in terms of th eir purpose, cont ent, course requirements, and expected stud ent
learning outcomes. In ever y class section student s rec eiv e a course s yllabus that specifies l earning
objectives consist ent with those in the institution’s offici ally approved course outlin e.
II.A.6.a.
The institution makes available to its students clearly st ated transfer-of-credit policies in
order to facilitate the mobility of students without penal ty. In accepting transfer credits to fulfill degree
requirements, th e institution certifies that the expected learning outcomes f or transferred courses are
comparable to the learning outcom es of its own courses. Wher e patterns of student enrollm ent between
institutions are identifi ed, the institution develops articulation agreements as appropriate to its mission.
Descriptive Summary
Students attending the College can receive credit to fulfill degree requirements in a variety of ways, including transfer of coursework from other
institutions, credit by exam, College Level Examination Program (CLEP), advanced placement credit, licensure credit, foreign college units (must be
evaluated by an approved transcript service), and military service credit. Policies and procedures about these alternatives are clearly stated in the
Catalog.
Coastline’s articulation officer, a counselor, has responsibility for establishing and updating articulation of lower-division breadth and general
education requirements for campuses of the University of California (UC), California State University (CSU), and private universities and colleges.
She is a voting member of the College Curriculum Committee.
Coastline accepts all coursework from other California Community Colleges. The graduation clerk, in consultation with the counselors, evaluates
courses from outside the California Community College System; these units are accepted if the course is within the scope of Coastline curriculum.
Coastline, in cooperation with the 14 other community colleges in Region 8 (Orange County and surrounding area), participates in an articulation
program designed to facilitate the student transfer process between Region 8 colleges. Courses that meet A.A. degree general education
requirements at each individual college are accepted as meeting the general education requirements by all the other Region 8 colleges.
Standard II. A. Instructional Programs
Another tool used to access course transferability is the database system referred to as ASSIST (Articulation System Stimulating Inter-institutional
Student Transfer). ASSIST is known as the official source for California articulation and student transfer information and is available on the
Internet at http://www.assist.org. ASSIST lists transferable courses from all participating four-year colleges and universities that can be matched
with courses at the community college.
Expected learning outcomes for degree and certificate programs are clearly stated in course materials, which are on file in the Office of Instruction.
Instructors provide course syllabi, which define student learning outcomes to students in their courses. The College identifies program outcomes
through descriptions in the Catalog. The institution designs outreach and recruitment materials to make the public aware of program outcomes.
The College informs the public about programs and requirements via specific activities, including college and program orientations, College Web
site, cable television advertisements, KOCE, and all local newspapers.
Most occupational certificates include core courses and recommended electives as well as general education coursework from outside the
discipline. Many occupational students who are primarily interested in taking specific work-related training express the opinion that general
education courses are not necessary. Some certificates include a general educational course. Crossover classes that pair academic general
education with occupational skills, such as business writing, give students better preparation for success in the world of work. This is particularly
helpful for non-native English-speaking students.
Self Evaluation
Coastline maintains updated formal articulation agreements that have been established with both CSU and UC systems as well as with private
colleges and universities. Although Coastline has not been known primarily as a transfer institution, its articulation officer, the Student Services
Department, and the Curriculum Committee continue to seek, expand, and improve articulation agreements with four-year institutions. Each year
the list continues to grow. The Military and other Contract Education Programs have developed additional articulation agreements particularly
suited to distance learning students. The agreements include all Coastline students and are not limited to those in the military program.
Coastline students transfer to local institutions such as CSU Long Beach, CSU Fullerton, and UCI as well as to local private universities. The Transfer
Center is also very active in planning and developing the Annual University Transfer Event, campus tours, classroom visits, targeted mailings to
students, and admissions workshops. Table 2A.8 gives actual transfers in recent years.
Student responses to the survey statement “Course syllabi are provided and followed” were—Favorable and Unfavorable respectively—as follows:
all students: 93% and 3%; military students: 96% and 2%; and non-military students: 91% and 3% (Student Survey Item 5). To the statement
“Instructors are up-to-date in their field,” responses were: all students: 83% and 3%; military students: 80% and 1%; and non-military students:
83% and 4% (Student Survey Item 6).
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136
Table 2A.8. Transfers from Coastline to Four-Year Instit utions
Desti nation
2000-01
2001-02
2002-03
2003-04
2004-05
California State University
60
11
34
28
133
76
3
45
30
154
112
15
58
44
229
86
1
* 73
* 35
195
125
1
* 60
* 39
225
University of California
Private In-state Institutions
Public and Private, Out-of-State
Total
*
NOTE: These figures are based upon data from the State Chancellor’s Office Research Unit. The numbers shown represent students who completed 12 or more units from the
California Community College system and attended Coastline during their last year before transferring to a university.
Planning Agen da
No planning recommendations at this time.
II.A.6.b.
When programs are eliminated or program requirements are significantly changed, the
institution makes appropriate arrangements so that enr olled students may complete their education in a
timely mann er with a minimum of disruption.
Standard II. A. Instructional Programs
Descriptive Summary
Coastline makes every effort to ensure that all students in discontinued programs are able to complete their education in a timely manner with a
minimum of disruption.
When programs are eliminated from the curriculum or when the requirements for a program are changed, the Curriculum Committee must vote to
approve the action. The deans or faculty members recommending the changes must provide evidence to show why the changes are necessary and
how they would result in improving the College curriculum. Generally, changes to occupational certificate programs are made to maintain
alignment with employment trends and demands for new technologies and skills. Changes in general education programs usually reflect
articulation issues and are made to improve the transferability of College courses to other institutions, particularly four-year universities and
colleges.
Before a program is eliminated, either its department leadership must recommend the decision or the program must undergo thorough analysis
via the Program Vitality process (document 2A.40, Program Vitality Evaluation). Programs may be referred for Vitality Evaluation by the discipline
dean, department chair, Program Review Committee, or any other College constituency, or the recommendation for Vitality Review may emerge
from the formal Program Review process. Programs with declining enrollments, diminishing job markets, or staffing, facility, or fiscal exigencies
may be the subject of a Program Vitality study. The study involves an independent panel of faculty and administrators outside the affected
department. Two occupational certificate programs, Travel Careers and Quality Assurance, were phased out of the Catalog since the last SelfStudy.
The Business Computing Program, which began Program Review in 2004-05, is currently undergoing Program Vitality to determine ways to
revitalize the programs and to address low enrollments.
Self Evaluation
Because employment trends change as technologies advance, some programs that are no longer in high demand must be eliminated. Coastline’s
structured process of Vitality Evaluation has proven a successful mechanism for reviewing vitality and, when necessary, achieving a phased
elimination of programs in a way that provides opportunities for students in mid-program to complete their studies and that also safeguards
faculty rights and interests. The Travel Careers Certificate and Quality Assurance Certificate programs are examples of programs that have been
discontinued in the past five years. In each of those programs, enrolled students were notified of College plans to discontinue the program and
were given options to substitute other classes for those no longer offered, if necessary, so that they could complete their certificate or degree
(document 2A.21, Petition to Substitute and/or Waive…). Students were also referred to other programs in the area.
A key part of this process is working with the counseling department to facilitate transition. The one full-time faculty member affected by
elimination of the Travel Program was given a new assignment compatible with his faculty service areas.
137
138
In cases where the requirements have changed for a particular program, students who have not broken enrollment have the option of completing
the new requirement or the requirements in effect when they started the program or the current program requirements. If any of the required
classes are not currently offered or have not been offered for a reasonable period of time, students may file a petition to waive the requirement or
substitute another class as described above.
Planning Agen da
No planning recommendations at this time.
II.A.6.c.
The institution r epresents itself clearly, accurately and consistently to prospective and
current students, the public, and its personnel through its Catalog s, statements, and publications, including
those pres ented in el ectronic formats. It regularly r eviews institutional policies, procedures, and
publications to assure integrity in all representations about its mission, programs, and services.
Descriptive Summary
Coastline Community College strives for clarity, accuracy, and consistency in all representations made to its constituencies, the public, and
prospective students. Coastline provides information about services, programs, and policies through its Web site, e-mails, minutes of meetings,
memos, newsletters, handbooks, annual reports, information packets, Class Schedule, College Catalog, Transfer Handbook for Student Success,
Career and Technical Education Certificate Programs, Distance Learning Guide, press releases, and advertisements and brochures about specific
programs or activities. Publications are produced and edited by the Graphics and Publication Department, which ensures that information is
consistent among various departments within the College. Off-campus centers generate program-related publications on an as-needed basis.
Individual divisions, departments, and programs regularly develop brochures and other print materials. Posters and brochures highlighting student
services are kept on display in high student-traffic areas. The Graphics and Publications Office has the final authority over all publications,
including the Web page.
The College keeps all institutional policies, practices, and publications current and focused on its mission, programs, and services. Through a
comprehensive system of participatory governance, input is gathered from all constituencies each time a policy, practice, or publication is created
or changed. Publications printed periodically—the Catalog, Class Schedule, Distance Learning Guide, Transfer Handbook for Student Success, Career
and Technical Education Certificate Programs, and the Annual Report—are reviewed by a variety of individual staff and committees representing
faculty, students, and administrators. Each document is checked to ensure accurate representation of the College mission, programs, and services.
The College Web site includes a calendar of events, a searchable schedule, information on all departments, hyper-linked e-mail address directory,
information on all College publications, current news releases, special messages, and all official publications. The Catalog serves as the primary
source of information about educational purposes; degrees; curricular and course offerings; academic calendar; program length; and names of
administrators, faculty and governing board. The Catalog and Class Schedule are available online. The Class Schedule is mailed to all residents in
Standard II. A. Instructional Programs
the Coast District and all current students. It includes information about current course offerings, requirements for admission, educational
resources, student fees and financial obligations, current semester calendar, financial aid, refund policies, and telephone contact numbers for all
departments of the College.
The Office of Instruction is responsible for the precise and accurate information on course offerings that is published in the Class Schedule and the
Catalog. The Office of Student Services is responsible for updating and publishing the Instructor Manual each fall. The manual contains a
comprehensive review of Coastline policies and procedures for in-class registration, attendance accounting, and grading. The manual also
summarizes the types of student fees and student procedures for payment.
The Marketing and Public Relations Department issues an Annual Report as part of the fall edition of the Coastliner College newsletter (document
2A.39). The report is distributed to community business and organizations, donors, volunteers, employees of the College, students, and other
affiliated groups. The report provides an overview of College accomplishments, highlights, and events and recognizes contributions that take place
during each academic year. Marketing and Public Relations is also responsible for developing and ensuring the accuracy of internal and external
campus publications. The director serves as the official College spokesperson.
The Student Services Office is responsible for precise, accurate, and current information that pertains to requirements for admission, important
dates related to the academic calendar, student service policies, student fees, financial obligations, financial aid, and refunds. The Counseling and
Guidance Office is responsible for ensuring that all information concerning degree and certificate programs, transfer programs, matriculation, and
educational resources in the Catalog and other publications is accurate and current.
Self Evaluation
Information about College programs, services, and activities is accurate, consistent, and complete, according to survey data and conversations with
faculty and staff. Because of its decentralized, multi-campus structure, Coastline uses several methods to communicate with students, faculty,
staff, and the general public. In the last several years, use of electronic communications has increased.
Although College publications are clear, consistent, and accurate, College faculty and staff involved with the utilization and production of the
Catalog, the Transfer Handbook for Student Success, and the Career and Technical Education Certificate Programs handbook have expressed the
need to process the timing of these publications to be available before the fall semester. The career and technical education dean is working with
staff and faculty to improve career and transfer guides.
The College Web site is accurate, and the major documents posted there are up-to-date. A process has been developed to ensure that “passive”
sites, such as the Academic Senate Web page and other departmental Web pages that are linked to the main College Web site, remain up to date.
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140
Responses to the Survey statement “Coastline reviews on a regular basis all policies, procedures and publications to assure accurate representation
of its services” were—Favorable and Unfavorable respectively—as follows: full-time faculty: 81% and 0%; part-time faculty: 88% and 4%; full-time
classified: 75% and 13%; part-time classified: 100%: and management: 56% and 6% (F & S Survey Item 26).
Planning Agen da
1. Create a plan to ensure that time-sensitive publications such as the Catalog are produced in a timely manner.
II.A.7.
In order to assur e th e 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 w orldviews. These policies make clear the
institution’s commitm ent t o the free pursuit and dissemi nation of kn owledge.
II.A.7.a.
Faculty distinguish between personal conviction and professionally accepted vi ews in a
discipline. They present data and information fairly and objectively.
Descriptive Summary
Faculty are guided by Coast Community College District Board Policy 030-3-1.5, Academic Freedom, which notes that faculty members “shall not
be subject to any adverse action affecting . . . employment status” if they “examine or endorse unpopular or controversial ideas appropriate to
course content” in student discussions or in academic research and publications (document 2A.41). Additional sections of the statement refer to
faculty members’ responsibilities not to speak “for the College or District” when speaking or writing as a private citizen, out of the classroom.
The statement about academic freedom and responsibility is available to faculty and is a part of the CFE/AFT and CCA contracts for full- and parttime faculty. A motion in support of academic freedom was passed by Coastline’s Academic Senate on May 11, 1993, and the Academic Senate
reaffirmed its support of the academic freedom statement on October 19, 1999.
The academic freedom statement adopted by the District in 1989 (see above) includes sections that address these issues for faculty. More
specifically, it states that “the faculty member shall attempt to be accurate, objective, and show respect for the opinions of others.” In addition,
faculty members are responsible for “presenting all points of view, including library materials of interest, information, and enlightenment, without
regard to the race or nationality or social, political or religious view of the authors.”
Students who feel that faculty members have not presented fair, objective information in class or who think personal convictions of a faculty
member have had a negative effect on class discussions, course objectives, or a student’s grade, can speak with the Vice President of Instruction.
As explained on page 63 of the Catalog, all students have the right to petition for redress of grievances. Grievance petitions are available in the
Office of Student Services.
Standard II. A. Instructional Programs
141
Self Evaluation
The District’s statement on academic freedom is strongly supported by faculty; a printed copy is available in several different places; and the
Academic Senate has voted its strong support for academic freedom.
Student opinions, as shown in Table 2A.9, are that Coastline faculty and staff treat them fairly and present information in a fair and objectively
manner, without letting personal convictions negatively influence the content or progress of the course.
Stu dent R es ponse s*
No n-Military O nly
Military O nly
All Students
Students are treated fairly at this college, regardless of gender, ethnicity, or sexual preference(Student
Favorabl e
97%
96%
92%
Survey Item 1).
Unfav orabl e
3%
1%
3%
Instructors treat me with respect and dignity (Student Survey Item 2).
Favorabl e
94%
95%
90%
1%
3%
94%
90%
2%
3%
Table 2A.9 Student Opinion: Fairness and Objectivity
Unfav orabl e
Faculty attempt to be fair and objective in their presentation of course material (Student Survey Item 7). Favorabl e
Unfav orabl e
92%
* The balance of responses (100% minus Favorable plus Unfavorable) were Neutral.
Planning Agen da
No planning recommendations at this time.
II.A.7.b.
The institution establishes and publ ishes clear expectations concerning student academic
honesty and consequences for dishonesty.
Descriptive Summary
The College has the responsibility of ensuring that grades represent the knowledge and skill level of each student. Faculty have the primary
authority to ensure that academic honesty is maintained in their classes, but students also share that responsibility and are expected to refrain
from acts of academic dishonesty. District Board Policy 030-10-1 Student Code of Conduct and Disciplinary Procedures delineates expectations
concerning appropriate student behavior and sanctions for violations.
142
A definition of Academic Honesty, including examples of violations, appears on page 54 of the Catalog and is included in the fall and spring Class
Schedules. An instructor who has evidence that an act of academic dishonesty has occurred shall, after speaking to the student, take one or more
of the following actions: issue a reprimand; give the student an “F” grade, zero points, or a reduced number of points on all or part of a particular
paper, or examination; or assign an “F” grade for the course. NOTE: A grade of “F” assigned to a student for academic dishonesty is final and
shall be placed on the transcript. If the student withdraws from the course, a “W” grade will not replace an “F” assigned for academic dishonesty.
Self Evaluation
The District has established, and Coastline publishes in its Catalog and Class Schedule, clear expectations concerning student academic honesty and
consequences for dishonesty.
Planning Agen da
No planning recommendations at this time.
II.A.7.c.
Institutions that require conformity to specific codes of conduct of staff, faculty,
administrators, or students, or that seek to instill specific beliefs or world views, give clear prior notice of
such policies, including statements in the Catalog and/or appropriate faculty or student handbooks.
Descriptive Summary
As a publicly supported community college, Coastline does not seek to instill any specific beliefs or world views.
Details of publication of codes of conduct for faculty, staff, and students are given earlier for ethical principles and civility and willingness to
assume responsibilities (II.A.3.c); academic freedom (II.A.7); faculty to distinguish between personal conviction and professionally accepted views
(II.A.7.a); and student academic honesty (II.A.7.b).
Self Evaluation
The College complies with this Standard.
Planning Agen da
No planning recommendations at this time.
Standard II. A. Instructional Programs
II.A.8.
Institutions offering curricula in f oreign locations to stu dents other than U.S. nationals
operate in conformit y with standards and applicable Commission policies.
Descriptive Summary
Coastline offers distance learning curricula worldwide in conformity with standards and applicable Commission policies, the same as those curricula
are offered in California. Coastline operates no formal educational programs in foreign locations.
Self Evaluation
The College complies with this Standard.
Planning Agen da
No planning recommendations at this time.
Standard II.A. List of Documents
2A.1
Program Review Handbook
2A.2
History of Curriculum Committee
2A.3
Midterm Report: Research Plan 2002-2003
2A.4
Responses to Recommendations from Most Recent Evaluation
2A.5
Gerontology Alumni Survey Questionnaire
2A.6
Advisory Board Community Member Survey
2A.7
Paralegal Studies Graduate Survey
2A.8
A Guide to Writing Course-Level Student Learning Outcomes
2A.9
Measuring Success Newsletter
Chronology of Student Learning Outcome Work at Coastline College
The Eight Degree-Level Learning Outcomes for Coastline Community College
Procedural Manual for Coastline Community College Advisory Committees
STAR Program
Access Program
Class Schedule
Distance Learning Guide
Coastline Military Education Program
Petition to Substitute and/or Waive Academic Requirements
2A.10
2A.14
2A.15
2A.16
2A.17
2A.18
2A.19
2A.20
2A.21
143
144
2A.23
Coastline College Rubric Builder
2A.24
Rubric: Drawing a Portrait
2A.25
Board Policy 030-3-1, Curriculum Development and Approval
2A.26
Military Program Review Report, 2006
2A.27
Military Program Review Validation Report, 2006
2A.28
CFE/AFT Local 1911 Labor Agreement
2A.29
CTA/NEA Union Agreement
2A.30
Department Chair Positions for 2005-07
2A.31
Proctoring Policy for Distance Learning Students
2A.32
Fall/Spring 2004-2005 Annual Distance Learning Education Institutional Survey Results
2A.33
SLO Update, Spring 2006
2A.34
Instructor Manual
2A.35
Academic Advising Plans, Options I, II, and III
2A.36
New Course Proposal Form
2A.37
Career and Technical Education Certificate Programs
2A.39
Annual Report (Coastliner, Fall 2006)
2A.40
Program Vitality Evaluation
2A.41
Board Policy 030-3-1.5, Academic Freedom
2A.42
Study Aboard at Coastline
2A.43
Board Policy 030-3-6, International Credit Programs
2A.44
Board Policy 030-3-7, International and Multicultural Education
Standard II.B. Student Support Services
II.B.
Student Support Services
The institution r ecruits and admits diverse students who are able to ben efit from its programs, consistent
with its mission. Student support s ervices address the id entified needs of students and enhance a supportive
learning environment. The entir e student pathway through the institutional experience is characterized by a
concern for st udent access, progress, learning, and success. The institution syst ematically assesses student
support services using student l earning outcomes, facult y and staff input, and other appropriate measures
in order to improve th e effectiv eness of th ese ser vices.
II.B.1.
The institution assur es th e quality of student support ser vices and demonstrates that thes e
services, regardless of location or means of delivery, su pport student learning and enhance achievement of
the mission of the in stitution.
Descriptive Summary
Coastline Community College has articulated the College’s mission by identifying the priorities for student support services in the College Master
Plan (document 1A.4):
Priority 1—CCC [Coastline Community College] will create, expand, and enhance educational programs and student support services that
reflect the College’s global orientation in order to attract, retain, and successfully graduate its students.
Priority 3—CCC will develop and implement a model student services program that will enhance student access and success utilizing state-of-theart technology.
The College’s commitment in assuring the quality of student support services is exemplified in its systematic planning and evaluation processes. In
the summer of 2001 a planning project was initiated with the assistance of a consultant. The planning project focused on strengthening Virtual
Services to students and the development and/or revision of the goals and objectives of each student service program to meet existing student
needs and institutional goals. The Student Services Planning Team (SSPT) was established to ensure the structural integration of this planning
process. The team is comprised of department managers, program directors, the Supervisor of Research, and the Research Assistant. Monthly
meetings are scheduled to discuss student service issues, prioritize staffing and budgetary needs, review program goals and objectives, strengthen
program review processes, and address department service outcomes and/or student learning outcomes.
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146
The innovation of Coastline is also evident in its strong integration of instructional and student services in such programs as the Incarcerated
Students Educational Program (ISEP), Special Programs and Services, and Military and other Contract Education Programs. Each of these programs
has developed processes whereby admissions, student follow-up, counseling, and instruction are all components of a seamless structure and
delivery system. This integration occurred not only as a result of the College’s innovative nature but also was influenced by the prior two Vice
Presidents of Student Services and Economic Development who served during the last six years. The first vice president focused most of his energy
on the Economic Development aspect of the title, and the second vice president focused on rebuilding and strengthening the student services
component after a period of drastic budget cuts that impacted the wing. Each of these areas of focus assisted in this innovative integration. The
College is committed to continuing efforts of integration with the hiring, in 2006, of two new vice presidents in Instruction and Student Services.
The Office of Research has played a critical role in the review and evaluation processes for student support services. Support programs such as
counseling, EOPS, Financial Aid, and DSPS undergo a rigorous review cycle as specified by the State Chancellor’s Office. Coastline has developed a
separate program review process for student support services, tailored to student needs for counseling, financial aid, admissions and records, and
other services (document 2B.1, Planning Document – Student Services Plan, 2006). Counseling was last reviewed through the Instructional
Program Review process in 2005. The review identified that the following objectives had been accomplished:
• Implementation of a decentralized counseling model, with counseling offered not only at the College Center but also at the Le-Jao, Garden
Grove, and Costa Mesa centers;
• Rebuilding of the full-time counseling staff and identifying adequate classified staff and physical resources to support counseling,
articulation, and other services;
• Expanded outreach and services to students through increased classroom visitations and
presentations; through implementation of online student orientation and online delivery of
other resources; and through enhanced technology-mediated communication and education
planning;
• Collaboration with other departments in the collegewide initiative to begin to identify and
track Student Learning Outcomes (SLOs);
• Improvement of the vitality of the counseling curriculum by adding new counseling courses
and adapting existing courses for delivery via distance education modalities.
The Distance Learning Department provides many services to students who live at a distance,
including Web services and self-help materials, registration assistance, and proctoring assistance.
The College Web site provides comprehensive information about Coastline, including an online
catalog, online class schedule, faculty and staff directories, and detailed descriptions of student
services and learning resources (“staff” refers to classified staff except where otherwise noted).
“Coastline enjoys an
exemplary reputation of
being highly innovative in
instructional delivery,
which presents challenges
and opportunities for
student support services to
meet that high bar of
delivery of services.”
Standard II.B. Student Support Services
Self Evaluation
The College is committed to providing student support services regardless of location or means of delivery and has traditional and several online
programs and systems in place to address this commitment (Virtual Library, online book services, online application, and orientation). Coastline
enjoys an exemplary reputation of being highly innovative in instructional delivery, which presents challenges and opportunities for student
support services to meet that high bar of delivery of services. The district as a whole was somewhat hampered with the PNI computerized student
management system as this system was not robust enough to provide the technological capabilities that were originally envisioned. The District is
undergoing a fast-track implementation of Project Voyager, an enterprise software system that will enable the colleges to develop online
registration and other critical student support online services. The financial and personnel components of the system have been implemented and
the student services admissions and registration component is slated to go live in the spring of 2007.
Coastline has also experienced a change in leadership in student services over the last six years. Three vice presidents and two Deans of
Counseling have served in these positions within the last six years. The Dean of Counseling and Special Programs position is currently vacant.
In spite of these transitions, the College has remained focused on providing access to quality services to students through both traditional and
virtual modalities. This commitment is evident in the planning processes, grants, and activities that have taken place during this period. (document
2B.2, Student Services Planning Documents, Title III).
General opinion of support services—Generally speaking, all constituencies surveyed agree that Coastline support services are high in
quality and support student learning irrespective of location or means of delivery. This holds true for students taking courses in College classrooms
and for those taking courses via distance learning; for military and non-military students; and for recent graduates as well as current students. By
and large, faculty and staff concur. (Documents 1A.2, Accreditation Self-Study Survey and 1B.12, Annual Graduate Petitioner Exit Survey).
Approximately half of all Coastline students take at least one course via distance learning. Measures of satisfaction with distance learning,
compared to the same criteria for learning in a classroom, are therefore significant. Table 2B.1 shows Self-Study Survey responses from students
taking classroom (“Regular”) courses, online courses, and hybrid courses that mix classroom meetings with online study. Responses are about the
same for all delivery modes.*
* Note: This report contains numerous references to the Accreditation Self-Study Survey of November 2005. The three parts of the Survey are abbreviated as follows: Student Su rvey, for the
Accreditation Self-Study Student Survey; F & S Sur vey for the Accreditation Self-Study Faculty and Staff Survey; and Ser vice Su rvey for the Accreditation Service Satisfaction Survey. In the
text, the abbreviation is followed by the number of a particular item—or question—in that survey. For example, F & S Su rvey Item 80 refers to Item 80 in the Faculty and Staff Survey. The
entire survey is accessible as document 1A.2, Accreditation Self-Study Survey. Many survey questions solicited a response of Favorable, Unfavorable, or Neutral. To save space, Neutral
percentages are not shown in this report. Favorable and Unfavorable percentages may therefore total less than 100%.
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148
Table 2B.1. Student Satisfaction Related to Instructional Delivery Mode
Percentage of Fa vorable
Respon ses, by Ty pe of
Deli very M ode *
Item No.
Hybri d
Student Survey Item
Online
Surv ey
Regular Cla ss-r oom
Student
No. 12
The college’s virtual library meets my needs.
77%
74%
77%
No. 23
Once a new course or program is implemented, the college provides the support resources
77%
76%
83%
(e.g., equipment) that are necessary.
*
No. 34
Counselors are available when I need them.
77%
76%
83%
No. 39
Questions about Coastline’s computers and software are answered by knowledgeable staff.
73%
79%
74%
Figures are for non-military students only. See complete survey results (document 1A.2) for responses from military students taking the same courses in the same modalities.
Planning Agen da
1. Coastline will strengthen and develop processes to ensure student access to services that support student learning, with special emphasis on
technological access points.
II.B.2.
The institution provides a catalog for its constituencies with precise, accurate, and current
information.
Descriptive Summary
The Coastline Community College Catalog (document 2B.3) is available in both print and electronic formats. The online version is available
through the College Web site (http://coastline.edu). Catalog contents are as follows; the references to page numbers correspond to both the
print and electronic catalogs for 2006-2007:
a. General Information
• Official Name, Address(es), Telephone Number(s)
• Web Site Address of the Institution
• Educational Mission
Note: The current version of the College Mission Statement is posted on the Coastline Web site.
The College is in the process of updating the printed version shown in the Catalog and other printed documents.
inside front cover
on back cover
page 8
Standard II.B. Student Support Services
•
•
•
•
•
•
•
Course, Program, and Degree Offerings
pages 19-51 and 69-149
Academic Calendar and Program Length
page 4
Academic Freedom Statement
54
Available Student Financial Aid
page 14
Available Learning Resources [in the Distance Learning Guide (document 2A.19) and in numerous separate brochures, leaflets, and other documents—printed and online]
Names and Degrees of Administrators and Faculty
pages 156-167
Names of Governing Board Members
page 1
b. Requirements
• Admissions
• Student Fees and Other Financial Obligations
• Degree, Certificates, Graduation and Transfer
page 12
pages 59-60
pages 19-51
c. Major Policies Affecting Students
•
•
•
•
•
•
Academic Regulations, including Academic Honesty
pages 53-67
Nondiscrimination
page 8
Acceptance of Transfer Credits
page 20
Grievance and Complaint Procedures
page 63
Sexual Harassment
page 64
Refund of Fees
page 62
d. Locations or publications where other policies may be found—Coastline publishes policies pertaining to admissions, academic
honesty, and code of conduct in the Catalog, in the Class Schedule (document 2A.18), and on the College Web site. All policies are consistent with
the College mission, the California Community College Education Code, and Matriculation regulations.
The Catalog, Class Schedule, supplemental counseling publications, and Web site contain accurate information about all programs and services at
Coastline. Supplemental counseling publications include Career and Technical Education Certificate Programs (document 2A.37) and the Transfer
Handbook for Student Success (document 2B.5). The Class Schedule is mailed to all residents in the Coast Community College District and to
currently enrolled out-of-District students each semester; approximately 293,308 households receive the Class Schedule. In addition, the Catalog is
available at no charge to students at the College Center and the Costa Mesa, Le-Jao, and Garden Grove Centers.
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150
The Catalog, Class Schedule, and Web site include admissions, graduation, social, academic, and refund policies, Code of Conduct (abbreviated
versions), and complaint and grievance procedures. The Board-approved Code of Conduct provides student information about specific conduct that
is expected of students (document 2B.6, Board Policy 030-10-1, Student Code of Conduct and Disciplinary Procedures). Copies of the complete
Code of Conduct and disciplinary procedures, which include complete definitions of violations, are available in the office of the Vice President of
Student Services.
All Student Services information is updated at least yearly. Currently, copies are available upon request at each learning center and are published
in the Catalog, Class Schedule, supplemental counseling publications, and several places on the College Web site (the Distance Learning page, for
example). English, Spanish, and Vietnamese translations of the abbreviated policy versions are posted in Learning Center classrooms.
Student services and policy information about the Associate in Arts degree, student conduct, counseling, health services, matriculation, and
telephone registration information are also available in Spanish and Vietnamese in various Coastline print materials. Telephonic registration is
available in Spanish and Vietnamese languages as well as English.
Self Evaluation
The Class Schedule and College Web site provide easy access to information on policies, procedures, and requirements. This information fulfills the
College Mission Statement: “Coastline is committed to student success through accessible and flexible education within and beyond the traditional
classroom.” The Class Schedule, which contains an Application to Register form, is mailed each semester to all residents of the Coast Community
College District and to currently enrolled out-of-district students. The application can also be printed from the Web site and then mailed to the
College, or it can be completed and submitted online.
In the Accreditation Self-Study Survey, students responded favorably to the College's publications. Eighty-nine percent of students responded
favorably to the statement “College publications clearly and adequately reflect actual practices at Coastline”; 9% were neutral and 3% were
unfavorable (Student Survey Item 11). Responses to the statement “Coastline's publications provide clear and accurate information about courses,
programs, degrees, certificates and services to its students” were 91% favorable, 6% neutral, and 3% unfavorable (Student Survey Item 33).
College faculty and staff concurred. Seventy-three percent agreed that “Counselors and instructors work together to make sure that students
receive accurate information about courses and programs”; 17% were neutral and 11% were unfavorable (F & S Survey Item 31).
Coastline delivers instruction at many locations in Orange County (document 1B.13, Map, Coastline Community College Sites). It is important that
each site maintain brochures and other printed information about the College in conspicuous locations. Some documents, and some sections of
other documents, are now printed in Spanish and Vietnamese as well as in English.
Planning Agen da
No planning recommendations at this time.
Standard II.B. Student Support Services
II.B.3.
The institution r esearches and identifies th e l earning support needs of it s student
population and provides appropriate services and programs to address those needs.
Description
Coastline hired a Supervisor of Research shortly after the last Accreditation Self-Study. The Supervisor heads the Office of Research and co-chairs
the Institutional Effectiveness (IE) Committee and the Matriculation Committee (document 1A.5, College Committee List). In collaboration with
the Instructor/Coordinator of Instructional Research (the other co-chair of the IE Committee), the Supervisor conducts research on courses,
programs, services, and the College as a whole. A variety of tools, techniques, and formats are used, depending on the nature of the research, the
timeline, and the constituency involved. The following are examples of research products that assessed student needs:
• Early Al ert—This program, developed and expanded by the Office of Research, provides instructors with timely feedback geared toward
helping at-risk students (document 1B.21, Early Alert Outcomes Study).
• Distance Learning Rea din ess—Building on a sample of 371 Coastline distance learning students, a study identified more than 30
indicators of student success in distance learning courses (document 1B.19). The findings of the survey gave impetus to a new course,
Education 107, that helps students develop the technological skills needed to succeed in distance learning courses.
• Matriculation Res earch—The Matriculation Committee meets regularly to plan studies and review research on student achievement.
For example, research in 2005-06 addressed course success rates. The 2006-07 research agenda will focus on the impact of reading on
student success.
• Half-unit Brush-up Courses—Several grants led to the implementation of ten short courses aimed at helping students improve specific
writing skills. Typical courses: Avoiding Punctuation Errors; Parts of Speech; Choosing Words Correctly; and Pronouns: A Review.
• Title III and Student Equity R esearch—Both programs involved extensive data analysis of several measures of student progress.
For details see documents 1B.6, Title III Baseline Measures Report (11/2005), and 1B.9, Student Equity Plan.
Coastline has a well-organized, comprehensive planning process built into its participatory governance structure, primarily through committees and
task forces composed of representatives from each constituency group, including students. Planning is based on outcomes of research and
Program Review findings, including qualitative student evaluations, usually in the form of surveys. The Student Advisory Council also serves as a
communication link between students and College administration regarding student proposals for the introduction and improvement of programs,
procedures, and services. (Document 2B.7, Bylaws of the CCC Student Advisory Council.)
Surveys and other data gathering activities within the past three years that address the learning support needs of students include the
Accreditation Self-Study Survey, the annual Graduate Petitioner Exit Survey, the annual Military Student Satisfaction survey, and EOPS pointcontact surveys. See Table 2B.2, Results of the Accreditation Self-Study Survey: Identifying and Meeting Student Support Needs. The scope and
practice of research at Coastline is discussed further in Standard I B (B.3, B.4, B.5, and B.6).
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152
Self Evaluation
Based on results of the Self-Study Survey, the majority of faculty, students, and staff agree that Coastline researches and identifies the learning
support needs of its students and provides appropriate support services to address those needs. Table 2B.3 summarizes pertinent responses to the
survey. Students generally agree that services such as tutoring, computers, other instructional equipment, and laboratories are satisfactory. Large
majorities of faculty and staff agree that the College represents itself accurately, provides comprehensive student support services, and evaluates
its services to ensure that student needs are being addressed.
The effectiveness of Early Alert is already documented in the Early Alert Outcomes Study. Updated information from instructors, shown in Table
2B.2, indicates steady and commendable growth in the use of this learning support tool, which serves an at-risk population.
Table 2B.2. Growth in Use of Early Al ert
Fall 2 00 4
Spring 2 0 05
Fall 2 00 5
Spring 2 0 06
Students
Alerts
39
92
377
514
491
817
590
1,091
Sections
4
15
21
54
Instructors
3
8
7
12
Standard II.B. Student Support Services
Table 2B.3. Results of the Accreditation Self-Study Survey:
Identifying and Meeting Student Support Needs
Respon ses
Faculty
& Staff
Survey Item
Item N o.
Favorabl e
*All St udents
Survey
153
Results of the Student Sur vey **
No. 14
The tutoring center is available and open at convenient times.
74%
No. 15
Computers are available on campus when I need them.
67%
No. 16
Computers and software on campus are up to date.
69%
No. 18
Instructional equipment for lectures (e.g., projectors, boards) is sufficient and up-to-date.
73%
No. 19
Instructional equipment in the laboratories is sufficient and up-to-date.
69%
Results of the Facult y & Sta ff Sur vey
No. 26
Coastline reviews on a regular basis all policies, procedures, and publications to assure accurate representation of
77%
No. 27
its services.
Coastline provides comprehensive student support services.
84%
No. 28
Student support services are offered in different modes, locations, and times to meet the needs of students.
87%
No. 29
Coastline regularly evaluates the learning support needs of its students and provides services and programs to
81%
address those needs.
*
Figures in this column represent responses for all students, military and non-military. See complete survey results (document 1A.2) for separate military and
non-military responses.
**
Because not all students use these services, the percentage of respondents indicating neutral (i.e., not applicable) ranged from 20% to 25%. See the complete
Student Survey (document 1A.2) for details.
Planning Agen da
No planning recommendations at this time.
II.B.3.a.
The institution assur es equitable access to all of its stud ents by providing appropriate,
comprehensive, and reliable services to students r egardless of ser vice location or deliver y m ethod.
154
Descriptive Summary
Coastline was established as a "college without walls" and in keeping with that tradition, continues to provide both local and remote students
with access to student support services using both traditional and technology-enabled delivery methods.
Coastline’s three main Learning Centers (Garden Grove, Le-Jao, and Costa Mesa) are fully equipped to fulfill a variety of student requests for
service during daytime and evening operating hours. At other sites, instructors provide limited services, such as in-class registration, and make
referrals to the nearest Coastline site where services are available. The Weekend College Program at the Costa Mesa Center also has limited
staffing available on Saturdays to assist students. Counseling is available at all three sites and online via e-mail. The application and student
orientation is available online. Librarian reference services (“Ask the Librarian”) are available by e-mail with response within 72 hours.
BEACHCOMBER, Coastline’s online database of curriculum-specific Web sites, is accessible at all times. All faculty have telephone numbers and
voicemail capabilities, and many provide e-mail addresses to students.
The Distance Learning department provides many services to students who live at a distance.
These services include Web resources and self-help materials, mail-in applications, registration
assistance, Bookstore mail-order materials, and proctoring assistance.
The College Web site includes basic information about the College, such as the staff directory;
the schedule of classes; registration information; and information about programs, degrees,
and certificates. The Web site also links to pages for financial aid and for online submission of
an Application to Register. Title III grant funding has enabled the College to develop online
delivery of orientation, assessment, tutoring, and Developmental Skills instruction. The
tutoring component was subsequently dropped as it did not serve a significant number of
“Coastline was
established as a ‘college
without walls’ and in
keeping with that
tradition, continues to
provide both local and
remote students with
access to student support
services…”
students. Although these services were developed primarily for distance learning students,
onsite students have benefited from them as well.
Following is a brief description of major student services available at Coastline. Descriptions cover both onsite and off-site service delivery. The
distributed nature of Coastline and the strong tradition of distance learning enhance student access to services.
ADMISSIONS AND R EC O RDS
Admissions and Records are responsible for maintaining all student information, records, and transcripts. The department also coordinates all
registration activities and student mailings each semester. Students submit an Application for Admission by mail, or online via the California
Community College Application Center (“CCCApply”), or in person at the College Center and Learning Centers.
Standard II.B. Student Support Services
Applicants receive an appointment date and time for touch-tone registration. To register, the applicant calls (714) 438-8250 and—interacting with
a menu, not a person—enters the necessary data. The system answers incoming calls with a tri-lingual request to select operation in the desired
language: “For English, press 1”; [then, in Vietnamese] “for Vietnamese, press 2”; [and, in Spanish] “for Spanish, press 3.” Late registration is
also offered.
The Distance Learning and Contract Education Programs work cooperatively with Admissions to provide specialized application and registration
procedures for students who do not live in the immediate area. Details appear in the Distance Learning Guide (document 2A.19).
ASSESSMENT C ENTER
Information about the Assessment Center appears in II.C.1.
BOOKSTOR E
Students can purchase textbooks, laboratory kits, and other materials by visiting the Bookstore, located in the College Center, or by ordering
online. The Self-Study Survey indicated that students are satisfied with the Bookstore. Among non-military students, 88% gave a “Favorable”
response to the statement “I am able to buy books from the Bookstore easily” (Student Survey Item 30).
LIMITED ENGLISH P R OFI CI ENT (LEP) STUDENT SUPPORT SER VIC ES
The Coastline ESL program operates its own parallel support service for LEP students. Bilingual staff provide assistance with registration and ESL
placement testing. Details of the Coastline ESL program appear in II.A.
FI N AN CIAL AID
Students seeking career and technical education training, an A.A. degree, or transfer to a four-year institution may qualify for federal, state, or
community financial assistance in the form of grants, low-interest loans, and work opportunities. Information accessible to students about
Financial Aid appears on the College Web site, in the Catalog, in the Class Schedule, and in the U.S. Department of Education booklet, Funding
Education Beyond High School: The Guide to Federal Student Aid (documents 2B.9 in English and 2B.10 in Spanish).
During the 2004-05 academic year, the Financial Aid Office served 11,040 Coastline students, who received a total of $4,497,944 in loans,
waivers, and other forms of financial assistance.
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H EALTH CAR E
Unlike traditional college health plans, where the institution itself delivers services on campus, the Coastline Student Health Services Program
offers a wide range of medical treatments and services under contract with Memorial Prompt Care, a private provider. Memorial Prompt Care is a
full–service primary care and urgent care center with onsite subspecialty physicians and ancillary services support. The center was established as
an affiliate of Long Beach Memorial Hospital and has been providing high quality medical care for the community since 1984. All of the
physicians are board certified in either primary or subspecialty medicine/surgery. The Coastline Student Health Services brochure is published in
English (document 2B.11), in Spanish (2B.12), and in Vietnamese (2B.13).
The student health program provides these services:

First Aid Medical Care

Medical/Health Assessments

Breast and Pelvic Examination

Wellness/Health Information

Mental Health Counseling

Alcohol and Drug Counseling

Immunizations

TB Skin Testing

Blood Pressure Screening

Vision and Hearing Screening

Medications

Orthopedic Supplies

Radiology Referrals

Health Care Provider and Community Agency Referrals

Optional Medical/Dental Insurance (available for purchase)
LEGAL CLINIC
The Legal Clinic, a Coastline-sponsored service offered in conjunction with Coastline’s Paralegal Studies A.A. degree/Certificate Program, provides
free legal counseling to students, alumni, faculty, and staff. Clients receive a free 30-minute consultation with an attorney (document 2B.14,
Legal Clinic Brochure). Since inception, in 1989, approximately 7,000 students, alumni, faculty, and staff have received legal information and
assistance.
A panel of volunteer attorneys and Coastline students who are enrolled in Paralegal Studies staff the Legal Clinic. The attorneys fulfill their probono responsibilities and assist in student training. Paralegal Studies students have the opportunity to gain practical experience and to meet
course practicum requirements. The students schedule appointments, interview clients, summarize data, and observe the attorney-client evaluation.
In addition to legal consultation, appointments are available for mediation services and for HICAP, the Health Insurance Counseling and Advocacy
Program that assists individuals with Medicare problems and other health insurance concerns.
Standard II.B. Student Support Services
In 1992, the Paralegal Studies Program opened an off-site Legal Clinic at the Costa Mesa Senior Center, a nonprofit organization that serves
individuals over the age of 50.
STUDENT SUCC ESS CENTE R
Information about the Student Success Center appears in II.C.1.
Self Evaluation
In responses to both the Self-Study Survey (November 2005) and the Graduate Petitioner survey (September 2005), students indicated a high
degree of satisfaction with services that they had heard of and subsequently used. Further study needs to be made of students who responded
that they had heard of a service but never used it and of students who were unaware of the service. The percentage of students who used a
service and were unsatisfied was generally under 3%. The areas in which the percentage was higher were Bookstore (3.8%) and Counseling
(4.3%).
The Coastline student body is largely adult, part-time, and geographically dispersed. The College has developed a comprehensive range of student
services with the flexibility to serve this demographic. Evaluation procedures for each service differ, depending on the nature of the service, its
funding requirements, and size.
The Accreditation Self Study Survey (November 2005) found that counselors are available when students need them: 79% favorable, 14%
neutral, and 7% unfavorable (Student Survey Item 34); and that counselors are perceived to be helpful: 83% favorable, 11% neutral, and 6%
(Student Survey Item 35).
Each year the Vice President of Student Services meets with staff to review department goals and objectives and to develop new objectives for the
coming year. These objectives are then reviewed by the College President.
Planning Agen da
Coastline will develop strategies to increase student awareness of student support services.
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II.B.3.b.
The institution provides an environment that encourages personal and civic responsibility,
as well as intellectual, aesthetic, and personal dev elopm ent for all of its students.
Descriptive Summary
The College surrounds the Coastline student with a physical, organizational, and intellectual environment that encourages personal and civic
responsibility and intellectual, aesthetic, and personal development.
An inviting physical environment—Coastline buildings and grounds are well maintained and aesthetically inviting. New construction
expands facilities and replaces outdated buildings: the Le-Jao Center replaced a leased elementary school. Facility upgrades, such as ramps and
automatic doors for the handicapped, render existing buildings more serviceable and attractive. The Student Center at Le-Jao Center provides a
new and convenient gathering place. Urgent facility requirements receive prompt attention from the Maintenance and Operations Department.
Encouraging personal and civic responsibil ity—One of Coastline’s Eight Degree-Level Outcomes is the demonstration of ethical civic,
environmental, and social responsibility. The Student Advisory Council exists to further the student’s acquaintance with these obligations. Political
Science courses introduce the student to the importance of human factors and personal involvement in shaping public policy. On Election Day,
students observe that involvement at first hand: Coastline volunteers its facilities to the Registrar of Voters as a public polling place, and voting
booths appear in the College lobby. Students also have voter registration opportunities.
Stimulating intellectual development—At Coastline, goals and activities are student-centered throughout the institution. Virtual
classrooms, a new College Web site, and the new Seaport Course Management System, for example, provide a higher level of engagement for
distance learning students (see III.C.1.a for details of Seaport). Included in Coastline’s eight Degree-Level Outcomes are the development of
information competency and the ability to use scientific and quantitative reasoning. There is an across-the-board emphasis on learning to apply
critical thinking and analysis. As spelled out in the “Critical Thinking” passage in the College Catalog (p. 68 in the 2005-2006 Catalog), “[A]ll
examinations, assignments and activities at Coastline reflect academic rigor by requiring critical thinking on the part of the student.”
Stimulating aesthetic development— Of the approximately 350 classes in the Coastline Class Schedule, at least 15% are classes in art,
music, or dance. The College operates its own art gallery. Exhibitions of student work are held regularly in the College Center.
Personal develo pment—Among the character traits that Coastline seeks to develop are an understanding of and respect for cultural and
global diversity. In the Coastline Master Plan, Priority 1 is “[C]reate, expand, and enhance educational programs and student support services that
reflect the College’s global orientation in order to attract, retain, and successfully graduate its students.” Many Coastline courses in disciplines
such as anthropology, foreign languages, and art touch on diversity issues. Courses such as Speech 103 (Introduction to Intercultural
Communications) require the student to confront diversity issues in detail.
Standard II.B. Student Support Services
Leading by exampl e: the Student Advisory Council—Coastline builds leadership skills through the Student Advisory Council (SAC), the
College’s primary student organization. Open to all students, SAC organizes activities that support the student body and activities that benefit the
community at large. Students are part of Coastline’s participation in the annual United Way campaign; in Angel Tree, a Christmas present
donation drive for underprivileged children; in textbook donation drives; and in Daffodil Days, a fund-raiser for cancer research. In 2002, Coastline
students manned phone banks as part of the campaign to pass the Measure C bond issue.
Student participation in Colleg e advocacy—Starting in 2003-04, SAC has sponsored an annual Advocacy Trip to Washington, D.C. The
SAC President joins the College President, the Academic Senate President, and the Dean of Planning, Development, and Government Relations for
a three day visit to the nation’s capital. Visits are thoroughly planned to include meetings with organizations and government offices that are
relevant to community college endeavors. The goal is to build mutual awareness among Coastline students and federal officials of Coastline’s
mission, programs, projects, services, and needs.
Immersion in a culture of excellenc e—To demonstrate its commitment to student excellence in scholarship and community service,
Coastline has applied to establish a campus chapter of Psi Beta, the national honor society in psychology for community and junior colleges
(document 2B.15, Psi Beta). The faculty sponsor expects Coastline’s chapter to be chartered by fall 2006. It is anticipated that distance learning
students will be able to participate in Psi Beta virtually through Web technology. Psi Beta will serve as a pilot for inspiring other discipline-themed
co-curricular opportunities for Coastline students.
Self Evaluation
In all respects, Coastline provides an environment that encourages personal and civic responsibility and intellectual, aesthetic, and personal
development.
Planning Agen da
No planning recommendations at this time.
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160
II.B.3.c.
The institution designs, maintains, and evaluates counseling and/or academic advising
programs to support student devel opment and succes s an d prepares faculty and other personnel r esponsible
for the advising function.
Descriptive Summary
Coastline has faculty and staff positioned to support student development and success and to advise students effectively. Counseling Program
Review (2005) findings indicated that counseling faculty regularly participate in professional conferences and discipline-related workshops and
maintain membership in professional organizations. The majority of Coastline counselors attend UC and CSU counselor conferences each year to
stay current on transfer issues. They also attend career conferences when held in the Southern California area. Part-time counselors are also
encouraged to attend conferences and workshops.
Full-time counselors actively pursue professional development courses and programs for salary advancement. Training opportunities are provided
throughout the year by the department chair to help counselors stay informed on program requirements and changes. The training has been well
received, and more is requested. In spring 2005, the counseling faculty participated in an all-day workshop addressing Student Learning
Outcomes. The workshop was designed to help faculty identify SLOs related to both counseling services and courses and to develop plans for
monitoring student success.
Coastline has designed, currently maintains, and regularly evaluates the following counseling and/or advising programs to support the general
student population as well as special student groups and targeted populations:
•
•
•
•
•
•
•
•
•
•
•
CalWORKs
Extended Opportunity Programs and Services (EOPS)
Incarcerated Student Education Program
International Student Program
Matriculation
Military Education Program
Orange County One-Stop Centers/Student Career and Employment Center
Online Student Services
Special Programs and Services for the Disabled (including the Acquired Brain Injury [ABI] program)
Transfer Center
Veterans Services
A Student Services Program Review has been developed and will be implemented beginning 2006-2007 for services that include Admissions,
Financial Aid, and Student Advisory Council. This process, which will also be applied to other student services programs, evaluates factors such as
the number of students served over a three-year period; an analysis of budget, staffing, and facilities over the same three-year period;
Standard II.B. Student Support Services
incorporation of aspects of the categorical program review requirements to limit duplication of efforts; and department service outcomes and/or
student learning outcomes.
CalWOR Ks
The Coastline CalWORKs program offers comprehensive support services such as child care vouchers, transportation assistance, assessment skills
testing, Developmental Skills remediation, financial aid assistance, tutoring services, job placement assistance, and work-study opportunities.
During the seven years from 1999-2000 through 2005-2006, the Coastline CalWORKs Program served 401 students (document 2B.16, CalWORKs
flyer).
EXTEND ED OPPORTU NITY P R OGRAMS AND SER VIC ES (EOPS)
Coastline’s Extended Opportunity Programs and Services (EOPS) offers a variety of programs to assist economically and educationally
disadvantaged students (document 2B.17, EOPS 2006-2007 Handbook). EOPS aims to provide qualified students with supplemental services and
support to help them achieve their educational goals. The Program also links the students with instruction and provides services to support
retention, transfer, and transition. Coastline EOPS strives to recruit students from a wide variety of ethnic backgrounds; document 2B.18,
Coastline EOPS Student Profile and Outcomes, gives details. To accommodate this diverse population, EOPS brochures are available in English
(document 2B.19), Spanish (2B.20), and Vietnamese (2B.21). In addition to English, Coastline EOPS staff speak Spanish, Vietnamese,
Cantonese, Mandarin, and Trieu Chau, a Chinese dialect. In the five academic years from 2001-02 through 2005-06 the Coastline EOPS Program
served a total of 1,368 students.
Since fall 1993, funding from Cooperative Agencies Resource for Education (CARE) has augmented EOPS Program services. CARE provides single
parents who are receiving welfare benefits with additional support and services to enable economic self-sufficiency and to reduce welfare
dependency. The EOPS Handbook explains CARE eligibility and benefits. CARE brochures published in English (document 2B.22), Spanish
(2B.23), and Vietnamese (2B.24) are available in the EOPS office.
INC AR C E R ATED STUDENT EDUC ATION P R OGR AM (ISEP)
Research shows that educational opportunities for the incarcerated reduce recidivism and reduce tensions within the prison. Besides fulfilling the
Coastline mission, the Incarcerated Student Education Program (ISEP) assists the California prison system in rehabilitating inmates and preparing
them for life outside prison walls. The impact of higher education is documented in Learning to Reduce Recidivism, A 50-State Analysis of
Postsecondary Correctional Education Policy, by The Institute for Higher Education Policy, November 2005 (document 2B.25).
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In 2005, Coastline negotiated an agreement with the California Department of Corrections and Rehabilitation (CDCR) to establish a pilot program
with nine California state prisons. The program provides accredited college-level distance learning courses, delivered on DVDs, to incarcerated
persons in California state prisons. At this time Coastline offers a non-transfer Associate in Arts degree in General Studies and Business. Coastline
also offers courses that will fulfill many of the CSU requirements for transfer. It is the goal of ISEP to develop and offer telecourses that will meet
the transfer requirements for the California State University system. Comprehensive resources have been developed for incarcerated students,
including the Incarcerated Student Education Guide (document 2B.28). Student educational plans and other Counseling services are provided via
e-mail and phone.
In spring 2005, Coastline enrolled 1,849 incarcerated students.
• 1,598 of the 1,849 students completed their courses (i.e., remained enrolled in the course for the entire semester, regardless of final
grade), a completion rate of 86%.
• 1,181 of the 1,849 students earned a grade of A, B, C, or Credit, a success rate of 64%.
INTER N ATI ON AL STUDENT PR OGR AM
The International Student Program at Coastline serves students in ESL and students in the regular College program; the proportion of international
students in ESL is higher than in the regular College program. Seventeen students were enrolled in the program in spring 2006. Enrollments have
gradually increased over the past two years. In February 2005, the College started an active recruiting campaign for this program by joining a
recruitment company—Hobsons—which places advertising both online and in two catalogs that circulate to schools in most foreign countries. An
international student Web site was developed as part of the Coastline Web site in preparation for the opening of the Le-Jao Center in 2006. Later
in 2006, the International Student Program will be advertised with the American Association of Community Colleges to boost enrollment.
MATRI CULATI ON
The Matriculation Committee is co-chaired by the Supervisor of Research and the Counseling Department Chair. The committee, which meets four
times a year, renewed Coastline’s official credit and non-credit matriculation plans in 2004-05 (documents 1B.10, College Matriculation Plan
[Credit], and 1B.11, Non-Credit Matriculation Plan).
Upon completion of 12 units or enrollment in more than six units in the first semester, students are advised that they must participate in
matriculation, an organized process of orientation, assessment, counseling, and student progress follow-up. To assist students in this process,
questions have been added to the Application to Register, answers to which will help the Admissions Office identify students who require
matriculation. The questions are on the second page of the Application; a copy is printed inside the back cover of the Class Schedule (document
2A.18).
Standard II.B. Student Support Services
Matriculation operations are coordinated from the College Center; services (admissions, registration, counseling, and orientation) are available at
the various learning centers. ESL assessment is offered at the Le-Jao Center. Coastline offers placement testing at places and in formats suited to
a student’s location and circumstances; see II.B.3.e for details. Orientation is offered by counselors or online at www.coastlinestudentguide.com.
MILITAR Y EDUC ATION PR OGR AM
Coastline has created a virtual global campus, with courses offered worldwide to service members in all branches of the U. S. armed forces. In
support of the College’s mission to deliver education both within and outside its brick and mortar confines, Coastline serves more than 10,000
military students in virtual online classrooms on military bases and in areas of conflict throughout the world. Courses are delivered on CD-ROM to
students deployed to areas with no Internet access. Coastline students are located around the globe, including such places as Iraq and
Afghanistan, and aboard ships and submarines at sea.
Noteworthy to the success of the military program is the unique integration that has developed between the Contract Education, Military
Education, and Distance Learning managers. (In document 3D.18, College Organization Chart, see the Academic and Classified Management
page.) The Director of Contract Development and Operations reports to the Vice President of Student Services. The Dean of Distance Learning and
the Dean of Military/Contract Education report to the Vice President of Instruction. The three managers and their departments work collaboratively
to provide all aspects of services required under the contracts involved. This collaboration is essential to the continued success of Coastline’s
military program.
The Military Education Program requires close coordination between the College and over one hundred military education centers at military
installations worldwide. The program is self-sustaining, funded entirely through government contract and tuition assistance (TA) paid by the
military services for individual servicemembers’ tuition expenses. Administering the program requires staff trained in the admissions, registration,
and invoicing procedures peculiar to the military, which differ in many respects from normal College functions in these areas.
Similarly, counseling, evaluations, and fulfillment of various contract deliverables require different skill sets from those needed for student service
functions with civilian students. Accordingly, there is a specially trained cadre of student service professionals within the department, which is
above and beyond the regular College student services operation. In addition, sophisticated, technological mechanisms enable the College to
deliver student support services to our service member students throughout the world.
The largest contract education program for military personnel is the Navy College Program for Afloat College Education (NCPACE), in which
Coastline manages a consortium of ten colleges that provide technology-delivered (primarily CD-ROM) courses to sailors aboard deployed ships at
sea. The Contract Education Operations unit at Coastline designed, developed, and manages a data information management system—the Data
Management Exchange Network (DMEN)—which enables Coastline’s management role in NCPACE. Secure access to the DMEN portal is given to
partner colleges and distance learning site managers at Navy bases worldwide. All programmatic transactions, such as student admission and
registration, grade reporting, and invoicing, are entered, recorded, and monitored through this portal. The system provides reporting and
communication tools to ensure contract compliance and to exercise quality control for all operations.
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The past five years have seen dramatic growth in the Coastline military online education program. In the summer session of 2001, there were 75
enrollments. In fall 2004 there were 809 enrollments. In the second session of fall 2005 there were over 1600 enrollments. The majority of
military students are pursuing an A.A. degree. The number of military graduates has roughly doubled each year for the past five years. In June
2005 the College graduated 500 military students—more than half of the entire Coastline graduating class. More than 750 military students
graduated in June 2006.
OR ANGE COU NTY ON E-STOP C ENTER S/ STUDENT CAR E E R AN D EMPLOYM ENT CENTE R
The Orange County One-Stop Centers/Student Career and Employment Center are another unique program of Coastline student support services.
With the collaboration and funding support of federal, state, and county agencies, Coastline Community College operates three One-Stop Centers
in Orange County. The centers provide seamless and comprehensive employment and training related services under one roof to the general public
and Coastline student job seekers (document 2B.26, Resources and Services for Job Seekers; Orange County One-Stop Centers).
All three centers use GadBall, the unique electronic job distribution network and career management portal. GadBall gives job seekers access to
more than 200,000 active job leads, a career e-mail address, a career management portal to receive and manage all inquiries to their resumes,
and the ability to distribute their resumes online to all of the major job boards with one click of the mouse, once an online resume is created.
The One-Stops also provide free access to computers, copiers, fax machines, and telephones; postal mail service to submit applications and
resumes not sent electronically; a career resource library; career planning and job search coaching; the latest statistics and trends on the Orange
County job market; training referrals; networking opportunities; resume and interviewing skills coaching; assistance in identifying marketable
skills; and specialized services for dislocated worker, adult low-income, youth, veterans, seniors, and individuals with disabilities.
Information on upcoming job and career fairs, on-site interviews with local employers, and the latest in computer literacy and employment skills
assessment are available at the Student Career and Employment Center located at the Orange County One-Stop Center (hereinafter the One-Stop
Center or Centers) in the City of Westminster. These services are available to all Coastline students.
Students with disabilities can access a wide variety of programs available to support their successful entry into the workforce through the Disability
Program Navigator (DPN). The DPN connects such individuals to programs and benefits to assure that each individual receives the level of benefits,
services, and support needed. The DPN serves as a resource link to obtaining assistive technology for employment. He or she can help find
answers to benefit-related questions and is knowledgeable about the utilization of Social Security Work Incentives. Also available, as needed, is
the service of an interpreter for students who are deaf or hard of hearing.
The Employment Development Department, the County of Orange Social Services Agency, and the State Department of Rehabilitation share space
at two of the One-Stop Centers; more than 50 other community services agencies partner in the operation of the One-Stop System. The Centers are
located in Westminster and Irvine; there is a satellite facility in Fullerton. Hours of operation are Monday through Friday, 8:00 a.m. to 5:00 p.m.
Extended hours of operation at the Westminster and Irvine facilities allow job seekers access to services until 7:00 pm Monday through Thursday.
Standard II.B. Student Support Services
The total number of visits to the Orange County One-Stop Center at its prior location in Costa Mesa was 48,987 during 2003-04 and 43,148
during 2004-05.
In age, Coastline students range from less than 19 years to over 50. Distribution by age is 3,080 less than 29 years, 3,473 between 30 and 49,
and 3,386 over 50. Most Coastline students already have experience searching for employment; many are currently employed. Limited statistical
data is currently available on the number of students accessing the One-Stop Centers/Student Career and Employment Center. One-Stop Center
sign-in sheets have recently been redesigned to include Coastline as a partner within the Center for students to access the Student Career and
Employment Center. Information about that Center has also been added to the weekly orientations held at the One-Stop.
ONLIN E STUDENT SER VI C ES
Unlike most community colleges, Coastline has no central campus. Instruction is instead offered in various locations throughout western Orange
County (document 1B.13, Map, Coastline Community College Sites). The typical Coastline student is either a distance learner or an in-class
student studying onsite at various locations or a combination of both. Recognizing that traditional face-to-face counseling does not meet the
needs of every student, the Counseling Department has implemented options for students to receive counseling through e-mail (online advising),
telephone, fax, and postal mail. Counselors continue to explore other innovative ways to provide counseling at a distance. A contract counselor
has been identified to work on the development of a more structured online advising program.
The counseling staff consists of two full-time generalists, one half-time generalist, one half-time articulation officer/counselor and one half-time
counselor for ESL students. To assist the counseling staff a system was implemented whereby new students can complete Online Orientation
before meeting with a counselor. Students can obtain a great deal of information through the Online Orientation, but if they have unanswered or
complicated questions that need expert attention, students can call to schedule an appointment with a counselor.
The Online Student Orientation (www.coastlinestudentguide.com) was developed under Coastline’s Title III grant. The program takes about 30
minutes to complete. A total of 1120 students have successfully completed Online Student Orientation since the program went live in 2002.
Online orientation covers the same programs, policies, services, and college information as the traditional on-site meeting. A separate orientation,
tailored to military program requirements, is offered for military students.
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SPECI AL PR OGR AMS AND SER VI C ES F OR THE DISABLED (DSPS)
Coastline’s Office of Special Programs and Services for the Disabled provides support services to students with disabilities who are enrolled in
general education/transfer courses, career and technical education courses, and remedial/nontransfer courses. According to the Title 5
Implementation Guidelines of 1997, “Support services are those specialized services available to students with disabilities which are in addition to
the regular services provided to all students. Such services enable students to participate in regular activities, programs and classes offered by the
college.” The programs and services are funded by AB77 monies, which are categorically earmarked for students with disabilities in the College
through the state Chancellor’s Office for Disabled Students Programs and Services department. The services may include, but are not limited to
test-taking facilitation, registration assistance, adaptive equipment, interpreter services, note-taking services, and specialized tutoring and reader
services. Special Programs also provides the following specialized instructional programs:
ABI (Acquired Brain Injury) Program—This educational program provides structured cognitive retraining for adults who have sustained a
brain injury due to traumatic (such as a motor vehicle accident or fall) or non-traumatic (such as a non-age-related stroke, brain tumor, or
infection) injuries. Coastline’s ABI Program has developed a unique curriculum to address the special needs of the survivor. The ABI Program
emphasizes cognitive retraining, socialization, and career development to promote individual responsibility and independence. Students in the
program learn strategies to compensate for deficits in verbal and figural skills, attention, memory, critical thinking, and organization. Coastline
was the first community college in the nation to offer such a program, which has long served as a model for other colleges.
Adaptive F itness for Seniors—the program consists of ten courses designed to assist seniors with disabilities in the maintenance of general
physical fitness and balance. Students participate in one to three class meetings per week for up to two hours. Classes are held at Oasis,
Fountain Valley, and Westminster Senior Centers as well as Coastline’s Le-Jao Center.
Developmentall y Dela ye d Learner (DDL) Program—
• DDL Community - is an educational program designed for students with very mild to moderate developmental delays (below average
intellectual functioning with a potential for measurable achievement). Courses address primarily academic and fitness needs to foster
maximum independence and health. This program serves approximately 400 students. Classes are offered at the Costa Mesa Center as well
as satellite sites in Westminster, Fountain Valley, Garden Grove, San Juan Capistrano, and Irvine, with future sites pending.
• DDL Fairview Developmental Center – is an educational program designed for students who reside at Fairview Developmental
Center. These students have moderate to severe developmental delays and may have other disabilities such as mental illness and/or
physical impairments. A variety of courses are offered including academics, music, art, communications, food preparation, computer skills,
etc. This program is 100% funded by state categorical money earmarked for the Fairview Developmental Center program. Approximately
400 students are served.
Standard II.B. Student Support Services
STAR
The STAR (Strategic, Technology-Assisted, Rapid) Program was designed to meet the needs of students with a short educational time line. STAR
students have the opportunity to complete 50 college units in just one year, even while working full time, by attending class two nights per week
and completing assignments online for their interdisciplinary class clusters (document 2A.16, STAR Program).
TRANS F E R CEN TE R
The Coastline Community College Transfer Center, located in the Garden Grove Learning Center, assists students, staff, and the general public in
making a smooth transition to a four-year institution. The transfer center was funded for three years through the University of California Irvine
Transfer Consortium grant, aiming at a 33% increase in transfers by 2005.
An extensive library of college and university catalogs is available in the Transfer Center. Three computer stations with printing capability are
provided free for student usage. Internet access for transfer research and online application to various CSU, UC, and private institutions is
available. Students can use the Eureka Career Information system for research in careers, employment outlook, scholarship, and educational
institutions. Part-time personnel are available to assist students with transfer and career issues and to provide tips on using Transfer Center
resources. Other services include information on majors, on colleges, appointments with university representatives, special workshops, and the
annual University Transfer Event.
TUTOR I NG
Coastline offers tutoring at the Student Success Center; see II.C.1 in Standard II.C. Tutoring for Coastline EOPS students is offered at Golden West
College under special arrangements with that institution.
VETE R ANS’ SER VI C ES
The Veterans Service Office (VSO), located at the College Center, serves approximately 150 veterans each semester; the number has about
doubled in the years since Sept. 11, 2001. The VSO provides certification service, electronically certifying each veteran’s status to the Department
of Veterans Affairs; processes GI Bill applications; and maintains files and monitors the courses in each veteran student’s educational plan.
Referrals are made to appropriate departments for counseling, assessment, and other student services. The majority of Coastline veterans are
distance learning students with whom the VSO transacts business by phone and e-mail.
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168
Self Evaluation
It is evident that the College provides a comprehensive schedule of student support services. Some are traditional; others are unique to Coastline.
With its largely part-time, adult, and dispersed student body, the College is challenged to ensure that all students are aware of the myriad of
services available to them and to ensure that students have access to as many of these support services as possible. An additional challenge is
Coastline’s distributive nature of delivery of services.
Processes are in place to strengthen collaboration and communication between the programs. A first-ever Student Services Wing Retreat, held in
July 2006, provided an opportunity for counselors, faculty, and staff to meet and hear about each other’s programs Mini-retreats within each
program and service will be scheduled throughout the year to reinforce the concept and value of student development in the delivery of services.
Plans are also being made to establish an electronic student services newsletter.
Students and faculty and staff express a high degree of satisfaction with services. In some cases, such as the Acquired Brain Injury and
Incarcerated Student Education programs, student testimonials are a touching tribute to the dedication and professional skill of faculty and staff.
Planning Agen da
1. Establish structures and strategies to strengthen communication and collaboration within Student Services
2. Develop and implement mechanisms to communicate with students about the various services and college activities available to them.
II.B.3.d.
The institution designs and maintains appropriate programs, practices, and services that
support and enhance student understanding and appreciation of diversity.
Descriptive Summary
Inclusiveness for students, faculty, and staff, in policies and in practices, is key to the Coastline institutional culture. This outlook manifests itself
in many ways:
Events, staff, and programs that cele brate students with diverse backgrounds—Special commencement ceremonies are held
for ESL students and for students in Coastline’s nationally prominent Acquired Brain Injury (ABI) program. Coastliners are recognized contributors
to the cause of diversity: the Regina Stanback-Stroud Diversity Award from the Academic Senate for California Community Colleges was awarded to
the current EOPS Counselor/Coordinator in 2005 and to a Coastline Professor of Psychology in 2004. Coastline is in the process of establishing a
Latino Youth Leadership Academy.
Standard II.B. Student Support Services
Programs that connect Coastline students with students of other cultures—Two grant-funded programs, ICE-T and NORATEC,
connect Coastline students with their counterparts at colleges in Mexico and Canada. In these programs, students in the three countries
collaborate on joint class projects via computer connection.
Targeted marketing—The Marketing and Public Relations Department reaches out to local ethnic populations through marketing in Spanish
and Vietnamese (document 2B.27, Mis posibilidades son infinitas, Careermart, 1/18/06). Coastline and the Orange County One-Stop Centers
participate in the Orange County Diversity Job Fair, joining such organizations as the Hispanic Chamber of Commerce, the Asian Business
Association of Orange County, and Asian Community Development, to connect students with major local employers.
Consistent hiring practices to promote diversity—Coastline hires with an institutional commitment toward faculty and staff that are
drawn from pools of candidates reflective of the surrounding community. The Staff Diversity Committee sponsors programs for faculty and staff
throughout the year that build knowledge and promote awareness of diversity issues and concerns.
Total commitment to Section 508—Coastline is committed to full compliance with Section 508 of the Americans with Disabilities Act.
Ongoing activities include assuring compliance on College Web sites and providing closed captioning in distance learning courseware.
A college open to all —Coastline places a broad interpretation on its obligation to provide open access. Coastline seeks students that many
institutions reluctantly (if at all), such as CalWORKs clients, the incarcerated, and students with severe cognitive and/or physical disabilities.
Self Evaluation
The Accreditation Self Study Survey found that most students are comfortable with the climate of diversity at Coastline. Ninety-two percent agreed
that “Students are treated fairly at this college, regardless of gender, ethnicity, or sexual preference”; less than 4% responded unfavorably
(Student Survey Item 1). Ninety percent agreed that “Instructors treat me with respect and dignity”; less than 3% responded unfavorably (Student
Survey Item 2).
Coastline meets this standard as it fulfills its mission to provide “High quality instructional programs and services that meet the needs of students
in diverse local and global populations.” Coastline’s penchant for creativity, innovation, and entrepreneurship has served as fertile ground for such
programs as the Incarcerated Student Education Program, the Acquired Brain Injury Program, Developmentally Delayed Learner Program, Military
Education Program, Early College High School, and Latino Youth Leadership Academy, to name a few. The institution infuses student
understanding and appreciation of diversity throughout its curriculum offerings, programs, workshops, staff development, and numerous cultural
activities.
Planning Agen da
No planning recommendations at this time.
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170
II.B.3.e.
The institution r egularly evaluates admissions and placement instrum ents and practices to
validate their effectiv eness while mini mizing biases.
Descriptive Summary
All of Coastline’s placement tests are currently approved for use by the State Chancellor’s Office. The math test, a locally managed test, was
developed in-house through the collaborative efforts of the mathematics faculty and the Coastline Office of Research. The College Board Computer
Placement Test (CPT) is used for English placement. The American College Testing (ACT) Compass instruments are used for ESL placement.
The Research Assistant facilitates all matriculation research studies required to maintain these placement instruments and to keep them on
approved status with the Chancellor’s Office. The matriculation researcher maintains all research files for the placement instruments. Each file
contains findings of research conducted to identify cut scores, validate multiple measures, and identify instances of potential disproportionate
impact.
Two approaches are used to assess the overall appropriateness of the placement processes for ESL, English, and mathematics. The first approach
involves consequential validity; a procedure whereby students and instructors are asked to provide their perceptions of the placement process.
Table 2B.4 is an example of a consequential validity study recently conducted for the English assessment and placement procedure. As shown in
Table 2B.4, 81% or more of the placed students agreed that their placement was appropriate into their respective English course. English
instructors felt that 68% or more of the English placements were appropriate. The second approach for assessing the placement processes involves
tracking the rates at which students succeed in placed courses and comparing these success rates to students who entered the course through
other means (i.e., having completed the prerequisite course). Both approaches have shown positive support for Coastline’s placement procedures.
Except for EOPS students, Coastline does not require placement testing of students prior to first- time enrollment. Only upon completion of 12
units or the enrollment in more than 6 units in the first semester are students advised that they are required to participate in matriculation.
Students taking the placement tests are generally either referred by counseling or are self-referred students who are seeking to establish eligibility
to enroll in English or math courses that have prerequisites. Matriculation operations are coordinated from the College Center; related services are
offered at the various learning centers. Questions have been added to the Application to Register to help the Admissions Office identify students
that require matriculation.
Standard II.B. Student Support Services
Table 2B.4. English Placement Test Evaluation: Consequ ential Validity Study
Cour se *
English 102
English 100
English
099AB
Student Res ponses
I place d int o this c our se by:
Completing the prerequisite course.
18%
42%
52%
Taking the English placement test (see statistics
76%
50%
8%
below)
Recommendation from an English instructor at his
2%
Instructor Responses
2%
college.
Evaluation of my transcripts or placement.
4%
8%
38%
Students were asked this question: Whi ch of the
Instructors were asked to indicate the appropriateness
foll owing state ments is m ost tru e of your
of a student’s placement in the English course by
place ment in this c ourse?
responding to the options below:
This course is too difficult

Inappropriatel y plac ed – student’s
 skil l level is too low (should have
enrolle d in a lower level class).
13%
7%
16 %
25 %
81%
89%
100%
for me.
68 %
73 %
10 0 %
This course is too easy for me. 
6%
4%
16 %
2%
for me.
This course is the right level
* Courses:

 Appropriatel y place d.
Inappropriatel y plac ed – student’s
 skil l level is too high (should have
enrolle d in a higher level class).
E099 – Fundamentals of Composition
E100 – Freshman Composition
E102 – Critical Reasoning, Reading and Writing
Source:
Legend:
XX%- Student Responses
English Placement Test Evaluation, May 11, 2005
(document 1B.32 ).
XX % - Instructor Responses
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172
Self Evaluation
All current research indicates that Coastline placement methods, instruments, and procedures do not discriminate, and they provide good
placement information to students. In general, students feel that they are placed properly more often than their instructors do. Table 2B.4, which
summarizes the results of a consequential validity test evaluation of English placement, shows this distinction. In English 099, Fundamentals of
Composition, 81% of student respondents believed, “This course is the right level for me.” Only 68% of instructors agreed.
Planning Agen da
No planning recommendations at this time.
II.B.3.f.
The institution maintains student records permanently, s ecurely, and confidentially, with
provision for s ecure backup of all files, r egardless of th e form in which thos e fil es are maintained. The
institution publishes and follows established policies for release of student r ecords.
Descriptive Summary
All student records are scanned through an optical imager for secure onsite storage. The District DSK Computer System backs up changes nightly
and all records on a weekly basis. Magnetic tapes are taken daily by District Information Systems and archived for safekeeping. As transcripts,
student test scores, counselors’ education plans, and other pertinent documents are received in the Admissions and Records office, they are
scanned through the optical imager. College information systems security is maintained by the Computer Services Department.
The District is on a fast-track to implement the Project Voyager enterprise software system. The admissions component is slated to go live in spring
2007. This new system will provide the capabilities to ensure that student records are permanently, securely, and confidentially maintained.
Self Evaluation
Coastline maintains student files in an appropriate manner for the security of documents and students' confidentiality and right to privacy.
Planning Agen da
1. Implement Voyager Banner Student System.
Standard II.B. Student Support Services
II.B.4.
The institution evaluates student support servic es to assure their adequacy in meeting
identified student n eeds. Evaluation of th ese s ervices pr ovides evidence that th ey contribute to the
achievement of student learning outcom es. The institution uses the results of th ese evaluations as the basis
for improvem ent.
Descriptive Summary
During the summer of 2001, Coastline embarked upon a project to assist programs and staff within Student Services to develop a process that
would enable the College to respond to the significant changes impacting the institution. These changes included growth, expansion of facilities, a
more diverse student population, massive integration and upgrading of technology and Distance Learning programs, increasing community
expectations, and numerous personnel replacements. From the very onset, the project was seen as an on-going, dynamic process of continuous
evaluation, improvement, and decision-making among the programs and services to ensure that student needs were identified and addressed.
There were two basic parts to this project: a focus on strengthening Virtual Services to students
and the development and/or revision of objectives to meet existing student needs and
institutional goals. Throughout the project, discussions and planning were conducted within the
framework of the accreditation recommendations, the current and emerging college goals (20022007), the work done by the Virtual Student Services Committee, Matriculation Site Visit
recommendations, and internal Program Review recommendations.
The preparation of this report was achieved through different types of activities during the period
of time from July to December, 2001. There were group meetings, many individual meetings,
half- and whole-day group planning sessions, and e-mail and phone communications. Descriptions
of this process cited that the most challenging activity was that of coaching and/or motivating
the staff to look at things differently. The immediate value of this project resulted in more than
a planning document for each program. The processes enabled faculty and staff to be included
in the decision-making process. Their conversations about needs of students, ways to improve
their programs, and strategies for success established a tone of enhancing services to students
within each of the areas.
“During the summer of
2001, Coastline
embarked upon a
project to assist
programs and staff
within Student Services
to develop a process
that would enable the
College to respond to
the significant changes
impacting the
institution.”
173
174
That same commitment exists today as evidenced by the creation of new programs, the restructuring of existing programs, the collaborative
efforts, and the continual analysis and dialog of program improvement. The Incarcerated Student Education Program (ISEP) is an example of how
Coastline identified a need and negotiated a partnership with the California Department of Corrections and Rehabilitation to establish a pilot
program with nine California state prisons. This program serves as a model for collaboration between different state agencies and the College.
Another example was the creation of a Student Success Center designed to provide coordinated efforts in supporting students through assessment,
tutoring, and follow-up. Coastline’s CalWORKs program demonstrates how analysis and discussion create new ways of utilizing our varied programs
and services. The CalWORKs program, originally offered at the Garden Grove site, now is aligned with the One-Stop Centers and is housed in EOPS
at the College Center. This configuration allows for the coordination and support of three programs to serve a particular student population.
The Student Services Planning Team and the Instructional and Student Services Council serve as vehicles for systematic analysis, discussion,
collaboration, and integration, The Student Services Program Review process provides another structured dimension to evaluating Coastline’s
student support services.
Self Evaluation
Coastline is committed to providing effective student-centered services. To that end, the college takes seriously the need for on-going systematic
evaluation to determine the efficacy and relevancy of its support services. The Student Services Program Review process is under continual
improvement and strengthening to ensure that our services contribute to the achievement of student learning outcomes. The review now
incorporates department service outcomes and student learning outcomes. The review is designed to identify strengths and areas in need of
improvement. The program reviews are utilized in the development of department plans that flow into the Student Services Wing plan. Criteria
and priorities are discussed with constituent groups and the Student Services Planning Team and Student Services Managers establish the priorities
for the Wing. Student Services presents its plan to the Mission, Plan and Budget Committee, which then makes recommendations to the president
regarding budget allocation. The college continues to look at its processes to strengthen integration, participation, and decision-making.
Planning Agen da
No planning recommendations at this time.
Standard II.B. Student Support Services
Standard II.B. List of Documents
2B.1
Planning Document – Student Services Plan, 2006
2B.2
Student Services Planning Documents, Title III
2B.3
Coastline Community College Catalog
2B.5
Transfer Handbook for Student Success
2B.6
Board Policy 030-10-1, Student Code of Conduct and Disciplinary Procedures
2B.7
Bylaws of the CCC Student Advisory Council
2B.9
Funding Education Beyond High School (English Version)
2B.10
Funding Education Beyond High School (Spanish Version)
2B.11
Coastline Student Health Services Brochure (English version)
2B.12
Coastline Student Health Services Brochure (Spanish version)
2B.13
Coastline Student Health Services Brochure (Vietnamese version)
2B.14
Legal Clinic Brochure
2B.15
Psi Beta
2B.16
CalWORKs flyer
2B.17
EOPS 2006-2007 Handbook
2B.18
Coastline EOPS Student Profile and Outcomes
2B.19
EOPS Brochure (English version)
2B.20
EOPS Brochure (Spanish version)
2B.21
EOPS Brochure (Vietnamese version)
2B.22
CARE Brochure (English version)
2B.23
CARE Brochure (Spanish version)
2B.24
CARE Brochure (Vietnamese version)
2B.25
Learning to Reduce Recidivism
2B.26
Resources and Services for Job Seekers – Orange County One-Stop
2B.27
“Mis posibilidades son infinitas,” Careermart, 1/18/06
2B.28
Incarcerated Student Educational Guide
175
Standard II.C. Library and Learning Support Services
II.C.
Library and Learning Support Services
Library and other learning support services for students are sufficient to support the institution’s
instructional programs and intellectual, aesthetic, and cultural activities in whatever f ormat and wherever
they are offer ed. 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 l earning support services may be used effectivel y and
efficiently. The in stitution s ystematically assesses thes e services using student l earning outcomes, faculty
input, and other appropriate measures in order to improve the eff ectiven ess of the ser vices.
Coastline library and learning support services reflect the institution’s unusual circumstances and strengths. With approximately half its students
enrolled in distance learning courses, a full range of library and support services is needed online. To meet this need, Coastline plans and deploys
the distance education technology for which the College is nationally prominent. Acquisition of equipment, software, and electronic information
resources is coordinated through Coastline’s integrated planning and budgeting process.
The last six years have seen expansion and improvement of library and learning resources. With new services added, usage of Coastline’s online
Virtual Library has increased more than fourfold. The Student Success Center, Assessment Center, and several other computer-based facilities have
been relocated and re-equipped for improved student service.
II.C.1.
The institution supports th e quality of its in structional 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.
Descriptive Summary
To support instructional programs and the intellectual, aesthetic, and cultural activities of its students, Coastline provides support services that
reach both on-site students and off-site students. The Coastline Virtual Library is accessible 24 hours a day, seven days a week via the Internet.
Also provided are an Assessment Center, a Student Success Center, and an Information Commons. In addition to these larger facilities, each
Learning Center is equipped with computer workstations, telecourse viewing equipment, and other learning support services for local students.
Students are provided information about these services, resources, and facilities through the College Web pages, the College Class Schedule
(document 2A.18), counseling and advising sessions, fliers, posters, in-class presentations, e-mail, and, significantly, word-of-mouth (face-to-face
as well as online in chat rooms and discussion forums).
177
178
The organization of information and learning resources at the College reflects two priorities: to distribute physical resources and technological
support throughout Coastline’s geographic service area and to practice economies of scale that make optimum use of the resources available.
Without a central campus, learning resources are provided at multiple locations—the College Center and the three main Learning Centers—and
online, serving all students and vital for distance learning students.
An event at the opening of the Early College High School (II.A.2.c), Coastline’s joint venture with the Newport-Mesa Unified School District,
highlights the long-term significance of the Virtual Library. A group of 9th graders, the inaugural freshman class of the school, were being
introduced to the library in a hands-on session. The students conducted some online searches under the guidance of the Coastline librarian. She
reported that several of the students— “still children, but with gigabytes”—saved found articles on their flash drives. Evidence that at Coastline,
instructional technology serves the college students of tomorrow as well as those of today.
LIBR AR Y
Established in 1999, Coastline’s Virtual Library anticipated the trend to online storage and delivery of library materials that portends far-reaching
impact on college libraries and their users. Since nearly 50% of Coastline students are distance learners and since Coastline has always been an
innovator in technology-mediated instruction and support, it was determined that the library would be entirely electronic—a virtual library—
accessible at all times from anywhere in the world with Internet access. The library would employ Coastline’s leading-edge distance education
technology to deliver resources, services, and learning support.
As implemented, Virtual Library holdings include general and specialized databases; full-text access to hundreds of periodicals, including major
newspapers and scholarly journals; and a rapidly growing collection of full-text electronic books. Table 2C.1 summarizes library resources, which
are accessible from the College Web site and at http://library.coastline.edu. In addition to 24/7 access, the library offers students in selected
courses an online, low-cost alternative to the purchase of textbooks.
From the beginning, the library has relied on faculty and learning support professionals in the selection of materials and services for students. The
Distance Learning Department (DL) provides the technical and Web support that enable the library to function. Maintenance and security of the
computer network is primarily the responsibility of the Coastline Computer Services Department (CSD).
The library is staffed with one full-time faculty librarian, who occupies an office in the Garden Grove Center. In addition to her library-related
responsibilities for administration, management, collection development, reference, bibliographic instruction, public relations, and working with
students and faculty for library training, the librarian developed and teaches English 108, Library Resources and Research, which explores
strategies for developing research projects using traditional and electronic libraries. The course is offered in both online and classroom sections.
Standard II.C. Library and Learning Support Services
To ensure that library resources meet the needs of students and their assignments, the librarian maintains regular contact with other faculty
members. Committee membership is an important venue for these contacts. The librarian is a member of the Academic Senate and serves on the
following committees: Curriculum (standing member); Distance Learning; Mission, Plan and Budget; Staff Development; and Technology. The
librarian is also a member of the Coastline Professional Development Institute and the Web Special Interest Group.
The librarian monitors attendance at class visits (orientations) and individual student contacts to document the number of students prepared to use
the library. In addition, the College Web site captures statistics on student accesses to library materials.
To a considerable extent, class assignments and faculty direction drive the use of the Virtual Library. Those assignments and direction are, in turn,
contingent on faculty familiarity with library resources. Funded by Coastline’s Title III grant, faculty training was conducted during
the grant period (2000-05). Once instructors were familiar with the Virtual Library and knowledgeable about the electronic collection, many of
them began giving assignments requiring use of the library.
In its early years, when it had no library, Coastline arranged access for students to the libraries at Orange Coast College and Golden West College,
the other two institutions in the Coast Community College District. Since the late 1990s, Coastline has been a member of the North Orange
County College Consortium, five colleges (Coastline, Golden West, Orange Coast, Fullerton and Cypress) that joined forces to provide an affordable
integrated library system in each school library. Under the consortium agreement, students at any of the five colleges can obtain library privileges
at any of the college libraries.
The librarian is working with the Academic Senate, the Instructor/Coordinator of Instructional Research, and the Curriculum Committee to develop
student learning outcomes (SLOs) for the library that relate to institutional effectiveness and degree-level learning outcomes. This work will be
accomplished as part of the Program Review of Library and Learning Resources, scheduled for 2006-07. Details of the Program Review process
appear in I.B.3.
The librarian has a Westlaw password to assist paralegal students with legal research assignments. She has taken the Legal Research course to
acquaint herself with the program. All paralegal students receive a library orientation in class in the Introduction course and are required to use the
Virtual Library in a project report.
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180
Table 2C.1. Coastline Virtual Library Resources
Databa se Titl e
Des cripti on
Sc ope
BEACHCOMBER
An Internet directory of Web sites reviewed and selected specifically to support Coastline
Indexed to more than
Academic Sear ch Elit e
curriculum.
Journal coverage, with embedded images, for most academic areas (e.g., biological sciences,
200 topics
1,557 full-text periodical
(EBSCOhost)
engineering, language and linguistics, etc.). Search by subject, publication, company directory,
titles
Milita ry and Gove rnme nt
or image collection.
Journal and magazine articles on military and general interest topics (e.g., history,
334 full-text periodical
Colle ctio n (EBSCOhost)
communications, physical sciences, engineering, health, social sciences, etc.).
titles
MAS Ultra – Sc hool
Journal and magazine articles for secondary education areas of study, including most curriculum
490 full-text periodical
Edition (EBSCOhost)
areas for high school and community college education.
titles
Primar y Sear ch
Articles, stories, poems, and activities to help develop reading skills and provide information on
50 full-text magazines
(EBSCOhost)
wide range of topics of interest to all ages. All full-text articles carry a reading level indicator
100 student pamphlets
Funk & Wag nalls - N ew
(Lexiles).
Complete encyclopedia.
More than 25,000
World En cy cloped ia
(EBSCOhost)
Oxford Eng lish Dict ionar y
entries
A guide to the meaning, history, and pronunciation of more than half a million words.
(OED)
Online version of 20
volumes
Coun try Wa tch
Comprehensive, timely information about 191 countries.
Encyc loped ia Britann ica
Includes complete 32-volume encyclopedia, Britannica Internet Guide, and Merriam-Webster
More than 100,000
Online
Dictionary and Thesaurus.
articles
ProQue st D ire ct
Full text access to The New York Times, Los Angeles Times, The Wall Street Journal, Washington
Five national
Post¸ and Christian Science Monitor; also full text of 1,607 peer reviewed journals and
newspapers; 1,607
magazines
Weekly publication provides original in-depth analysis of current controversial issues; includes
journals and magazines.
Archived back to 1991
Congr essional R esear che r
bibliographies.
SIRS Resea rch er
General reference database for articles exploring social, scientific, economic, business, and
1,500 full text articles
other issues.
SIRS Renaissa nc e
Current perspectives on architecture & design, culture, film, radio & TV, literature, performing
700 full text articles
and visual arts.
SIRS Governmen t
Full text source for documents including U.S. Supreme Court decisions and data on federal
Report er
agencies.
Net Libra ry
Full text electronic versions of current books, covering most of the curriculum taught in
Over 13,000 e-book
community colleges.
titles
ASSESSMENT C ENTER
Standard II.C. Library and Learning Support Services
Prior to January 2006, assessment was a function of the Student Success Center (SSC). Since then, the Coastline English and math placement
tests for matriculation as well as the Ability-to-Benefit Tests for financial aid are given in the Assessment Center. This facility, located at the
College Center, houses 29 computer stations equipped with privacy shields. Pencil-and paper placement testing is also offered for military
students and the incarcerated students when requested by mail. The need for testing by both these groups has shown tremendous growth in
recent years. The SSC/Assessment Center administered more than 2,150 math and English placement tests in 2004-05, up from approximately
500 tests in 2000.
The Assessment Center is under the direction of the Distance Learning (DL) Department and provides the venue for DL make-up exams. The
Assessment Center is staffed with a placement test coordinator, who oversees on-site and off-site testing. In June 2006, a viewing center was
established at the Assessment Center for students enrolled in telecourses.
Assessment services are also delivered to the College’s military students worldwide through the Coastline Contract Development and Education
Department in collaboration with the Assessment Center. A database that monitors placement activity for math and English courses offered in the
military program was developed and is maintained by Contract Education staff to track proctors, students, and completion rates. System design
ensures security and confidentiality. All scoring is done by Assessment Center staff. Nearly 2,000 exams in math and English were administered
to military students in 2005, and more than 2,100 in 2006.
TUTOR I NG
In 2000, Title III funds and other grants enabled the College to establish a tutoring center that offered on-site and online tutoring in many
subjects. These programs grew during the two years they were offered. When state grant funding ended, the SSC took over this function in a
limited capacity. On-site tutoring is offered in English, ESL, and math, serving 25 to 40 students per week. (Tutoring in other subjects is
available for Coastline students at Golden West College.) Staffing for tutoring includes a full-time instructor coordinator and an instructional
associate as well as a sixty percent instructor working in the SSC with support from three hourly tutors. The SSC is open forty hours each week
from 10 a.m. until 8 p.m., Monday through Thursday.
STUDENT SUCC ESS CENTE R
The Student Success Center (SSC) was established in 1999 with funding from Coastline’s Title III grant. In January 2006, the SSC relocated
from the College Center to a state-of-the-art computer classroom at the new Le-Jao Center in Westminster. The SSC is equipped with 24 computer
stations with Passkey software, GED video tapes and books, and a supervised separate tutoring room equipped with tables and chairs. The center
offers ten short-term, special topic, online English classes; five half-unit prescriptive classes on the computer in reading, writing, and math to
review/develop skills or to prepare students for their English or math placement tests; and walk-in individual English or math tutoring. All course
work in the SSC is done on computers.
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182
English 022 Series—The SSC offers tightly focused, half-unit, English courses in subjects such as Avoiding Sentence Errors, Making Subjects
and Verbs Agree, Choosing Words Correctly, and Understanding the Writing Process. Approximately 600 students enroll in these classes each year.
The courses were developed collaboratively by Coastline and PLATO Learning, Inc.
English/Math Preparatory Classes—Students may enroll in an English or math half-unit assessment course individualized to cover just the
topics the student needs to increase skills or to achieve a better score on a placement test. The courses use TABE PC and McGraw-Hill/Glencoe
Passkey software. About 150 students enroll in these classes each year. A one-unit Study Skills class, offered especially for CalWORKs students,
is open to other Coastline students as well. A half-unit reading skills course is also offered.
IN F OR M ATION C OMM ONS AND COMPUTE R LABS
The Information Commons (IC) is located at the Garden Grove Center and has 35 Windows computer stations, six Macintosh computers, two
TV/VCR’s with a mini-video library, and other peripherals. A log-in computer system uses Microsoft Access to track student computer usage. The
Online Library is available on the Commons computers and the librarian’s office is near this location. The IC is staffed with one full time
instructional associate, hourly classified staff, and student interns. The IC is open from noon to 9 p.m. Monday through Friday and 8:30 a.m. to 1
p.m. on Saturday.
Registration in a half-unit computer lab course entitles any student to use the facilities of the Information Commons. Other open computer labs are
located at the Costa Mesa and Le-Jao Learning Centers.
TELECOU RS E VI EWI NG CENTERS
Telecourse viewing centers are maintained for students who do not have television or cable access and for students who have missed telecourse or
cable broadcasts. Students also have the option of renting a full set of telecourse videotapes. Telecourse viewing centers are located at the Costa
Mesa and Le-Jao Centers and at the Assessment Center. Other viewing centers are available at public locations: Golden West College Library in
Huntington Beach, Orange Coast College Library in Costa Mesa, and Mary Wilson Public Library in Seal Beach.
TELEM EDIA
This department provides audio-visual support for classroom instruction, distance learning, and contract education. Services include smart podiums,
LCD projectors, satellite teleconferencing, CODEC conferencing, laptops for check out, audio and videotape duplication for instructors and students,
cable course studies, CD-ROM development, video productions, and playback operations for distance learning courses. Telemedia provides
operations support for the Cable Center, which duplicates and performs playback of video-based distance learning courses. The Cable Center also
broadcasts promotional slides about student services and certificate programs on the College cable channel. Telemedia staff provide telephone
assistance to students experiencing difficulty accessing Internet-based courses.
Standard II.C. Library and Learning Support Services
PAR ALEGAL LIBR AR Y
The Paralegal Studies Law Library, located at the Costa Mesa Center, contains three student computers equipped for Westlaw online legal research.
The Library also stocks a collection of donated annotated legal code books, reporters, digests, encyclopedias, and practice texts. A work-study
student staffs the room approximately 19 hours per week. Westlaw online legal research is partially funded by a SAC grant and partially by
student password fees for instruction. Paralegal students can use the Whittier Law School Law Library, which is located near the Coastline Costa
Mesa Center, where the paralegal classes are taught.
CABLE C ENTE R
Cablecast courses are locally produced lessons shown on cable TV from the College Cable Television Center. For students who do not have cable
access within the District, cablecast lessons are available one week after broadcast at the College Telecourse Viewing Centers (described above).
Students attending a cablecast course from home or work and can telephone their instructors following the cablecast. Students watch and follow
their instructors’ lectures, read textbooks, and complete assignments. Students receive course information and assignments through the course
student handbook. Students interact with their instructors in person or by telephone, fax, or e-mail. Instructors administer examinations on-site.
The Center is also used for local production of complete telecourses. The Telemedia staff also support delivery and archiving of video, satellite,
audio, and Web conferences for instruction and professional development.
DISTANC E LEAR N I NG DEPARTM EN T
The College Distance Learning Department (DL) offers a comprehensive selection of distance learning courses for students to earn college credit or
to complete their educational goals with convenience and flexibility. Distance learning courses are offered through a variety of delivery methods:
telecourses, cable courses, independent study/CD-ROM, and Internet courses. Clerical and technical support is available for distance learning
faculty including assistance with Web page development and online resources for distance learning courses.*
* Note: This report contains numerous references to the Accreditation Self-Study Survey of November 2005. The three parts of the Survey are abbreviated as follows: Student Su rvey, for the
Accreditation Self-Study Student Survey; F & S Sur vey for the Accreditation Self-Study Faculty and Staff Survey; and Ser vice Su rvey for the Accreditation Service Satisfaction Survey. In the
text, the abbreviation is followed by the number of a particular item—or question—in that survey. For example, F & S Su rvey Item 80 refers to Item 80 in the Faculty and Staff Survey. The
entire survey is accessible as document 1A.2, Accreditation Self-Study Survey. Many survey questions solicited a response of Favorable, Unfavorable, or Neutral. To save space, Neutral
percentages are not shown in this report. Favorable and Unfavorable percentages may therefore total less than 100%.
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184
Self Evaluation
Library
Usage of the Virtual Library has grown steadily since 2001-02, when statistics were first recorded. The chart in Table 2C.2 shows the number of
accesses made each year to the various library databases (Database Accesses) and to the e-books in the NetLibrary (NetLibrary Accesses). The
usage decline in 2005-06 reflects the impact of several—individually small—reductions in funding for database subscriptions, technical resources for
software development, and time available for program promotion.
The librarian monitors usage of library databases to ensure effective deployment of funding. When monitoring disclosed low usage of a health
resource and a literature resource, for example, the subscriptions were discontinued.
Library Accesses per Year
Table 2C.2. Virtual Library Usage: 2001-2006
60,000
50,000
43,093
44,481
40,000
34,091
30,000
21,737
NetLibrary Accesses
20,000
10,000
0
6,531
96
2001-02
Database Accesses
466
918
942
553
2002-03
2003-04
2004-05
2005-06
The Virtual Library offers students an opportunity to develop life-long information competency skills. To foster this endeavor, students and
instructors are encouraged to take advantage of the variety of tutorials, orientation, slide presentations, and learning aids available in the Virtual
Library in a variety of formats. Responses to the Accreditation Self-Study Survey (document 1A.2), conducted in November 2005, indicated
general satisfaction by students, faculty, and staff with library and learning support services. Seventy percent of students responding were
Favorable toward the statement “The college’s virtual library meets my needs” (Student Survey Item 12). Pertinent responses from faculty and
staff are shown in Table 2C.2.
Standard II.C. Library and Learning Support Services
Table 2C.2. Faculty and Staff Opinion:
Library Services and Planning
185
Faculty & Staff R es ponse s*
Mana gement
Part-ti me
Classified
92%
Full-time
Unfav orabl e
78%
Classified
and maintain materials that enhance instruction and student learning (F &
91%
Part-ti me
Favorabl e
Faculty
The library relies on faculty expertise and emerging technologies to acquire
Full-time
Faculty
Survey State ment
100%
9%
89%
6%
S Survey Item 35).
Coastline regularly evaluates library and other support services (F & S
Favorabl e
86%
86%
Survey Item 41).
Unfav orabl e
5%
5%
85%
75%
74%
4%
7%
Coastline uses the results of support services evaluations for future planning Favorabl e
(F & S Survey Item 42).
Unfav orabl e
Accreditation Satisfaction Survey for Library (F & S Survey Item,
Favorabl e
72%
Effective/Ineffective, All Departments).
Unfav orabl e
10%
88%
100%
80%
7%
100%
67%
* The balance of responses (100% minus Favorable plus Unfavorable) were Neutral.
Overall, the demands on learning resources are expanding with advances in technology and growth in student usage. Increases in demand
produce an impact on the College’s Master Plan and College resources. The Technology Committee and the MPBC coordinate resources to ensure
that the Virtual Library and the hands-on labs are well supported. Additionally, distance learning requires added resources to cope with enrollment
growth in telecourses, cable courses, and Internet classes. A more detailed discussion of technology resources and planning appears in Standard
III.C.
The College librarian works closely with the Curriculum Committee and the instructional deans to ensure that the proper support is in place to
sustain class assignments and support the use of computer-based library materials. She will continue to work with individual faculty members to
compile and post online resources specific to various academic disciplines. She offers ongoing workshops, in-class orientations for students, and
individual appointments with faculty members to increase faculty knowledge and understanding of Online Library resources. Title III funds enabled
the College to expand the Online Library and to initiate faculty training (document 1B.6, Title III report).
Tutoring — Self Evaluation
Students are generally satisfied with tutoring services, according to responses to the Self-Study Survey. Seventy-one percent of students
responding were Favorable toward the statement “The tutoring services provided by the Student Success Center serve my needs” (Student Survey
Item 37). Seventy-four percent were favorable toward the statement “The tutoring center is available and open at convenient times” (Student
Survey Item 14).
186
Information Commons and Computer Labs — Self Evaluation
Table 2C.3 summarizes student responses to Self-Study Survey statements about computers and software at Coastline. Only 58% of regular
classroom students agreed that “Computers are available on campus when I need them” (Student Survey Item 15). Discussion of this issue, and a
planning agenda, appear in III.C.1.a, Technology Resources.
Table 2C.3. Student Opinion: Satisfaction with Campus Computers
Percentage of
Favorabl e Re spons es, by Ty pe
of Deliver y Mode *
Hybri d
Online
room
Surv ey
Regular Cla ss-
Student
Item No.
Student Survey Item
No. 15
Computers are available on campus when I need them
58%
74%
68%
No. 16
Computers and software on campus are up-to-date.
65%
76%
83%
No. 38
The computer laboratories have a schedule that reflects my needs.
77%
76%
83%
No. 39
Questions about Coastline’s computers and software are answered by knowledgeable staff.
73%
79%
74%
*
Reg ula r Classroo m denotes students taking courses on-site; O nlin e denotes students taking courses via the Internet; H ybrid denotes students taking a mix of
on-site and online courses.
Figures are for non-military students only. See complete survey results (document 1A.2) for responses from military students taking the same courses in the same
modalities.
The performance, use, and relevance of learning support services are also measured through the Annual Graduate Petitioner Exit Survey (document
1B.12) and point-of-use surveys. The Virtual Library is scheduled to undergo Program Review in 2006-07. All student support services are in the
process of developing Student Learning Outcomes (SLOs), in keeping with current practice.
Planning Agen da
1. Expand promotion of and training in the use of the Virtual Library for students and faculty.
2. Conduct a student survey to determine demand for additional subject-specific databases.
II.C.1.a.
Relying on appropriate expertise of faculty, including librarians and other learning
support services prof essionals, the institution s elects and maintains educational equipment and materials to
support student learning and enhance th e achievement of the mi ssion of the institution.
Standard II.C. Library and Learning Support Services
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Descriptive Summary
The Coastline librarian and learning support services (LLS) faculty are active participants in participatory governance, including the budget process,
the Academic Senate, the Curriculum Committee, and the MPBC.
Requests for new equipment go through the Block Grant and Instructional Equipment Task Force or directly to MPBC as a part of budget requests
by each wing of the College. The Technology Committee, MPBC, the Block Grant Task Force, and the Facilities Committee work closely with the
library, the Director of Computer Services, and the instructional deans to determine the most effective use of learning resources throughout the
College.
The library relies on guidelines from the Association of College and Research Libraries and the California Chancellor's Office for standards
pertaining to library equipment and resources. Since the Coastline library is virtual (entirely electronic), most of the building, staffing, budget, and
collections standards do not apply. However, to the degree these guidelines do apply, Coastline adheres as closely as possible. Because the
virtual library concept is gaining acceptance throughout higher education, standards are beginning to develop. Coastline was an early adopter of
the concept and has contributed significantly to the discussion of online collections, services, resources, and library operations.
Database subscriptions are the largest component of Virtual Library purchases. Actual and planned expenditures are as follows: (document 2C.1,
Database Subscription Costs, 7/1/04 through 6/30/07; dates are approximate since subscription periods overlap):
2004-05: $36,847
2005-06: $27,925
2006-07: $31,961
For the standpoint of institutional budgeting, the Virtual Library is highly cost-effective. A study conducted by the librarian compared Coastline
library costs per FTES with figures for four other California community colleges of comparable size and with the state average. The results were
the following:
Library Spending per FTES, 2003-04
Coastline
College “A”
College “B”
College “C”
College “D”
State Average
$34.95
$121.68
$220.78
$122.08
$171.54
$119.18
LLS equipment and resources are closely linked to usage and demand, and are currently adequate and appropriate. See Standard III.C. for a more
detailed report on equipment selection, maintenance, and support of educational programs and services.
188
Self Evaluation
Although LLS equipment and resources are closely linked to usage and demand, they are funded at minimally appropriate and adequate levels.
Usage and demand may actually increase with a larger collection and more subject-specific resources.
The Self-Study Survey indicated general student satisfaction with the outcome of computer training and services at Coastline: 65% that they
gained skills and knowledge in “Using computers more effectively (i.e., advancing my computer skills)” (Student Survey Item 44).
The Survey indicated general satisfaction among faculty and staff about the planning and delivery of learning support services. More than threequarters of the respondents were Favorable toward all of the following statements:
“The library relies on faculty expertise and emerging technologies to acquire and maintain materials that enhance instruction and student
learning” (F & S Survey Item 35).
“Tutoring services provided by the Student Success Center meet the needs of the students” (F & S Survey Item 38).
“Coastline regularly evaluates library and other support services” (F & S Survey Item 41).
“Coastline uses the results of support services evaluations for future planning” (F & S Survey Item 42).
Planning Agen da
No planning recommendations at this time.
II.C.1.b.
The institution provides ongoing instruction for us ers of library and other learning support
services so that students are able to dev elop s kills in inf ormation competency.
Descriptive Summary
Coastline has a strong commitment to information competency. The sixth of the College’s eight Degree-Level Learning Outcomes is “Demonstrate
information competency.”
The librarian conducts regular instructional class visits for on-site classes and has developed online tutorials and research aids for finding and using
sources, developing a research strategy, evaluating Web sites and other source materials, avoiding plagiarism, and other information- competency
related topics. In addition, the librarian offers a one-unit online information competency class: English 108, Library Resources and Research.
Instructors work with the librarian to develop class assignments that require students to use the Virtual Library and that incorporate information
competency elements into the assignment outcomes.
Standard II.C. Library and Learning Support Services
Another course, Education 107, was developed as a one-unit course to prepare students for success in online classes. The course was first offered
in spring 2006.
All LLS courses and programs involve the use of computers, educational software, and/or telecourse media. The supervised LLS labs provide
assistance on a variety of topics, including language acquisition, grammar and writing, computer use and etiquette, and use of the Internet.
Self Evaluation
Delivery of library services and development of new projects is an ongoing process. The librarian works with the DL department and SSC to
improve and expand services. In the past five years the College has created new positions that directly support learning resources. See Standard
III.C. for details of DL personnel and computer services support.
The College offers a two-day Summer Technology Training Institute for faculty and staff training that reviews technology and classroom techniques
that support teaching and learning. Follow-up workshops are held in the fall semester. Summer Institutes are planned and developed by the
Technology and Distance Learning Committees and utilize experts from the College as well as outside speakers (document 2C.2, Summer Training
Institute Announcement, 2006). More about the Summer Technology Training Institute appears in III.C.1.b.
Planning Agen da
No planning recommendations at this time.
II.C.1.c.
The institution provides students and personnel responsibl e 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 Summary
Because so many students are located far from Coastline learning centers, the College uses remote access technologies to deliver many library and
learning support services. Service delivery methods are designed to accommodate the wide variety of systems and configurations from which
Coastline's students access support services including, but not limited to, broadband Internet service, dial-up Internet service, older slower
computers, and hand-held personal digital assistants (PDAs).
For students without computer access and who are unable to come to a Coastline facility, library and LLS professionals depend on telephone and
mail to provide services. Since a large percentage of Coastline students, chiefly military and incarcerated students, fall in this category, library and
LLS staff are exploring additional ways to provide services, access to resources, and effective support.
189
190
INSTR U CTION AL SYSTEMS DEVELOPM EN T (ISD)
Comprised of three divisions (development, production, and marketing), ISD is responsible for producing, and distributing complete distance
learning courses (learning systems) that combine video, print, CD-ROM, and computer-based media. These Web-based, telecourse, and CD-ROM
courses—leased by educational institutions throughout the United States and abroad—are used by the College’s distance learning students and by
distance learning students worldwide. ISD is responsible for the design and production of all new technology-mediated instructional courses
distributed by Coastline. Details of ISD operations appear in III.D.2.e.
ADDITION AL R ES OU R C ES
Additional learning resources are available at various locations throughout the College. For example, some counselors have computerized
databases available for student use (e.g., job search and employment databases). At the Le-Jao Center, the counselor has set up a small room
where career materials are available to students and where they can also use the computer and printer for non-counseling-related activities.
Reference materials and computers are available for student use at the One-Stop Center, Student Success Center, EOPS Office, ESL, the Special
Programs and Services Office, the Transfer Center, and the Paralegal Law Library.
Self Evaluation
Access to Virtual Library resources is hindered by a cumbersome and time-consuming authentication process. Establishing a simple login processes
has been impeded by technological challenges as well as staffing shortages.
Because of student attendance patterns, hours of instruction, and Coastline’s use of multiple learning centers, providing open computer labs for
students remains a challenge. Discussion of this issue, and a planning agenda, appear in III.C.1.a, Technology Resources.
Planning Agen da
1. By working with Distance Learning and other technical resources at Coastline, put in place a process to implement a simple login procedure
for access to the Virtual Library.
2. See III.C.1.a.
II.C.1.d.
The institution provides eff ective maintenance and secur ity for its library and other
learning support services.
Descriptive Summary
Coastline provides effective maintenance (Standard III.C) and security (Standard III.B) for its library and learning support services facilities.
Standard II.C. Library and Learning Support Services
Self Evaluation
The College provides satisfactory maintenance and security for its library and learning support services.
Seventy-eight percent of faculty and staff who responded to the Accreditation Self-Study Survey gave a favorable opinion of Computer Services
(Service Survey, Overall). Responses by employee job category were—Favorable and Unfavorable respectively—as follows: full-time faculty: 77%
and 8%; part-time faculty: 68% and 7%; full-time classified: 82% and 2%; part-time classified: 78% and 11%; and management: 91% and 9%
(Service Survey).
Planning Agen da
No planning recommendations at this time.
II.C.1.e.
When th e institution reli es on or collaborates with oth er institutions or other sourc es for
library and other learning support services for its instru ctional programs, it documents that formal
agreements exist and that such resources and services are adequate for th e institution ’s int ended purposes,
are easily accessible, and utilized. The perf ormance of t hese services is evaluated on a regular basis. The
institution takes responsibility f or and assures the reliability of all ser vices provided either directl y or
through contractual arrangement.
Descriptive Summary
Since inception in 1976, Coastline has had agreements with its sister colleges, Golden West College and Orange Coast College, for library services
and resources. Since Coastline was originally established as a “college without walls,” it was vital to establish access to adequate library facilities,
and the agreements with the sister colleges served this function well for many years.
Since the mid-1990s, Coastline has been a member of the North Orange County College Consortium (NOCCC), which was organized to reduce the
cost of the integrated library system, Voyager by Endeavor, to each participating institution. Students at member colleges are able to obtain
library cards at any other member library and have full access to collections. The Voyager system is maintained by NOCCCD. [Voyager by
Endeavor is a library automation system and is not related to Project Voyager, the enterprise system now being installed by the Coast Community
College District.] Management and committees of the consortium meet regularly throughout the school year to share information, discuss
problems, and evaluate the shared systems operation. The Coastline librarian participates in all meetings for the consortium and, during the
2004-05 academic year, chaired the management committee.
191
192
Self Evaluation
Information about outside library and learning resources is available at each Coastline learning center. The advent of the online Virtual Library is
reducing the reliance of our students on traditional library resources. As noted earlier (II.C.1.a), 70% of students responding to the Self-Study
Survey indicated that “The college’s virtual library meets my needs.”
Planning Agen da
No planning recommendations at this time.
II.C.2.
The institution evaluates library and other learning support services to assure th eir
adequacy in meeting identified student n eeds. Evaluation of th ese services provides evidence that they
contribute to the achievem ent of student learning outcomes. The institution uses th e results of thes e
evaluations as the basis for improv ement.
Descriptive Summary
Coastline uses student surveys, graduation exit surveys, and focus groups to gather information about student needs and the adequacy of support
services to meet those needs. Library and LLS professionals are establishing student learning outcomes at the program level and are participating
in the larger organizational development of institutional SLOs. Information and learning resources are continually assessed, and new acquisitions
are made through a governance process involving the Academic Senate, MPBC, Block Grant Task Force, Program Review Committee, Technology
Committee, and College Council. In addition, faculty communicate at discipline meetings—and informally with their deans and department chairs—
about trends and the need for updated or new materials and equipment to meet student needs.
Self Evaluation
There is no regular assessment of student satisfaction with learning materials and resources. For this information the College has relied on
Program Review surveys, point-of-contact surveys, user postings on the online library and College web sites, and anecdotal reports and comments
from students and instructors. As the responsibilities of the librarian increase, a need arises for more specific instruments to gauge student and
faculty satisfaction levels.
Measuring and evaluating the use of libraries has always been problematic. Statistics may include the number of people accessing resources, but
they do not necessarily indicate whether the resources were helpful, relevant, or even ultimately used. Surveys of users tend to reflect how
customers feel about the service they received, rather than the adequacy or effectiveness of any information they may have acquired. Evaluation
is an essential part of library activities. The Virtual Library is equipped with a “visitor counter” that indicates the number of times the home page
Standard II.C. Library and Learning Support Services
has been visited. The librarian tracks reference and feedback queries, and requestors are asked to supply feedback regarding the librarian’s
response.
Planning Agen da
1. In the Program Review process, develop a systematic program to evaluate library and other learning support services that identify student
learning outcomes and that can be used as a basis for improvement.
Standard II.C. List of Documents
2C.1
Database Subscription Costs
2C.2
Summer Training Institute Announcement
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194
Standard III. Resources
STANDARD III: RESOURCES
The institution effectively uses its human, physical, technology, and financial resources to
achieve its broad educational purposes, including stated student learning outcomes, and to
improve institutional effectiveness.
Standard III - R esources
A. Human R esources
B. Physical R esources
C. Technology R esources
D. Financial Resources
Co - Chairs
•
(A) Carolyn Loy
•
(B/D) Christine Nguyen Director, Fiscal Services
•
(C) Michelle Wild
Supervisor, Personnel Services
Professor, Special Programs, Academic Senate, ECHS
Team Members
Ann Hickey
Supervisor, Instructional Services
Josh Conry
Director, Computer Services
Kevin Donahue
Staff Assistant, Distance Learning Support Infrastructure
John Giaconia
Information Systems Technician 2, Telemedia
Shanon Christiansen
Dean, ESL, English, Math, Sciences and International Languages, Le-Jao Center
Janet Laske
Military/Contract Education Staff Aide
Linda Kuntzman
Professor, Instructor Coordinator ESL, Academic Senate
Lois Wilkerson
Director, Orange County One Stop Centers
Jan Heck
Instructor, Adaptive Technology, ABI, ECHS
Kate Shelley
Instructor, Digital Graphic Arts, Academic Senate
Donna Lubanski
Staff Assistant, Office of Instruction
Gary Stromlund
Campus Security
195
Standard III.A. Human Resources
III.A.
Human Resources
The institution employs qualified personnel t o support st udent learning programs and services wher ever
offered and by whatever means deliver ed, and to improve institutional effectiven ess. Person nel are treated
equitably, are evaluated regularly and syst ematically, and are provided opportunities for professional
development. Consist ent with its mission, th e institution demonstrates its commitm ent to the significant
educational role played by pers ons of diverse backgrounds by making positive efforts to encourage such
diversity. Human resource planning is integrated with in stitutional planning.
III.A.1.
The institution assur es th e 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 servic es.
Coastline Community College employs qualified faculty and staff to support student learning programs and services wherever offered and by
whatever means delivered and to improve institutional effectiveness (“staff” refers to classified staff except where otherwise noted). Personnel
are treated equitably, are evaluated regularly and systematically, and are provided opportunities for professional development. Consistent with its
Mission Statement, the institution demonstrates its commitment to the significant educational role played by persons of diverse backgrounds by
making positive efforts to encourage such diversity. Human resources planning is integrated with institutional planning.
III.A.1.a.
Criteria, qualifications, and procedures for selection of personnel are clearly and publicly
stated. Job descriptions are directly r elated to institutional mission and goals and accurately reflect
position duties, responsibilities, and authority. Criteria for sel ection of faculty include knowledge of the
subject matter or service to be perform ed (as determin ed by individuals with discipline expertise), effectiv e
teaching, scholarly activities, and potential to contribute to th e mission of the institution. Institutional
faculty plays a significant role in selection of n ew 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 equivalenc e has been established.
Descriptive Summary
To assure the integrity and quality of its programs and services, Coastline follows the hiring procedure for all classifications prescribed in the
District Manual of Board Policies and Administrative Procedures (document 3A.1, Board Policy Section 050, General Personnel Policies). Faculty
and administrator positions meet the minimum qualifications established by the State Chancellor’s Office. New hire and replacement needs for
full-time faculty are identified through policies and procedures as part of Coastline’s Program Review and financial planning process (III.D.1.a).
Hiring is conducted as follows:
197
198
The process of recommending new positions begins in the Academic Senate during the fall semester, when the Senate invites all interested
disciplines to present their requests. The Instructor/Coordinator of Instructional Research provides a 7- or 8-year FTE history by department and a
report on FTES by department, including the ratio of full-time to part-time positions within the discipline. The Senate prioritizes the requests and
makes recommendations to the Program Review Committee for action (document 1A.5, College Committee List).
The Program Review Committee prioritizes recommendations from instructional managers, Student Services/Counseling, and the Academic Senate
against established criteria, processes, and data. Formal recommendations are made to the College President for full- time faculty and
administrative hiring with a rationale for prioritization.
At the President’s discretion, the College Council reviews recommendations from the Program Review and Mission, Plan and Budget Committees
(MPBC). The President either endorses recommendations from Program Review and MPBC or returns them to the respective committee with
recommendations for revision. Authorization is then given to the Vice President of Instruction or the Vice President of Student Services to begin the
position announcement process.
Part-time faculty positions are filled as vacancies or emergency hire needs occur. The instructional dean may hire from a District discipline pool of
temporary candidates who meet minimum qualifications or are approved by an equivalency committee established by the Academic Senate in
accordance with Board Policy 050-1-1.3, Authorization for the Chancellor to Employ Certificated Temporary Staff.
Job criteria and minimum qualifications are described in the job announcement. Faculty positions include minimum qualifications determined by
the Academic Senate for California Community Colleges (ASCCC). Administrative positions include minimum qualifications determined by the
Chancellor’s Office. The Office of Human Resources and institutional constituencies determine the minimum qualifications for classified staff
positions.
The District distributes job announcements to some 350 state and local agencies and approximately 200 internal locations and posts the
announcements on the District Web site. Job openings for faculty and administrator positions are advertised nationwide and in local newspapers.
Certain technical positions are advertised in technical journals and publications. To increase staff diversity, Coastline places recruitment
announcements in publications with substantial minority readership (document 3A.2, List of Advertising Publications).
Each District campus uses a Selection Committee Manual to guide those serving on hiring committees. Hiring procedures include orientation
training on District hiring policies and a brief review of the District’s Equal Employment Opportunity and staff diversity goals. Selection committees
develop a paper-screening document for initial applications review. The committee reviews and rates all applications by evaluating the applicant’s
qualifications as related to the position announcement. The committee’s work is reviewed for consistency, fairness, and compliance by the campus
Human Resources Department. Based on screening scores, a limited number of candidates are invited for a personal interview, conducted by the
hiring committee. The final selection is the result of a collaborative process. Except for part-time employees, the President makes the final
determination and forwards a recommendation to the campus Human Resources Department, which forwards the recommendation to the District
Office of Human Resources for submission to the Board of Trustees for final approval.
Standard III.A. Human Resources
Self Evaluation
Criteria, qualifications, and procedures for selection of personnel are clearly and publicly stated. All job descriptions are 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, and potential to contribute to
the mission of the institution. Existing faculty play a significant role in selection of new faculty.
There is no long-range staffing plan in Coastline’s current Master Plan (document 1A.4).
The Self-Study Survey found agreement by 87% of faculty, staff, and management with the statement “Coastline makes sure that criteria,
qualifications, and procedures for selection of all personnel are clearly and publicly stated” (F & S Survey Item 43). Seventy-four percent agreed
that “Coastline provides comprehensive human resource services” (F & S Survey Item 44).
In the Service Satisfaction portion of the Self-Study Survey, 85% of faculty and staff responses were favorable to the Human Resource Department
(Service Survey, “Human Resources”).*
Planning Agen da
Develop a long range staffing plan that is based on the Master Plan and enrollment patterns and projections.
III.A.1.b.
The institution assur es th e effectiven ess 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 ass ess effectiv eness of
personnel and encourage improvem ent. Actions taken following evaluations are formal, timely, and
documented.
* Note: This report contains numerous references to the Accreditation Self-Study Survey of November 2005. The three parts of the Survey are abbreviated as follows: Student Su rvey, for the
Accreditation Self-Study Student Survey; F & S Sur vey for the Accreditation Self-Study Faculty and Staff Survey; and Ser vice Su rvey for the Accreditation Service Satisfaction Survey. In the
text, the abbreviation is followed by the number of a particular item—or question—in that survey. For example, F & S Su rvey Item 80 refers to Item 80 in the Faculty and Staff Survey. The
entire survey is accessible as document 1A.2, Accreditation Self-Study Survey. Many survey questions solicited a response of Favorable, Unfavorable, or Neutral. To save space, Neutral
percentages are not shown in this report. Favorable and Unfavorable percentages may therefore total less than 100%.
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Descriptive Summary
The evaluation of each category of personnel is systematic and conducted at stated intervals. Using written criteria that reflect assigned duties, the
evaluation process seeks to assess performance and provide information that can be used to encourage improvement. All actions following
evaluation are formal and documented.
F aculty—Faculty evaluation is described in the bargaining agreement between the District and the Coast Federation of Educators/American
Federation of Teachers. The evaluation process is outlined for Temporary Faculty, Categorical Faculty, Part-time (50%-60%), Contract (tenure
track) and Regular Faculty (tenured) in documents 2A.28, CFE/AFT Local 1911 Labor Agreement (Full-Time) and 2A.29, CTA/NEA Union
Agreement.
Tenured faculty—Tenured faculty members are evaluated once every three academic years by a panel of peers, self-evaluation, and student
surveys. The evaluation may also include an optional administrative evaluation. A written summary is included in the process evaluation and
serves to document the evaluation.
N ew contract faculty—New contract faculty members who are first-semester, tenure-track faculty are evaluated as follows: the division dean
forms a committee consisting of three tenured faculty members. The evaluation process includes classroom observations, student surveys, a selfevaluation, an evaluation conference, and evaluation reports. The evaluation reports include commendations and recommendations for
improvement and professional development activities to enhance teaching effectiveness. After review by the dean, the vice-president recommends
continuance or discontinuance of employment to the College President.
Tenure-track faculty—Tenure-track faculty members are evaluated each year throughout their four-year probationary period (CFE/AFT Local
1911 Labor Agreement (Full-Time)).
Temporary faculty—To evaluate a temporary faculty member, the division dean forms a panel of two tenured faculty. The panel observes the
faculty member in class, conducts a student survey, holds an evaluation conference, and writes a formal evaluation report that is submitted to the
dean. A categorical faculty member is evaluated through the same procedure established for evaluating a temporary faculty member. Categorical
faculty members are evaluated in this manner once each year for the first four years and once every six semesters thereafter (specified in
bargaining unit contract).
Part-time faculty—For part-time faculty (50%-60% teaching load), the instructional dean identifies an immediate supervisor, site
administrator, or department chair to conduct an evaluation. The designated evaluator observes the instructor in class, conducts a student survey,
meets with the instructor, and completes an evaluation form that is sent to the faculty for review and signature and submitted to the dean.
Members are evaluated every six regular semesters thereafter (specified in bargaining unit contract).
Standard III.A. Human Resources
Classifie d—Evaluation of classified staff is covered in the bargaining agreement between the District and the Coast Federation of Classified
Employees. The performance appraisal process aims to provide the employee with commendations and recommendations. This is a mutually
agreed upon document and evaluates up to twelve performance-related criteria. Employees are evaluated once every two years unless the
employee requests an evaluation or an interim evaluation is determined necessary by the supervisor. The District Office of Human Resources
electronically notifies managers when a classified staff member’s performance evaluation period is approaching. The availability of the appraisal
form online has proved to be very effective (document 3A.3, Labor Agreement, Coast Fed. of Classified Employees, Local 4794).
Administrative—Management evaluations are conducted every two years. The supervisor, in consultation with the employee being evaluated,
convenes a panel to conduct the evaluation, which includes a behavioral survey and a written report (documents 3A.4, Manager Behavioral Survey
and 3A.5, Coast Community College District Management Evaluation). The panel submits the report to the supervisor who forwards it to the vice
president, who is responsible for writing the final evaluation (document 3A.6, CDMA). During spring 2006, a districtwide task force studied the
existing manager evaluation process and implemented several improvements. The task force created clearer descriptions of the process and
timeline. Worksheets with helpful prompts were designed to facilitate more focused, efficient evaluations. CDMA endorsed the recommendations
and work submitted by the task force. It is anticipated that District Human Resources will soon schedule training workshops to familiarize all
managers with the new forms and procedures.
Goals of evaluation—The intent of the performance appraisal for classified staff is “to provide the employee with commendations and
recommendations. This process will be used as a tool to enhance employee performance and provide a means to plan and achieve long-term
employment goals” (specified in bargaining unit contract). The purpose of full-time faculty evaluation is “to improve instruction, counseling and
other educational services” (specified in bargaining unit contract). The purpose of part-time faculty evaluation is “to improve individual teaching
performance” (specified in bargaining unit contract). The purpose of management evaluation is “to encourage higher levels of performance in
the service of students, the institution and the community. In addition, it is to identify management performance requiring improvement in order
to increase overall effectiveness and efficiency in the operation of the District” (document 3A.7, CDMA Evaluation/Process Improvement).
Self Evaluation
The College continues to improve established evaluation schedules for all College employees. A large
majority (72%) of faculty and staff agreed with the Self-Study statement “Coastline evaluates all
personnel regularly to assure effectiveness of its human resources” (F & S Survey Item 46).
The forms used in gathering student perceptions as part of the faculty evaluation procedure include
prompts incompatible with courses taught in distance learning modalities. This incompatibility has
been noted by faculty and will not be addressed until the next round of contract negotiations
between faculty and District administration.
“The College continues
to improve established
evaluation schedules for
all College employees.”
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Planning Agen da
1. The college will recommend the development of forms used for faculty and student evaluation that are, consistent with union contracts,
neutral to the mode of instruction (Planning Agenda for II.A.1.b).
III.A.1.c.
Faculty and others directly r esponsible for student progr ess toward achieving stated
student learning outcom es have, as a component of their evaluation, effectiveness in producing those
learning outcomes.
Descriptive Summary
Coastline adheres to the faculty evaluation processes set out in the bargaining unit contracts, which include evaluation of the progress toward
achieving student learning outcomes (SLOs). (Details of operations, technology, and research and development incident to the identification and
use of SLOs at Coastline appear in II.A.1.c.) There are separate evaluation processes for full-time and part-time faculty. These processes are set
out in the union contracts negotiated on behalf of faculty. The current contracts will expire on June 30, 2008, and negotiations will open
approximately one year before expiration.
Article VIII, Section 1, defines the purpose of full-time faculty evaluation: “to improve instruction, counseling and other educational services
through the periodic evaluation of all faculty members” (document 2A.28, CFE/AFT Local 1911 contract).
During the tenure track process for new full-time faculty, consisting of a four-year period, faculty are evaluated for multiple criteria, including (1)
“Excellent performance…as specifically listed in the faculty member’s position description”; (2) “Respect for students’ rights, needs, and
opinions”; (3) “Respect for colleagues and the teaching profession…”; (4) Continued professional growth and leadership”; and (5) “Additional
standards of performance common to the profession.” Each of these categories is specifically set out in Appendix B to the CFE/AFT contract,
Tenure Review Committee.
Specifically noted under (1) “Excellent performance…” are the following, quoted here verbatim:
5. Consistent responsibility in fulfilling official course outline requirements, including objectives, and maintaining student records;
6. Compliance with college requirements, including any departmental agreements, consistent with this bargaining agreement, and
7. Appropriate measurement of student progress.
In addition, full-time faculty, during the tenure review process and by self-selection following the granting of tenure, are required to submit a selfevaluation form as a part of their evaluation (see Appendix B of the CFE/AFT Contract). The following are examples of components of the selfevaluation process:
4. What methods of instruction or guidance are you currently using? What techniques have you found to be successful? How do these
methods of instruction help the students to learn?
Standard III.A. Human Resources
6. How do you evaluate student progress? What tests or other measure do you offer? What are the advantages or disadvantages?
7. What kinds of critical thinking assignments are required or recommended to students? By what criteria do you evaluate critical
thinking assignments?”
11. What specific steps do you plan to take to improve your faculty assignment (i.e. teaching)?”
In addition to the self-evaluation form completed by faculty, an individual “Faculty Evaluation Report” by observation or evaluation is submitted
by each evaluator. Among other criteria, this form includes evaluation of “preparation for class and organization of material consistent with
approved course outline” and “instructor’s adaptability of teaching methods to learning needs of students.” A “Faculty Evaluation Summary
Report” is prepared by the evaluation team chair.
Article X, Section 1, defines the purpose of part-time faculty evaluation: “the major objective of the evaluation process is to improve individual
teaching performance” (document 2A.29, CTA/NEA Union Agreement).
Evaluation of part-time faculty (up to a 60% load) utilizes the form that is Appendix D to the CCA Contract. The evaluator follows this guideline
when describing the “observation” of instruction: “(include, where applicable, comments relative to apparent knowledge of subject, ability to
present ideas, use of instructional techniques, student participation, use of time, enthusiasm and any other appropriate instructor characteristics.)”
The faculty member “will provide the evaluator with his/her class syllabus/outlines and any other pertinent class handouts at the time of the
evaluation.” Article X, Section 6, CCA Contract.
All faculty evaluations include a “survey of student opinion of teaching.”
Self Evaluation
Coastline adheres to the faculty evaluation procedures outlined in the union contracts. There is general agreement that evaluation processes seek
to assess effectiveness and to encourage improvement. However, it is noted that the evaluations do not allow faculty to receive any
acknowledgement above the “satisfactory” level. It is also noted that it would be useful to conduct training or to provide written instructions
about the procedures that need to be followed in the evaluation process.
Participation in SLO workshops and training opportunities is considered a factor in the granting of academic rank.
Responses to the Self-Study Survey, noted below, demonstrate that faculty, staff, and students receive, as part of their course materials,
descriptions of outcomes that are appropriate to their area of learning and that Coastline instructors are qualified in their field of study.
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The Self-Study Survey found agreement by 83% of faculty, classified staff, and management with the statement “Coastline relies heavily on
faculty (and advisory committees and national industry standards where applicable) to determine competency levels and measurable student
learning outcomes” (F & S Survey Item 20).
The Student Survey found agreement by 93% of all students with the statement “Course syllabi are provided and followed” (Student Survey Item
5). Ninety percent agreed that “Instructors are up-to-date in their field” (Student Survey Item 6).
Planning Agen da
1. The College will recommend that District Human Resources and the unions review the forms used for both full-time and part-time faculty
evaluations in an effort to provide additional categories for evaluating effectiveness, other than just “satisfactory.”
2. The College will recommend that the District consider the need to develop training or better printed instructions related to conducting faculty
evaluations in order to ensure consistency in the evaluation process.
III.A.1.d.
The institution upholds a written code of professional et hics for all of its personn el.
Descriptive Summary
Management personnel of the District are expected to govern their conduct in accordance with the laws of the State of California and the written
policies of the Board of Trustees of the District (document 3A.8, Board Policy 010-2-1, Board of Trustees Ethical Responsibilities). The Academic
Senate should revive the AAUP Statement (e.g., publish it in newsletters) as it has not been in recent circulation or familiar to many faculty.
Coastline focuses on ethical behavior of its personnel through the College Mission Statement and the Catalog, which provide clear evidence that
the College community values ethical standards. Union agreements for full-time faculty (CFE/AFT Contract Article VI.) and part-time faculty
(CTA/NEA Contract) address issues of academic freedom and responsibility, as do Board Policies 050-2-1 through 050-2-8, Employee
Organizations.
Self Evaluation
The college does not have a written code of professional ethics for personnel. However ethical behavior is outlined in the Mission Statement, the
Catalog, union contracts, and Board Policies.
Planning Agen da
1. The College, through its participatory governance structure, will develop of written code of professional ethics.
Standard III.A. Human Resources
III.A.2. The institution maintains a sufficient number of qualified faculty with full-time r esponsibility to
the institution. The institution has a sufficient nu mber of staff and administrators with appropriate
preparation and experience to provide th e administrative ser vices n ecessary to support the institution’s
mission and purposes.
Descriptive Summary
The number and qualifications of Coastline employees are as follows (the Academic Senate has taken a position that the number of full-time
faculty needs to be increased in order for faculty to meet its obligations to the college. There is a process to accomplish this as set forth above in
III.A.1.a):
The College has a total of 743 employees, consisting of the following (document 3A.9, Employee Census, Spring 2006):
Contract, Tenured, and Temporary Faculty
44
Part-time Faculty
240
Managers and Administrators
37
Confidential
1
Classified – Bargaining Unit CFCE
167
Short term 160-day Hourly
204
Student Assistants
29
Professional Experts
21
Total
743
The Catalog gives academic credentials of administrators and full-time faculty.
Self Evaluation
Coastline determines appropriate levels and organization of faculty and administrative staffing by internal departmental analysis and, with a more
global perspective, by the College governance structure. The governance structure includes the Academic Senate, College Council, MPBC, and the
College President, vice presidents, and managers. An integrated planning process coordinates decision-making by all participants.
The Self-Study Survey found agreement by 69% of faculty, classified staff, and management with the statement “Coastline integrates human
resource planning with institutional planning (F & S Survey Item 51); 84% agreed that “Coastline provides comprehensive student support services”
(Student F & S Survey Item 27).
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The Student Survey found agreement by 90% of all students with the statement “Instructors are up-to-date in their field” (Student Survey Item 6).
Seventy-eight percent agreed that “Questions about Coastline’s computers and software are answered by knowledgeable staff” (Student Survey
Item 39);
Hiring additional staff to support programs and services is a desirable objective, but funding continues to be insufficient to staff at optimal levels.
The relatively small number of full-time faculty and the large number of part-time faculty create some disadvantages but many significant benefits
for the College. Employment of part-time faculty yields increased flexibility in course scheduling and in timely response to workforce trends in
business and industry.
Coastline’s part-time faculty are committed and caring, and they give time, energy, and expertise far beyond their contractual obligations. The
high level of respect, inclusiveness, and appreciation for part-time faculty is evidenced in the College’s consistent invitations to and participation of
part-time faculty in all Coastline activities, such as staff development, equal rights in voting and leadership roles in participatory governance
committees, membership in the Academic Senate, attendance at social functions, and inclusion in College communications. Part-time faculty are
intimately involved in every aspect of Coastline’s college life.
Self evaluation indicates a need, as part of the Master Plan, to develop a long-range staffing
plan that is based upon goals and enrollment patterns and projections (while keeping in mind
that many of Coastline’s high FTES generators and career and technical education areas
undergo continuous changes that are often large in scope and difficult to anticipate). The
Academic Senate has also developed a long-range staffing plan based upon goals, enrollment,
and projections.
Planning Agen da
“Hiring additional staff
to support programs and
services is a desirable
objective, but funding
continues to be
insufficient to staff at
optimal levels.”
1. See planning agenda for III.A.1.a.
III.A.3.
The institution systematically dev elops personnel policies and procedures that are
available for information and review. Such policies and procedures are equitably and consistently
administered.
Standard III.A. Human Resources
III.A.3.a.
The institution establishes and adheres t o written policies ensuring fairnes s in all
employment procedures.
Descriptive Summary
Coastline adheres to all personnel policies established by the District. These policies are consistently administered, are equitable, and ensure
fairness in Coastline employment procedures. Policies and procedures reflect labor law, the Education Code, and Title 5 and are documented in the
District Board Policy Manual. Board Policies 050-1-1 through 050-4-6 govern employee selection, terms and conditions of employment, equal
employment opportunities, sexual harassment, gender equity, faculty hiring procedures, employee rights, organization recognition, and benefit
entitlements. The Board Policy Manual is available district wide to all employees on the District Web site (document 3A.10, CCCD Web Site).
The District’s newly developed PowerPoint presentation on duties, responsibilities, and EEO (Equal Employment Opportunities) requirements
contains standards and expectations for search committee members (document 3A.11, Coast Community College District — Duties, Responsibilities
and EEO Requirements for Search Committees).
Self Evaluation
The District Office of Human Resources reviews and revises employment policies as needed. The Board of Trustees reviews all recommendations
for policy revisions and votes to implement or not implement them. Generally, administration seeks a broad consensus from districtwide
constituent groups and from within existing participatory governance structures before recommending significant changes in Board policies. The
EEO/Staff Diversity plan also includes employment goals and hiring procedures.
The CCCD maintains a comprehensive Personnel Policy Manual covering all employee groups (faculty, administration, classified staff, and
hourly/student employees). The institution systematically develops personnel policies and procedures that are available for information and
review. Such policies and procedures are equitably and consistently administered.
The Self-Study Survey found agreement by 74% of faculty, classified staff, and management with the statement “Coastline ensures fair
employment procedures for all personnel” (F & S Survey Item 45).
Planning Agen da
No planning recommendations at this time.
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III.A.3.b.
The institution makes provisi on for the security and confidentiality of personn el r ecords.
Each employee has access to hi s/her p ersonnel records i n accordance with law.
Descriptive Summary
All personnel records at Coastline are maintained in a secure and confidential manner. The Office of Human Resources maintains the official
personnel records of all employees.
Title 5, Article 3, Sections 59022 and 59023, and the California Education Code 87031 and 87408 determine how records are to be maintained.
Current employee records are stored in the Office of Human Resources in a secure environment. Former employee records are maintained in a
secure District warehouse.
Self Evaluation
The District treats all personnel records as confidential. Selected Human Resources staff have access to records for day-to-day personnel
transactions, but the records are shielded from other staff members. Only the supervisor of the department, the Administrative Director of Human
Resources or the Vice Chancellor of Human Resources can give permission to view personnel related documents. Employees may contact the
District Office of Human Resources to access their employee records. Employees must remain in the office while reviewing their files.
Planning Agen da
No planning recommendations at this time.
III.A.4.
The institution demonstrates through policies and practices an appropriate understanding
of and concern for issues of equity and diversity.
III.A.4.a.
The institution creates and maintains appropriate programs, practices, and services that
support its diverse personnel.
Descriptive Summary
Coastline adheres to the District EEO/Staff Diversity Plan, which includes employment goals and hiring procedures. The campus Human Resources
Office fosters diversity and appreciation for diversity in numerous activities undertaken each year. Diversity is an aspect of orientation for
committee recruitment, staff development, arts and cultural events, recruitment for students, and the hiring and promotion of faculty and staff.
The college maintains a Personnel Service/Human Resources Office at College Center to support all personnel.
Standard III.A. Human Resources
Self Evaluation
Coastline’s commitment to diversity is demonstrated by the following non-discrimination statement, which is displayed in all College publications:
It is the policy of the Coast Community College District to provide all persons with equal employment and educational opportunities regardless of race, color,
sex, national origin, religion, age, handicap, marital, or Vietnam-era status.
In the Catalog and the Class Schedule, the non-discrimination statement appears in Spanish and Vietnamese as well as English.
The Staff Diversity Committee follows a mandate of helping the College to achieve its diversity goals in hiring. The committee reviews reports
prepared by the State Chancellor’s Office and the Coast District Human Resources Office explaining hiring goals, disability (ADA) compliance
practices, sexual harassment prevention policies and communications, hiring practices and procedures, and awareness and appreciation of diversity
within the College. The committee develops and distributes printed and electronic materials celebrating diversity at Coastline. Recommendations
are forwarded from the committee to College Council and the President’s Cabinet for consideration and action.
The College does not currently have in place a significant number of tools that can measure the extent to which its policies and practices of
diversity issues are understood and implemented. However, the Self-Study Survey found agreement by 77% of faculty, classified staff, and
management with the statement “Coastline regularly assesses its employment policies to assure an equitable and diverse work environment” (F &
S Survey Item 48).
The Student Survey found agreement by 92% of all students with the statement “Students are
treated fairly at this college, regardless of gender, ethnicity, or sexual preference” (Student Survey
Item 1).
In spring 2004 a Coastline professor received the prestigious Regina Stanback-Stroud Diversity
Award from the California Community College Academic Senate in honor of her outstanding
service to the College in promoting programs and services that meet the needs of its diverse
students. The Coastline EOPS Counselor/Coordinator received the same award in 2005. These
are but two examples of the professionalism and commitment with which Coastline faculty serve
a highly diverse student population.
“In spring 2004 a
Coastline professor
received the prestigious
Regina Stanback-Stroud
Diversity Award from
the California
Community College
Academic Senate.”
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Planning Agen da
1. The College, through the Staff Diversity Committee, will work to develop appropriate tools to demonstrate the effectiveness of its equity and
diversity policies and practices.
III.A.4.b.
The institution r egularly assesses its record in employment equity and diversit y consist ent
with its mission.
Descriptive Summary
The College Staff Diversity Committee meets monthly to address recommendations and needs of students and staff. Membership includes
appointees from each of the employee constituencies and the Student Advisory Council. The mandate of the Staff Diversity Committee is “to help
Coastline Community College achieve its staff diversity goals and create a supportive environment for faculty staff and students.” Each month the
committee receives reports on the vacancies being filled. These reports include a description of the diversity ratios for those in the applicant pool,
those interviewed, and those recommended for hire. In this manner the committee is regularly updated on the progress the College is making
towards attaining the District’s EEO goals. The committee also learns about the nature of any discrimination complaints received by the EEO
Officer, Sexual Harassment Prevention Officer, or ADA Compliance Officer.
The College reports to CCCD, and CCCD annually reports progress in achieving its annual goals for hiring diversified candidates to the State
Chancellor’s Office.
Self Evaluation
The Self-Study Survey found agreement by 74% of faculty, classified staff, and management with the statement “Coastline ensures fair
employment procedures for all personnel” (F & S Survey Item 45).
Planning Agen da
No planning recommendations at this time.
Standard III.A. Human Resources
III.A.4.c.
The institution subscribes to, advocates, and demonstrates integrity in th e treatment of its
administration, faculty, staff and students.
Descriptive Summary
Coastline demonstrates integrity in the treatment of personnel by adhering to District policies and procedures for the fair treatment of its
administration, faculty, staff, and students. These policies and procedures reflect labor law, the Education Code, and collective bargaining
agreements. Indicative Board policies include 050-1-2, Equal Employment Opportunity Policy Statement (document 3A.12); 050-1-14, Gender
Equity Policy Statement (document 3A.13); and 050-1-6, Sexual Harassment Policy Statement (document 3A.14).
Self Evaluation
The Self-Study Survey found agreement by 77% of faculty, classified staff, and management with the statement “Coastline regularly assesses its
employment policies to assure an equitable and diverse work environment” (F & S Survey Item 48).
Planning Agen da
No planning recommendations at this time.
III.A.5.
The institution provides all personnel with appropriate opportunities for continued
professional development, consistent with the institution al mission and based on identifi ed teaching and
learning needs.
III.A.5.a.
The institution plans professi onal development activities to m eet th e n eeds of its
personnel.
Descriptive Summary
Coastline identifies its needs for faculty and staff development for teaching and learning through processes and practices described in II.A.1.
Coastline professional development activities are designed to meet the needs of all personnel, consistent with the mission of the College and
based on the teaching and learning needs of the personnel involved. All employees are encouraged to develop and grow in their professional
knowledge and skills. To that end, managers and administrators work within their departments to encourage employees to engage in staff
development activities. The Professional Development Institute (PDI), the Office of Instruction, the District Classified Professional Development
Committee, and the Coast District Management Association all participate in planning and offering professional development opportunities. At
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Coastline, the Leadership, Technology, and Distance Learning Committees plan regular workshops and programs for professional development.
Funding is available upon application for outside professional development activities. Faculty, managers, and staff apply to the appropriate source
for funding of an outside activity. Professional development offered at the college is available at no cost to the participants. In some instances
part-time faculty are compensated to participate in student learning development activities, and funds are available for part-time faculty to apply
to attend outside activities. The two-day Summer Technology Training Institute (III.C.1.b) is especially designed to offer a wide variety of training
for faculty and staff.
Self Evaluation
The College utilizes collaborative methods to discuss and plan professional development activities designed to meet the needs of all personnel.
These activities are offered at various times throughout the year, and efforts are made to afford all faculty and staff an opportunity to participate.
Timing and scheduling are planned in consideration of the needs of all personnel.
The College is able to ensure that professional development opportunities address institutional needs and are evaluated for meaningful goals and
content through reports submitted to and analyzed by the PDI. The Coastline sabbatical system encourages faculty to apply for and receive
sabbatical leave. For management and staff personnel, administrative leave is available as appropriate (every five years) and entails a
retrospective report. Applications for administrative leave are evaluated by the employee’s supervisor and the College President as part of
Coastline’s overall planning and development process.
Through the Classified Professional Development Program, classified staff are afforded tuition and expenses reimbursement, salary differential, or
released time. The Self-Study Survey found agreement by 80% of faculty, classified staff, and management with the statement, “Coastline
provides professional development activities for all personnel” (F & S Survey Item 49).
Planning Agen da
No planning recommendations at this time.
III.A.5.b.
With the assistance of the participants, the institution systematically evaluates
professional development programs and uses the results of thes e evaluations as the basis for improv ement.
Descriptive Summary
The Coastline Staff Development Committee oversees staff development activities for all College personnel. These activities are systematically
evaluated, and the results of the evaluation are used as a basis for improvement and for implementation of new concepts not previously offered.
The College makes staff development opportunities available throughout the academic year at no cost to the participants. In addition, funds are
Standard III.A. Human Resources
available for faculty development through the PDI. The Academic Senate provides funding for faculty members attending outside professional
activities related to their discipline. A number of faculty participate in statewide committees; their activities are funded by the state Academic
Senate or the Chancellor’s Office.
The Leadership Development Task Force plans professional development programs each fall and spring and the Leadership Academy in January.
The Academy convenes for a full week, devoted to developing leadership qualities for Coastline personnel.
The Technology and Distance Learning Committees plan the Summer Institute, which devotes two days to technology and teaching techniques
training and is open to all Coastline personnel.
Self Evaluation
All of the above activities are followed and evaluated. The results of the evaluations are used to design and improve the development activities
for the following year. The Self-Study Survey found agreement by 77% of faculty, classified staff, and management with the statement “Coastline
regularly evaluates its professional development programs and uses the results of the evaluation in future planning” (F & S Survey Item 50).
Planning Agen da
No planning recommendations at this time.
III.A.6.
Human resource planning is integrated with institutional planning. The institution
systematically asses ses the effectiv e us e of human r esou rces and uses the results of th e evaluation as the
basis for improvement.
Descriptive Summary
The College assesses Human Resource needs to support the Master Plan Priorities and Initiatives. Management and Classified Staff needs are
determined through consultation among members of President’s Cabinet. Full-time faculty staffing needs are determined by consultation with
deans, the Vice President of Instruction, the Vice President of Student Services, and the Academic Senate in coordination with Program Review and
the MPBC.
Staffing planning begins at the department level and flows through Coastline’s integrated planning process, which includes review by the MPBC.
When department managers submit requests to fill job vacancies, they must justify the request as essential to fulfill department responsibilities.
Specific job-dependent requirements include the following:
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• Vacant classified, confidential, and management positions require the completion of a Notice of Vacancy Form and completion of the
associated process.
• New positions on specially funded programs are approved by the President’s Office on a Notice of Vacancy Form and completion of the
associated process.
• New positions on General Funds are approved through the department, MPBC, and the College President’s Office on a Notice of Vacancy
Form.
• New job classifications or titles, as defined by the requesting department, are approved by the MPBC and the President’s Office in support of
the Master Plan Priorities and Initiatives.
Self Evaluation
The District Office of Human Resources reviews the appropriate placement and final approval by Vice Chancellor of Human Resources.
The Classified Staff Reclassification Process provides staff members an opportunity to request reclassification should their job duties expand
beyond their existing job description as specified in the union contract. The Self-Study Survey found agreement by 69% of faculty, classified staff,
and management with the statement “Coastline integrates human resource planning with institutional planning” (F & S Survey Item 51).
Planning Agen da
No planning recommendations at this time.
Standard III.A. List of Documents
3A.1
Board Policy Section 050, General Personnel Policies
3A.2
List of Advertising Publications
3A.3
Coast Federation of Classified Employees, Local 4794
3A.4
Managerial Behavioral Survey
3A.5
Coast Community College District Evaluation
3A.6
CDMA
3A.7
CDMA Evaluation Process Improvement
3A.8
Board Policy Section 010-2-1: Board of Trustees Ethical Responsibilities
3A.9
Employee Census
3A.10
Board Policy Manual – CCCD Web Site
3A.11
CCCD – Duties, Responsibilities and EEO Requirements for Search Committees
3A.12
Board Policy Section 050-1-2: Equal Opportunity Employment Policy
3A.13
Board Policy Section 050-1-14: Gender Equity Policy
3A.14
Board Policy Section 050-1-6: Sexual Harassment Policy Statement
Standard III.B. Physical Resources
III.B.
Physical Resources
Physical resources, which include facilities, equipment, land, and other assets, s upport student learning
programs and services and improve instituti onal effectiv eness. Physical resource planning is integrated
with institutional planning.
III.B.1.
The institution provides safe and sufficient physical resources that support and assure th e
integrity and quality of its programs and services, regardless of l ocation or m eans of delivery.
Coastline Community College plans and provides facilities and other physical resources sufficient to attain all goals of its Mission Statement,
Master Plan, and other institutional obligations. All facilities are constructed and maintained in a manner to ensure efficient space utilization,
access, safety, security, and a healthful learning and working environment. The College utilizes its existing shared governance structure with data
provided to the appropriate committees to evaluate the safety of its facilities and ensure they sufficiently and efficiently meet the needs of the
college.
III.B.1.a.
The institution plans, builds, maintains, and upgrades or replaces its physical r esources in
a manner that assures eff ective utilization and th e conti nuing quality necessary to support its programs
and services.
Descriptive Summary
Coastline’s 30-year history of success in programs such as developing prizewinning distance learning courseware, creating a worldwide distance
education system for deployed military personnel, and launching a succession of career and technical education programs, testifies to a congruent
success in providing suitable facilities when and where needed. The key is the collegial process, involving all constituencies, with which the
College plans, updates, and replaces equipment and maintains its programs and services.
Planning accomplishe d—The Le-Jao Center, Coastline’s new facility in Westminster, typifies the way Coastline long-range planning works and
how it succeeds. The Center opened in spring 2006; planning began in August 2003. Facility specifications were developed in two phases. In
Phase I the College and the District Administrative Services Office agreed on square footage and estimated cost. In Phase II, the faculty and staff
who would occupy the Center coordinated with the College Facilities Committee to develop detailed building specifications. A Learning Center
Design Team Task Force was formed and co-chaired by the Vice President of Instruction and Vice President of Administrative Services. The Dean of
the Huntington/Westminster Center, a leased elementary school that the Le-Jao Center would replace, served on the Task Force throughout the
process. The Design Team continued meeting until construction documents were completed and the project was sent out for construction bids. The
extensive staff input in all phases of planning resulted in staff satisfaction when the Center was actually built and equipped.
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Planning for the future—As some facilities projects reach completion, others are being planned for years into the future. For example,
conceptual plans are in place for a Coastal Learning Center to be built at a to-be-determined location in the south part of the District, capitalizing
on rapid population growth in that area.
Efficient space utilization—The Coast Community College District commissioned a study by Maas Companies, a firm of space utilization
consultants. The conclusion was that due to District classroom build-out levels, Coastline would fall very low on any future state capital feasibility
improvement request. Consequently, Coastline does not anticipate any state-supported capital investment funds. The College has instead
depended on Measure C, a bond issue described below, to meet facility needs.
The College continually evaluates the efficient utilization of its space inventory for both instructional and administrative use through input provided
by individual staff and departments to the Office of Administrative Services and the Facilities Committee. Because of Coastline’s unique history of
leasing the majority of its space at locations throughout the Coast Community College District, the College is constantly evaluating the minimum
and optimal space needs to effectively support its programs and services. One of the primary responsibilities of the Vice President of
Administrative Services is to keep abreast of the facility needs for all departments. The vice
president does this through regular communication with the faculty, staff, and administration and
through input from the Facilities Committee. The Vice President works with professionals in the
local real estate market to identify appropriate facility lease opportunities and to negotiate the
corresponding lease contracts for Board approval. The College has also employed the strategy of
developing partnerships with other public agencies to acquire space in the most economical and
efficient manner. Two examples of these partnerships are the existing lease for the Technology
Center (currently planned to be converted to a new consolidated space for Instructional Systems
Development operations in fall 2006) with the City of Fountain Valley and the land provided at
“The College continually
evaluates the efficient
utilization of its space
inventory for both
instructional and
administrative use...”
no cost to the college by the City of Garden Grove Redevelopment Agency for the Garden Grove
Learning Center.
Until 1997, the only owned college facility was the College Center in Fountain Valley. Since that time, the college has determined through market
analysis and development of its Master Plan that a strategic mix of leased and owned facilities is the most economical and efficient way to meet
the needs of its programs and services. In this way the college is able to continue to provide the most convenient and accessible site-based
instruction to students while retaining flexibility in meeting market demand where programs are needed.
F acil ity and equipment safety—The College facilitates providing a safe environment and safe facilities primarily through services provided
by the Security and Safety Department and work done through the Facilities Committee and the Safety/Health/Disaster Preparedness (S.H.D.P.C.)
Committee (document 1A.5, College Committee List). Issues involving safety for all College facilities are reported to the Safety and Security
Department and/or the S.H.D.P.C. and forwarded as appropriate to Maintenance and Operations or the Office of Administrative Services. The
college has effectively addressed safety concerns pertaining to either facilities or the maintenance of a safe environment for both students and
Standard III.B. Physical Resources
staff through its participatory governance committee structure, which includes representation from all constituency groups. Deliberations are
shown in the minutes of the Facilities and Safety/Health/Disaster Preparedness Committees.
Planning mechanisms—Coastline facilities planning is a systematic, formalized, ongoing process. There are two main mechanisms: the
Mission, Plan and Budget Committee (MPBC) and the Facilities Committee (FC), with their respective planning and budgeting processes.
Equipment and facility issues that surface in the meetings of other committees, such as the Curriculum Committee and the Safety/Health/Disaster
Preparedness Committee, are forwarded to the MPBC or the Facilities Committee for action (College Committee List). Faculty and staff also have
opportunities to request additional resources for programs and services from the following sources:
•
•
•
•
•
The regular budget request process within their College wing
Block grants
Town hall budget meetings
Master Plan Implementation (MPI) grants
Student Advisory Council (SAC) grants
Block Grant and State Funded Equipment dollars have been provided to meet instructional and student service requirements as follows:
Block Grant
State Funded Equipment (SFE)
2001-02
$18,074
$67,583
2002-03
50,493
70,859
2003-04
109,991
72,877
2004-05
0
166,061
2005-06
0
161,205
During 2004-05 and 2005-06, the College President, assisted by the Planning, Development, and Government Relations Department, provided
$300,000 and $160,000 respectively for projects and services. In addition, the College was also able to make available $982,179 in 2003-04,
$1,101,782 in 2004-05, and $1,584,662 in 2005-06 from the General Fund ending balance and the College’s entrepreneurial endeavors
(Contract Education., Instructional Systems Development, and other units) to meet equipment needs and numerous other one-time money
requests.
Bond- driven planning—Measure C, a $370 million general obligation (G.O.) bond approved by the voters in November 2002, provided
Coastline with $62 million in funds to build and update facilities and purchase equipment (document 3B.1, Measure C Facts). The existence of
this resource and the scope of bond-funded projects force the College to plan far ahead. Table 3B.1 summarizes the Coastline projects for which
Measure C funds have been earmarked or already spent.
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After passage of the G.O. bond, Coastline engaged a consultant to assist in preparing a Facilities Master Plan (FMP), which was developed in close
coordination with the College Master Plan. For facilities information in the Master Plan, see pages 7.1 through 7.80 in document 1A.4, Master
Plan. For the FMP, see document 3B.2, Coastline Community College Facilities Master Plan).
Certain land and facility acquisitions became available after development of the original G.O. Bond priority list for Coastline. In view of these
acquisitions, the FMP recommends combining a number of projects on the list to maximize the benefits derived from Bond resources. The FMP
was developed to provide flexibility in planning; the Facilities Committee continues to review facility options presented by the Administrative
Services Office to determine the sequence in which projects will be completed. Any modifications to the original G.O. Bond project list will be
presented by Administrative Services to the District Citizens Oversight Committee (C.O.C.) for review and approval.
The College has completed the construction of one new learning center and completed safety and parking upgrades at the College Center and
Garden Grove Center. By fall 2006 the College will have completed HVAC and energy upgrades to the College Center and retired lease and
financing debt for classrooms. The balance of Coastline’s $62 million in bond funds has been requested in Phase II with all project work to be
completed by year-end 2010.
Table 3B.1. Projects Budgeted for Measure C Bond Fund s
Priority
Categ ory
1
2
E-1
A-1
Telecommunication, instructional systems, and Distance Learning Center
Le-Jao Center— New learning center in the city of Westminster; complete.
$ 7,000,000
9,000,000
3
D-2
Safety upgrades to relieve traffic flow and improve parking, lighting, and safety
1,000,000
4
A-2
Technology Center
5,000,000
5
D-3
Install fiber optic systems throughout the College
4,000,000
6
C-3
Replace energy systems, HVAC systems, and related infrastructure
1,200,000
7
E-4
Upgrade and replace outdated technology equipment including computers,
2,000,000
A-4
laboratory equipment, and classroom furnishings
Coastal Learning Center—Projected new learning center in the southern part of
14,800,000
8
Project
Budget
the District.
9
A-5
Retire lease financing and acquire classrooms
23,000,000
10
E-5
Upgrade telephone and telecommunication systems
1,030,000
Self Evaluation
Based on Self-Study Survey data, approximately half the full- and part-time faculty agree that the College maintains and upgrades its physical
resources to assure quality of programs; well over 50% of full-time classified staff and management gave the same favorable feedback.
Approximately 30% of all faculty gave a neutral response on physical resources satisfaction supporting programs, and an average of over 15%
responded that the college did not adequately maintain, upgrade, and replace its physical resources. Less than 30% of full-time classified staff
Standard III.B. Physical Resources
and management responded with a neutral answer, and on average of between 16% and 20% gave an unfavorable response to the same
question (F & S Survey Item 54).
The Le-Jao Center in Westminster—the first learning center in the District completed with bond funding—opened for classes in spring 2006. This
33,000 square-foot facility is equipped with all necessary instructional technology and office equipment. All classrooms have multimedia
equipment and all computer rooms have new equipment.
All classes at the old Huntington-Westminster Center were moved to the new Le-Jao Center. In the spring of 2006, more than 25 classes were
added to the schedule, compared to classes at the old center the year before. Also in spring 2006, the Student Success Center was moved to
Le-Jao Center from the College Center. The last remaining leased learning center, which occupies elementary school buildings in Costa Mesa
constructed more than 40 years ago, is targeted for replacement in the FMP as soon as a land location can be identified.
The FMP also includes monies to replace the current leased Coastline College Technology Center (CCTC) with an owned facility and to build an
approximately 10,000 sq.ft. facility to consolidate the Instructional Systems Development (ISD) operations into one location. ISD currently
occupies administrative space in the College Center and production operations in a portable building next to the KOCE TV studio on the Golden
West College campus. Consolidating ISD operations will also provide desperately needed space in the College Center for the expanding operations
of Distance Learning and Military and other Contract Education Programs. Unfortunately, the skyrocketing cost of construction and the explosive
Southern California real estate market will undoubtedly make the college’s bond allocation, developed over four years ago, inadequate to
complete all projects as planned. The College is in the process of reviewing the original bond requests and the FMP to re-evaluate what can be
completed over the next three to four years with the remaining bond allocation.
The College provides numerous opportunities for faculty and staff to review plans to maintain and enhance programs and services. The MPBC, for
example, annually reviews the learning center area budget and the requirements for facility repairs and upgrades and new equipment. The
Financial Task Force, a subcommittee of the MPBC, reviews the requirements and makes recommendation for additional funding. This procedure is
especially useful in prioritizing the allocation for year-end balances that are distributed as one-time allocations. Year-end balance expenditures for
capital improvements include parking lot repairs, building remodels, HVAC upgrades, instructional and student services equipment, and security
enhancement.*
* Note: This report contains numerous references to the Accreditation Self-Study Survey of November 2005. The three parts of the Survey are abbreviated as follows: Student Su rvey, for the
Accreditation Self-Study Student Survey; F & S Sur vey for the Accreditation Self-Study Faculty and Staff Survey; and Ser vice Su rvey for the Accreditation Service Satisfaction Survey. In the
text, the abbreviation is followed by the number of a particular item—or question—in that survey. For example, F & S Su rvey Item 80 refers to Item 80 in the Faculty and Staff Survey. The
entire survey is accessible as document 1A.2, Accreditation Self-Study Survey. Many survey questions solicited a response of Favorable, Unfavorable, or Neutral. To save space, Neutral
percentages are not shown in this report. Favorable and Unfavorable percentages may therefore total less than 100%.
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220
Planning Agen da
1. The Facilities Committee will review the G.O. Bond priority list to consider recommending modifications of project scope due to unanticipated
increases in construction costs.
III.B.1.b.
The institution assur es that physical r esources at all loc ations where it offers courses,
programs, and services are constructed and maintained t o assure access, saf ety, securit y, and a healthful
learning and working environment.
Descriptive Summary
Coastline is committed to providing a healthy living and working environment for students, faculty, and staff by systematically monitoring the
College premises for factors such as ADA compliance, environmental health and safety, security, and disaster preparedness. Standards and
activities are as follows:
ADA COMPLIAN C E
The District may coordinate compliance with ADA evaluations on occasion, but each college in the District is responsible for maintaining its own ADA and safety
compliance. As stated in the previous accreditation report, there were no plans at that time to undertake a new District-wide accessibility study or to institute any
joint projects.
All new construction at Coastline is ADA compliant and is reviewed by the Division of the State Architect (DSA). This includes the Garden Grove
Center and the Le-Jao Center. For existing Coastline locations, ADA modifications are made as necessary (or as stated in the previous report, by
recommendations from Disabled Access Consultants, a consulting firm). At the Costa Mesa Center, for example, a ramp was constructed outside
the Special Programs office for easier access and a sliding glass door was installed at the office entrance to meet accessibility requirements.
Earlier this year, one male restroom and one female restroom were rebuilt near the Special Programs classrooms. In 2005, a walkway near the
east end of the Costa Mesa Center was repaved when it was found to impede wheelchair access because of uneven pavement and moss caused by
rain or lawn sprinkler puddling.
When new first aid kits were installed throughout the college in 2004, care was taken to ensure that they were hung at ADA-acceptable heights.
At the One-Stop Center in Westminster, accommodations were made to the workstation of a quadriplegic employee who uses a motorized
wheelchair. Meetings of the Safety/Health/Disaster Preparedness Committee often address issues concerning the evacuation of special needs
populations. Plans are being made to evaluate the different types of evacuation chairs that are available and to buy some for the campuses,
which have more than one floor.
Standard III.B. Physical Resources
EN VI R ON M EN TAL HEALTH AND SAF ETY
Smoking Policy—Coastline adheres to District Board Policy 050-1-15, Smoking Policy. The law became effective on January 1, 2004, and the
District directed each college to ensure its facilities complied with the order. The Safety/Health/Disaster Preparedness Committee recommended
additional signage for each facility and the placement of ashtrays 20 feet or more from main entrances and exits.
DISTRICT/ C OASTLIN E POLICI ES
The District maintains several policies related to maintaining physical facilities. The first of these, District Policy 040-2-5, Energy and Resources Conservation Policy,
was approved by the Board of Trustees in 1986. This policy is a general commitment to focus on resource management in several broad areas.
The District also has a College Security Policy, 040-13-6, approved by the Board of Trustees in 1994. This policy complies with the U.S. Department of Education
Clery Act requirements and focuses on reporting crime statistics and disclosing security policies and procedures, information regarding campus facility access and
facility maintenance, interagency relationships between College security personnel and local police agencies, and security awareness and crime prevention
programs existing on campus.
The District has a Use of Force Policy, 040-13-7, revised by the District’s Crisis Response and Safety and Health (CRASH) Committee in 2003.
Coastline continues to use a special Incident Report form, available to students, staff, and faculty, for reporting a complete description of an observed incident
(document 3B.3). If students, staff, or faculty are involved in or witness an incident, they may file an Incident Report at the College Center or at the nearest
learning center. A College suggestion/hazard form is also available to students, faculty, and staff desiring to report a safety or hazard concern. Forms are
available at various locations throughout the District and are distributed in faculty packets at the beginning of each semester. All reports are kept on file and are
periodically reviewed. In addition, the Security Coordinator designed new Incident Forms for the safety officers and staff to use to report crimes and suspicious
activities.
Coastline College coordinates with local law enforcement authorities on an as-needed basis. Coastline conducts courses in approximately 50 locations in 10
different jurisdictions. When a significant incident or a crime occurs that warrants attention, or there is a need to make a campus aware of local crime issues, a
flier/bulletin that describes the incident, the actions taken, and related safety suggestions will be distributed to all students, faculty, and staff .
An Emergency Procedures Manual was revised and distributed collegewide in spring 2000. A new plan, based on Federal and State guidelines, was prepared by the
District’s Emergency Preparedness Coordinator, working closely with Coastline’s Security Coordinator. The District’s response to a major disaster will be
conducted within the framework of this plan and will be guided by the principles of SEMS (Standardized Emergency Management System) and the
concept of ICS (Incident Command System).
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Although no classrooms at any facilities have telephones, emergency phones are available in the interior hallways of the Garden Grove Center. At the former
Huntington-Westminster Center and at the current Costa Mesa Center, red telephones are accessible to students and staff throughout the campus. From these
emergency phones, callers can be connected to the school office or directly to the 9-1-1 operator.
All Coastline managers are assigned "evening duty" two or three nights each semester and are
available by pager and phone between the hours of 5 p.m. and 10 p.m. for to respond to
emergencies, significant events, or request from staff. A list of the evening administrators is prepared
and distributed by the Security Office at the beginning of each semester (document 3B.4, Evening
Coverage Roster).
“In May 2002,
Coastline College hired
its first Security
Coordinator.”
SECU R ITY
Security Coordinator—In May 2002, Coastline College hired its first Security Coordinator. Prior to that time, the supervision of the security
officers had been handled by the Director, Maintenance and Operation. The Security Coordinator supervises the Campus Safety Department, which
is responsible for the safety and welfare of Coastline students, employees, and visitors. The Department’s duties include, but are not limited to,
protecting persons and property, preventing theft and vandalism of college property, reporting any unlawful activity to the college and local law
enforcement, making notifications about safety issues, providing parking lot escorts, and preparing incident reports.
Coastline is unique in that it does not have a 24-hour campus safety department or a central campus like the other colleges in the District. The
Security Coordinator works full-time, and three part-time campus safety officers (19.5 hour-per-week employees) work Monday through Thursday
from approximately 5:30 p.m. to 10:30 p.m. One each is assigned to the Costa Mesa Center, Garden Grove Center, and Le-Jao Center. In
addition, the Security Coordinator maintains a cadre of hourly (160-day) employees who can provide relief for the other officers and can be
deployed as necessary to the Weekend College at the Costa Mesa Center or for Distance Learning review and testing dates, as well as one officer
who provides daytime security and parking enforcement at the College Center and the three learning centers.
Generally, there is no Friday evening or weekend coverage, and there is no coverage for the Technology Center or any of the high school or other off-campus sites.
The Security Coordinator is on call 24/7 and usually works a midday shift, from approximately 10:00 a.m. to 8:00 p.m. The coordinator responds
to daytime security problems and also provides supervision to the officers. Besides providing security at the learning centers and College Center,
he personally assists the One-Stop Centers with advice, responding to security problems and assisting with the design, maintenance, and operation
of their security systems.
Security Systems—In 2003-04, Coastline installed a new security system purchased with G.O. Bond funds under the provision of improving
campus security. Since Coastline does not have a full-time security force, an added degree of protection was required to address the college’s
primary concerns of the safety of students, staff, and visitors and the protection of property. The security system was researched by the Security
Coordinator, subsequently recommended by the Safety/Health/Disaster Preparedness Committee and the Facilities Committee, and approved by
the College Council and the President.
Standard III.B. Physical Resources
Detailed descriptions safety, security, and emergency programs appear in document 3B.5, Safety, Security, and Emergency Readiness at Coastline
Community College.
Self Evaluation
The Accreditation Self-Study Survey found that, with the exception of Survey Item 54, the majority of faculty and staff have a favorable opinion of
physical resources distribution, maintenance, and planning. Table 3B.1 shows details. Past experience suggests that the relatively low Favorable
finding for Item 54—“Coastline maintains, upgrades, or replaces its physical equipment and its physical resources regularly to assure quality of
programs and services”— is due to the use of aging elementary school buildings at two sites. One, the former Huntington-Westminster Center, was
subsequently replaced by the Le-Jao Center. Replacement of the other, the Costa Mesa Center, is part of the long-range facility plan discussed
earlier.
The Instructional Deans recommend that at least once each semester and once in the summer, the Director of Maintenance and Operations make a
facility inspection with the site Dean and facilitator to review the status of work request orders and discuss future maintenance needs of the site.
The Instructional Deans also recommend that a system be developed that will inform the site Dean and facilitator when a work order request for
maintenance is received and a notification of when the repair or cleaning will occur. They also recommend that notification be sent to the site
facilitator when the work order request is completed. At present, the only way to determine whether a work order is completed is to check weekly
and see if the work has been finished.
All facilities owned by the College and all future facilities outlined in the FMP are or will be constructed to the latest ADA compliance standards to
assure accessibility and to provide a healthful learning environment. Safety at all owned sites is also being considered as a high priority through
the allocation of safety officers’ coverage and installation of electronic security systems at all current and future owned sites.
Physical safety in College facilities in terms of healthful working conditions has also been more closely monitored .in recent years. Air quality in
some of the buildings owned by the College had been highlighted as a concern by staff in the Safety/Health/Disaster Preparedness Committee
and reported to Administrative Services. The College Center is a 21-year-old building and was found to have extensive mold build-up in the exterior
walls due to rain leakage. To address the problem, a floor-by-floor full mold abatement was performed with complete air quality testing and
approved health quality certification.
The Vice President of Administrative Services ensures that all leased facilities comply with current access standards and have adequate security in
place before recommending that the College enters into a lease contract with the owner.
The Service Satisfaction portion of the Survey found a majority in all employee categories satisfied with the Security Department (last item in
Table 3B.1).
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Faculty & Staff R es ponse s*
Full-time Facult y
Part-ti me Faculty
Full-time Classifi ed
Part-ti me Classified
Mana gement
Favorabl e
63%
77%
73%
67%
82%
Unfav orabl e
4%
5%
13%
33%
12%
Favorabl e
67%
79%
68%
67%
65%
Unfav orabl e
4%
3%
16%
33%
24%
Coastline maintains, upgrades, or replaces its physical resources regularly to assure Favorabl e
48%
64%
55%
100%
61%
quality of programs and services (F & S Survey Item 54).
Unfav orabl e
17%
9%
16%
Coastline bases its physical resource planning on systematic assessment of
Favorabl e
72%
71%
67%
curriculum demands and the institution’s planning processes (F & S Survey Item
Unfav orabl e
11%
Physical resources are distributed to meet student and faculty needs (F & S Survey
Favorabl e
82%
Item 56).
Unfav orabl e
Facilities planning is adequate and linked to other institutional planning and
Favorabl e
55%
evaluation efforts (F & S Survey Item 57).
Unfav orabl e
10%
Accreditation Satisfaction Survey for Security Dept. (F & S Survey Item,
Favorabl e
72%
71%
Effective/Ineffective by Employment Category).
Unfav orabl e
12%
13%
Table 3B.1 Faculty and Staff Opinion: Physical Resources and Security
Survey State ment
Coastline maintains safe and adequate physical resources (F & S Survey Item 52).
Coastline efficiently uses its physical resources (F & S Survey Item 53).
22%
100%
15%
63%
6%
55).
82%
68%
100%
8%
73%
60%
19%
100%
23%
74%
63%
69%
13%
59%
73%
14%
* The balance of responses (100% minus Favorable plus Unfavorable) were Neutral.
Planning Agen da
1. Implement the remainder of the Facilities Master Plan as funded by the Measure C bond measure.
2. Develop a system to coordinate maintenance, repairs, cleaning, and site inspections with the site Dean and facilitator.
III.B.2.
To assure th e feasibility and effectiven ess 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 rel evant data into account.
The overarching concept in Coastline physical resources planning is that rigorous adherence to process is the mechanism most likely to achieve
outcomes agreeable to all constituencies and to maximize the return on resources expended. To implement this concept, resources planning was
integral to the development of the 2005-2008 Master Plan and remains a key element in the Coastline annual planning process.
Standard III.B. Physical Resources
The College assesses the use of its facilities on an ongoing basis, year round. Because Coastline is not a traditional campus-based college and
leases or rents many of its facilities to offer programs, the Vice President of Administrative Services in consultation with college staff and the
Facilities Committee continually seeks new classroom space opportunities within the community to meet the needs of new programs or improve
facility quality for existing programs. Input for the adequacy of existing space or need for new space is regularly communicated to the Facilities
Committee from the Office of Instruction (and all other wings) through their representative serving on the committee. The Vice President of
Administrative Services also attends staff meetings of other wings or standing college committee meetings (e.g., Instructional Deans Staff
meetings or Academic Senate meetings) as requested to discuss facility needs and gather staff input.
Information and input is then either acted upon by the Office of Administrative Services or forwarded to the appropriate committee for
consideration and recommendation.
III.B.2.a.
Long-range capital plans support institutional improvement goals and reflect proj ections of
the total cost of owner ship of n ew facilities and equipment.
Descriptive Summary
Existing long-term capital plans are outlined in the documentation for the Measure C General
Obligation Bond passed in November 2002 and set forth in the College Master Plan, pages 7.1
through 7.80. The college utilizes the work of the College Facilities Committee (FC) to develop,
monitor, and recommend long-range capital plans. The FC receives facility capital input and
requests through the established participatory governance practice of the college from all
constituencies and committees. The FC is regularly tasked to resolve major facility challenges for
the college, such as acting as the design team task force for a learning center and serving as the
“The college utilizes the
work of the College
Facilities Committee
(FC) to develop,
monitor, and
recommend long-range
capital plans.”
Facilities Master Plan Task Force. The FC forwards its recommendations to the College Council
and President for final review, approval, and implementation if appropriate.
FC recommendations and updates are also regularly reported to the MPBC, Academic Senate, and Classified Council. This regular interaction helps
ensure that facility and capital plans have been developed in support of institutional improvement goals stipulated by major planning components
of the college such as the MPBC and Academic Senate. The cost of ownership for new facilities and equipment is also reviewed and recommended
to the President through the MPBC budget planning process. Any additional facility expenses are tracked and reported by the Administrative
Services Office in coordination with the FC. New ongoing facilities expenses such as utilities or service contracts are brought to the MPBC as part of
the collegewide budget proposal for review and approval. Additional facility cost-considerations are first reviewed by the FC when making new
facility recommendations.
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226
The Office of Administrative Services in consultation with the appropriate college department or the Facilities Committee attempts to identify all
relevant elements of cost of ownership (including additional staffing needs or on-going service maintenance) when making decisions about new
facilities or equipment.
When large new equipment purchases (such as computer network upgrades) are recommended to the MPBC for approval, additional on-going
expenses in support of the new equipment (“cost of ownership”) are included in the information presented to the committee for consideration.
A recent example of Coastline’s long range capital planning process was the design and construction of the Le-Jao Center, described earlier
(III.B.1.a). First, the College and the District established targets for square footage and total cost. Then, in a second phase, Coastline faculty and
staff who would use the building worked with the professional planners to specify the building in detail. The outcome has proved successful to all
constituencies.
A second example is the provision of a new art gallery. Driven by input to the FC from the dean and faculty for the Art Department, the College in
spring 2006 leased space in Huntington Beach for a new art gallery and classroom. The College had lost its lease on the prior—and very
successful—gallery and classroom in 2004. The decision to identify and commit to a new gallery is another example of how Coastline used long
range capital planning to support the College goal of expanding a successful instructional program.
The process for updating computers, multimedia systems, and other technology infrastructure is discussed in III.C.
Self Evaluation
In collaboration, where appropriate, with the District, the College has undertaken and
satisfactorily executed large, long-range capital plans. The Vice President of Administrative
Services coordinates planning primarily through the MPBC and FC committee structures and
processes. The outcomes are achieved in a collegial and efficient manner. In responses to the
Self-Study Survey, 72% of full-time faculty, 67% of full-time classified, and 63% of management
agreed that “Coastline bases its physical resource planning on systematic assess-ment of
“FC recommendations
and updates are also
regularly reported to the
MPBC, Academic
Senate, and Classified
Council.”
curriculum demands and the institution’s planning processes” (F & S Survey Item 55).
Planning Agen da
No planning recommendations at this time.
III.B.2.b.
Physical resource planning is integrated with institution al planning. The institution
systematically asses ses the effectiv e us e of physical resources and uses the results of the evaluation as the
basis for improvement.
Standard III.B. Physical Resources
Descriptive Summary
Coastline established a standing committee responsible for the oversight of college facility matters approximately ten years ago. The Facilities
Committee is mandated “To review and plan for facilities to house sites, programs, and college operations” (College Committee List).
The committee operates within the established participatory governance practices and includes constituency representation from all groups in the
College community. Representation on the committee includes six faculty, four classified staff, five administrators, four managers, and a member
from the Student Advisory Committee. The committee meets from 2 p.m. – 4 p.m. on the first Monday of each month during the academic year
and for additional specially scheduled meetings as necessary.
The committee gathers data, hears presentations and requests, deliberates, and makes final recommendations to the College President on all
major facility issues. Recommendations are formally presented to the College Council by the Vice President of Administrative Services. The
College President generally requests questions and input from members of the Council before taking final action on the recommendation.
To help ensure that facility decisions recommended by the Vice President of Administrative Services and the Facilities Committee are addressing
institutional needs and plans for improvement, major equipment and facility plans are routinely reported to the Mission, Plan and Budget
Committee (MPBC) for input and consideration.
The primary process the College utilizes to ensure that allocation decisions for physical resources are meeting the needs of College programs is
through the effectiveness of Coastline’s participatory governance structure and work done by the appropriate committees, such as the Facilities
Committee, MPBC, and College Council. There currently is a lack of formal data to provide evidence that College physical resource allocation
decisions are adequately supporting all program and service needs.
When the Facilities Master Plan consultants were interviewed and selected in 2002-03, the College Council recommended with approval from the
President that the existing College Facilities Committee take on the additional role of College Facilities Master Plan Task Force and work with the
consultants to develop and recommend the Facility Master Plan. The committee has been working with the consultants in this capacity over the
past 18 months and participated in all decisions relating to the planning and spending of our General Obligation Bond allocation.
The Task Force operates within the same participatory governance environment as the College Facilities Committee and makes all final
recommendations to the College Council and President as appropriate.
See III.C for discussion of multimedia and computer facilities.
227
228
Self Evaluation
Through the use of collegewide committees, Coastline has a well developed process to assess and make recommendation for new facilities. The
opening of the Le-Jao Center in spring 2006 is an example of how this process integrates physical resource planning with larger institutional goals.
Although the process has worked well in many cases over many years, a Departmental Services Review noted that the College lacks a systematic,
ongoing mechanism to ensure consistency of facilities plans with institutional goals.
See III.C for discussion of multimedia and computer facilities.
Planning Agen da
1. The MPBC and the FC will implement a formalized annual review of capital plans to confirm coordination with and support of institutional
goals.
2. The Office of Administrative Services will develop formal data to create evidence of how physical resource allocation decisions are supporting
the needs of college programs and services through the newly established Departmental Services Review (DSR) Program (I.B.3).
Standard III.B. List of Documents
3B.1
Measure C Facts
3B.2
Coastline Community College Facilities Master Plan
3B.3
Incident Report Form
3B.4
Evening Coverage Roster
3B.5
Safety, Security, and Emergency Readiness at Coastline Community College
Standard III.C. Technology Resources
III.C.
Technology Resourc es
Technology resources are us ed to support student learni ng programs and services and to improve
institutional effectiven ess. Technology planning is integr ated with institutional planning.
III.C.1.
The institution assur es that any technology support it pr ovides is d esigned to m eet the
needs of learning, teaching, college-wide communications, research, and operational systems.
At Coastline, a formal, integrated, ongoing process reflects a commitment to satisfy both sides of the equation: that all technology provided meets
identified needs and, within the constraints of technical and budgetary feasibility, that all identified needs receive appropriate technological
support. In this connection the College faces two challenges. One is technical: Coastline’s commitment to distance learning is such that failure of
the internal server and communication network could conceivably shut down forty percent of Coastline classes. The other challenge is human:
Coastline faculty and staff possess a wide spectrum of expertise in planning, creating, supporting, and using information technology for education.
Differences of opinion sometimes arise about infrastructure that is technically achievable and that which is operationally and financially
sustainable at a point in time.
The technology provisioning process is driven by the College Master Plan (document 1A.4) and implemented by College committees. The
Technology Committee informs College constituencies of emerging technology trends and formulates plans and priorities for acquisition and
deployment. The Mission, Plan and Budget Committee coordinates technology planning with institutional planning. The process mirrors
Coastline’s stature and obligations as a profoundly technology-oriented institution.
III.C.1.a.
Technology servic es, professional support, facilities, hardware, and software are designed
to enhance th e operation and effectiv eness of th e institu tion.
Descriptive Summary
With approximately half of its student body enrolled in online courses, Coastline is uniquely dependent on technology. Network availability and
security are vital to student learning programs and services. To meet these demands, the College plans, acquires, and employs the following
technology resources:
229
230
TECHN OLOGY SER VI C ES
The Computer Services Department (CSD) plans, configures, installs, maintains, and updates all administrative and instructional computers and
software for the three Coastline learning centers (Costa Mesa Center, Garden Grove Center, Le-Jao Center), the College Center administrative
building and the Coastline Technology Center (both in Fountain Valley), and all Orange County One-Stop Center locations. CSD is responsible for
the following:
•
•
•
•
Computer network infrastructure (routers, switches, and other network-related equipment and software)
Network security
Instructional servers and E-mail servers
Web servers, including those that host the College Web site, searchable class schedule, searchable course descriptions, and other functions.
Certain other servers are the responsibility of the Distance Learning Department.
•
•
•
•
Software licensing
Administrative desktop computers
STAR Program course Web sites
Instructional computers (including computer labs)
CSD is staffed with 11 full-time employees and three part-time employees. Table 3C.1 gives the locations and functions of the computers for
which the department is responsible.
Table 3C.1. Computers at Coastline: Jul y 2006
Num ber of C om put ers
Locati on
Instructional
Administrative
Total
College Center
160
174
334
Costa Mesa Center
151
44
195
Garden Grove Center
287
19
306
Le-Jao Center
104
41
145
Coastline Technology Center
262
56
318
One-Stop Centers (all locations)
158
49
207
Other
135
41
176
1,2 57
42 4
1,6 81
Total
Standard III.C. Technology Resources
CSD has developed, or makes available, online procedures, including online request forms, that are used collegewide for such transactions as the
following:
•
•
•
•
•
•
Requests for hardware and software service
Requests for and questions about new e-mail accounts
Requests from new users for computer access
Requests for assistance from College staff and requests from faculty for help with in-class technology requirements
Requests to produce material for Coastline Minutes (marketing for departments or specific courses)
Submission of online work requests by faculty and staff to the Maintenance & Operations (M&O) department for custodial services, grounds
keeping, set-up and breakdown of conference room seating, and other services.
System Availabil ity and Security
Coastline plans and manages its technology on the premise that dependable computer service is
indispensable for many College operations, some of which, such as distance learning delivery for
military students, are worldwide in scope. The distribution of Coastline learning centers in
Orange County adds another layer of complexity. CSD has accordingly implemented systems and
procedures to ensure a high level of system availability and to protect users against viruses,
spam, and other external threats. Features of the network include the following:
Dedicated servers and services—The network contains numerous servers that provide
application services to users. Access restrictions are tailored to application requirements. For
example, Web Servers, which support services like the College Web site and distance learning
courses, are accessible to the public. E-mail Servers are accessible to the public with designated
restrictions. Administrative Servers, for departments such as Fiscal Services, Financial Aid, and
“Coastline plans and
manages its technology
on the premise that
dependable computer
service is indispensable
for many College
operations, some of
which, such as distance
learning delivery for
military students, are
worldwide in scope.”
Student Records, admit no public access of any kind. For added security, internal administrative
areas of the network are isolated from student-accessible areas of the network.
F irewalls—The Coast Community College District connects Coastline and the other District colleges to CENIC, the statewide network for California
educational systems. The connection from the District enters Coastline through two hardware firewalls, arranged in tandem. The firewalls provide
two layers of protection against cyber-security attacks, which occur constantly. CSD network monitoring and analysis equipment detect an
attempted intrusion approximately once every 45 seconds. Other firewalls, deeper inside the network, provide added security. The CSD staff
includes a full-time network analyst assigned to monitoring Coastline network infrastructure and security.
231
232
Anti-virus protection—Sophos anti-virus software in appropriate configurations (Enterprise, Server, and Client) runs on servers and desktop
computers throughout the system. The software is automatically downloaded onto all network-connected computers daily—or more frequently,
depending on the current virus threat.*
Availabi lity assurance—The District provides connection to the Internet. At Coastline, a fault-tolerant arrangement protects against
interruptions in that service. In the event of failure in Coastline’s microwave connection to the District or in the District’s connection to the
Internet, a so-called backdoor at Coastline automatically engages within 10 seconds. The backdoor reconnects Coastline systems to the Internet
via a landline connection with Time Warner Cable. The Time Warner backup connection allows continued and uninterrupted Internet access for
College and instructional Web sites and e-mail.
El ectrical and physical security—Multiple uninterruptible power supplies (UPSs) store
enough energy to power the network for up to 50 minutes in the event of a power failure; additional capacity is planned. A separate air
conditioner, independent of the central air conditioning system, is installed to cool the server room. The server room can be approached only
through a restricted-access department and entered only with closely controlled keys.
P R OF ESSIONAL SUPPOR T
Coastline provides professional support in several key technology areas including telemedia services and distance learning.
Teleme dia Support
Coastline’s telemedia services for faculty and staff include the following:
• Duplicating CD-ROMs and DVDs for student use at the various viewing centers located throughout the college and for resale through the
College Bookstore
•
•
•
•
•
Supplying equipment and technical support for training sessions
Acquiring special equipment and software
Upgrading, maintaining, and repairing telemedia equipment
Capturing videotape and still recordings of various college-sponsored events, such as graduation
Supplying telecourse masters to KOCE (for broadcast) and ACT, Inc. (for rental to students)
* Note: This report contains numerous references to the Accreditation Self-Study Survey of November 2005. The three parts of the Survey are abbreviated as follows: Student Su rvey, for the
Accreditation Self-Study Student Survey; F & S Sur vey for the Accreditation Self-Study Faculty and Staff Survey; and Ser vice Su rvey for the Accreditation Service Satisfaction Survey. In the
text, the abbreviation is followed by the number of a particular item—or question—in that survey. For example, F & S Su rvey Item 80 refers to Item 80 in the Faculty and Staff Survey. The
entire survey is accessible as document 1A.2, Accreditation Self-Study Survey. Many survey questions solicited a response of Favorable, Unfavorable, or Neutral. To save space, Neutral
percentages are not shown in this report. Favorable and Unfavorable percentages may therefore total less than 100%.
Standard III.C. Technology Resources
• Creating and broadcasting Coastline Minutes, which help faculty and staff market specific academic programs, certificates, and courses (e.g.,
Digital Graphic Applications)
• Assisting in production of course materials, such as the Virtual Museum video created for Coastline’s online Art 100 course
• Providing oversight of technical assistance for students and faculty about distance learning courses
The Telemedia Department, staffed by two full-time employees and five part-time employees, maintains the following equipment:
•
•
•
•
Two production studios at the College Center
Classroom telemedia equipment
Cable uplink and downlink for Coastline’s cable TV service
Teleconference equipment
Distance Learning
The Distance Learning (DL) Department uses video lessons, audio cassettes, PDAs, DVDs, CD-ROMs, the Internet, and cablecast to distribute course
content to distance learning students. The DL Department has 20 full-time employees and 16 part-time employees.
The DL Department maintains the servers that host the following:
•
•
•
•
•
•
•
•
•
Online courses
Virtual library
Military courses
Summer Technology Training Institute
Seaport course management system
California Virtual Campus (CVC; since discontinued)
Quiz server (for student quiz software)
Discussion forums (for online course participation)
Placement Tests
The DL Department is also responsible for:
•
•
•
•
•
Operation of the Assessment Center
Closed-captioning/transcription of audio review sessions
Creation of transcripts of review sessions
Online testing
Creation of Distance Learning and course Web sites
233
234
In addition to classes supported by the DL Department, there are several classes offered through Distance Learning but supported by the course
developer/publisher. Some were created for commercial distribution by the publisher or a creator/distributor such as Coast Learning Systems (the
name under which Coastline markets instructional technology products developed by the Instructional Systems Development department). In cases
where the course is supported by an outside group, the publisher or distributor typically sends representatives to meet and train faculty each
semester. According to the chair of Coastline’s math department, the publisher has been both very knowledgeable and responsive to the needs of
the College when support issues arise.
Seaport Course Management System
Seaport is a course management system (CMS) under development at Coastline in response to Priority 1,
Initiative 3, of the Master Plan:
“Building on
Coastline’s
preeminent
experience in
creating, marketing,
supporting, and
using distance
learning, Seaport
was conceived as
both a course design
system and a course
management
system.”
CCC [Coastline Community College] will create and implement a DL instructional design template and a
complementary DL course management system/process with an orientation and training program for all
faculty teaching DL courses.
To begin, the DL Department solicited input from a Seaport planning team that included faculty
members, instructional designers, and a software programmer. The team identified key elements of a
distance learning course: homepage, instructor information, syllabus, student learning outcomes (SLOs),
FAQs, and exam information. The team also created a lesson development template that includes
prompts to guide faculty through the creation of substantive, quality lessons. The first 14 Seaport
courses were offered in summer 2006. More are following as new online courses are created and
existing courses are converted to the Seaport format.
Building on Coastline’s preeminent experience in creating, marketing, supporting, and using distance
learning, Seaport was conceived as both a course design system and a course management system.
As such, it offers four main advantages over Blackboard and WebCT: 1) Seaport’s built-in instructional design guide; 2) Freedom from escalating
licensing costs of other course management systems; 3) Support for delivery in multiple instructional formats; and 4) Simple, intuitive, easy-touse student and faculty interfaces. The four advantages are significant in these respects:
1. Built-in Instructional Design Guide—For the instructor developing a course, Seaport encourages good instructional design. The
system engages the instructor with specific input fields for SLOs (course-level and lesson-level), grading rubrics, course overview, letters of
agreement, syllabus information, FAQs, course schedule, multiple lesson elements, streaming video, PowerPoint presentations, discussion
forums, drop boxes, quizzes and testing, and other elements of best practice design.
Standard III.C. Technology Resources
235
2. Fre e dom from Escalating CMS Costs—Use of Seaport entails no licensing fees, no student costs for course content, and no charge to
the student for technical support.
3. Course Delivery in Multiple Formats and Operating Environments—Coastline experience unequivocally showed the need for
a uniform course development procedure that could then generate deliverables in diverse formats, such as hand-held PDA and cell phone
downloads, CD-ROM, DVD, paper document, and HTML (Web site) files. Seaport has been designed to work on military and other protected
corporate computers that prohibit the file loading required by traditional course management systems.
4. User- Fri en dl y Interfaces—Seaport’s intuitive, easy-to-use interfaces for student and faculty minimize user problems and support issues,
reduce faculty training time, reduce support costs, and make the online course experience more pleasant and effective.
Seaport is an outstanding example of how Coastline applies technology to enhance effectiveness across the entire institutional spectrum, from
instructional development to course administration to higher rates of student success. Document 3C.1, Seaport Handout, has more information.
The Seaport Course Management System is well along, although some components and enhancements are still under development. Faculty
believe they best know the systems and tools that will most effectively serve their students and that they should be fully involved in the
implementation of Seaport. There is also a need for instructional design and programming support for faculty that goes beyond basic Seaport
training. This will help faculty understand what options are available to best serve their students and combine the use of Seaport with other
instructional tools that meet their students’ learning needs.
Project Voyager
Initiated and directed by the Coast Community College District, Voyager is not a Coastline technology
project in the usual sense. However, Coastline faculty and staff anticipate benefits from Voyager in
operations throughout the College. Voyager is cited at several points elsewhere in the Self-Study. A brief
description is therefore presented here.
Early in 2005 the District formed a constituent committee to evaluate and recommend an enterprise
system for use throughout the District (an enterprise system provides solutions on an enterprise-wide, as
opposed to departmental, basis). The Board subsequently approved the Voyager Plan, a comprehensive
measure to move the District to the forefront of technology for all aspects of College operation and
management. The undertaking was designated Project Voyager at the District level. Coastliners usually
call it Banner, after several of the software components. To implement Voyager, the District purchased
SCT Banner and Luminis Portal, families of enterprise software products produced by SunGard SCT, a
business unit of SunGard Data Systems Inc. The District and the District colleges will use the SunGard
“The Board
subsequently
approved the
Voyager Plan, a
comprehensive
measure to move
the District to the
forefront of
technology for all
aspects of College
operation and
management.”
236
software as the basis of a system to manage districtwide finances, records, student services, customer service, human resources, communication,
and other functions.
The acquisition of SunGard software for the District and its three colleges will significantly improve Internet access to Student Services. The system
will provide faculty with important administrative and time saving functions, such as electronically updating class census rosters and reporting
grades, functions that are currently done using manual and outdated legacy systems. Students will be able to search for and register for classes
online; and to review and request transcripts online; and—for the first time—all students will have a College e-mail address. Numerous other
activities will be streamlined for staff, faculty, management, and students, including financial aid, registration, and student mail groups
(document 3C.2, Project Voyager Overview). A technical description appears in document 3C.3, Voyager ERP Software Suite.
Extensive Voyager training for Coastline users began in spring 2006. Table 3C.2 gives target dates for implementation.
Table 3C.2. Project Voyager Implementation Plan
Modul e
Finance—Purchasing, Accounts Payable/Receivable, General Ledger, Self-Service for Employees, Grants,
Budget, Fixed Assets, etc.
Financial Aid—Self-Service for Students, Applicant Processing & Records, Disbursement, Needs Analysis,
Training
Go-Live
June 2006
July 2006
Dec. 2006
Jan. 2007
Loan Processing, etc.
Human R es ource s—Self-Service for Employees, Applicant Processing, Benefits Administration,
Dec. 2006
Jan. 2007
Compensation Administration, Health & Safety Administration, Electronic Timecards, etc.
Luminis—Student E-mail, Current/Consistent Web Content, Calendars, Customized Home Page/Content
April 2007
April 2007
April 2007
May 2007
for Each Campus, Real-time Course Information (grades, curriculum, cancellations), Single Point-of-Access
to other Modules, Targeted Announcements, etc.
Stu dent—Academic Records/Transfer Articulation, Class Schedule, Course Catalog, Curriculum, Advising &
Program Planning (CAPP), Degree Audit, Online Class Rosters, Online Web Registration, Online Grades,
Self-Service for Students & Faculty, etc.
For a detailed implementation schedule see document 3C.4, Project Voyager Timeline/Scope.
Since its inception, one of the biggest challenges facing Coastline—a college without walls—has been connecting students to learning, peers,
faculty, and college life. Many Coastliners believe that a comprehensive e-Portal is the one approach that might empower students and faculty to
bridge time and distance, inherent at a distributed campus, where many students take courses at a distance. The Luminis and Student
modules in Voyager are expected to help Coastline bridge this gap and build a comprehensive virtual learning community that will engage all
students regardless of where or how they take classes.
Standard III.C. Technology Resources
Coastline Web Site: Section 508 Compliance
The Coast Community College District, together with the State Chancellor's Office, endorses the Guidelines of the World Wide Web Consortium
(W3C) as the standard for World Wide Web accessibility and compliance with the Americans with Disabilities Act. As part of its work, the W3C has
developed accessibility guidelines for Web sites and pages, divided into three priority levels, Priority 1 being the most critical. The standards of the
federal Rehabilitation Act, Section 508, are consistent with the W3C Guidelines and provide achievable, well-documented guidelines for
implementation. The Section 508 guidelines include a combination of W3C Priority 1 and Priority 2 guidelines.
In 2002, the District 508 Task Force drafted the CCCD Web Site Accessibility Guidelines (document 3C.5), with specifics spelled out in the
related spreadsheet entitled Web Accessibility Standards for CCCD (document 3C.6). In summary, the district agreed upon the following
combination of the Section 508 requirements and a subset of the W3C Guidelines:
• All requirements defined in the Federal Rehabilitation Act's Section 508, specifically subsection 1194.22;
• All W3C Priority 1 guidelines; and
• All W3C Priority 2 guidelines except 3.1 through 3.4, 3.7, 6.4, 9.2, 9.3, 11.1, 11.2, 12.3, and 13.2. (These may be implemented at a later
date.)
F ACILITIES
Coastline operates technology facilities at the College Center, three main learning centers, and certain other locations (document 1B.13, Map:
Coastline Community College Sites). Most classrooms at the learning centers are equipped with standard telemedia devices (e.g., TV monitor,
VCR, and overhead projector). Distance Learning course viewing centers are located at the Costa Mesa, Garden Grove, and Le-Jao Learning Centers;
in the College Center; and in the Golden West College Library (in Huntington Beach), the Orange Coast College Library (in Costa Mesa), and the
Mary Wilson Public Library (in Seal Beach).
Each learning center has dedicated computer classrooms (III.C.1.b) with up to 30 computer stations in each room. Depending on the courses
offered at each center, the computer rooms and labs are configured to support curricular programs such as art, digital art, business computing,
computer networking, and ESL. In addition, the Information Commons at the Garden Grove Learning Center serves as a computer lab open to all
Coastline students. The Student Success Center, located at the Le-Jao Center, offers remedial courses by computer. The Student Success Center has
24 computers available for student use. Computer-based English and math placement tests are offered in the Assessment Center located at the
College Center, which has 29 computers available for student use.
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238
Under contract with the County of Orange, Coastline operates the Orange County One-Stop Centers, with locations in Westminster and Irvine and a
satellite operation in Fullerton. To meet the needs of job seekers and employers, these facilities offer computer-assisted assessment, training,
research, and employment development opportunities. Coastline has operated a One-Stop since July 1, 1998. In 2003 Coastline received a
grant to expand coverage to all of Orange County (except for the cities of Anaheim and Santa Ana, which operate their own One-Stops).
HA RDWAR E AND SOFTWAR E
Hardware and software purchases are evaluated through a process overseen by the Mission, Plan and Budget Committee (MPBC), (document 1A.5,
College Committee List). Technology recommendations related to block grant instructional equipment funds are presented to MPBC. Once the
available block grant money is identified, MPBC enlists the co-chair of the MPBC (usually a faculty member) and the head of CSD to create a task
force to solicit, review, and prioritize all technology requests for block grant funds. Task force members have technical knowledge and represent
all constituency groups.
The task force polls each College wing, requesting details of the technology needs for the departments in the wing. The task force reviews the lists
submitted from each wing for block grant eligibility or identifies other possible funding sources (e.g., grants, VTEA, instructional equipment, etc.).
After extensive review, technology resources that are identified as eligible for General Fund and instructional equipment monies are compiled into
one list and submitted to MPBC for final approval. After reviewing the task force documents, the MPBC makes its final recommendations for
presentation to the College President.
Self Evaluation
Evaluating technology as a tool to enhance institutional effectiveness at Coastline raises two issues: 1) How effectively is the technology
performing today, and 2) What assurance is there that it will perform effectively in the future? This self-evaluation addresses the first issue. The
second is addressed in III.C.1.c below.
Declared levels of satisfaction—The Accreditation Self-Study Survey (document 1A.2) solicited faculty, staff, and students for their opinions
about availability and support for technology at Coastline. Table 3C.3 below shows responses from the faculty and staff survey. Table 3C.4 shows
responses from the student survey. With the exception of one survey item, at least two-thirds of all respondents expressed satisfaction with
equipment availability and support. In addition, most faculty, staff and management respondents agreed that “Coastline supports technology
innovation” (F & S Survey Item 63). The exception was student opinion about computer availability; only 58% of regular classroom students
agreed that “Computers are available on campus when I need them” (Student Survey Item 15). This discrepancy requires investigation.
Standard III.C. Technology Resources
Table 3C.3. Faculty and Staff Opinion:
Satisfaction with Technology
239
Faculty & Staff R es ponse s*
75%
78%
74%
order (F & S Survey Item 37).
Unfav orabl e
25%
8%
12%
Computer laboratories have a schedule that reflects the needs of the
Favorabl e
80%
95%
97%
students (F & S Survey Item 39).
Unfav orabl e
15%
Mana gement
Favorabl e
Part-ti me
Coastline maintains educational equipment and materials in good working
Classified
Full-time
Classified
Part-ti me
Faculty
Full-time
Faculty
Survey State ment
67%
83%
67%
83%
3%
Note: Students are less satisfied with computer availability than faculty
appear to believe. See Student Survey Item 15 in Table 3C.4 below.
Technology support meets the different needs of Coastline (F & S Survey
Item 59).
Favorabl e
84%
88%
5%
100%
Unfav orabl e
73%
14%
72%
11%
Coastline supports technology innovation (F & S Survey Item 63).
Favorabl e
92%
93%
91%
100%
78%
5%
5%
Unfav orabl e
6%
* The balance of responses (100% minus Favorable plus Unfavorable) were Neutral.
Table 3C.4. Student Opinion: Satisfaction with Technology (Computers)
Percentage of Fa vorable
Respon ses, by Ty pe of
Deli very M ode *
Student
Online
Hybri d
Regular
Computers are available on campus when I need them
58%
73%
71%
No. 38
The computer laboratories have a schedule that reflects my needs.
77%
76%
83%
No. 39
Questions about Coastline’s computers and software are answered by knowledgeable staff.
73%
79%
74%
Item No.
*
Classr oom
No. 15
Surv ey
Student Survey Item
Regula r Cla ss ro om denotes students taking courses on-site; Onli ne denotes students taking courses via the Internet;
Hybri d denotes students taking a mix of on-site and online courses.
Figures are for non-military students only. See complete survey results (document 1A.2) for responses from military students taking the same courses in the same modalities.
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Integration of curriculum development with technology plan ning—Coastline has an established curriculum development
procedure for both on-site and distance learning courses. Before a course can be approved by the Curriculum Committee, it is reviewed by the
department chair, the discipline dean, and the distance learning dean (when appropriate). Before the course is offered, it must be scheduled by
the department dean and the area facilitator. The scheduling process, which includes room and equipment assignments, is the first step in
confirming that the course will be offered.
A disconnect exists between the development of curriculum that requires technology resources and timely coordination with CSD. Specifically, the
course outline approved by the Curriculum Committee does not currently include detailed technology resource information that could be forwarded
to CSD for planning purposes.
Planning Agen da
1. Investigate the Accreditation Self-Study Survey finding that only 58% of students attending on-site classes believe that computers are
available on campus when needed. Conduct a survey to determine the extent to which on-site students are aware of computer resources
already in place. Ascertain more precisely the times and locations at which students expect computers to be available.
2. Modify the current course outline form to include specific technology resources required for the course. Courses requiring technology
resources would then be flagged, with the pertinent information being forwarded to CSD. In addition to modifying the course outline, a step
could be added to the scheduling process to ensure that CSD is aware of technology needs related to specific courses. The discipline dean
and area facilitator could notify CSD when such a class is being scheduled. Since the scheduling process takes place months in advance of
the courses actually being offered, this would give CSD ample time to prepare.
3. Strengthen the development of the Seaport CMS to realize its full potential for the support of faculty and student learning outcomes using a
systematic approach.
III.C.1.b.
The institution provides quality training in the effectiv e application of its information
technology to students and personnel.
Descriptive Summary
TRAI NING F OR STUDENTS
Information Commons
Coastline’s Information Commons offers technology software support for students enrolled in any Coastline course. Support is offered in most
Microsoft applications as well as Adobe Illustrator, Adobe Photoshop, Adobe InDesign, Corel Painter, QuarkXPress and Photoshop Elements. Also
located on the Garden Grove Campus is a Viewing Center at the Information Commons Lab, which is open during Lab hours (noon to 9 p.m.
Monday through Friday and 8:30 a.m. to 1 p.m. on Saturday).
Standard III.C. Technology Resources
At the learning centers, computer time is available on varied schedules to any student registered in a half-unit computer lab course.
Computer Labs
Teaching Rooms:
Costa Mesa Center: Room 12, 13, 14, and 15
Le Jao Center: Rooms 4, 14, and 19
Garden Grove Center: Rooms 102, 104, 350, 352, and 353
Coastline Technology Center: Rooms 1, 2, and 4
Open Labs:
Garden Grove Center (Room 103)/Information Commons
Other Student Facil ities
Vi ewing Centers—See C.1.a, Facilities, above.
F acil ities for Incarcerated Students—Coastline provides audio and video media to nine pilot-project California state prisons for viewing by
incarcerated students enrolled in Coastline courses. These correctional facilities are equipped for audio and video media, which are broadcast on
closed-circuit television.
Both video and audio materials are updated when new editions are available. Video and audio media are replaced when found to be defective or
in cases of loss due to theft.
TRAI NING F OR P ERS ON N EL
Information Systems Trainer
Prior to the elimination of Staff Development funds in 2002, Coastline had an active staff development department including a part-time faculty
trainer. Services included one-on-one training, group training, and phone support. In addition, the Coast Community College District offered
technology training for products such as Word, Access, and PowerPoint. Courses were taught at the District training room and were made available
at Coastline locations if sufficient numbers registered for on-site training.
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Training arrangements changed in January 2005, when Coastline acquired a full-time Information Systems Trainer. The trainer, a member of the
CSD staff, publishes a training schedule and arranges one-on-one training, small group training, and phone support. Training sessions are
available in Microsoft Office, Outlook Web Access (OWA – Coastline’s e-mail system), and in special subjects on request. Coastline personnel are
trained at various sites to maximize participation. According to the Information Systems Training 2005 Report, over 493 faculty and staff
members have participated in training classes. In addition, more than 360 individual phone support sessions took place (document 3C.7,
Information Systems Training 2005 Report).
Summer Technology Training Institute
“Approximat ely 75
faculty and staff attended
sessions on topics
including student centered learning, hy brid
courses, MP3 audio,
rubrics, learning
communities, and wikis
and blogs.”
Coastline launched the Summer Technology Training Institute during the summer of
2005. Sessions are planned to address instructional needs and provide technologyrelated support for faculty, classified staff, and managers. Tools and software are
introduced and made available to participants to facilitate instructional improvement
and enhanced productivity. Significant time and resources have also been devoted to
student learning outcomes training.
At the 2005 Institute, approximately 50 faculty and staff participants spent two days
learning about the Seaport course design and management system, Microsoft Office,
student assessment options, instructional design, and student learning outcomes.
The Institute convened again in 2006 (document 2C.2, Summer Training Institute Announcement, 2006). Approximately 75 faculty and staff
attended sessions on topics including student-centered learning, hybrid courses, MP3 audio, rubrics, learning communities, and wikis and blogs
(see Glossary for definitions).
The Summer Technology Training Institute is planned and coordinated through the joint efforts of the faculty and staff on the Distance Learning
Committee, the Technology Committee, and from the Staff Development Office.
Technolog y Training for Educators
The Technology Training for Educators series is offered as a continuation of the Summer Training Institute. Five sessions were scheduled during
Fall 2005 and were offered through the Distance Learning Department.
Standard III.C. Technology Resources
We b User Training
All Coastline staff and faculty members who have been assigned to maintain pages on the Coastline Web site (http://coastline.edu/) are
required to attend a three-hour Web User Training. This training was developed by the Accessible Learning Technology Specialist. The training
includes specific instruction in using the XHTML editor (XStandard) to edit Web pages and in incorporating accessibility accommodations as pages
are edited.
Participants in the training receive a 21-page printed handout (document 3C.8) and also have access to detailed online help at
http://coastline.edu/page.asp?LinkID=572. For each topic introduced (e.g., images, tables, or lists), instructions are given on how to add the
element to the Web page and how to make sure the element is accessible. As of July 2006, three Web User Training sessions had been held,
attended by a total of approximately 50 faculty and staff members.
A similar approach is used by the Distance Learning Department in training users of Seaport. In Seaport, XStandard editor is the component editor
that instructors use to enter information into their course Web sites. The Web User Training materials were adapted to meet the needs of DL
Seaport training. In this way, faculty instructors become familiar with accessibility issues as they learn how to add each new element to their
course Web pages (images, tables, lists, etc.).
The first Seaport X Standard training session took place in September 2005, with approximately ten faculty and staff members in attendance.
In addition to the Web User and Seaport XStandard training sessions, additional Web accessibility information is posted on the CCC Web site, with
the Web Accessibility home page at http://coastline.edu/page.asp?LinkID=421. Topics covered include the following:
1. Introduction to Web Accessibility
•
Brief Background Information: The Who, What, and Why
•
The Top Five Accessibility Priorities for Web Sites
2. Ways to make Word documents accessible
3. Links to additional Web accessibility resources
Tel eme dia Support Team for Training
Telemedia Services works with faculty interested in developing Coastline Minutes to help market specific courses and programs, such as the
Gerontology Program. In addition, the telemedia staff provides training in the use of technical equipment in Coastline’s lecture halls and
classrooms as well as assistance in the use of wireless access points available at some Coastline sites.
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244
CVC R egion 3
The California Virtual Campus (CVC), authorized by the Budget Act of 1998, began operations in 1999 under the auspices of the State Chancellor’s
Office. Coastline participation ended in June 2005. The mission of CVC was to increase student access to community college education by
assisting faculty and colleges with the design, development, and delivery of online instruction. The California Virtual Campus Southern California
Regional Center (CVC3), located at Coastline, accomplished the following:
• Onl ine Institute Web Site—Features supported online scheduling, automated registration and attendance rosters, automated waiting
lists, report-generating capabilities, a discussion forum, a searchable database of resources related to training topics, and a Web-conferencing
system (CVCNet). The Institute had over 1,600 members.
• Training—Over 170 training courses and events were conducted both online and in the classroom. Archives of online events were available
to all CVC3 Institute members. Faculty and staff received training in Web page design, Web graphics, videos and simulations, Web
accessibility, course management systems, interactive Web-based activities, instructional design, e-conferencing tools, online communication
tools, assessment, and the development and use of learning objects.
• Model Onlin e Course—CVC3 sponsored the development of more than 80 online courses in diverse disciplines.
• Cost-Model—CVC3 developed a technology costing model appropriate for use by the California community colleges. Features include
“quick calculation” for generating a rough estimate of time and costs required to develop various types of online or Web-supported
instruction, “quick calculation” to estimate and compare the number of FTES that would be generated in a class offered in delivery modes
that support different class sizes, and a cost analysis component.
• Course Builder—CVC3 staff began development of a course management system that included page templates and a WYSIWYG online
editor. Efforts were suspended in favor of the CVC hosting of Moodle and CVC3 and Coastline’s investigation of Sakai, the initiative to create
a new collaborative learning environment (CLE) for higher education.
• Mentor Program—Provided training for 15 mentors throughout the region so they could work more effectively and independently with
faculty and staff at their own colleges.
• Accessi bi lity—CVC3 hosted the synchronous WebAIM online accessibility training program licensed by the High Tech Center Training Unit
(HTCTU).
• Hosting—CVC3 hosted WebBoard and QuizServer on the CVC3 server. Accounts were made available without charge to community college
faculty, primarily within CVC3 but also to faculty from other community colleges who requested sites.
Through faculty training, the development of model online courses, and CMS hosting, the number of students served per year grew from
approximately 7,000 in Year 1 to over 30,000 in Year 5. A total of approximately 124,000 students were served through the implementation of
the CVC3 project.
Standard III.C. Technology Resources
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Self Evaluation
As indicated in Table 3C.5, findings of the Self-Study Survey indicate general satisfaction among faculty and staff with the quality and availability
of Coastline technology training.
Apart from its extensive curriculum in technical subjects, Coastline offers students computer training and opportunities for self-study and practice.
Training programs for faculty and staff include ongoing training in general-purpose software, such as Microsoft Office; training in specialized
subjects (Web site maintenance); training for non-technical faculty in unique systems (Seaport); and ad hoc training in response to user requests.
Extensive training for Project Voyager, administered by the District and not detailed here, will continue through spring 2007.
Planning Agen da
No planning recommendations at this time.
Table 3C.5. Faculty and Staff Opinion: Technology Training
Faculty & Staff R es ponse s*
Coastline provides quality technology training (F & S Survey Item 64).
Favorabl e
88%
Unfav orabl e
Technology training is scheduled based on the differing needs of faculty
and staff (F & S Survey Item 65).
93%
75%
76%
4%
25%
12%
93%
87%
75%
78%
8%
3%
7%
25%
Favorabl e
83%
87%
81%
75%
80%
Unfav orabl e
8%
8%
9%
25%
7%
* The balance of responses (100% minus Favorable plus Unfavorable) were Neutral.
III.C.1.c.
Mana gement
8%
Part-ti me
Unfav orabl e
Classified
and staff on a regular basis (F & S Survey Item 40).
95%
Full-time
80%
Classified
Favorabl e
Part-ti me
Coastline provides technology development and training for all faculty
Faculty
Full-time
Faculty
Survey State ment
The institution systematically plans, acquires, maintains, and upgrades or replaces
technology infrastructure and equipment to meet institut ional needs.
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Descriptive Summary
Policy direction for institutional technology is set forth in the Master Plan and implemented by designated groups and processes within the College.
In the Master Plan, Priority 2 and subordinate Initiative 4 address technology infrastructure and equipment as follows:
Priority 2
CCC will attain recognition as a national leader in the design, development, and distribution of technology-mediated instructional programs for the
classroom and for distance learning.
Initiatives
4. CCC will provide the infrastructure, equipment, software, and support services to maintain high-quality, mediated components for all CCC
courses and services.
Responsibility for implementing this policy rests partly with the MPBC and partly with the Technology Committee. Technology needs are identified
by individual departments who submit requests to a task force established by the MPBC. The task force reviews the requests and makes
recommendations back to MPBC.
The charter of the Technology Committee includes the following mandate:
To research and develop long- and short-range plans and priorities for Coastline Community College that will facilitate timely acquisition
and deployment of state-of-the-art technology.
In practice, the Technology Committee reviews initiatives and recommendations that focus on desired outcomes rather than on specifics of what
technology the College needs to purchase. The committee is scheduled to meet regularly; however, pressure of other technology business has
interfered with attendance by some members. To address this problem, the committee in 2006 inaugurated concurrent face-to-face and audioconference meetings.
Certain initiatives concerning technology resources, such as Project Voyager, are dealt with through district-wide collaboration. These district-wide
decisions are made with input from each college and afford greater buying power and consistency of operations within the district.
The following infrastructure renewal and upgrade projects were in various stages of evaluation or implementation by CSD in summer 2006:
R e placement of routers and switches—The units at Coastline are five years old and are operating at maximum capacity. Replacements,
scheduled for installation in fall 2006, will conform to equipment installed elsewhere in the District and will provide capability for possible future
Voice over Internet Protocol (VoIP) operation.
VoIP—Voice communication via broadband connection to the Internet is expensive to implement; all the telephones in the College have to be
replaced. Thereafter, savings might be possible. The District administers voice services.
Standard III.C. Technology Resources
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Wireless Internet access for students—As a Coastline initiative, wireless service is being implemented at Le-Jao Center, with availability
targeted for fall 2006. Students with suitably equipped laptops, PDAs, and other devices will have wireless access to the Internet at no charge.
Enhanced security protection—New network security equipment will improve protection against threats such as spyware, phishing, and
zero day attacks.
Self Evaluation
Processes to plan, acquire, and maintain technology infrastructure and equipment have been in place for several years and, overall, appear to be
working satisfactorily. See the Self-Study Survey findings in Table 3C.6. Upgrade and replacement, however, remain matters of concern.
Although the desirability of replacing computers that are more than three or four years old is acknowledged, there is currently no replacement plan
for administrative and instructional computers. This was not a major concern in years past because the amount of instructional equipment money
available was sufficient to address needs as they arose. However, with the decrease in instructional funding, a comprehensive technology resource
plan for maintaining and upgrading should be established and implemented.
Table 3C.6. Faculty and Staff Opinion: Technology
Resources and Infrastructure
Faculty & Staff R es ponse s*
100%
Mana gement
Part-ti me
93%
Classified
Full-time
93%
Classified
Part-ti me
86%
Faculty
Full-time
Faculty
Survey State ment
Coastline has a plan for developing and using technology resources (F & S
Favorabl e
Survey Item 58).
Unfav orabl e
Coastline maintains, upgrades, or replaces its technology infrastructure and
Favorabl e
75%
74%
83%
75%
67%
equipment to meet instructional needs (F & S Survey Item 60).
Unfav orabl e
17%
9%
10%
25%
13%
Coastline maintains, upgrades, or replaces its technology infrastructure and
Favorabl e
77%
73%
80%
50%
59%
equipment to meet staff needs (F & S Survey Item 61).
Unfav orabl e
9%
11%
9%
50%
3%
76%
18%
* The balance of responses (100% minus Favorable plus Unfavorable) were Neutral.
Funding, as much as lack of planning, is the obstacle to a comprehensive replacement program. According to the director of computer services and
head of CSD, replacing Coastline’s inventory of computers and other technology infrastructure will cost about $1 million. For replacement on a
248
four-year cycle, this equates to an annual budget of about $250,000. A three-year cycle would require more than $300,000 annually. At present
there is no discernable source for funding at those levels.
To evaluate the effectiveness of technology resources utilization, the College is embarking on the Departmental Services Review (DSR) process for
technology-related activities and planning.
Planning Agen da
1. Please see the planning agenda for C.2.
III.C.1.d.
The distribution and utilization of technology res ources support the devel opment,
maintenance, and enhancement of its programs and serv ices.
Descriptive Summary
The technology infrastructure installed at Coastline supports the College educational mission and continues to enhance institutional effectiveness.
In addition to familiar community college services, such as computer labs, smart classrooms, and distance learning courses, Coastline technology
supports far-reaching initiatives. Examples include successful development of a new and functionally superior course management system
(Seaport); the introduction of distance learning course delivery through novel platforms, such as PDAs; operation of a California Virtual Campus
regional center; and an integrated system of computers, software, and administrative procedures for distance learning delivery to military
personnel worldwide.
The distribution of funding for technology resources is determined primarily by MPBC in a process that is re-evaluated annually to maximize
institutional effectiveness. The Technology Committee engages in forecasting to ensure institutional awareness of technology trends. A specialist
body, the Web Steering Committee, works to improve and enhance Coastline’s overall presence on the Web.
Self Evaluation
Because Coastline perceives itself as a leader in technology, the institution devotes particular attention to technology issues. There is a high level
of concern about system security and availability. The rapid advance of technology and the increasing sophistication of cybersecurity threats make
this area particularly challenging.
Although there is no formal collegewide process for assessing technology needs, the CSD director works closely with committees; he is a member
of the Technology and Web Steering committees, the Blue Ribbon Management Team, the Instructional/Student Services Council, and the
Standard Emergency Management (SEMS) Team. The College recognizes the need for a more formal technology planning process and the need to
communicate with constituencies. It is a goal of Coastline’s new Departmental Services Review (DSR) process to expedite such improvements.
Standard III.C. Technology Resources
Planning Agen da
1. Please see the planning agenda for C.2.
III.C.2.
Technology planning is integrated with institutional planning. The institution
systematically asses ses the effective us e of technol ogy r esources and uses the results of evaluation as the
basis for improvement.
Descriptive Summary
Technology planning at Coastline strives to balance the needs of constituencies at different levels of sophistication with differences of opinion on
technical trends and feasibility. Against that background debate, technology planning is integrated with financial planning at the institutional
level. The work follows an annual cycle, coordinated by the MPBC and carried out in Administrative Services.
In March, MPBC sponsors a special informal meeting (town hall) to which all College constituencies are invited. Attendees participate in the
budget development process by sharing their concerns or ideas.
In May, the ending balance for the current year is estimated, next year’s annual income is projected, and budget worksheets (distributed in March
to the four College wings and completed with department input) have been presented to the MPBC. The four College wings are the Office of
Instruction, Student Services, Administrative Services, and the President’s Office. It is at this point that technology expenditure needs of the
College are most typically addressed, because they are one-time expenses.
At least two meetings of MPBC are devoted to hearing presentations about budget requests. These requests include technology needs identified by
wings and departments. The Financial Task Force (composed of members of the MPBC) then prioritizes the requests. The results are discussed by
the full MPBC, and the recommendations are sent to the College President. If the President makes changes to the recommendations, she discusses
them at the next MPBC meeting.
A parallel activity takes place with requests for instructional equipment and block grant funds. A task force collects requests from the same four
wings and prioritizes the requests that meet the specific guidelines for instructional equipment (document 3D.11, Block Grants Prioritized Requests
List). The recommendations are brought to the full MPBC, and an entire meeting is devoted to that topic. The results of the block grant process
are known prior to the work done by the Financial Task Force, so that items are not duplicated.
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250
By September of each fiscal year, decisions will have been made by MPBC and forwarded to the President for the distribution of the ending
balance for any new ongoing or one-time funded allocations. During the year, MPBC requests updates about the block grant expenditures,
updates about overall spending and revenue projections, and predictions for the end-of-year balance.
The four wings submit requests to MPBC for new funding. Each wing is responsible for soliciting requests from the administrators, faculty, and
support staff in the divisions that comprise the wing. The formal process includes completion of the budget development worksheets, the block
grant requests, and the budget augmentation requests.
Faculty input is solicited by the department chairs and deans through the departmental budget development process. In addition, block grant
information is included in every semiannual department chair meeting.
All employees (classified, faculty, and management) receive invitations to present their ideas at the annual town hall sponsored by the MPBC.
Students have the opportunity to make recommendations through their representative on the MPBC or through a formal request from the Student
Advisory Committee that would be included in the Student Services wing’s budget development process.
The membership of the MPBC is another example of participatory governance, with membership from all constituencies (College Committee List).
The meetings of MPBC are open to the College, and reports of MPBC proceedings are reported to the College Council and are distributed
collegewide via e-mail.
Self Evaluation
Technology budgeting is defined by the MPBC’s past practices, developed as a core component of the College’s participatory governance model
and its annual planning schedule. Healthy debate is encouraged in the MPBC meetings. As shown in Table 3C.7, survey results indicate the
process works smoothly.
It has become a Coastline practice to prioritize items beyond the expected funding. In this way, additional planning is not needed if new funds are
received and/or if there is an ending balance.
Coastline uses the annual budgeting cycle as its formal process for identifying the needs and utilization of technology resources. There appears to
be a lack of communication at all levels of what the process is and how those needs are met through the various constituencies that participate in
the planning process.
Standard III.C. Technology Resources
Table 3C.7. Faculty and Staff Opinion: Technology Planning
Faculty & Staff R es ponse s*
85%
86%
Item 67).
Unfav orabl e
10%
4%
4%
The distribution of technology resources follows a clear institutional path (F
Favorabl e
82%
70%
81%
& S Survey Item 62).
Unfav orabl e
12%
4%
13%
100%
Mana gement
75%
Part-ti me
Technology planning is conducted through a collegial process (F & S Survey Favorabl e
Classified
Full-time
Classified
Part-ti me
Faculty
Full-time
Faculty
Survey State ment
251
67%
13%
100%
73%
* The balance of responses (100% minus Favorable plus Unfavorable) were Neutral.
Planning Agen da
1. Formalize the technology planning process and strengthen communication links to disseminate the process to all College constituencies.
Standard III.C. List of Documents
3C.1
Seaport Handout
3C.2
Project Voyager Overview
3C.3
Voyager ERP Software Suite
3C.4
Project Voyager Timeline/Scope
3C.5
CCCD Web Site Accessibility Guidelines
3C.6
Web Site Accessibility Standards for CCCD
3C.7
Information Systems Training – 2005 Report
3C.8
Web User Training (21-page handout)
7%
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Standard III.D. Financial Resources
III.D.
Financial Resources
Financial resources are sufficient to support student lear ning programs and services and to improve
institutional effectiven ess. The distribution of resourc es supports the development, maintenance, and
enhancement of programs and services. The instituti on plans and manages its financial affairs with
integrity and in a manner that ensur es financial stability. The l evel of financial resources provides a
reasonable expectation of both short-term and long-term financial solvency. Financial resources planning
are integrated with institutional planning.
III.D.1.
The institution r elies upon its mission and goals as th e f oundation for financial planning.
Coastline financial planning is aligned with the Master Plan, in which Priority 4 gives the College its distinctively entrepreneurial character. In
accordance with Priority 4, the College undertakes to establish new and expanded partnerships with business and industry, government agencies,
other institutions of higher learning, and K-12 districts. It is expected that a result of these new partnerships will be added revenue, increasing
Coastline’s already substantial income from distance learning and military/contract education operations. Coastline cash flow, reserves, strategies
for risk management, and planning for financial emergencies are in all cases appropriate to fulfillment of the College mission.
III.D.1.a.
Financial planning is integrated with and supports all institutional planning.
Descriptive Summary
The overall College budget planning process starts at the departmental level. Each budget planning cycle, department managers are issued budget
development worksheets from the College budget office through their respective vice presidents. The worksheets contain adopted budget figures
by individual expense category for the current year, expenditure balances to date for the current year, and expenditure balances to date for the
same accounts. This information is used by each department to help determine what to request to be budgeted for the new year via the
worksheets. The College budget office also supplies a target budget amount for each College wing (a Coastline wing is an organizational unit
consisting of all the departments that report to a particular vice president or to the College President). The target is passed down to the individual
department managers and their staffs as a figure to which they should balance their total budget requests.
Departments within wings solicit input from their respective staffs to help formulate the final request, which is presented to the Mission, Plan and
Budget Committee (MPBC) by the vice presidents. (The President’s wing budget request is presented to the MPBC by the Vice President of
Administrative Services).
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Financial planning for the College is coordinated primarily through the Mission, Plan and Budget Committee (MPBC). Because the same
committee reviews the Mission Statement, the three-year Master Plan, and the budget, there is a high degree of consistency between the budget
and the institutional goals. See document 1A.4 for text of the Master Plan.
Because the budget has been tight, budget allocations undergo close scrutiny to see
whether they are consistent with formal planning documents. Requests for new funding
(staff positions, equipment, etc.) go through one of two task forces of the MPBC: the
“Financial planning for the
College is coordinated
primarily through the
Mission, Plan and Budget
Committee (MPBC).”
Financial Task Force or the Block Grant and Instructional Equipment Task Force. Both task
forces consider the relationship of the requests to other College planning documents, to the
Master Plan, and to current Master Plan Initiatives. The Block Grant Request Form
(document 3D.1) includes a column for identifying associated planning documents
(Program Review, Strategic Plan, minutes of committee meetings, grants, etc.).
Departmental planning efforts are communicated to MPBC annually via Budget
Augmentation Requests (document 3D.2).
New full-time faculty positions at Coastline are generally funded from new monies or non-replacement of retiring or departing faculty. The process
of recommending new faculty positions follows a different procedure than normal departmental budget requests and begins in the Academic
Senate during the fall semester. Each fall, the Senate invites all interested disciplines to present and defend their requests.
Among these requests are some that have also been made before the Program Review Committee during the program review process. The
Instructor/Coordinator of Instructional Research provides a 7- or 8-year FTE history by department and a report on FTES by department for the top
12 disciplines. The report includes the ratio of full-time to part-time positions within the discipline. Following the presentations, the Senate
prioritizes the requests and forwards its recommendations to the Program Review Committee for action. (See document 3D.3, Memo from Nancy
Jones 12/05)
The Instructional Managers and Student Services follow a similar process and present their recommendations to the Program Review Committee.
Program Review hears these presentations, then prioritizes the disciplines and forwards information to the President if there is approval for a new
hire or a replacement. Program Review notifies the Academic Senate if a request to fill a particular position has not been authorized. The
approval process then terminates, and no Presidential review is requested.
Self Evaluation
Three years ago the College was forced to absorb significant budget allocation reductions because of State cutbacks (20-40% of non-contract
salary discretionary dollars). Consequently, the College has not fully recovered budget allocations in many operational accounts. The College has
used the Master Plan and MPBC process to fund critical operational budget expenses on a one-year-at-a-time approved basis. The budget allocation
approvals and recommendations have become known throughout the College as so-called “one-time monies” distributed to departments for
Standard III.D. Financial Resources
activities that are frequently ongoing expenses (non-contractual) by nature or intent. Although compelling arguments and rationale are presented
by departments to the MPBC for the one-time allocations, relevant baseline institutional data to support the budget requests is minimal and is not
a standardized expectation from the MPBC for making its recommendations to the President.
Conversely, College planning documents are regularly used to plan budget allocations. The examples below illustrate how planning has affected
allocations over the last three years.
1. Requests to the MPBC by department heads are expected to identify how the expenditure will support a specific College Master Plan priority
and/or initiative. This was difficult for Student Services managers who, in the past, had no access to their budgets. Access was a
commitment on the part of the College but did not always happen for all constituencies.
2. Program review and program vitality processes continue to affect funding levels between disciplines.
3. Significant planned growth in the College’s ancillary operations (primarily the Military and other Contract Education Programs) as outlined in
Priority 2 and 4 of the Master Plan has been made possible by re-investing dollars back into that specific program.
Planning Agen da
No planning recommendations at this time.
III.D.1.b.
Institutional planning reflects realistic assessm ent of fin ancial resource availability,
development of financial resources, partnerships, and expenditure requirem ents.
Descriptive Summary
The annual budget planning process provides a realistic assessment of resource availability. By applying the District Budget Allocation Model
(document 3D.4, District Budget Allocation Model) to the Governor’s Proposed Budget, a reasonably accurate projection can be made for General
Funds, subject to changes from the Legislature and the “May Revise.” At present, Coastline receives 13.44% of the base General Funds received
by the entire District. This is a relatively stable percentage that changes only when several years of enrollment data show a shift in the proportion
of FTES generated by each of the three colleges. In September 2005, District General Funds allocated to Coastline were $17,894,760 (document
3D.5, Coastline Adopted Budget).
Dedicated revenue, defined as non-apportionment miscellaneous externally-generated funds devoted to individual campuses within the District, is
less predictable since externally generated funds (e.g., telecourse sales, contract education income, subleases, transcript fees, and non-resident
tuition) depend upon many factors; thus, budget projections of dedicated revenue are conservative. In 2003-04, at the District’s recommendation,
the Instructional Systems Development (ISD) administrative operation was removed from the District’s General Fund Allocation Model and reported
as a Coastline ancillary operation. In 2005-06, again at the District’s recommendation, the Contract Education operation was removed from the
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General Fund Allocation Model and reported as a Coastline ancillary operation. As of 2005-06, $1.769 million of dedicated revenue was projected
in the Coastline Adopted Budget. Over the last five years, the dedicated revenue has always exceeded the budget projections.
The annual budget process begins by estimating the revenue to be received by the District, then applying the District Budget Allocation Model to
estimate Coastline’s share of General Funds. External dedicated income is then added to yield the total available income.
Ongoing expenditures are predicted and reflected in the general budget. Over the past five years, the predictable over-expenditures (compared to
adopted budget) for part-time faculty pay, utilities, etc., have been mostly balanced by increases in revenue or under-expenditure in other areas. A
substantial portion of Distance Learning’s operational expenses are currently funded by Contract Education revenues, since these two departments
work collaboratively to provide all aspects of services required by these contracts. This is a collaboration that is essential to the continued success
of Coastline’s military program.
The majority of income from Cost of Living Adjustments (COLA) cannot be used to supplement general (non-salary) operating costs since the
current Bargaining Unit contracts stipulate that COLA received from the state budget allocation is to be used for salary increases.
In addition to the General Fund dollars received annually from the state through the District‘s Budget Allocation Model, the College actively
engages in various entrepreneurial activities to create additional revenue streams for the College. These additional sources of revenues enable the
College to continuously ensure, promote, and improve the level of services and quality of education offered to our students. Entrepreneurial
activities include partnering with different publishers to develop and introduce new distance learning courses to Coastline students, partnering with
the government in delivering Coastline distance learning courses to military students, partnering with Boeing or Dale Carnegie to provide specific
training skills to their employees, and partnering with the Orange County One-Stop Centers and Orange County Business Service Center-North and
the Hispanic and Asian Chambers of Commerce to co-host an annual job fair.*
* Note: This report contains numerous references to the Accreditation Self-Study Survey of November 2005. The three parts of the Survey are abbreviated as follows: Student Su rvey, for the
Accreditation Self-Study Student Survey; F & S Sur vey for the Accreditation Self-Study Faculty and Staff Survey; and Ser vice Su rvey for the Accreditation Service Satisfaction Survey. In the
text, the abbreviation is followed by the number of a particular item—or question—in that survey. For example, F & S Su rvey Item 80 refers to Item 80 in the Faculty and Staff Survey. The
entire survey is accessible as document 1A.2, Accreditation Self-Study Survey. Many survey questions solicited a response of Favorable, Unfavorable, or Neutral. To save space, Neutral
percentages are not shown in this report. Favorable and Unfavorable percentages may therefore total less than 100%.
Standard III.D. Financial Resources
Self Evaluation
With regard to ongoing, predictable obligations, the College strives to live within the general
budget. The goal is to depend only on the General Fund allocation for regular operations,
“…the budgeting process is
realistic and that dedicated
revenues have exceeded
projections.”
allowing external income to be re-invested for generating more income to support other
College priorities. Ancillary fund income continues to be on the rise. Since the last
accreditation visit, Coastline has had positive ending balances of $1,200,000, $552,000,
$878,000, $989,000, and $777,000, respectively, for the last five years, indicating that the
budgeting process is realistic and that dedicated revenues have exceeded projections.
In 2000-01, Coastline was required to absorb a $1.2 million budget reduction in part-time instruction. Since then, ending balance funds have
been used to help offset some of that reduction.
Eighty-nine percent of faculty and staff who responded to the Accreditation Self-Study Survey gave a favorable opinion of the Fiscal Services
Department (Service Survey, Overall). Most faculty and staff members surveyed agreed that “Coastline uses realistic assessment when planning for
resource utilization.” Responses were—Favorable and Unfavorable respectively—as follows: full-time faculty: 65% and 12%; part-time faculty:
91% and 4%; full-time classified: 74% and 6%; part-time classified: 100% favorable; and management: 80% favorable (F & S Survey Item 68).
Planning Agen da
Develop a strategy/plan through the MPB process to fund predictable financial obligations, such as instructional (e.g., computer labs) and noninstructional equipment replacement, including technology equipment (e.g., College network upgrades), that will predetermine the allocation of
ancillary surplus funds.
III.D.1.c.
When ma king short-range financial plans, the institution considers its long-range financial
priorities to assure financial stability. The institution cl early identifies and plans for payment of liabilities
and future obligations.
Descriptive Summary
Each year, Administrative Services informs MPBC of the future obligations of the College. The obligations have consisted primarily of facility and
equipment leases and payments on the Garden Grove building, the College Center, and the 10-year lease from the City of Fountain Valley for the
Technology Center. These long-term obligations are presented to the MPBC as collegewide expenses and receive first priority for budget allocation.
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As of 2004-05, with the passing of the General Obligation Bond, the College was able to use bond money to pay off the Garden Grove building
and the College Center. In addition, the Le-Jao Learning Center in Westminster was also constructed and finished in December 2005 utilizing bond
funding.
The obligations of the Coast Community College District, such as employee benefits, retiree benefits, and capital leases, are clearly identified in the
District budget (document 3D.6, Adopted Budget: 2005-2006). Payment schedules are identified and referenced in the Coast District Audit Report
(document 3D.7). Effective 2005-06, the Retirees Liability Fund has an $8.2 million balance for future liabilities. In addition, the Board has
approved a plan to fully fund the retiree liabilities for the future years by charging an additional 2% in benefit costs to the employer’s
contribution.
Self Evaluation
Most faculty and staff members surveyed agreed that “Coastline identifies resources for future obligations.” Responses were—Favorable and
Unfavorable respectively—as follows: full-time faculty: 72% and 6%; part-time faculty: 83% and 7%; full-time classified: 94% and 0%; part-time
classified: 100% favorable; and management: 75% and 13% (F & S Survey Item 71).
The audit reports for the Coast District and for Coastline Community College confirmed that plans exist for payment of future obligations.
Planning Agen da
1. See III D 1.b.1
2. See III D 1.b.2
III.D.1.d.
The institution clearly defines and follows its guidelines and processes f or financial
planning and budget development, with all constituencies having appropriate opportunities to participate in
the dev elopment of institutional plans and budgets.
Descriptive Summary
Financial planning follows an annual cycle, coordinated by the MPBC and carried out in Administrative Services. In March, MPBC sponsors a special
informal meeting (document 3D.8, Flyer for Town Hall Meeting) to which all College constituencies are invited. At the town hall, attendees
participate in the budget development process by sharing their concerns or ideas. Presentations are limited to five minutes; written input is also
encouraged and presented to the committee.
In May, the ending balance for the current year is estimated, next year’s annual income is projected, and budget worksheets (distributed in March
to the four College wings and completed with department input) have been presented to the MPBC. See document 3D.9, Budget Development
Standard III.D. Financial Resources
Worksheet. Prior to 1999-2000, the worksheets generally assumed the same amounts in discretionary accounts as the previous year’s budget.
Since then, departments have been encouraged to prepare a list of one-time requests that can—potentially—be funded by the College ending
balance if funding permits (document 3D.2, Budget Augmentation Requests). These one-time funding requests are also tied to the Master Plan.
At least two meetings of MPBC are devoted to hearing presentations about budget requests. The Financial Task Force (composed of members of
the MPBC) then prioritizes the requests. The results are discussed by the full MPBC, and the recommendations are sent to the President (document
3D.10, Financial Task Force Recommendations). If the President makes changes to the recommendations, she discusses them at the next MPBC
meeting.
A parallel activity takes place with requests for Instructional Equipment and Block Grant funds. A task force collects requests from the same four
wings and prioritizes the requests that meet the specific guidelines for instructional equipment (document 3D.11, Block Grants Prioritized Requests
List). The recommendations are brought to the full MPBC, and an entire meeting is devoted to that topic. The results of the Block Grant process
are known prior to the work done by the Financial Task Force, so that items are not duplicated.
By September of each fiscal year, decisions will have been made by MPBC and forwarded to the President for the distribution of the ending
balance for any new ongoing or one-time funded allocations. During the year, MPBC requests updates about the Block Grant expenditures,
updates about overall spending and revenue projections, and predictions for the end-of-year balance (3D.12, MPBC calendar).
The four wings submit requests to MPBC for new funding. Each wing is responsible for soliciting requests from the administrators, faculty, and
support staff in the divisions that comprise the wing. The formal process includes completion of the budget development worksheets, the Block
Grant requests, and the budget augmentation requests.
Throughout the departmental budget development process, faculty input is solicited by the department chairs and deans. In addition, Block Grant
information is included in every semiannual department chair meeting.
All employees (classified, faculty, and management) receive invitations to present their ideas at the annual town hall sponsored by the MPBC.
Students have the opportunity to make recommendation through their representative on the MPBC or through a formal request from the Student
Advisory Committee that would be included in the Student Services budget development process. Individuals who do not wish to or are unable to
attend the town hall are encouraged to e-mail their concerns to the co-chairs, who read the e-mailed concerns to the full committee.
Discussions at town hall meetings reflect a wide range of issues. For example,
• Students have expressed their concerns about inadequate depth of the science curriculum and the limited availability of tutoring services.
• Individual faculty members have requested very specific support for their classrooms and their students.
• Classified staff have opened dialogue on career growth and opportunities at Coastline and on an annual campaign to raise funds for college
scholarships for classified staff.
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All of the concerns are recorded and expressed in the MPBC’s minutes. The vice presidents are asked to consider and/or conduct further research
on the concerns expressed in the town hall and to include their findings and recommendations in their final budget requests to the MPBC.
The membership of the MPBC is another example of participatory governance, with membership from all constituencies (document 1A.5, College
Committee List). The meetings of MPBC are open to the College, and reports of MPBC proceedings are reported to the College Council and are
distributed collegewide via e-mail.
Self Evaluation
The budget process is defined by the MPBC’s past practices and developed as a core component of the College’s participatory governance model
and its annual schedule. Healthy debate is encouraged in the MPB meetings; survey results indicate the process works smoothly. It has become a
Coastline practice to prioritize items beyond the expected funding. In this way, additional planning is not needed if new funds are received and/or
if there is an ending balance.
It should be noted that at the departmental level, some areas have previously had a lack of full participation in budget development and
oversight. Not all department managers and staff were regularly given direct access and responsibility for management of their departmental
budgets.
Most faculty and staff members surveyed agreed that “All constituencies have opportunities to participate in the development of institutional plans
and budgets.” Responses were—Favorable and Unfavorable respectively—as follows: full-time faculty: 73% and 9%; part-time faculty: 83% and
8%; full-time classified: 91% and 3%; part-time classified: 100% favorable; and management: 76% and 12% (F & S Survey Item 72). These
findings represent a dramatic improvement in employee attitudes in the years since a similar question was asked in the 1999-2000 Self-Study
Survey. Table 3D.1 illustrates the change. It should be noted that at the departmental level some areas of the College, in the past, had lacked
full participation in the budget development and management process.
Standard III.D. Financial Resources
261
Table 3D.1. Progress in Employee Satisfaction with Participation in Budgeting
Process
Full-time Faculty: 1999-00
57%
Favorable
21%
Full-time Faculty: 2006-07
73%
Unfavorable
9%
Note the dramatic changes
Part-time Faculty: 1999-00
29%
between the 1999-2000 Self-
43%
Study and the current (2006-07)
Part-time Faculty: 2006-07
83%
8%
Self-Study:
• The Favorable figures (white
Classified (f/t & p/t): 1999-00
35%
bars) have grown much
46%
greater.
Classified (f/t & p/t): 2006-07
91%
3%
• The Unfavorable figures
(black bars) are much
Managers: 1999-00
67%
Managers: 2006-07
33%
76%
0%
10%
20%
30%
40%
smaller.
12%
50%
60%
70%
80%
90%
100%
Pe rce n ta g e o f Re sp o n se s
For 2006-07, the chart shows survey responses to “All constituencies have opportunities to participate in the development of institutional plans and budgets” (F & S Survey Item
72). For 1999-2000, the chart shows responses to a similar item in Coastline’s 1999-2000 Accreditation Self-Study Survey.
Planning Agen da
Develop departmental and standardized processes to ensure opportunity for budget development input and oversight for all appropriate staff.
III.D.2.
To assure th e financial integrity of the institution and responsible use of financial
resources, th e financial management system has appropriate control m echanisms and widely disseminates
dependable and timely information for sound financial decision-making.
Annual audits conducted by the District testify to Coastline’s financial integrity. Cash flow, reserves, strategies for risk management, and plans for
financial emergencies are in all cases appropriate to fulfillment of the College mission, as are oversight of management of financial aid, grants,
externally funded programs, contractual relationships, auxiliary organizations, and institutional investments and assets. All financial resources are
used in a manner consistent with the mission and goals of the College.
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III.D.2.a.
Financial documents, including the budget and independent audit, reflect appropriate
allocation and use of financial resourc es to support student learning programs and services. Institutional
responses to external audit findings are comprehensiv e, timely, and communicated appropriately.
Descriptive Summary
Annual college financial reports and the independent external audit regularly reflect appropriate allocation and use of resources that support
student learning programs and services. Effective with the 2001-02 fiscal year, the College’s audit was presented according to the standards of
Governmental Accounting Standards Board (GASB) Statements No. 34 and 35 using the Business Type Activity (BTA) model. The California
Community College Chancellor’s Office, through its Fiscal and Accountability Standards Committee, recommended that all community college
districts use the reporting standards under the BTA model.
Coastline’s external audit is conducted annually between August and October as part of the CCCD annual external audit. It includes not only the
General Funds but also Coastline’s ancillary operations, including the Student Advisory Council (SAC), Bookstore, Foundation, Contract Education,
and Instructional Systems Development (ISD).
External audit reports over the last several years have consistently indicated the College does an appropriate job of managing its finances
according to accepted standard accounting practices and demonstrated fiscal responsibility in all General Fund and ancillary accounts. (See
External Audit Reports 2002-2005).
Self Evaluation
The District’s most recent external audit was completed in November 2005, for the fiscal year ending June 30, 2005. There were no findings or
questioned costs reported by the external auditor for that period. This audit was also presented to the Board of Trustees, orally and in hard copy,
by the independent external auditor. The audit report is available to the public upon request (document 3D.7, Coast District Audit Report).
Standard III.D. Financial Resources
263
As shown in Table 3D.2, faculty and staff responses to Survey statements bearing on this Standard are largely favorable.
Table 3D.2. Faculty and Staff Opinions: Budgeting,
Planning, and Financial Controls
Faculty & Staff R es ponse s*
Mana gement
Part-ti me
92%
Classified
Full-time
Unfav orabl e
90%
Classified
availability of financial resources to support student learning (F & S Survey Item
83%
Part-ti me
Favorabl e
Faculty
Coastline attempts to meet the needs of programs and services based on the
Full-time
Faculty
Survey State ment
100%
100%
50%
88%
3%
69).
There are clear connections between planning, budgeting, and allocating financial
Favorabl e
74%
79%
93%
resources to support student learning and services (F & S Survey Item 77).
Unfav orabl e
11%
8%
3%
77%
94%
88%
Coastline routinely participates in independent audits and makes corrections and/or Favorabl e
follows recommendations as necessary (F & S Survey Item 74).
Unfav orabl e
6%
100%
85%
6%
* The balance of responses (100% minus Favorable plus Unfavorable) were Neutral.
Planning Agen da
No planning recommendations at this time.
III.D.2.b.
Appropriate financial information is provided throughou t the institution.
Descriptive Summary
In the summer of 2000, the Financial Management System was replaced with a new system, PNI. With PNI, all identified end-users can access the
system and make financial inquiries online. End-users can also order financial reports as needed. They are no longer required to contact the
business office to order a special report or wait until the end of the month to get their monthly copies. In addition, the requisition process was
automated in PNI, allowing end-users to go online to track their purchases and approval processes for those purchases.
The PNI end-user is the designated person(s) in a department who has received training in PNI procedures. As needed, the end-user can print out
up-to-date financial reports and track purchases for any member of the department's faculty or staff. A formal request is not necessary. However,
depending on the nature of the report, a supervisor's approval may be required.
264
Self Evaluation
Since the PNI System has been implemented, end users are better equipped to predict and track departmental costs. Coastline employees’
response to the survey statement “Appropriate and timely financial information is provided regularly and as needed throughout Coastline (F & S
Survey Item 70) show a relatively small difference of opinion among the various constituency groups. Responses were—Favorable and Unfavorable
respectively—as follows: full-time faculty: 65% and 20%; part-time faculty: 86% and 4%; full-time classified: 80% and 3%; part-time classified:
100% favorable; and management: 71% and 12%.
The highest approval rating by full-time employees is among the classified staff, which is the constituency that utilizes the PNI system the most,
followed by the management group.
Although PNI has been successful in the Financial and Human Resources area, it has been unable to integrate Student Services. The District is
replacing the PNI system with the Voyager SCT Banner System, which supports all three major functions. This system is a packaged, proven
product that has integrated Student Services, Financial, and Human Resources programs at other community colleges.
Planning Agen da
By conducting extensive training workshops, representative College staff participating in Voyager implementation will ensure that the new system
provides ample opportunities and access for all staff to become aware of available College financial information.
III.D.2.c.
The institution has sufficient cash flow and r eserves to maintain stability, strategies for
appropriate risk management, and realistic plans to m eet financial emergencies and unfores een
occurrences.
Descriptive Summary
Cash flow arrangements and reserves are made at the District level. In 2005-06, the Coast Community College District set aside a 6% reserve for
contingency totaling $9.7 million, in comparison to $3.1 million set from the last accreditation. The reserve is based on prior year’s actual
unrestricted General Fund expenses. The State Chancellor’s Office recommends a minimum reserve of 5%. The District has also established an
$8.2 million balance in the Retirees Liability Fund for future liabilities. In addition, the College has access to the ending balance it generates
individually as prescribed by the District Budget Allocation model. Over the past three to four years, the College has had an ending balance of
between $400,000 and $1,000,000, which is distributed according to College identified priorities. See III.D.1.d.
Standard III.D. Financial Resources
The Coast District purchases primary comprehensive general liability policy in the amount of $5 million as well as property insurance covering loss
by fire and theft through the Statewide Association of Community Colleges Joint Powers Association. The District also purchases excess liability
coverage in the amount of $20 million through the Schools Excess Liability Fund. Business Interruption coverage is included in the aforementioned
coverage. Facilities lease agreements include provisions for facility users to provide a minimum of $1 million in liability coverage, naming the
District as an additional insured, which is primary to the District’s coverage in the event of mishap by a third-party facility user (document 3D.13,
Summary of Current Insurance Policies).
The District’s risk management activities are administered by the Vice Chancellor of Administrative Services in conjunction with each college’s Vice
President of Administrative Services.
Self Evaluation
Per the latest Coast District Audit Report, the District maintains a higher percentage cash reserve than is required by the State Chancellor’s Office
and maintains adequate cash flow arrangements. The year-end balances have been positive for the last several years, and since authorizations to
spend the balance are not made until well into the next fiscal year, the ending balance provides some cushion for unforeseen circumstances. The
MPBC has recommended a contingency fund on a year-to-year basis. Over the past five years, MPB has regularly recommended and gained
approval from the President to set aside $200,000 in a reserve fund to cover any unexpected or unforeseen emergencies.
MPBC reviews the ending balance and makes recommendations on unallocated ending balance. These recommendations are forwarded to the
President and can only be spent with the President’s authorization and approval. Beyond these measures, however, the College relies upon the
District reserve and District risk management policies for catastrophic expenses. There is no separate written College plan to respond to financial
emergencies.
Most faculty and staff members surveyed agreed that “Coastline has appropriate plans for responding to unforeseen and unexpected financial
crises.” Responses were—Favorable and Unfavorable respectively—as follows: full-time faculty: 73% and 7%; part-time faculty: 80% and 0%; fulltime classified: 81% and 4%; part-time classified: 100% favorable; and management: 93% and 0% (F & S Survey Item 75).
Planning Agen da
No planning recommendations at this time.
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III.D.2.d.
The institution practices eff ective oversight of finances, including management of financial
aid, grants, externally funded programs, contractual relationships, auxiliary organizations or foundations,
and institutional investments and assets.
Descriptive Summary
Administrative Services has processes in place for oversight of all Coastline finances. Expenditures are reviewed monthly and results distributed to
the appropriate managers. Collegewide summaries, such as year-end projections, are reviewed regularly with the President. Requisitions for
supplies, equipment, and services require approval by the department manager and are checked against the appropriate budget. Administrative
Services participates in the annual planning and budgeting process. As part of that process, fiscal services are reviewed for compliance with
standards of accuracy and efficiency. Coastline finances fall within the scope of the annual District audit, which examines the financial operations
of financial aid, grants, externally funded programs, contractual relationships, ancillary organizations, the Coastline Foundation, and institutional
investments and assets.
The Vice President of Administrative Services is responsible for the financial oversight of all College monies, including all of the ancillary
operations. The Vice President is supported by the College’s Director of Fiscal Services and the Fiscal Services staff.
The College uses the Districtwide PNI Financial Management Software to track and report all General Fund expenditures. The maintenance of the
hardware and software and report writing capabilities is maintained by the District Information Systems Department. All financial transactions are
subject to established electronic approval queues starting at the departmental level with final review by the Fiscal Services Department, which
guarantees the transactions are legitimate and within budget.
All ancillary financial transactions and reporting are performed at the college level within the Fiscal Services Department. The Great Plains
proprietary financial software package, which is an industry standard and is used by both of Coastline’s sister colleges, is utilized to process and
track all ancillary transactions. The same District financial guidelines and Board policies used to govern General Fund monies are also equally
applied to ancillary money transactions.
Ancillary operations are included in the annual audit of General Funds and have received no audit exceptions. The minimal audit
recommendations received over the past five to six years have been appropriately responded to and accepted by the auditors. External audits have
not identified any material weakness for either the General Fund or ancillary operations. In coordination with the District’s Internal Auditor, the
College tracks the progress towards the ongoing resolution of any audit findings or recommendations.
Investment of College ancillary surplus monies follows established District guidelines and practices.
Standard III.D. Financial Resources
Self Evaluation
Financial audits of Financial Aid, EOPS, Contract Education, ISD, and sublease contracts showed no irregularities (audit reports). Overall up to 88%
of those who responded to the survey agreed that “Coastline maintains sound oversight of all financial aspects of the college,” and less than 6%
disagreed (F & S Survey Item 73). Complete responses were—Favorable and Unfavorable respectively—as follows: full-time faculty: 76% and 0%;
part-time faculty: 87% and 0%; full-time classified: 88% and 6%; part-time classified: 100% favorable; and management: 88% and 0%.
Planning Agen da
1. See III.D.1.b, Plans 1 and 2.
2. Utilizing the MPBC, develop a strategy to determine the percentage of surplus Contract Education funds that should be re-invested into the
program for continued growth and vitality.
III.D.2.e.
All financial resources, including those from auxiliary a ctivities, fund-raising efforts, and
grants are used with integrity in a manner consistent with the mission and goals of the institution.
Coastline uses its financial resources, including those from auxiliary activities, fund-raising efforts, and grants, in a manner consistent with College
mission and goals. The financial activities for all ancillary operations are reported to the MPBC bi-annually. Discussion of the finances and
distribution of income from all ancillary operations is reviewed and recommended by the MPBC to the President.
The College operates five auxiliary activities, known at Coastline as ancillary organizations: Foundation, Bookstore, Student Advisory Council,
Instructional Systems Development, and Contract Education. All grant funding agency guidelines and reporting requirements are kept in full
compliance as required. The College recently completed a three-year Title III grant that met all reporting requirements and the administration of
the ABI Program is a good example of the year to year financial oversight of grants by the College. (Reference ABI Annual Financial Reports.)
All ancillary operations for the College receive a full review by the external auditors and have demonstrated financial integrity as evidenced by the
“clean” audits reported by the external auditors. (Reference annual external audit reports for ancillary operations). As an additional safeguard,
the District employees a full-time internal auditor who regularly reviews the financial practices of all District operations including the College’s
ancillary accounts.
Each operation is described in more detail and evaluated separately below.
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268
COASTLIN E COMM U NITY COLLEGE F OU NDATION
Descriptive Summary
The Coastline Community College Foundation is the fundraising arm of the College. The Foundation reported assets of $835,616 on June 30,
2005, the most recent audit period (document 3D.14, Foundation Audit Report); the 2005-06 budgets called for an income of $243,400 and
expenditures of $243,060. The Foundation Board is composed of 27 volunteer members, including the College President, the Foundation
Executive Director, and her assistant serving as the secretary to the Foundation.
Each year, the Foundation Board adopts an annual plan for raising money. A budget is adopted with projected income and expenses. The Board
of Directors must approve that budget and all related expenditures. If surplus income remains after designated expenses are paid out, the Board
has complete discretion to allocate the surplus.
Past practice has been to roll the surplus income into a reserve account. The Board has been developing expenditure priorities, which include
increasing staff to assist with fundraising, building the endowment, and assisting the College with special one-time funding allocations.
The major fundraiser for the last four years has been the “Visionary of the Year’’ Award Gala. This event honors visionaries for their outstanding
contributions, support, and services to the local communities. Funds are raised through corporate or other sponsorships. This event directly
reinforces the benefits of higher education and partnerships between the College and the community; it also provides an opportunity for Coastline
to enhance its visibility in the community.
Self Evaluation
Foundation fundraising efforts have expanded, resulting in larger support for College programs and services. In 2001, a full-time professional with
fund-raising experience was hired to staff a separate Foundation Office. Since that time, the Foundation has grown in several dimensions: a new
software program has been implemented to handle larger campaigns and donor bases; a new donor base has been established; and major and
annual corporate gifts are being received. Annual campaigns for scholarship, United Way, and endowments have been established. Two annual
golf tournaments have been held. These Foundation fund-raising efforts have resulted in larger support for College programs and services.
The scholarship campaign generally raises about $45,000 annually (Foundation Audit Report). The endowment campaign for the Le-Jao Center in
Westminster has currently raised $1,184,000 in gifts and pledges. Income from the “Visionary of the Year” Awards Gala has increased by 300%
in the last four years.
Standard III.D. Financial Resources
269
The Foundation Office tracks donations, and the College Administrative Services Office provides accounting services and monthly financial reports.
The Foundation can invoice as necessary and provides receipts for cash and non-cash donations. Expenditures are made with Foundation Purchase
Orders as well as Direct Pay Request Forms (3D.15, Purchase Order and Direct Pay Request Form). Signatures of the appropriate manager or
project director and the Foundation Director are required on both of these forms. Payment is made when the invoice or other backup paperwork is
submitted.
The Foundation is audited by a District-selected independent auditor each year. The report for the year ending June 30, 2005, noted that the
Foundation operations are conducted in conformity with regulations and that accounts are maintained in accordance with the general accepted
accounting principles of fund accounting. There were no formal recommendations.
Table 3D.3 shows pertinent findings of the Self-Study Survey.
Table 3D.3. Faculty and Staff Opinions: Foundation
And Other Ancillary Operations
Faculty & Staff R es ponse s*
100%
3%
Mana gement
11%
Part-ti me
Unfav orabl e
90%
Classified
Student Advisory Council, Foundation and Bookstore are used with integrity and
87%
Full-time
78%
Classified
Favorabl e
Part-ti me
Auxiliary financial resources from Coast Learning Systems, Contract Education,
Faculty
Full-time
Faculty
Survey State ment
81%
13%
expended in a manner consistent with college mission and goals (F & S Survey
Item 76).
Fund-raising efforts reflect the mission and support the programs and services of the Favorabl e
77%
96%
100%
college (F & S Survey Item 78).
Unfav orabl e
9%
14%
Service Satisfaction Survey responses for the Foundation (Service Survey 74).
Favorabl e
73%
Unfav orabl e
4%
*The balance of responses (100% minus Favorable plus Unfavorable) we Neutral.
Planning Agen da
1. Expand the fundraising capabilities of the Foundation so that it can continue to support College programs and services.
2. Continue to increase the endowment account to strengthen the financial position of the College.
100%
88%
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COASTLIN E BOOKSTOR E
Descriptive Summary
The Coastline Community College Bookstore generated gross sales of $1.9 million during 2004-05. The Bookstore implemented an online Web
site in 2000 to permit handling online orders as well as mail and phone orders. By 2004-05, mail, phone, and online volume had risen to
approximately $426,000, or 44% of total sales.
Since the last accreditation, Coastline’s Bookstore has moved from the fourth floor of the College Center to a new facility built on the first floor
with access from the lobby. Store space has increased from 3,700 square feet on the fourth floor to 6,000 square feet in the new facility. The
Coastline Bookstore had been the lead store in the District with its installation of a point-of-sale inventory and sales system. The original
configuration required a separate system to support the online Web site. In 2004, the Bookstore replaced the previous two systems with a single
fully integrated system that provides a seamless flow between physical and Web sales.
Self Evaluation
Point-of-Sale System and Inventory—Physical Inventory for the 2004-05 fiscal year was off by several thousand dollars. The principal
cause of the shortage was traced to the procedure for returning textbooks to the publisher. The books had been received in the previous POS
system and were not properly returned in the new system. Subsequently, all staff were re-trained in proper methods of returning inventory
through the POS system.
Non -text Sales—The Coastline Bookstore operates under a constraint that is unusual in the college bookstore industry: Coastline does not have
a central campus where students can come in daily to purchase supplies and course materials. At most community colleges, about 80% of sales
are textbooks and 20% are non-textbook. At the Coastline Bookstore, the split is 95% textbooks and only 5% non-textbook. Since non-textbook
margins are usually twice those on textbooks, the bottom line of the Coastline Bookstore is lower than that at most college bookstores.
The Bookstore constantly strives to increase non-text sales by stocking merchandise that will appeal to its Coastline customer base, although the
lack of College sports teams is an obstacle. At other colleges, athletic merchandise accounts for the majority of non-text sales. Because sales
volumes are relatively low, the Coastline Bookstore is also unable to purchase non-text merchandise in large quantities, and it thus cannot qualify
for the larger discounts that volume purchasers enjoy.
Convenience Store—Part of the construction of the new Bookstore included the addition of a convenience store as a way to increase nontextbook sales. The business plan is to sell water, sodas and other liquid drinks, snack items, coffee, and possibly ice cream. It was decided not to
sell pre-assembled sandwiches as the Orange County Department of Health requirements were too strict and would have resulted in higher
construction costs to meet those standards.
Standard III.D. Financial Resources
Planning Agen da
1. Monitor the physical inventory for the 2005-06 academic year to ensure that all procedures are being followed.
2. Intensify the search, at college bookstore trade shows and through other appropriate channels, to find more merchandise that Coastliners will
buy.
3. Monitor sales from the non-text area of the Bookstore to ensure that this space is being used effectively. Investigate stocking Coastline gift
items in this space as another way to build sales.
STUDENT ADVISOR Y COU N CIL (SAC)
Descriptive Summary
The Student Advisory Council has its own bylaws and officers who are elected from active SAC members (document 2B.7, Bylaws of the CCC
Student Advisory Council). SAC has a faculty advisor, and the overall activities are currently supervised by Vice President of Student Services.
SAC’s funds are raised through a College Services Charge of $6.00 per student per semester (unless the student requests and secures a waiver),
collected at the time of registration. Funds are used primarily to support student services and to enhance instructional programs.
SAC funds are kept in a co-curricular account, which is monitored by Administrative Services. The account is subject to the same internal and
external audits as are General Fund monies.
Each May, SAC prepares a proposed budget for the upcoming year (document 3D.16, SAC Budget). The total budget for 2005-06 is $125,800.
According to the bylaws, the budget is submitted to College Council for final approval. Typically the budget has included funds for students to
attend statewide meetings, for scholarships, for donations to support local community charities, and for requests submitted by various College
staff. The latter activity is officially sponsored each year by SAC and is promoted among all College faculty and staff. SAC reviews each
application and awards funds according to predetermined criteria (document 3D.17, SAC Funding Request Form).
In order to propose expenditures, a quorum of 67% of the membership is needed. A vote by at least 67% of those in attendance is required to
approve expenditures.
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Self Evaluation
SAC activities continue to support Coastline’s programs and services, mission, and goals. Since most students attend Coastline part-time and are
focused mainly on job and family responsibilities, it is a challenge to find students who will serve in SAC and to identify activities that will serve
the entire student body. Ad hoc surveys by SAC indicate general satisfaction with the services afforded by charging a student fee.
Planning Agen da
No planning recommendations at this time.
CONTR ACT EDUC ATION
Descriptive Summary
Since its inception, Coastline has actively pursued contract education partnerships with businesses, community organizations, and government
agencies. Partnership activities have included providing skills assessment, work-site instruction in Developmental Skills, ESL, computer
applications, and customized distance education course delivery to employees or individuals who are unable to come to a campus.
Of the three colleges in the Coast Community College District, Coastline has the largest contract education program. The Director of Contract
Education and Development is responsible for contract education at Coastline. The department operates as an ancillary unit of the College and
receives no state apportionment for its operation.
At Coastline, the majority of contracts are in the areas of contract education, telecourse and other instructional product development, and building
leases and subleases. All contracts undergo legal review through District Risk Services and are sent to the Board of Trustees for approval. All
contracts are reviewed at the vice president or President’s level to ensure that they support the mission and are executed to maintain the integrity
of the College. In addition, contracts are reviewed as a part of the internal and external audit process.
Coastline’s largest contract education program is the military program. The military program operates in three functional areas: 1) marketing and
outreach efforts; 2) distance learning instructional activities including course delivery, instruction, student mentoring and grading; and 3) support
services and contract operations involving admission, registration, evaluation, graduation, invoicing, and fulfillment of contract reporting
requirements. The first and second of these areas fall under the Office of Instruction and are directed by the Dean of Military/Contract Education.
The third area, support services and contract operation functions, falls under the Office of Student Services and is directed by the Director of
Contract Development and Operations.
Standard III.D. Financial Resources
Noteworthy to the success of the military program is the unique integration that has developed between the Contract Education, Military
Education, and Distance Learning managers. (On the College Organization Chart, document 3D.18, see the Academic and Classified Management
page.) The Director of Contract Development and Operations reports to the Vice President of Student Services. The Dean of Distance Learning and
the Dean of Military/Contract Education report to the Vice President of Instruction. The three managers and their departments work collaboratively
to provide all aspects of services required under the contracts involved. This collaboration is essential to the continued success of Coastline’s
military program.
There are multiple contracts and agreements between Coastline and the various branches of the Armed Services and are described in the Military
Programs section of Standard IIB.
The largest contract in the Military Program is NCPACE, the Navy College Program for Afloat College Education. For NCPACE, Coastline manages a
consortium of ten colleges that provide technology-delivered courses, primarily via CD-ROM, to sailors aboard deployed Navy ships at sea.
Coastline programmers designed and now operate a complex data and information management system (known as the DMEN) which enables and
aids Coastline’s managerial role of all the colleges and distance-learning site managers at Navy bases worldwide. It is through this portal that all
programmatic transactions (such as delivery orders, grade reporting, course invoicing and many more) are recorded and monitored. A “sister”
information management system, called the ANGEL, houses an online catalog of all the colleges and their courses available within NCPACE. In
addition to detailed course descriptions, the system allows students to search courses by college or by academic discipline. As part of the PACE
contract, the Navy pays Coastline more than $300,000 each year to manage and operate the DMEN and ANGEL information management
systems.
Other services unique to the operation in support of military contracts include
•
•
•
•
•
Online Registration and portal capabilities
Proctoring services for assessment and exams
SOC (Servicemembers Opportunity Colleges) agreements: Degree plans for military personnel
Specialized team of staff serving various service branches
Government reporting and invoicing
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Other Contract Education
In addition to Contract Education Programs for the military, Coastline provides services, instruction, and training to the community in both contract
and fee-based methods of delivery. Services include customized delivery on credit courses, the International Nursing Transitional Program (INTP),
Web Accessibility course, Sexual Harassment Training, Dale Carnegie Leadership Programs, Entrepreneurship program, and Notary Exam programs.
Contract Education also holds annual events for the community such as the Business Leaders Breakfast and workshops for communities in the
Coastline service area.
In 2005-06, total operating costs for Contract Education were budgeted at $2.87 million. Projected revenue was $6.8 million.
Self Evaluation
Corporate and Community Programs—Coastline delivers Contract Education corporate and community programs as needs are identified.
Some programs are contractual; others are fee-based. New programs in 2006 were Web Accessibility, Customer Service Academy, and Boeing
Education Alliance.
Mil itary Education Program—The Contract Education military program at Coastline is a highly successful aggregation of several different
programs focusing on the unique needs and requirements of the individual branches of the armed services. The College has competed for (and
won) participation in numerous contracts and partnerships sponsored by all branches.
• That each service has chosen Coastline to partner in its voluntary education programs speaks highly of the perceived quality of the academic
programs and the student support services offered by Coastline.
• That Coastline military graduates are articulating into four-year programs and doing well at those institutions again speaks highly of the
academic rigor and overall quality of courses in the Coastline military program and suggests that the perceived quality is indeed real.
• That Coastline’s online military enrollments and numbers of military graduates have roughly doubled every year for the past four years
testifies to the popularity of Coastline programs among military counselors (who recommend Coastline to their students) and the high
retention rate of Coastline military students (who feel they are well served). Student satisfaction with both instruction and student services,
as evidenced in both student surveys and anecdotal feedback, is a large factor in the dramatic growth in the military education program at
Coastline.
Program enhancements are now underway to accomplish the following:
• Make changes in facility layouts to provide workspace for Contract Education and Military Education Program staff sufficient to meet the
growing demand for programs and services.
• Continue to educate service members worldwide about the degree opportunities available through Coastline’s online and CD delivered
courses.
Standard III.D. Financial Resources
• Continue to monitor the quality of Coastline DL courses to the military through student and faculty surveys.
• To support growing numbers of military graduates, implement applicable features of the Project Voyager enterprise system for processing
petitions, for evaluating course work via automated systems, and to handle increased staffing.
• Streamline the process for providing degree evaluations for all military service members according to contract standards.
• Continue establishing good working relationships with military education center counselors and officials.
• Increase the number of part-time Coastline employees performing advisement/recruiting services at military bases. Focus on Army and Air
Force installations primarily in the coming year.
• Continue to increase retention and enrollment from all branches of service.
• Effectively oversee the development of a database for electronic tracking and reporting of increasing contract education enrollments and to
maintain contract compliance.
Planning Agen da
1. Increase the numbers of courses available to the military to allow more areas of concentration or majors.
2. Develop multiple contracts and MOUs with all service branches to preclude over-reliance on any single contract, which could adversely impact
enrollments.
3. Pursue further development of PDA-delivered courses for use by military and corporate students worldwide.
4. Establish Coastline Adjunct Mini-Campuses at military installations to provide classroom-style traditional courses.
5. Establish College Board approved National Test Centers at military installations to provide electronic CLEP (College Level Examination
Program) testing to servicemembers.
6. Enhance the quantity and maintain the quality of support staff consistent with program growth.
7. Expand the College’s credit and non-credit contract education program offerings and increase partnerships with business community.
a. Finalize the contract with Boeing to participate in the Boeing Education Alliance for the delivery of programs to their employees
worldwide.
b.
Deliver the ESL for Nurses program via contract with Fountain Valley Hospital.
8. Successfully launch the Dale Carnegie Program and other contract education/fee-based programs to the aerospace industry and oversee the
development of a registration and tracking process in support of this growing program.
INSTR U CTION AL SYSTEMS DEVELOPM EN T
Descriptive Summary
The Office of Instructional Systems Development (ISD) is Coastline’s internationally recognized learning systems development, marketing, and
distribution unit. ISD is specifically charged with (1) designing, developing, and distributing high-quality learning systems consisting of broadcast
quality telecourses, lecture support videotapes, student study guides, faculty manuals, online courses, and interactive computer learning systems;
(2) marketing and licensing learning systems to colleges and universities internationally; (3) operating as a self-funded ancillary responsible for
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developing and sharing new and innovative learning resources and systems at no cost to Coastline and other colleges in the Coast Community
College District; and (4) generating revenue for Coastline to expand the quality of technology-based learning whether in the classroom or at a
distance.
ISD has a long-standing commitment to quality, innovation, and effectiveness. In 1972 ISD, then operating in the District, produced its first
college-level television series, before the term “telecourse” was coined. This commitment continues today. Courses are designed using a well
established and tested instructional systems development approach. For each new course a comprehensive development team is formed,
consisting of content experts from across the country, instructional designers, and media experts. Course objectives, learner outcomes, and
instructional components are developed using an expert peer review process. Renowned scholars and expert teachers appear in, and consult on,
every phase of each project. When possible, courses are shot on location to achieve the authenticity of depicting real people and subject matter in
true-to-life settings. ISD conducts its business operations under the name Coast Learning Systems.
ISD’s primary function since its inception has been the design, production, and distribution of telecourses — video lessons produced around a
specific textbook and study guide. Traditionally, these courses were delivered to students via PBS broadcasts, closed circuit television networks,
cablecasts, and video rentals. Today however, the rapid emergence of converging digital technologies (television, computers, telephony, etc.), the
growing sophistication of interactive learning systems, and the ubiquitous nature of the Internet have combined to propel ISD in new directions.
ISD is now developing courses and media resources for online, telecourse, classroom, and hybrid delivery as well as self-paced delivery via
interactive CD-ROM, DVD, or handheld computers/PDAs. ISD strongly feels that a flexible, multimodal approach, designed to meet the needs of
schools, instructors, and students, will maximize revenue and be mutually beneficial.
Collaborating with both private and public organizations such as McGraw-Hill, Worth Publishing, Kendal-Hunt Publishing, Thompson Learning, PBS,
and Dallas Telelearning, ISD has produced some of the most widely used telecourses in the nation, including such award-winning series as
Psychology: The Human Experience, Dollars & Sense, Faces of Culture, and UNIVERSE: The Infinite Frontier. This approach to collaboration has
been extended to online and interactive CD-ROM based courses. Tata Interactive, Plato Learning Systems, and Learning Evolution are examples of
new partners that have allowed ISD to develop new products and services. Agreements between the District (on behalf of ISD) and publishers,
technology companies, academic experts, and other colleges and universities to develop and market new learning technology or instructional
media is a shared collaborative relationship. As such, agreements are carefully reviewed for business risk and financial and educational benefit to
the District and Coastline. Projects consist of joint development of instructional systems and joint marketing of collateral products. Projects are
funded through educational grants, advances against publication of workbooks or media, shared intellectual property, and revenue splits. Project
expenses and revenues are audited each year to insure that funds are appropriately expended and that projected returns-on-investments are
achieved.
Each year, 64% of California’s community colleges use ISD courses. Over 100,000 students, nationwide, earn credit from more than 350 schools
every year using Coast’s courses. ISD currently offers 20 telecourses each consisting of videotapes, a student study guide, a faculty manual, and a
test bank. In addition, ISD offers 315 hours of lecture support video for classroom use, 22 online courses, and five Interactive CD-ROMS.
Standard III.D. Financial Resources
ISD’s thrust for innovation and excellence has been recognized by academic and media peers nationally and internationally. Over the years, ISD
has received more than 60 awards for excellence in instructional design and production of educational courses. These awards include 15 Los
Angeles Area Emmy Awards, four Cindy Awards, and four Telly Awards. ISD’s recognition and success in the market is primarily attributed to the
quality and rigor of its instructional design and development process. ISD telecourses have been instrumental in the development of numerous
contract education programs and innovative initiatives launched by Coastline Distance Learning and Contract Education Programs. As a result,
significant enrollment and revenue has been generated. ISD telecourses led to the development and distribution of some of the first initiatives to
educate military personnel at a distance using CD-ROMs, then through online instruction, and most recently by using handheld computers and
PDAs.
Many colleges that offer distance learning would have lacked the resources to launch their programs without access to ISD courses. Equally
important, many students enrolled in these courses would be unable to take college courses any other way. Disabled students—unable to travel,
hear, or see—military students at sea or on remote bases, and working adults and single parents unable to attend traditional classes all depend on
user-friendly, ready-to-teach courses from ISD.
Self Evaluation
Despite the rapid growth in online course offerings nationwide, ISD continues to have stable enrollments. One of the most important reasons is
that telecourses do not require Internet access and offer the potential for large class sizes at a lower cost per student. The ability to operate
without Internet access is critical in both Coastline’s military and incarcerated student programs. There is little doubt that video-based learning
(broadcast, tape, on-demand video, streaming, etc.) will continue to play a role in technology-based education. It also clear that telecourses are
no longer the only modality for distribution of quality distance learning courses. As a result, ISD is designing and developing multi-modal delivery
options for courses.
Planning Agen da
1. Develop a strategy through the MPBC to determine the share of the College’s ongoing General Fund expenses that must be balanced with
General Fund apportionment monies and the share that will be supported by ancillary surplus funds.
2. Develop a funding allocation strategy for ancillary fund revenues.
III.D.2.f.
Contractual agreements with external entities are consis tent with the mission and goals of
the institution, govern ed by in stitutional policies, and contain appropriate provisions to maintain the
integrity of th e institution.
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Descriptive Summary
Due to Coastline’s focus on entrepreneurial activities and other outside partnerships beneficial to the institutional mission and goals, the College
regularly undertakes a variety of contracts, including:
• Contracts with the U.S. military for educational programs and services.
• Contracts with local government agencies, such as the contract with the County of Orange to operate the Orange County One-Stop Centers
and Orange County Business Service Center-North.
• A memorandum of understanding with the Newport-Mesa Unified School District to participate in the operation of an Early College High
School.
• A contract for operation of Student Health Services.
• Many other contracts with private vendors and individuals.
It is Coastline’s practice to write cancellation or termination language into all contracts to protect the interests of the District.
The process for approving contracts includes legal review by the District and Board approval. Individual managers have been reminded that only
the Chancellor and/or Vice Chancellor as designated by Board action are authorized to sign off on agreements, contracts, leases, or other
documents that commit the District to obligations of time, money, space, equipment, etc. Any agreement that exposes the District to liability, that
contains “hold harmless” and/or indemnification language, that contains fiscal commitments, or that has insurance requirements of any type is
to be considered a contract and is processed through established District procedures for approval.
Self Evaluation
At Coastline, the majority of contracts are in the areas of contract education, telecourse and other instructional product development, and building
leases and subleases. All contracts undergo legal review through District Risk Services and are sent to the Board of Trustees for approval. All
contracts are reviewed at the vice president or President’s level to ensure that they support the mission and are executed to maintain the integrity
of the College. In addition, contracts are reviewed as a part of the internal and external audit process.
Planning Agen da
No planning recommendations at this time.
III.D.2.g.
The institution r egularly evaluates its financial management process es, and the r esults of
the evaluation are used t o improve financial management syst ems.
Standard III.D. Financial Resources
Descriptive Summary
In summer of 2000, an intensive evaluation of the financial management system had been undertaken as a part of the development of the new
PNI data system. Many improvements have been achieved as expected, such as streamlining the purchase order procedure through an electronic
system and being able to group expenditures from various accounts by their PRU (Program Review Units) to get better estimates of program costs.
See III.B.1.b and III.B.1.d for details of financial planning mechanisms.
In summer of 2005, the District determined to implement Project Voyager, with SCT Banner as a principal component, to replace the PNI system.
The expectation is that with SCT Banner, the Finance, Human Resources, and Student Modules will all be integrated, eliminating unnecessary work
to replicate data from one system to another. See Standard III.C for discussion of Voyager specifications and timetable.
In addition to the internal review process of the District and College’s effectiveness in fiscal planning and monitoring processes, the annual
external audit report information is also included when considering how to improve financial management and planning. Findings or
recommendations described in the annual audits help to shape the way the District will customize the financial module of Project Voyager.
Self Evaluation
The District employs an internal auditor who regularly reviews financial procedures at each college. As noted in D.2.a, external audits demonstrate
the integrity of Coastline’s financial management system. There were no findings or recommendations from the external auditor for the most
recent audit period, which ended June 30, 2005.
Faculty and staff responded as follows to the statement “Coastline regularly evaluates and improves its financial management processes and
systems” (F & S Survey Item 79): full-time faculty: 83% favorable and 0% unfavorable; part-time faculty: 67% and 7%; full-time classified: 88%
and 8%; part-time classified: 100% favorable; and management: 71% and 7%.
Planning Agen da
Conduct a thorough review of the newly implemented (as of July 1, 2006) SCT Banner Financial Management System to verify that the data
satisfies management decision making requirements.
Working with both the District internal auditor and the external auditors, verify that the data and reports generated by the new system provide
accurate and adequate information for financial analysis necessary to ensure fiscal integrity and viability.
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III.D.3. The institution systematically assesses the eff ective u se of financial resources and uses the r esults
of the evaluation as th e basis for i mprovement.
Descriptive Summary
Coastline relies on four main processes—all deeply integrated into routine College operations—to regularly evaluate the allocation and use of
College resources:
The majority of College resources come from the General Fund through the District Budget Allocation Model, which is tied to FTE productivity. All
College department budget allocations are a part of their respective College wing and are annually presented to the MPBC for review and
endorsement. Resource allocation effectiveness is reviewed by the committee down to the department level with questions and new decisions
being made each year to best allocate General Fund dollars.
Another major analysis of resource allocation takes place through the bi-annual progress reports for College Master Plan priority progress given to
the MPBC. College staff and departments identified as responsible for implementation of a particular priority (or initiative working towards
success of a priority) provide progress reports to the MPBC that are then forwarded to the President. Progress levels and successful priority
implementation determine support from the MPBC for future funding allocations towards Master Plan priorities.
Financial resources generated through the ancillary operations such as Contract Education and Coast Learning Systems (the name under which ISD
conducts its business operations) are also reviewed and recommended through the MPBC process.
A full report of College expenditures and the College’s ending balance is provided to the MPBC at the end of each fiscal year. The MPBC utilizes a
formal process to review the data and makes recommendations to the College President for how to distribute the ending balance and what
modifications should be considered for the new year’s College budget.
The College is able to ensure that it assesses its use of financial resources systematically and effectively by utilizing the established participatory
governance structure within the College. Regular oversight of College financial resources by the MPBC, through regular reports provided by the
Office of Administrative Services ensure that representatives of all College constituencies effectively act as a “watch dog” over finances and are
able to make suggestions and recommendations to improve the use of College resources.
The entire process is described in detail in D.1.d.
Self Evaluation
Assessment and effective use of College financial resources is primarily facilitated through the College’s participatory governance structure utilizing
the MPBC as its main component. The variety of College financial resources; General Fund allocation, ancillary income, and College foundation
Standard III.D. Financial Resources
fund raising are regularly reported to the MPBC for review and consideration. In this way, all College constituencies through committee
representatives have the opportunity to understand where College financial resources originate, how and where they get allocated, and what
benefits are returned to the College.
Faculty and staff responded as follows to the statement “Coastline regularly evaluates and improves its financial management processes and
systems” (F & S Survey Item 79): full-time faculty: 83% favorable and 0% unfavorable; part-time faculty: 67% and 7%; full-time classified: 88%
and 8%; part-time classified: 100% favorable; and management: 71% and 7%.
Planning Agen da
No planning recommendations at this time.
Standard III.D. List of Documents
3D.1
Block Grant Request Form
3D.2
Budget Augmentation Requests
3D.3
Memo from Nancy Jones, 12/05
3D.4
District Budget Allocation Model
3D.5
Coastline Adopted Budget
3D.6
Adopted Budget: 2005-2006
3D.7
Coast District Audit Report
3D.8
Flyer for Town Hall Meeting
3D.9
Budget Development Worksheet
3D.10
Financial Task Force Recommendations
3D.11
Block Grants Prioritized Requests List
3D.12
MPBC Calendar
3D.13
Summary of Current Insurance Policies
3D.14
Foundation Audit Report
3D.15
Purchase Order and Direct Pay Request Form
3D.16
SAC Budget
3D.17
SAC Funding Request Form
3D.18
College Organization Chart
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Standard IV. Leadership and Governance
STANDARD IV. LEADERSHIP AND GOVERNANCE
The institution recognizes and utilizes the contributions of leadership throughout the
organization for continuous improvement of the institution. Governance roles are designed
to facilitate decisions that support student learning programs and services and improve
institutional effectiveness, while acknowledging the designated responsibilities of the
governing board and the chief administrator.
Standard IV – Leadership and Governance
A. Decision-Ma king Ro l es and Processes
B. Board and Administrative Organization
Co - Chairs
•
Dan Jones
Executive Dean, Instructional Systems Development
•
Nancy Jones
Academic Senate President, Professor, Computer Networking Chair
•
Karen McLucas
Division Area Office Coordinator, Distance Learning
Team Members
Susan Winterbourne
Professor, Counseling
Wendy Socket
Publication Assistant Senior, ISD
Cynthia Pienkowski
Director, Financial Aid and EOPS
Ken Leighton
Professor, English, Academic Senate
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Standard IV.A. Decision-Making Roles and Processes
IV.A.
Decision-Making Roles and Processes
The institution r ecognizes that ethical and effective leadership throughout th e organization enables th e
institution to identif y institutional valu es, set and achieve goals, learn, and improve.
IV.A.1.
Institutional leaders create an environm ent for empower ment, innovation, and institutional
excellence. Th ey encourage staff, faculty, administrators, and students, no matter what their official titles,
to take initiative in improving practices, programs, and services in which they are involved. When ideas for
improvement have policy or significant institution-wide i mplications, systematic participative processes are
used to assur e effective discussion, planning, and implementation.
Descriptive Summary
Coastline has developed an organizational structure through which all members of the organization
can participate, directly or indirectly, in the operation and decision-making of the College. Over
many years, and after much collaboration, the College has evolved into an organization that
encourages participation of every employee in processes for institutional evaluation and
improvement at all levels.
The College President from the start established that, under her leadership, all faculty and staff
were encouraged to participate in the pursuit of institutional excellence for Coastline (“staff” refers
to classified staff except where otherwise noted). She attended the Classified Council and the
“…the College has
evolved into an
organization that
encourages participation
of every employee in
processes for
institutional evaluation
and improvement at all
levels.”
Academic Senate. She instituted walk-in opportunities for all Coastliners to meet with her privately
to discuss their concerns for new ideas and issues. The President holds informal teas in her office
with faculty and staff to learn more about their work and offer a forum where they can express themselves and offer suggestions for
improvement. This open-door approach allows the President to gather information and ideas from those with whom she does not meet regularly.
To effect change often requires money. The President instituted an internal grant competition for mini-grants, for which any Coastliner may apply,
to further Coastline’s Master Plan (document 1A.4, Master Plan). These Master Plan Implementation (MPI) projects have allowed faculty and
staff, individually or in groups, to implement their ideas for program improvement, for faculty training, and for the exploration of new
technologies to improve classroom instruction and distance learning delivery. Further information about MPI projects appears in I.B.2.
The Mission, Plan and Budget Committee (MPBC) is an integral part of Coastline’s environment, working to facilitate new initiatives and to
continuously improve practices, programs, and services. The MPBC, co-chaired by a faculty member and the Dean of Planning, Development, and
Government Relation, is mandated “To review the College Mission and Goals Statement in light of the District Mission Statement and changing
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societal needs, and develop an annual plan to achieve these goals.” Policies and practices of the MPBC in Coastline’s annual planning and
budgeting cycle are detailed in I.B.6 and in III.D.1.a and b.
The Student Advisory Council (SAC), as empowered by the Board of Trustees, encourages all students to participate in the governance process
(document 4A.1, Board Policy 030-6-5, Student Advisory Council – Coastline Community College). Each fall and spring, a recruiting campaign is
launched to encourage students to join the Leadership course and to campaign for SAC offices. Most College committees include at least one
student representative from SAC, and the College endeavors to elicit student feedback when plans for change are being formulated. In this way,
Coastline includes students as valued contributors of information and ideas.
An essay contest held in 2004 encouraged students to describe specific programs and services and to explain how these programs and services
helped them achieve their educational goals (document 1A.3, Student Essay Contest Rules). Responses were judged and a cash award presented.
All the entries were then reviewed by a variety of College committees, including the President herself, to see what we were doing well and to learn
whether Coastline’s programs and services were serving students as intended or if changes should be considered. Students are very much a part
of the Coastline decision-making process, consistent with their work schedules, family responsibilities, and other obligations away from the
College.
Coastline has 26 mandated committees, councils, and other governance bodies. Collectively, these collaboratives are responsible for reviewing,
recommending, and initiating new programs in cooperation with or on behalf of Coastline management and other governance structures
(document 1A.5, College Committee List).
In summary, the College President has endeavored to empower every College employee.
Self Evaluation
Commitment to institutional improvement is clearly demonstrated in Coastline’s Mission Statement, “ Coastline Community College is committed
to student success through accessible and flexible education within and beyond the traditional classroom,” and in the four key priorities shown in
the Master Plan (see the Executive Summary, page 1.5):
1.
CCC [Coastline Community College] will create, expand, and enhance educational programs and student support services that reflect global orientation in
order to attract, retain, and successfully graduate its students.
2.
CCC will attain recognition as a national leader in the design, development, and distribution of technology-mediated instructional programs for the
classroom and for distance learning.
3.
CCC will develop and implement a model student services program that will enhance student access and success utilizing state-of-the-art technology.
4.
CCC will establish new and expanded partnerships with business and industry, governmental agencies, other institutions of higher education, and K-12
districts.
Standard IV.A. Decision-Making Roles and Processes
Coastline’s Accreditation Self-Study Faculty & Staff Survey is clear evidence of Coastline’s collaborative environment. The survey indicates that a
median of almost 70% of staff, managers, and faculty agree that Coastline encourages and rewards participation in decision-making no matter
what an individual’s role and title may be at the College (see Table 4A.1). Moreover, the survey indicates that a median of 81.58% (Table 4A.2)
of institutional members are encouraged to take initiative in improving the services in which they are involved and a median of 82.93% (Table
4A.3) agree that the College provides participative processes for discussion, planning, and implementation of new ideas.
As further evidence of this collaborative environment of governance:
• Classified employees at Coastline participate in decision-making through the labor agreement between Coast Community College District and
Coast Federation of Classified Employees, Local 4794 (document 3A.3, Coast Fed. of Classified Employees, Local 4794); through committee
assignments; and through the Classified Council (document 4A.2, Classified Council). Union representatives are appointed to positions on
the MPBC and on hiring committees for management positions.
• New full-time faculty members participate in institutional planning through the faculty tenure process. This four-year process assesses the
faculty member’s involvement in College governance and professional development activities.
• Annually, full- and part-time faculty are eligible to apply to the Academic Senate for academic rank. Since the last accreditation report, 21
faculty have received rank. The process requires the faculty member to have participated in College service and professional development
within three years prior to applying, in addition to meeting the required number of years teaching. The three categories of rank are Assistant
Professor, Associate Professor, and Professor (document 4A.3, Academic Rank Policies and Procedures).
Management
Part-time Classified
Full-time Classified
Part-time Faculty
Full-time Faculty
0%
10%
20%
30%
40%
50%
60%
70%
Part-time
Classified
80%
90%
Full-time Faculty
Part-time Faculty
Full-time
Classified
Unfavorable
17.39%
14.29%
20.00%
Netural
13.04%
14.29%
10.00%
50.00%
11.11%
Favorable
69.57%
71.43%
70.00%
50.00%
77.78%
Management
11.11%
Table 4A.1. Coastline encourages and rewards participation in the decision-making process no matter what an individual's role and/or
title may be at the College. (F & S Sur vey Item 80.)
100%
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Management
Part-time Classified
Full-time Classified
Part-time Faculty
Full-time Faculty
0%
20%
40%
60%
Full-time
Classified
Full-time Faculty Part-time Faculty
80%
Part-time
Classified
100%
Management
4.17%
5.26%
15.38%
Netural
8.33%
13.16%
12.82%
50.00%
5.56%
Favorable
87.50%
81.58%
71.79%
50.00%
94.44%
Unfavorable
Table 4A.2. Institutional members are encouraged to take initiative in improving the services in which they are involved. (F & S Sur vey Item 81.)
Management
Part-time Classified
Full-time Classified
Part-time Faculty
Full-time Faculty
0%
20%
40%
Full-time Faculty Part-time Faculty
60%
Full-time
Classified
80%
Part-time
Classified
100%
Management
Unfavorable
4.00%
7.32%
7.89%
5.56%
Netural
12.00%
9.76%
15.79%
16.67%
Favorable
84.00%
82.93%
76.32%
100.00%
77.78%
Table 4A.3. Coastline provides participative processes for discussion, planning, and implementation of new and innovative ideas. (F & S
Survey Item 82.)
Standard IV.A. Decision-Making Roles and Processes
Representation and membership participation exists for faculty through the Academic Senate, for classified employees through the Classified
Council, for students through the Student Advisory Council, and for management through CDMA (Coast District Management Association). With
rare exceptions, college-wide decisions are finalized and adopted through the College Council and President’s Cabinet. Coastline’s College Council
has representative members from all College constituencies, i.e., faculty, classified staff, students, and management. As shown in the College
Committee List, this broad spectrum of participation extends to all Coastline Committees.
Planning Agen da
No planning recommendations at this time.
IV.A.2.
The institution establishes and implement s a written poli cy providing for faculty, staff,
administrator, and student participation in decision-making processes. The policy specifi es th e manner in
which individuals bring forward ideas from their constit uencies and work together on appropriate policy,
planning, and special-purpose bodies.
IV.A.2.a.
Faculty and administrators have a substantive and clearl y defined r ole in institutional
governance and exercise a substantial voice in institutional policies, planning, and budget that relate to
their areas of responsibility and expertise. Students an d staff also have established mechanisms or
organizations for providing input into institutional decis ions.
Descriptive Summary
Across the whole constituency of Coastliners—students, faculty, classified staff, and management—
participation in institutional governance is broad and deep. Mechanisms include committees,
“Across the whole
constituency of
Coastliners…
participation in
institutional governance
is broad and deep.”
councils, task forces, town meetings, and the Academic Senate. The process encourages informed
representation from every appropriate constituency at each level of policy making and planning.
The College Committee List specifies committee membership. Great care is taken and considerable
energy and human resources are devoted to ensuring that all committees, from the College Council
to the Academic Senate to the Classified Council and the Student Advisory Council, are populated by
representatives from the appropriate constituencies. The Classified Council, the Student Advisory
Council, and other College committees operate in a similar way: agendas are posted, and meeting
minutes are made available to all Coastliners. The transparency of rules for committee membership and committee operation guarantees faculty,
staff, administrator, and student participation in college-wide collaborative decision-making processes.
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Processes and guidelines for participatory governance within Coastline are set forth in Participatory Governance Philosophy and Procedures
(document 4A.4). The College President is also guided by the spirit of the Mission Statement to shape and enhance the experience of each
student, staff member, and faculty member. With the focus of the Mission Statement in mind, the President has administrators, faculty, and staff
in place to achieve its goals. Three vice presidents, an executive dean, seven academic deans, and many managers work with the President
toward the success of the College and its students.
The President serves as chair of the Blue Ribbon Management Team, which consists of all managers, the College Council, and the Leadership
Development Task Force. During the course of a year, the President visits many of Coastline’s 26 committees. Faculty have a substantive and
clearly defined role in College governance, primarily through the Academic Senate. The Senate discusses major issues of the College and passes
motions and resolutions. The Senate takes relevant motions and resolutions to the College President and/or the College Council. When
appropriate, major initiatives and those shared with sister colleges are taken directly to the Board of Trustees for discussion or action.
All subcommittees of the Academic Senate, including the Curriculum Committee, provide written and/or oral reports to the Academic Senate.
These reports are recorded in detail in the Academic Senate’s meeting minutes and distributed collegewide, in hard copy to all Senators and
electronically to all Coastliners. Meeting agendas are posted 72 hours before each meeting. This ensures that all students and employees are
aware of items to be considered and have an opportunity to give their input or attend the meetings. Any faculty member can come to the
Academic Senate to address an issue of faculty concern. In fact, at the beginning of each semester, a Senate message goes out to all faculty
encouraging them to speak to their Senate representatives, attend Senate meetings, and submit articles to the Academic Senate’s newsletter for
collegewide publication.
Students provide input into institutional decision making through the Student Advisory Council (SAC) and by serving on College committees, most
of which make provision for a student member. At its weekly meeting, SAC discusses any proposed project or plan that directly affects students. A
Coastline student is serving as the Student Trustee of the Coast Community College District Board of Trustees for 2006-07; she also chairs the
District Student Council.
The Classified Council holds monthly meetings; special meetings are held to discuss and to gain consensus on immediate College issues that need
constituency input. The Council provides its input in written form as well as presentations to the requesting College committee co-chairs.
All College committees include faculty representation so that institutional policies, planning, and budget matters remain in view of the Academic
Senate. All full- or part-time faculty can join in College governance through their role in College committees. All faculty are encouraged each year
to sign up to serve on committees. The majority of the members of the Curriculum Committee, 23 of the 29 voting members, are faculty
members (College Committee List and document 2A.2, Curriculum Committee History).
The Academic Senate makes recommendations about disciplines that need department chairs and about disciplines for which full-time faculty
should be hired. It determines the makeup of the Curriculum Committee, which is a subcommittee of the Academic Senate.
Standard IV.A. Decision-Making Roles and Processes
Self Evaluation
The President provides effective leadership in planning, setting goals, and establishing priorities. She has accomplished this by creating an
environment of participatory governance and group consensus. The new Coastline Leadership Academy, first held in January 2006, reflects the
President’s desire to train and mentor those who will direct Coastline in the years ahead.
A large majority of faculty and administrators uniformly agree that they 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. Coastline’s
Accreditation Self-Study Faculty & Staff Survey is clear evidence of this agreement, with 70.83% (Table 4A.4) and 77.78% (Table 4A.5) of faculty
and management agreeing respectively. There is also evidence that mechanisms for obtaining student and staff input into institutional decisions
making is working, as indicated in Tables 4A.6 and 4A.7 below.
Favor able
Neutral
Unfavor able
Full-time Faculty
70.83%
20.83%
8.33%
Part-time Faculty
79.49%
12.82%
7.69%
Full-time Classified
83.87%
9.68%
6.45%
Part-time Classified
100.00%
Management
81.25%
6.25%
12.50%
Median
81.25%
11.25%
8.01%
Table 4A.4. Faculty members have a substantive and clearly defined role in institutional governance. (F & S Survey Item 83)
Favor able
Neutral
Unfavor able
Full-time Faculty
86.96%
4.35%
8.70%
Part-time Faculty
90.91%
6.06%
3.03%
Full-time Classified
83.33%
11.11%
5.56%
Part-time Classified
100.00%
Management
77.78%
22.22%
Median
86.96%
8.59%
5.56%
Table 4A.5. Administrators have a substantive and clearly defined role in institutional governance. (F & S Survey Item 84)
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Favor able
Neutral
Unfavor able
Full-time Faculty
69.57%
17.39%
13.04%
Part-time Faculty
89.29%
7.14%
3.57%
Full-time Classified
67.44%
18.60%
13.95%
Part-time Classified
100.00%
Management
77.78%
11.11%
11.11%
Median
77.78%
14.25%
12.08%
Table 4A.6. Staff has a substantive and clearly defined role in institutional governance. (F & S S urvey Item 85)
Favor able
Neutral
Unfavor able
Full-time Faculty
66.67%
25.00%
8.33%
Part-time Faculty
78.57%
14.29%
7.14%
Full-time Classified
75.76%
18.18%
6.06%
Part-time Classified
100.00%
Management
86.67%
6.67%
6.67%
Median
78.57%
16.24%
6.91%
Table 4A.7. Students have a substantive and clearly defined role in institutional governance and program improvement. (F & S Su rvey
Item 86)
Planning Agen da
No planning recommendations at this time.
IV.A.2.b.
The institution r elies on faculty, its academic senate or other appropriate faculty
structures, the curriculum committee, and academic administrators for recom mendations about student
learning programs and services.
Descriptive Summary
The Coastline Academic Senate focuses primarily on academic and professional matters. In fact, one of the Academic Senate’s Executive
Committee members is the Faculty Advisor of the Student Advisory Council. In this capacity, she frequently serves as an advocate for students and
voices student concerns. Coastline’s Academic Senate and its Executive Officers promote a culture of openness; candid discussions of Coastline
programs and services are outcomes of this collaborative environment.
Standard IV.A. Decision-Making Roles and Processes
The Senate is charged with recommending full-time faculty hiring priorities, including counselors and librarians. In doing so, it must evaluate each
program in detail (FTES-generation, the number of full- and part-time faculty, the future viability of the program, and so forth). Consequently, the
Senate plays a key role in shaping academic programs and services. Of course, budget concerns and the recommendations of the President and
instructional managers play a deciding role in this process, but the dialogue concerning the hiring decision begins in the Academic Senate and
moves to Program Review.
The Curriculum Committee reviews all new and revised course outlines and certificate programs to ensure academic integrity and rigor. A course
outline must include measurable outcomes, and the assessment of these outcomes is very closely examined. Course outlines that omit required
elements are sent back to the originating faculty member for further review. The Academic Senate Web site offers comprehensive guidance on
curriculum development (document _ _ _ , Curriculum Guidelines, Forms and Calendars). The site provides the following information:
• A guide to writing a course outline, including regulations and guidelines issued by the Statewide Academic Senate and Coastline’s own
course outline specifications;
• An explanation of course outline terminology, lists of recommended verbs, templates for course outlines, new course proposals and related
documents, and other hints and recommendations to ensure consistency.
• Background information and procedural guidelines about methods of instructional delivery.
During the 2004-05 academic year, the Office of Research, under the leadership of the Supervisor of Research, and the Instructor/Coordinator of
Instructional Research instituted a Student Learning Outcomes (SLO) Training program. This project aims to train all faculty members, full- and
part-time, in the SLO Assessment Cycle. Several workshops have been held, with faculty compensated for their participation. An online SLO rubric
generator has been implemented (document 2A.23, Coastline College Rubric Builder).
The Supervisor of Research has secured funds to continue this timely faculty development endeavor. He has also held workshops on SLO
implementation for Student Services and classified staff. An SLO newsletter, published under the auspices of the Academic Senate, provides
examples of effective SLOs, news of workshops, and other information to increase awareness of the SLO undertaking (document 2A.9, “Measuring
Success” Newsletter).
The College President guides institutional improvement of the teaching and learning environment by working closely with the Academic Senate,
including meeting regularly with the Executive Committee of the Senate. The President holds open office hours on Tuesdays at noon to provide a
place for all who wish to voice ideas and thoughts about the College.
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Self Evaluation
As shown in Figure 4A.1, more than 93% of all employees responding to the faculty and staff survey believe that Coastline is committed to
improvement of the student learning process. Moreover, a large majority (75% – Figure 4A.2) believe that Coastline seeks input from all
constituencies when reviewing and improving instructional programs and other student services.
Table 4A.8 indicates how employees, grouped by job category, responded to the survey item “Coastline relies on faculty and College
organizational structures and academic administrators for recommendations about improving student learning programs and services.” As shown
in the table, faculty as a group agree with the item more strongly than does management. Fortunately, it is also clear that the vast majority of
Coastliners believe the College relies appropriately on faculty structures, the curriculum committee, and academic administrators for
recommendations to change and improve student learning programs and services.
Unfavor able,
8.33%
Unfavor able,
3.65%
Netur al,
2.92%
Netur al,
16.67%
Favor able,
93.43%
Favor able,
75.00%
Figure 4A.1: Coastline is committed to improvement of the student learning process
Figure 4A.2: Coastline seeks input from all constituencies when reviewing and
through both traditional and innovative practices. (F & S Sur vey Item 6,
improving instructional programs and other student services. (F & S Survey
Agree/Disagree Summary.)
Item 12, Agree/Disagree Summary.)
Standard IV.A. Decision-Making Roles and Processes
Table 4A.8. Coastline relies on faculty and college
Management
organizational structures and academic administrators
for recommendations about improving student
Part-time Classified
learning programs and services. (F & S Surve y
Full-time Classified
Item 87.)
Part-time Faculty
Full-time Faculty
0%
20%
40%
Full-time Faculty Part-time Faculty
60%
Full-time
Classified
Unfavorable
4.00%
Netural
4.00%
6.06%
13.89%
Favorable
92.00%
90.91%
86.11%
80%
Part-time
Classified
100%
Management
3.03%
12.50%
100.00%
87.50%
Planning Agen da
No planning recommendations at this time.
IV.A.3.
Through established governance structures, processes,
and practices, the governing board, administrators, faculty, staff, and
students work t ogether f or th e good of the institution. T hese processes
facilitate discussion of ideas and eff ective com munication among the
institution’s constitu encies.
Descriptive Summary
Through many years of open and collaborative undertakings, Coastline’s environment has evolved
into a learning community characterized by mutual respect and teamwork. Innovation is
encouraged, and debate is expected at all levels. There is a conviction that success breeds success
and that every challenge is an opportunity. Consequently, launching new programs that benefit
students and serve the community is the norm, not the exception.
“…Coastline’s
environment has
evolved into a learning
community
characterized by mutual
respect and teamwork.
Innovation is
encouraged, and debate
is expected at all
levels.”
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Coastline Community College and Coast Community College District (CCCD) organizational structures are governed in accordance with this
philosophy, coupled with a commitment to compliance with Federal and State community college mandates. The governing board, administrators,
faculty, staff, and students work together seamlessly for the common good of students and the community. Board policies and practices
consistently endorse participatory governance. For example,
• Board policy “…recognizes the Associated Student Organization(s) or its equivalent within the District as the representative of the students in
the formulation and development of District and College policies and procedures that have or will have a significant effect on students.” The
policy further states that the District is “…committed to [participatory] governance and views its students as a valued, integral community
whose views and ideas are imperative in developing policy and procedure.” (Document 4A.5, Board Policy 030-9-1, Student Role in
Governance.)
• Board policy extends the same recognition to faculty: “…District recognizes the Academic Senate(s) as the representative of the faculty in
making recommendations to the administration of the College and to the governing board of the District with respect to academic and
professional matters…” (Document 4A.6, Board Policy 060-1-10, Faculty Role in Governance.)
• Board policy ensures uniform and equitable employer/employee relations and open channels of communication. Most important, the Board
“…views its faculty as a rich professional entity with both knowledge and expertise in developing policy and procedure.” (Document 4A.7,
Board Policy 060-1-7, Relations Between District and Certificated Employees.) As a result, the Academic Senate’s input is essential in the
development of policies dealing with academic and professional matters.
Coastline implements these policies by involving faculty, staff, and students in almost all committee activities. Through the College Council,
Academic Senate, Classified Council, Student Advisory Council (SAC), standing College committees, and ad hoc work teams, processes and practices
have been established to facilitate discussion and build consensus. Students, staff, faculty, and administrators alike have a shared opportunity to
participate in and contribute to all aspects of the College’s operation. Most important, staff, regardless of level, have the right to express opinions
without reproach. Collaborative decision-making is not only ubiquitous; it is actively encouraged.
Board Policy 060-1-10, adopted and included in the Academic Senate Bylaws, specifies how the Faculty Senate presents its written views and
recommendations to the Board of Trustees (document 4A.8, By-Laws of the Academic Senate).
Board Policy 030-6-2 defines the duties and responsibilities of the Student Advisory Council and establishes a protocol for making
recommendations to the College Council and on to the Board of Trustees (document 2B.7, Bylaws of the CCC Student Advisory Council).
Lines of communication from the Board to colleges and college staff, and from committees within each college to staff and students, are
established through distribution of standing committee minutes using information letters, bulletins, and District and college Web sites. College
Council minutes are distributed to division chairs, administrators, and council members. Board of Trustees meeting summaries are distributed to
each department and posted for all staff to review in paper form. These summaries are also available to students and District constituencies on
the District Web site.
Standard IV.A. Decision-Making Roles and Processes
The academic senate presidents of the three District colleges and the presidents of classified and certificated bargaining units participate in
regularly scheduled Board of Trustees meetings. Each college president and the president of each academic senate sit at the Board of Trustees
table; each is a member of the Chancellor’s Cabinet, thus serving as both liaison to and a representative of the District Board.
The Academic Senate, Classified Council, and the Student Advisory Council are also key communication channels in keeping faculty, staff, and
students informed. Representatives of each organization serve as members of the College Council. Faculty and classified participate in all
standing committees. Student Advisory Council representatives are also eligible and invited to participate on all committees but are not always
available to participate.
The Academic Senate, as prescribed by Board policy, represents all faculty on issues affecting academic and professional matters. Board policy in
the area of curriculum relies on advice and judgment of the District’s three academic senates as defined by law. Procedures to implement Board
policy at the college level are developed collegially with the elected representative of each academic senate. Coastline faculty (full-time and parttime, as well as student services counselors and the College librarian) elect approximately nine faculty each year to serve three years as
representatives to the Senate. As set forth in the Academic Senate By-Laws, elections are staggered so a majority of senators are returning each
year with only nine new members. Academic Senate meetings are open to all faculty, students, classified staff, and administrators. However,
only elected faculty senators may vote on issues before the Academic Senate.
The President meets regularly with the Executive Committee of the Academic Senate. Committee members discuss with the President issues that
are relevant to the College and senate. At the academic department level, faculty participate in planning and budget development through their
department chair and dean. The duties and responsibilities of the department’s faculty leadership include planning and budget development. All
faculty members are encouraged to participate in department planning and in College work groups and committees. To ensure that plans match
actions, faculty evaluation and program review includes a critique of each faculty member’s contribution to governance of the College. Since
Coastline relies heavily on part-time faculty, they are invited to provide ideas for institutional improvement through faculty discussions and at
discipline and department meetings. Part-time faculty are encouraged to attend all meetings. Because of Coastline’s unique mission and funding
model, part-time faculty participation in the Academic Senate and College committees and councils is critical.
Through the Classified Council at Coastline, classified staff serve in an advisory role in the formulation of College policy and decision-making.
Classified staff are encouraged to provide suggestions for programs and service improvements via department, workgroup, and Classified Council
meetings as well as at annual town-hall meetings sponsored by the MPBC. Classified staff are also encouraged to make recommendations for
improvements in standing committee meetings (since all have Classified Council representation) or directly to the President who regularly meets
with Classified Council representatives. Classified Council promotes communication among classified members, assists in planning staff
development, and facilitates social interaction between employees. The primary event coordinated by Coastline’s Classified Council is the annual
Fall Event (including Halloween activities). This popular annual event serves as a networking, fund raising, and motivating opportunity for all
College employees.
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Students play an important role in college and District governance. One student trustee is selected from nominations submitted by the Student
Advisory Council or other student organization at each college. (Document 4A.9, Board Policy 010-2-14.2, Student Representative, District
Student Council.) The student trustee, though non-voting, gives students a voice in the formulation and development of District policies and
procedures. The student trustee attends all board meetings, except closed sessions, and is recognized as a regular board member in board
discussions and the questioning of members of the public appearing before the board. The student trustee is an important link between the Board
of Trustees and student governance at each of the District colleges. In addition, the president of each student group has the opportunity to attend
regularly scheduled Board meetings and make reports about student activities and programs at his or her respective college.
The CDMA Supervisory/Manager Manual defines the role of administrators in the governance process. All Coastline managers and supervisors are
members of Coastline’s Blue Ribbon Management Team, through which the President and the management team discuss issues important to the
College. The District and the College require managers and supervisors to encourage and facilitate adherence to the established governance
process beginning at the department level and extending through the College Council and the President’s Cabinet. Coastline’s College Council
serves as the primary campus-wide consultation group for participatory governance. Chaired by the President, the College Council—as shown in the
College Committee List—has representation from all College constituencies.
Identification and discussion of mission-critical goals and objectives occurs at every level in the College. At the departmental level all staff are
encouraged to set quality improvement goals and implementation objectives to better serve constituencies and improve service to students. The
College’s mission, the new Master Plan, and the desire for continuous improvement are intrinsically linked.
Collegewide, institutional improvement suggestions are solicited and coordinated by the MPBC. Recommendations originating from classified staff
come directly from the Classified Council to the College Council or from classified staff via their immediate supervisor to the College’s executive
leadership team (President’s Cabinet), composed of the College President and vice presidents. Recommendations from faculty come from their
department chair or dean or from standing committees or the faculty Senate.
The governance process at Coastline is open and flexible. To ensure inclusiveness and synchronization with department goals and the College’s
Master Plan priorities, the President’s Cabinet sends all issues to the appropriate department, committee, and/or manager for review and
approval. Every effort is made to ensure that consensus is reached on new initiatives and programs prior to implementation. The College Council,
President’s Cabinet, and the President are the final steps for approval of new initiatives beyond the scope of an individual department/wing.
Initiatives requiring new funding or resources must also receive review and approval from the MPBC.
The District provides new staff members with a general orientation to the District. Coastline offers new staff an orientation that emphasizes
Coastline’s unique mission and participatory governance processes.
Coastline’s comprehensive tenure review process is described in the Coast Federation of Educators/American Federation of Teachers, Local 1911
Labor Agreement (document 2A.28, CFE/AFT Local 1911 Labor Agreement). The agreement defines how new tenure track faculty are introduced
to the expectations of their department and the College under the guidance of faculty peers and their department chair and dean. The contract
establishes procedures and practices, which include annual peer and student evaluations, on-the-job visitations and observation, and
Standard IV.A. Decision-Making Roles and Processes
recommendations for professional improvement. During the tenure review process, faculty are introduced to the commitment each instructor is
expected to give to both institutional and individual continuous quality improvement. Faculty receive a recommendation for tenure at the
conclusion of their fourth year if reviews and evaluations are positive and if each step in the process is complete.
During Fiscal Year 2003-2004, Coastline retained a marketing and public relations company through a competitive process to help the College’s
Marketing Committee develop a comprehensive Marketing Plan in coordination with the College Council and President’s Cabinet. The Marketing
Plan outlines an innovative communication and marketing strategy for the College. The plan specified a new branding initiative as critical for
Coastline to maximize recognition within the District. A student contest subsequently denoted the dolphin as Coastline’s new mascot.
Work on the new marketing plan disclosed that despite Coastline’s positive perception in the community, recognition was still limited. Coastline
has launched a concerted effort to present a contemporary consistent and uniform look and message to all of its constituencies. This unified
message and look are designed to match both Coastline’s mission and vision and to promote Coastline as a leader in state-of-the-art instructional
technology and alternative delivery methodologies.
The following examples illustrate Coastline efforts to improve service to students.
R e des igne d Web Site—During the 2002-03 academic year, the College converted its existing Web site to a dynamic database-driven Web site
with content management features. This system empowers each department to develop and add content to pages without the need for
experienced support staff. The process also avoids bottlenecks incident to review and approval. Content is maintained in relational databases,
reducing errors and redundancies. Moreover, the site is now compliant with Section 508 of the Rehabilitation Act and accessible to all students.
Participation in Professional Associations—Coastliners are actively involved in numerous District, statewide, and national committees
and workgroups. For example, College personnel involve themselves in District enrollment management, fee enforcement, District financial aid,
Extended Opportunity Programs and Services (EOPS) registration, staff development, and Coast District Managers Association (CDMA). The
President of Coastline is now Chair-elect of the Board of Directors of the American Association of Community Colleges. Many other Coastline staff
are also actively involved in regional and national academic organizations.
Community R elations—Coastline Community College maintains a growing and vital link with the local businesses and industry in our service
area. Aside from special events, such as Coastline’s Visionary of the Year Awards Program, Coastline maintains numerous ongoing connections.
The College Foundation and many programs, including the Acquired Brain Injury Program, and career and technical education programs such as
Paralegal Studies, Computer Systems Technology, and Informatics, maintain active community advisory groups. In 2004 Coastline was selected,
through a competitive process, to assume full management and operation of One-Stop Centers throughout Orange County (except in the cities of
Anaheim and Santa Ana, which operate centers of their own) and the Business Service Center-North.
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Following are areas where Coastline needs—or has underway—changes or improvement.
By logging on to CCCApply, prospective students can apply online for admission to all three District colleges (document 4A.10, CCCApply). The
home page of the Coastline Web site includes a link to CCCApply. Most Coastline students now submit their applications in this manner; the
exceptions are mostly applicants without Internet access, such as the incarcerated and deployed military personnel. Operation is satisfactory. Of
both military and non-military students responding, more than 88% agree that “The online application process works well.” (Student Survey Item
32).
Online registration, however, and many other state-of-the-art Internet services for students, staff, and faculty are currently unavailable in the
District. To remedy this shortfall, the Board in 2005 approved the Voyager Plan, a comprehensive measure to move the District to the forefront of
technology for all aspects of College operation and management. Further information about Voyager content and schedule appears in III.C.1.a.
Since its inception, one of the biggest challenges facing Coastline—a college without walls—has been connecting students to learning, peers,
faculty, and college life. Many Coastliners believe that a comprehensive e-Portal is the one approach that might empower students and faculty to
bridge time and distance, inherent at a distributed campus, where a significant share of the total enrollment take courses at a distance. STC
Luminis, part of the District’s Voyager Initiative, is expected to help Coastline bridge this gap and build a comprehensive virtual learning
community that will engage all students regardless of where or how they take classes.
Self Evaluation
The College meets this Standard. As explained in the Descriptive Summary, existing systems and processes facilitate effective and efficient
dialogue between internal and external constituencies. Since Coastline’s last accreditation, the administration, Academic Senate, Classified
Council, Student Advisory Council, and staff and faculty have actively participated in a comprehensive review process that led to the development
of Coastline’s Master Plan.
The Academic Senate and Classified Council serve as two key participatory governance organizations at Coastline. Minutes are recorded at every
meeting and are available in the Academic Senate Office and the Office of the Co-Coordinator for the Classified Council. Both organizations
actively participate in regional and statewide meetings and receive travel and conference support from the College. The Academic Senate has a
permanent office for general business and file storage and 50% of an Administrative Secretary. The Classified Council receives neither. As a
result, it is difficult for Classified Council to play its full part in College governance. The Council should be commended, however, for continuing to
function and collaborate in participatory governance despite this lack of support.
The College maintains public areas and controlled-access areas on its Web site. Controlled-access areas are used for sensitive and/or draft
information. Numerous faculty and staff e-mail lists are maintained for routine and rapid electronic distribution of information. Minutes of many
committee meetings (including Academic Senate, Curriculum, Program Review, Institutional Research, MPBC, and College Council), various campus
forms, and announcements are available on the College Web site (public or controlled-access, as appropriate).
Standard IV.A. Decision-Making Roles and Processes
Technology, content, and accessibility of the College Web site have been substantially enhanced. Despite these improvements, however, much
remains to be accomplished. Many features and capabilities that have been planned and developed cannot be implemented until dedicated and
knowledgeable staff are available to visualize and program the additional pages. Ongoing support is also essential.
Although the College has made significant progress in educating Coastliners about using technology in the classroom and for communication, the
computer environment continues to be a challenge. Obstacles include computer threats (e.g., spammers, viruses, and hackers), bandwidth
limitations, staff training, and limited funds for upgrades and modernization. In light of such challenges, the College continues to invest a
significant portion of its discretionary funding to upgrade technology each year. The Administrative Services department maintains a
comprehensive file of recommended purchases and items actually purchased.
Over the past four years, the President has set forth a policy that recognizes the need for open and free communication. The previous reliance on
more formalized governance and information distribution engendered an atmosphere, or perceived atmosphere, of isolated decision-making. The
new open approach has evolved into an environment that embraces participatory decision-making at all levels. The new environment of
inclusiveness has made it possible for the College to deal with both difficult situations and opportunities in a collaborative and collegial manner in
which everyone is looking for new opportunities to achieve excellence.
Planning Agen da
1. Address the issue of hiring a full-time webmaster to respond to the technology staffing needs noted on the preceding page.
2. Continue the implementation of Voyager and complete the project as scheduled.
IV.A.4.
The institution advocates and demonstrates hon esty and integrity in its relationships with
external agencies. It agrees to comply with Accrediting Commission standards, policies, and guidelines,
and Commission requirements for public disclosure, self study and other r eports, team visits, and prior
approval of substantive changes. The institution moves expeditiously to respond to r ecommendations made
by the C ommission.
Descriptive Summary
The submission of innumerable audits and reports, and their acceptance by the cognizant authorities, is evidence of Coastline’s commitment to
honesty and integrity in relations with external agencies. Reports are filed on time; all deadlines are met. As it has in the past, the College will
continue to present to the Commission a comprehensive, candid assessment of its operations and undertakes to respond to future
recommendations.
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Coastline operates under applicable provisions of federal law (Title 20 of the United States Code), of the Education Code of the State of California,
and of the California Code of Regulations (Title 5). As required to maintain eligibility for financial aid, Coastline participates in the Integrated
Postsecondary Education Data System (IPEDS) for the National Center for Education Statistics (NCES). IPEDS surveys for enrollment, program
completion, faculty, staff, and financing are completed according to Department of Education timetables.
Coastline is committed to the highest standards of ethical conduct while carrying out its duties and responsibilities. To ensure appropriate
implementation of all statutory requirements, the Coast District has incorporated several statements into its Board policies, administrative
regulations, and statements of practice and procedure. Governing board responsibilities and ethical conduct requirements are also delineated in
Board Policy.
Coastline adheres to all eligibility requirements, accreditation standards, and policies of the ACCJC. Coastline consistently describes its performance
in similar terms to all external accrediting agencies, communicates any changes in its accredited status, and agrees to disclose information
required by the Commission to carry out its accrediting responsibilities. Moreover, recommendations from the Accrediting Commission are made
available to the public in a timely and detailed fashion.
Grants—To better serve its students, Coastline maintains effective relations with external agencies such as the State Chancellor’s Office, the U.S.
Department of Education, and the National Science Foundation. Coastline has secured numerous grants, including a Department of Education Title
III grant from 2000 through 2005. The grant was designed to improve student persistence by developing systems to track student progress and
generate Early Alerts and by creating a student-friendly schedule of required courses in multiple formats and delivery modalities. Other Title III
activities helped improve the success of students from underrepresented groups and those educationally and economically disadvantaged by
establishing a Student Success Center (II.C.1) that offers and skills training in reading, math, English, and study skills. The Center also offers
walk-in tutoring. Equally important, Title III helped improve Coastline’s transfer rate into the California State University System (chart: Transfers
from Coastline to Four-Year Institutions in II.A.6.a) through development of an expanded Transfer/Articulation Center and Web pages describing
courses for each academic program required for transfer. (Document 1B.6, Title III Report.)
Other significant grants include:
• Cal ifornia Virtual Coll ege R egional Center Grant (CVC3) —CVC activities included the development of a CVC3 Mentor Program,
regional training, and model course development grant program, which supported development of over 70 courses serving more than 5,000
students.
• Business/CIS Education Statewide Advisory Committee (BESAC)—This project enlists an academic and business consortium,
including twenty-four community colleges and directed by the Business/CIS Education Statewide Advisory Committee (BESAC), to form a
Discipline/Industry Collaborative for Business Education that will serve Business/Computer Information Science (CIS) educators and their
students statewide.
Standard IV.A. Decision-Making Roles and Processes
• ICE-T—Through this grant, Coastline has joined with the Universidad Autónoma de Yucatán (University of Yucatan), Mexico, and North Island
College, in British Columbia, Canada, to develop the ICE-T project (International Cross-Cultural Education through Technology). Using video
conferencing and Internet technology, students in the three countries study internationally-oriented courses and cross-cultural studies by
creating projects to be completed by teams from all three institutions.
Two recent Coastline grants are particularly significant. First, the College received a National Science Foundation ATE Articulation Grant to
establish a program in Informatics, a new branch of computer science. The program prepares students for direct transfer into the Informatics
program at the University of California, Irvine. The second is a Foundation for California Community Colleges grant, funded in part by the Bill &
Melinda Gates Foundation, to create an Early College High School in cooperation with the Newport-Mesa Unified School District. The new school
will serve up to 400 9th-12th grade students, allowing them to complete their high school and associate in arts degree in five years or less.
Orange County One -Stop Centers—Coastline enjoys a strong network of interrelationships with government agencies, community-based
organizations, business, and industry, and other educational institutions in its service area. These relationships tend to be unique, extensive,
positive, and often exemplary. Blending the resources and talents of the College, the Orange County Workforce Investment Board, and more than
40 other agencies to establish and operate the Orange County One-Stop Centers and Orange County Business Service Center-North have, since
1998, served as an outstanding example of Coastline’s successful partnerships with the community.
Today, following a comprehensive competitive bid process, CCC operates the Orange County One-Stop Center, delivering services at three locations
in the county. The centers provide seamless and comprehensive employment and training related services under one roof to Coastline student job
seekers and the public. All three centers use a unique electronic job distribution network and career management portal. Job seekers are given
access to more than 200,000 active job leads, a career e-mail address, a career management portal to receive and manage all inquiries to their
resumes, and the ability to distribute their resumes online to all of the major job boards with one click of the mouse once an online resume is
created. (Document 4A.11, Orange County One-Stop Centers.)
Each center provides free access to computers, copiers, fax machines, and telephones; U.S. postal service to distribute applications and resumes
not sent electronically; a career resource library; career planning and job search coaching; the latest statistics and trends on Orange County’s
expanding job market; training referrals; networking opportunities; resume and interviewing skills assistance; assistance in identifying marketable
skills; and specialized services for dislocated worker, adult-low income, youth, veterans, seniors, and individuals with disabilities.
At an Orange County One-Stop Center, Coastline students preparing to face the employment market will find information on upcoming job and
career fairs, on-site interviews with local employers, and the latest in computer literacy and employment skills assessment. Coastline students with
disabilities can access a wide variety of programs available to support their successful entry into the workforce through the Disability Program
Navigator (DPN). Successful operation of Orange County One-Stop Centers has had significant and far-reaching impact on the entire spectrum of
Coastline’s relationships with the county as well as businesses and residents in need of jobs. Many new and innovative joint projects will continue
to emerge as a result of this relationship.
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Coastline Military and other Contract Education Programs—Coastline’s contract education program has placed Coastline at the
forefront of a national education initiative for military men and women worldwide. The extent and effectiveness of Coastline’s Military Education
Program ensure that the College will be actively involved in training and education for military men and women worldwide for years to come.
Details of the military program appear under Military Education Program in II.B.3.c and under Contract Education in III.D.2.e.
Measure C Fun ding—Coastline has preserved its commitment to quality teaching and learning in part through its reliance on professional and
community-based advisory committees. These advisory bodies provide a continual assessment of the quality and relevance of programs through
which students prepare for specific job opportunities. Successful passage of Measure C in November of 2002, provides the District $370 million
dollars, of which $62 million dollars is slated for the renovation and construction of state-of-the-art educational facilities at Coastline over the next
ten years. (Document 3B.1, Measure C Facts.) Passage of Measure C testifies to the respect that Coastline enjoys within the community.
Following passage of the measure, Coastline developed and submitted to the Board of Trustees a comprehensive new Master Plan, which received
unanimous approval.
Instructional Systems Development—Coastline is one of the oldest and most established distance education learning institutions in the
nation, with 30 years of quality service. Coastline courses, produced by the Instructional Systems Development (ISD) department, are used by
over 800 colleges nationwide and viewed by millions of people on PBS, cable, satellite, and the Internet. Each year thousands of viewers sign up
for community college courses after watching one of Coastline’s courses on television. Coastline courses have helped distance learning programs
get started nationwide. Today Coastline is offering new interactive and linear courses on handheld computers, DVD, CD-ROM, video, and television.
Self Evaluation
Coastline meets this Standard. Coastline and the Coast Community College District have either articulated clear ethics statements that the Board
has crafted or have endorsed those of other organizations to establish standards. Additionally, the College maintains favorable relations with
several outside agencies, including the ACCJC.
Planning Agen da
No planning recommendations at this time.
IV.A.5.
The role of l eadership and the institution’s governance and decision-making structures and
processes are regularly evaluated to assure their integri ty and effectiveness. Th e institution widely
communicates the results of th ese evaluations and us es t hem as th e basis for improvem ent.
Descriptive Summary
Coastline employs a decision making process that is reviewed annually to ensure that the role of leadership is effective and includes evaluation for
improvement. The process works for the College in good times and in times of challenge. Each year the College Council reviews and analyzes the
committee and task force structure to determine whether committee and task force mandates have resulted in effective progress for the College
and remain consistent with Mission Statement and Master Plan priorities. Changes are made as needed. The committee co-chairs are included in
Standard IV.A. Decision-Making Roles and Processes
this process, and any changes are reviewed when the committees meet. Following any change, input from the committee as a whole is presented
to the College Council for discussion and resolution.
In fall 2004, the Institutional Effectiveness Committee was formed to lead the College through research, analysis, and leadership and to establish
programs of evaluation, including data results for future planning.
The MPBC serves the College in guiding the budget model, analyzing progress and appropriate use of funds, and involving all constituency groups
for broad College representation. The College Council regularly assesses the pulse of the College by hearing reports from all College groups. The
Council approves formal College events and participates in College leadership.
The President’s Cabinet meets weekly to discuss accomplishments, issues, and concerns presented from across the College.. The Council guides the
President, as she leads the College, in meeting the priorities of the Master Plan, in fulfilling the College Mission, and in developing strong
leadership throughout the institution.
The President meets regularly with the leadership of the Academic Senate, the Classified Council, and the Student Advisory Council (SAC). She
maintains an ongoing dialogue with the leaders of these groups and attends meetings as appropriate. At these meetings she discusses plans and
changes under consideration at the College and hears and respects the input provided by each group. The President is acutely aware of the
importance of faculty, staff, and students in the success of Coastline.
In 2003-04 the President launched a collegewide process to evaluate the institution and create a three-year Master Plan. The plan was completed
in 2004-05 and approved by the Board of Trustees in June 2005. The process involved wide participation by all Coastline constituency groups. In
2004-05 and 2005-06, the College subsequently funded $336,803 for a total of 29 Master Plan Implementation (MPI) projects. The projects
were funded in response to applications solicited from individuals, departments, and groups throughout the College.
Coastline’s participatory governance structure has been documented and a flow chart prepared to illustrate the process. Revisions to the reporting
process have been made, based on leadership dialogue and evaluation of services performed. For example, the Computer Services Department
was moved to the Administrative Services wing (wings are organizational units at Coastline). Military and other Contract Education Programs was
moved to Instruction.
During the past two years, retirements and changes in management positions have result in the hiring of two new vice presidents and three new
instructional deans. Challenges have resulted from these changes as well as opportunities to revisit department effectiveness.
In all of these processes, the President uses ongoing dialogue with all Coastline departments and groups as part of the decision making process
and a tool for the advancement of participatory governance.
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Self Evaluation
The majority of College faculty and staff concur that Coastline governance and decision making processes have produced satisfactory results at the
departmental level. In the Self Study Survey, the median favorable rating for all departments was 73.02%; the median unfavorable rating was
only 7.70% (see Table 4A.9).
Broad-based participation and successful enrollment management decisions by all instructional units in response to fiscal cuts over the last few
years serve as clear evidence that instruction is managing its activities effectively. Despite these challenges, most College faculty and staff agree
that the Office of Instruction is performing well; e.g., only 3.77% of respondents gave the Office an unfavorable rating. This rating is almost half
the median unfavorable rating of all departments combined. Coastline’s ability to execute significant budget reductions over the last several years
without displacing large numbers of students serves as further evidence of effective decision-making and dedicated staff collegewide. Despite cuts
or flat-line budgets, the College continues to encourage innovations in teaching and learning, and it continues to attempt to support such
innovations through increased external funding.
Tabl e 4A.9. Effectiveness Rating by Department
Departme nts
Favor able
Unfavor able
Bookstore
84.87%
5.04%
Computer Services
77.97%
5.93%
Custodial Services
65.52%
12.07%
Financial Aid
84.72%
4.17%
Fiscal Services
89.41%
1.18%
Foundation
72.83%
4.35%
Graphics
59.26%
20.37%
Grounds
70.37%
8.33%
Human Resources
85.05%
6.54%
Library
71.88%
10.42%
Mail Room
77.12%
8.47%
Maintenance
68.10%
13.79%
Office of Institutional Research
80.00%
7.06%
Office of Instruction
82.08%
3.77%
Planning & Grants
77.17%
5.43%
Public Information
73.20%
10.31%
Security
71.70%
6.60%
Median
77.1 %
6.6 %
(Service Surve y, Effective/Ineffective Response.)
Standard IV.A. Decision-Making Roles and Processes
The College is committed to creating and maintaining a class schedule that is productive and efficient. This accomplishment testifies to the
efficiency of Coastline’s participatory governance structure, beginning at the department level and extending through the committee and council
levels to the President’s Cabinet.
Coastline meets this Standard. Annually, the College Council reviews the makeup of campus standing committees and makes recommendations to
the President. Each committee’s charge and membership are assessed. However, the Faculty and Staff Survey indicates that, although College
processes for planning and implementing improvements are working to the satisfaction of most respondents, communication may need
improvement. This is especially true for classified staff. As shown in Table 4A.10, a median of 70% of all respondents by constituency group
agreed that Coastline encourages and rewards participation in the decision-making process. More than 81% agreed that they are encouraged to
take the initiative in improving the services in which they are involved (Table 4A.11).
Constituenc y G roup
Favorabl e
Unfav orabl e
Full-time Faculty
69.57%
17.39%
Part-time Faculty
71.43%
14.29%
Full-time Classified
70.00%
20.00%
Part-time Classified
50.00%
*
Management
77.78%
11.11%
Media n
70. 00%
15. 84%
Table 4A. 10. Participate in decision making by staff constituency group encouraged and rewarded. (F & S Su rvey Item 80)
Constituenc y G roup
Favorabl e
Unfav orabl e
Full-time Faculty
87.50%
4.17%
Part-time Faculty
81.58%
5.26%
Full-time Classified
71.79%
Part-time Classified
50.00%
Management
94.44%
5.56%
Media n
81. 58%
5.41%
15.38%
*
Table 4A. 11. Staff encouraged to take the initiative to improve services by constituency group. (F & S Survey Item 81)
* Very small sample (4 responses in each table); results are not considered significant.
The MPBC, the Institutional Effectiveness Committee, and College departments will use this accreditation process to review their progress on MPI
Initiatives and to reconsider College governance and decision-making processes and effectiveness. The final self-study document will be an
important indicator of achievements and, perhaps, adjustment needed in the Master Plan. The College Intranet will serve to keep all interested
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constituencies involved in the formation and development of this report. Accreditation information and documents will be available on the Web
site in both access-controlled (drafts and notes) and public (final drafts and approved minutes of meetings) versions.
Coastline has no formal process to review decision-making structures or processes other than that embedded in management performance
evaluations and those inherent in the Institutional Effectiveness Committee. The performance evaluation process for managers measures various
elements of the governance and decision-making processes as evidenced by the annual evaluation of individual managers. The evaluation
includes an examination of each manager’s role and function within the College structure and his or her ability to effectively facilitate the
governance process. The College expects managers and department chairs to fully engage their faculty/staff and to support staff members in
participatory governance at the department level—the level where most innovations and program changes originate.
Coastline depends on its committees and councils to make recommendations on institutional effectiveness to the College Council and the
President’s Cabinet. These committees and councils appear to be functioning effectively since the College continues to experience active
participatory governance. Nevertheless, an Institutional Effectiveness Committee was established in 2004-05 to provide oversight, leadership, and
coordination for institutional effectiveness. This committee has already been instrumental in developing procedures for Coastline’s Student
Learning Outcomes and Institutional Degree Level Outcomes and developing metrics for program review of non-academic programs and
departments.
Planning Agen da
1. Undertake Program Review of non-academic programs and departments. Further information about non-academic review programs appears
in I B.
Standard IV.A. List of Documents
4A.1
Board Policy 030-6-5, Student Advisory Council – Coastline Community College
4A.2
Classified Council
4A.3
Academic Rank Policies and Procedures
4A.4
Participatory Governance Philosophy and Procedures
4A.5
Board Policy 030-9-1, Student Role in Governance
4A.6
Board Policy 060-1-10, Faculty Role in Governance
4A.7
Board Policy 060-1-7, Relations Between District and Certified Employees
4A.8
By-Laws of the Academic Senate
4A.9
Board Policy 010-2-14.2, Student Representative, District Student Council
4A.10
CCCApply
4A.11
Orange County One-Stop Centers
Standard IV.B. Board and Administrative Organization
IV.B.
Board and Administrative Organization
In addition to the leadership of individuals and constituencies, institutions recognize the designated
responsibilities of th e gov erning board for setting polici es and of th e chief administrator for the eff ective
operation of the institution. Multi-college districts/syst ems clearly define the organizational roles of th e
district/system and the colleges.
IV.B.1.
The institution has a gov erning board that is responsible for establishing policies to assure
the quality, integrity, and effectiveness of th e student l earning programs and services and the financial
stability of the in stitution. The governing board adheres to a clearly defined policy for s electing and
evaluating the chief administrator for th e coll ege or the district/system.
IV.B.1.a.
The governing board is an independent policy-making body that reflects the public inter est
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 fr om undue i nfluence or pressur e.
Descriptive Summary
The Coast Community College District is governed by a five-member Board of Trustees, with each member representing a defined geographic area
within the District. The Board’s policy toward ethical responsibilities describes the Board as an independent policy-making body whose primary
duty is to “represent the entire community,” with each trustee acting as one member of a policy-making team. Decisions are made through
voting; the Board then acts as a whole entity. Every year a Board President is elected to serve for one year. Board policy designates the President
of the Board as the official spokesperson for the Board. The Board delegates “authority to the Chancellor as the Board executive” and confines
“Board action to policy determination, planning, overall approval and evaluation, and maintaining the fiscal stability of the District” (document
3A.5 , Board Policy 010-2-1, Board of Trustees’ Ethical Responsibilities).*
* Note: This report contains numerous references to the Accreditation Self Study Survey of November 2005. The three parts of the Survey are abbreviated as follows: Student Su rvey, for the
Accreditation Self Study Student Survey; F & S Sur vey, for the Accreditation Self-Study Faculty and Staff Survey; and Ser vice Su rvey, for the Accreditation Service Satisfaction Survey. In
the text, the abbreviation is followed by the number of a particular item—or question—in that survey. For example, F & S Sur vey Item 80 refers to Item 80 in the Faculty and Staff Survey.
The entire survey is accessible as document 1A.2, Accreditation Self-Study Survey. Many survey questions solicited a response of Favorable, Unfavorable, or Neutral. To save space, Neutral
percentages are not shown in this report. Favorable and Unfavorable percentages may therefore total less than 100%.
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Elections for trustee positions are held every four years. In one election cycle two trustee seats are open and in the next election cycle three
trustee seats are open. When a vacancy occurs, there are three options to fill the vacancy. The first is to do nothing, and run the Board with four
members; the second is to hold a special election; and the third is to appoint a new member. The process for appointing a new trustee includes
posting notices of the opening in newspapers and public places, setting criteria for the application and a deadline for it to be filled, holding a
public forum where each applicant makes a formal oral presentation, and developing a process to select a candidate. A District-wide student
trustee is elected after an application process by members of the District student council. The council is made up equally of representatives from
each of the three colleges in the District.
Board meetings are generally held in the District boardroom on the first and third Wednesdays of the month. Agendas are published and posted in
accordance with the Brown Act, including posting on the District Web site and at the District Office. In addition to the five elected Trustees and the
one Student Trustee, all College constituency groups are represented. Permanent seats at the Board meetings are filled by the three College
Presidents, the three college Academic Senate Presidents, Vice Chancellor of Human Resources, District Chancellor, Vice Chancellor of
Administrative Services, Associate Vice Chancellor of Educational Services, and the Board of Trustees Secretary.
In addition to reports by the individual members of the Board, the three College Presidents, the three college Academic Senate Presidents,
representatives from each of the three colleges’ student organizations, and representatives from the three employee unions (part-time faculty, fulltime faculty, and classified staff) are given time to speak and address the Board with specific questions, updates and initiatives. Community
members are given the opportunity to address the board once a blue information card is filled out and submitted to the Trustees’ Secretary. This
may be done prior to or during the Board meeting.
During these meetings the Board reviews employee issues, purchases, projects, contracts, student issues, and other matters within the scope of
Title 5 of the California Code of Regulations. Board review contributes to the quality, integrity, and effectiveness of student learning programs and
services and to the financial stability of the District and its constituent colleges.
General District Policies are adopted and revised by the Board of Trustees through open discussions and vote. A regular review of policies was
conducted at the last District Accreditation review. As a result, most of the policies have been reviewed and updated using input and approval
from the various constituency groups. The District follows the Community College League of California’s Board Policy and Administrative Procedure
Services, which provides for biannual updates to help ensure that policies reflect current laws and regulations. Specific policies for the hiring of
the District Chancellor, Vice Chancellors, and the position of College President are under development. The initial draft was distributed at
Chancellor’s Cabinet on May 8, 2006.
Self Evaluation
The District Board of Trustees is actively involved in the affairs of each of the three District colleges. Although Coastline is the smallest and
youngest of the three, issues and activities pertaining to Coastline are treated with a weight equal to those of the other two colleges. The Board
routinely acknowledges the uniqueness of Coastline’s mission and Coastline’s contribution to the District mission.
Standard IV.B. Board and Administrative Organization
Board members keep in touch with its constituent population groups through personal contact and
attendance at civic and college events. Members use their own methods of ascertaining the wishes
“The Board routinely
acknowledges the
uniqueness of
Coastline’s mission and
Coastline’s contribution
to the District mission.”
and concerns of their constituents. At each Board meeting, citizens are invited to address the Board
on topics that are either of concern to the District or are on the agenda, thus providing additional
means of gaining public input. Decisions are made by majority vote following topical discussions.
Planning Agen da
No planning recommendations at this time.
IV.B.1.b.
The governing board establishes policies consistent with the Missi on Statement to ensure
the quality, integrity, and improvement of student learn ing programs and services and the r esources
necessary t o support them.
Descriptive Summary
As set forth on the District Web site, the District Mission Statement is as follows:
The primary mission of the Coast Community College District (CCCD) is to provide quality lower-division and occupational education to ensure that
students from all ages and from all socio-economic backgrounds have the opportunity to achieve their postsecondary educational goals. Inherent in
this mission is the provision of transitional instruction and those support services that promote student success. In addition, the District will offer
non-credit courses and other community service programs that will meet cultural, recreational, professional in-service, and personal development
needs.
The Board holds itself responsible to ensure that every student has the opportunity for the highest quality education consistent with the fiscal
constraints of the District. Board policy establishes goals (document 4B.1, Board Policy 010-1-3, Mission Statement) that drive the quality,
integrity, and continuing improvement of student learning programs and services. These goals include the following:
•
•
•
•
•
•
Goal 1: Provide the highest quality lower-division transfer education.
Goal 2: Provide the highest quality occupational education training and retraining that meets community and student needs.
Goal 3: Provide the highest quality transitional and life-long education programs that meet community needs.
Goal 6: Provide learning resources and student support services needed to promote student success and to measure that success.
Goal 8: Develop, implement, and maintain programs that address international and intercultural education.
Goal 9: Maintain an energetic, involved, and informed faculty, classified staff, and administration through staff development, training, and
other programs and initiatives.
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•
Goal 10: Increase the diversity of faculty, staff, and administrative personnel so that the
district's employees reflect the diversity of California's population.
•
Goal 11: Maintain and update one-year and five-year improvement plans on an annual
cycle, and ten-year and twenty-year master improvement plans on a five-year cycle. The
plans will include these elements: instruction, support services, human resources, facilities,
and other capital expenditures.
Coastline’s Mission Statement is set forth on the College Web site as follows:
Coastline Community College is committed to student success through accessible and
flexible education within and beyond the traditional classroom.
“The Board holds itself
responsible to ensure
that every student has
the opportunity for the
highest quality
education consistent
with the fiscal
constraints of
the District.”
The District Mission Statement encompasses the essence of the Coastline Mission Statement as well
as the Mission Statements of the two sister colleges. The Board acknowledges the need for each college to observe policies that ensure the
quality, integrity, and improvement of student learning programs and services.
The District resource-funding model is reviewed periodically. The review is driven not by prearranged schedule but by the needs of the three
colleges that it affects.
Self Evaluation
The Board is concerned with policies that affect all three of the District colleges. In discussion and review, however, constituency groups are given
opportunity to comment on the impact of proposed policies on their individual colleges. The Board considers inputs from these college groups
when making policy decisions.
The financial resource model is developed by the Vice Chancellor of Administrative Services with significant input and discussion of the three
college Vice Presidents of Administrative Services and then approved by the District Board of Trustees.
Planning Agen da
No planning recommendations at this time.
Standard IV.B. Board and Administrative Organization
IV.B.1.c.
The governing board has ultimate responsibility for educational quality, legal matters, and
financial integrity.
Descriptive Summary
The Board of Trustees is cognizant of its responsibility for educational quality, legal matters, and financial integrity. Board members derive their
knowledge and input from various sources but primarily through the District Chancellor. The Board uses the District law firm to review policies,
procedures, and contracts that might place the District and the Board in conflict with the law.
Financial integrity is a key factor in Board deliberations. The Trustees have repeatedly expressed the
desire to maintain a level of financial integrity that would meet or exceed the minimum standards
set. For example, the Board has determined to implement the Governmental Accounting Standards
Board (GASB) standards for funding models dealing with retirements several years prior to the
required implementation date. The Board has also adopted the latest budget that provides for a 6%
“Financial integrity is a
key factor in Board
deliberations.“
reserve, which surpasses the state-mandated 3% and the recommended 5% reserve.
Self Evaluation
The District has a history of fiscal conservatism in its budgeting and funding models. This stance has more than once been very helpful in meeting
State budget readjustments as well as semester-to-semester fluctuations in FTE generation. In addition, the District believes in the autonomy of
the individual colleges and encourages entrepreneurial ventures. District policy allows the individual colleges to keep any ending balance at their
local colleges instead of turning it back to the District. This promotes additional conservative budgeting and creative thinking.
Planning Agen da
No planning recommendations at this time.
IV.B.1.d.
The institution or the governing board publishes the board bylaws and policies specifying
the board’s size, duties, r esponsibilities, structure, and operating procedures.
Descriptive Summary
All Board policies, minutes, and agendas are available to all District staff on a network drive (the “P” drive) to which all have access. Any change
proposed to Board policy is published in a Board agenda and in subsequent minutes of Board meetings. The Board’s mission, size, membership,
terms of office, meeting dates, agendas, minutes, policies, and other information are available on the District Web site.
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Self Evaluation
Two years ago, as a tool for efficient update of District policies, the Board subscribed to the Community College League of California (CCLC) policy
update service. The update process is ongoing. The District is currently in the process of implementing a new enterprise-wide computer system that
will include a District-wide intranet. Board policies and procedures will be posted on this new intranet.
Planning Agen da
No planning recommendations at this time.
IV.B.1.e.
The governing board acts in a manner con sistent with its policies and bylaws. The board
regularly evaluates its policies and practices and revises them as necessary.
Descriptive Summary
In 2004, as a tool for efficient update of District policies, the Board subscribed to the Community College League of California (CCLC) policy update
service. The update process is ongoing. The District is currently in the process of implementing a new enterprise-wide computer system (the
Voyager project) that will include a District-wide intranet. Board policies and procedures will be posted on the intranet.
Self Evaluation
The Board follows its policies and procedures in conducting meetings and acting together as a Board. Board policies are undergoing an extensive
review that will bring them up to date with current laws and regulations, and the Board subscribed to a service that will ensure that its policies are
regularly evaluated and updated.
Planning Agen da
No planning recommendations at this time.
Standard IV.B. Board and Administrative Organization
IV.B.1.f.
The governing board has a program for board development and new member orientation.
It has a mechanism for providing for continuity of board membership and staggered terms of office.
Descriptive Summary
The Board encourages participation in trustee organizations and education professional groups at the state and national levels. According to the
Chancellor, the trustees pursue their own professional development in different ways, each unique and effective. To educate new members, the
Chancellor and individual College Presidents have provided tours, discussions, and information about each college. In addition, the District has
provided extensive background data to support decision-making. This background data has been offered to the entire Board, reminding the longerterm Board members of information and procedures. Board members are encouraged to participate in regular Board development activities,
including conferences and workshops on boardsmanship offered by the California Community College Trustees (CCCT) organization and the
national Association of Community College Trustees. New Board members attend the annual Effective Trustees Workshop and Trustee orientation in
January of each year.
The bylaws provide for a mechanism for continuity of Board membership and staggered terms of office.
Self Evaluation
The members of the Board of Trustees have been active in statewide and national trustee
organizations in many leadership positions over the years. This continuing involvement has
resulted in outstanding board development. In support of new member orientation, the
background data provided by the Chancellor, College Presidents, and District staff have
provided ongoing development for seated Board members as well as new members.
Planning Agen da
No planning recommendations at this time.
IV.B.1.g.
The governing board’s self- evaluation processes for
assessing board performance are clearly defined, implemented, and
published in its policies or bylaws.
“The members of the
Board of Trustees have
been active in statewide
and national trustee
organizations… This
continuing involvement
has resulted in
outstanding board
development.”
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Descriptive Summary
The Board evaluates itself in the spring of each odd-numbered year. The Board takes appropriate action, in response to the evaluation summary,
during a public meeting. The evaluation may be used to identify Board accomplishments in the past year and goals for the following year.
(Document 4B.2, Board Policy 010-2-9, Board Self-Evaluation.)
Self Evaluation
Standard IV.B.1.g has been met.
Planning Agen da
No planning recommendations at this time.
IV.B.1.h.
The governing board has a code of ethics that includes a clearly defin ed policy for dealing
with behavior that violates its code.
Descriptive Summary
Board Policy 010-2-1 (document 3A.5, Board of Trustees’ Ethical Responsibilities) defines the Board’s code of ethics. In addition, the Board
President is charged with communicating with individual Board members about their responsibilities and ensuring Board compliance with policies
on Board education, self-evaluation, and the Chancellor’s evaluation (document 4B.3, Board Policy 010-2-3, Officers).
The Board does not currently have a clearly defined policy for dealing with behavior that violates its code of ethics.
Self Evaluation
As of July 2006, the Board did not have a clearly defined policy for dealing with behavior that violates its code of ethics.
Planning Agen da
Implement a clearly defined Board policy for dealing with behavior that violates its code of ethics.
Standard IV.B. Board and Administrative Organization
IV.B.1.i.
The governing board is inform ed about and involved in t he accreditation process.
Descriptive Summary
The Board of Trustees is actively involved in the accreditation process. The Trustees are aware of the requirements and resource allocation that are
necessary to prepare such a review. This is a direct result of the previous District Accreditation Review, conducted in 1999-2000.
Information about the accreditation process is provided to the Board regularly by the Chancellor and the College Presidents. In addition, each
college provides a presentation to the Board at an open meeting describing the final draft of its self-study.
Self Evaluation
The District meets this Standard.
Planning Agen da
No planning recommendations at this time.
IV.B.1.j.
The governing board has the r esponsibility for sel ecting and evaluating the district/system
chief administrator (most oft en known as th e chancellor ) in a multi-college district/system or the coll ege
chief administrator (most oft en known as th e president) in the case of a single college. The gov erning
board delegates full responsibility and authority t o him /her to implement and administer board policies
without board interference and holds him/her accountable for th e operation of th e district/syst em or
college, respectivel y.
In multi-college districts/syst ems, the governing board establishes a clearly defin ed policy for sel ecting
and evaluating the presidents of the colleges.
Descriptive Summary
The Board is responsible for selecting the District Chancellor. A policy outlining the Chancellor and President selection processes is currently under
development.
Policy 020-1-2 outlines the roles and responsibilities of the Chancellor. The Chancellor is appointed to assist the Board of Trustees in policymaking
for the District and shall have the authority for and be fully accountable to the Board of Trustees for the ordering, administering, and supervising
of all District Activities.
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Board Policy 010-2-6 states that administrative procedures are to be issued by the Chancellor as statements of method to be used in implementing
Board policy. Such administrative procedures are to be consistent with the intent of Board policy. Administrative procedures may be revised as
deemed necessary by the Chancellor.
Self Evaluation
The District meets this Standard.
Planning Agen da
No planning recommendations at this time.
IV.B.2.
The president has primary r esponsibility for the quality of the institution h e/she leads.
He/she provides eff ective leadership in planning, organizing, budgeting, selecting, and developing
personnel, and assessing institutional effectiv eness.
IV.B.2.a.
The president plans, overs ees, and evaluates an administrative structure organized and
staffed to refl ect the institution's purposes, size, and complexity. He/sh e delegates authority to
administrators and others consistent with their r esponsi bilities, as appropriate.
Descriptive Summary
The College President empowers her managers to review, reorganize, and restructure their departments. If a manager feels his or her department
needs restructuring, the manager is invited to write a proposal describing the desired changes. Similarly, the President monitors the current
College organization and may suggest changes. In this fashion, form follows function. Support and resources are provided and accountability is
expected. Needed changes are incremental, are allied to College key functions, are aligned with the College Master Plan, and draw upon the
opinion and advice of all College constituencies.
The President is guided by the Mission Statement to shape and enhance the experience of each student, staff member, and faculty member at the
institution (“staff” refers to classified staff except where otherwise noted). With the focus of the Mission Statement in mind, the President has
administrators, faculty, and staff in place to enable the institution to achieve its goals. As of September 2006, Coastline has a President, three
vice presidents, one executive dean, seven deans, and sufficient supervisory managers to fulfill its mission. Faculty, staff, administrators, and
students figure largely in participatory governance at Coastline. The President serves as chair on the Blue Ribbon Management Team, the College
Council, and the Leadership Development Task Force. During a given year, the President will visit many of the 27 committees at Coastline.
Standard IV.B. Board and Administrative Organization
Faculty has a substantive and clearly defined role in the governance of the College, primarily through the Academic Senate. The Senate discusses
major issues of the College and passes motions and resolutions. The Senate takes these motions and resolutions to the College President and the
College Council. The Academic Senate makes recommendations about disciplines that need department chairs and about disciplines for which fulltime faculty should be hired. It determines the makeup of the Curriculum Committee, which is a subcommittee of the Academic Senate. All fullor part-time faculty can have a substantive role in College governance through their role in College committees. All faculty are encouraged to
serve on committees (document 4B.4, Letter Sent to Faculty and Staff to Sign Up for Committee Membership). As shown in the College
Committee List, the majority of the Curriculum Committee—23 of the 29 voting members—are faculty.
Self Evaluation
The President provides effective leadership in planning, in goal setting, and in establishing priorities for the College. She has accomplished this
within an environment of participatory governance and group consensus. The first Coastline Leadership Institute, held in January 2006, reflects
the President’s desire to lead and direct the College by developing its personnel.
Most respondents to the Self-Study Survey agreed that the President “provides effective leadership” (88% of full-time faculty, 92% of part-time
faculty, 87% of full-time classified, 100% of part-time classified, and 89% of management—F & S Survey Item 92). Substantial percentages also
agreed that the President “delegates authority to the appropriate personnel” (74% of full-time faculty; higher for all other categories—F & S Survey
Item 94).
The Leadership Development Task Force and the Annual Leadership Academy are examples of the President’s leadership programs to develop
personnel and improve institutional effectiveness.
Planning Agen da
No planning recommendations at this time.
IV.B.2.b.
The president guides in stitutional improvem ent of the teaching and learning environment
by the f ollowing:
• 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; and
• establishing procedures to evaluate overall institutional planning and implementation efforts.
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Note: The following text treats each of the four bullets under IV.B.2.b as a separate component of Standard IV and responds to each with a
separate descriptive summary, self evaluation, and planning agenda.
[First bullet under Standard IV.B.2.b]
• establishing a collegial process that sets values, goals, and priorities;
Descriptive Summary
The College President described her process as a search for collective vision leading to collective planning and involving all groups of the College.
In fall 2002 she instituted a review of Coastline’s then-current strategic plan activities to assess the College’s focus on College objectives and
strategies.
Passed in spring 2003, Measure C called for a new Master Plan. In fall 2003 Coastline contracted with the Eaton Cummings Group, a consulting
firm, and began a year-long process to develop a new Master Plan. The President guided the process by ensuring that every aspect of
development was methodical, systemized, and organized. Since the completion of the Master Plan, The President has monitored its goals and
action plans, seeking evidence of adequate resources and progress toward focused realities.
Although she is not a member, the President attends many of the MPBC meetings, the primary committee responsible for the overall coordination
of the College planning process. At the beginning of each year, the President meets with the MPBC to assess the outcomes and effectiveness of
the previous year’s plans and goals as well as to assist in the development of the major issues to address during the upcoming fiscal year. The
MPBC is responsible for developing and evaluating the Master Plan. The President ensures that the College moves forward to implement the
Master Plan.
The President communicates with all divisions of the College. She requests and reviews annual operational objectives from each of the five
College department administrators, encouraging planning for immediate and long-term College needs. In addition to her regular attendance as
chair of College Council and the Blue Ribbon Management Team, she occasionally attends other committee meetings and visits the Academic
Senate, Classified Council, and Student Advisory Council. The President also makes informal visits to different departments and sites in the
College. Along with all the other administrators, she takes her turn serving as evening administrator, available for emergencies or problems
(document 3B.4, Evening Coverage Roster). The President writes an article each quarter for submission to “Coastliner,” the College newsletter
(document 4B.5, “Coastliner,” Spring 2006).
The President participates in the All-College Meeting held at the beginning of each semester, at which she sets the tone and reminds the faculty
and staff of the College’s priorities. She also attends the All-College Workshop held each spring (document 4B.6, Coastline All-College Workshop
flyer). She holds an “open hour” every Tuesday and hosts a by-invitation tea in her office once a month. She is also accessible for private
meetings with faculty, staff members, and students. (Document 4B.7, Open Hours and Afternoon Tea with the President.)
Standard IV.B. Board and Administrative Organization
In 2005 the President organized the Coastline Leadership Development Task Force, focused on developing leaders from within the College. The
President chairs the monthly Leadership Development Task Force meetings. In April 2005 the task force held its first workshop, followed by a
second workshop in November. The first Leadership Academy was held in January 2006, and in April the task force developed the All-College
Workshop.
Self Evaluation
Through organizational initiatives; by clear and consistent communication of her values, goals, and priorities; and by her own example, the
President provides effective guidance of measures to improve teaching and learning throughout the College.
Planning Agen da
No planning recommendations at this time.
[Second bullet under Standard IV.B.2.b]
• ensuring that evaluation and planning rely on high quality research and analysis on external and internal
conditions;
Descriptive Summary
All instructional and student services evaluation and planning is referenced to the Master Plan. Instructional evaluation is tied to the Program
Review process. Enrollment patterns, demographics, and curriculum content are some of the elements reviewed and monitored. Student
characteristics and achievements are studied by the Institutional Effectiveness Committee, which conducts ongoing evaluations in support of the
program to implement student learning outcomes.
External conditions, such as the state of the economy, social conditions, and perception of College reputation, will be studied by Coastline internal
researchers recently trained in focus group assessment. The President makes use of the Institutional Effectiveness Committee by supporting the
committee’s effort in data collection. The office of the Supervisor of Research, who co-chairs the committee, is located next door to the President’s
Office. As shown on the College organizational chart, the Director of Research reports to the President. The Institutional Effectiveness Committee
gathers data by conducting surveys of staff, faculty, and students and by attending California community college conferences and seminars.
Survey data is analyzed and then posted, as appropriate, on Coastline’s Research Web site, which is accessible to the public.
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Self Evaluation
The President works closely with the Supervisor of Research, who takes guidance directly from the President, to ensure that planning is based on
high quality research and analysis.
Planning Agen da
No planning recommendations at this time.
[Third bullet under Standard IV.B.2.b]
• ensuring that educational planning is integrated with resource planning and distribution to achieve student
learning outcomes; and
Descriptive Summary
Because Coastline and its President seek always to meet student needs, Coastline’s Master Plan drives the budget; the MPBC allocates the
resources using collegial consultation. The President works to focus the College on matching the educational plan with resources sufficient to
achieve student-learning outcomes. The President emphasizes resource development within all groups at Coastline.
Self Evaluation
Eighty-three percent of full-time faculty agreed that “Coastline attempts to meet the needs of programs and services based on the availability of
financial resources to support student learning.” In the other job categories, more than 90% of respondents agreed (F & S Survey Item 69).
Seventy-eight percent of faculty and staff respondents agreed that “Coastline uses realistic assessment when planning for resource utilization”;
less than 6% responded unfavorably (F & S Survey Item 68). Eighty-three percent agreed that “All constituencies have opportunities to participate in
the development of institutional plans and budgets” (F & S Survey Item 72).
These metrics, in conjunction with work of the MPBC and the monitoring efforts of the Planning, Development, and Government Relations
Department, reflect the high degree of success with which the President shepherds the planning and resource distribution process.
Planning Agen da
No planning recommendations at this time.
Standard IV.B. Board and Administrative Organization
[Last bullet under Standard IV.B.2.b]
• establishing procedures to evaluate overall institutional planning and implementation efforts.
Descriptive Summary
The President encourages dynamic and systematic use of the College committee structure to
establish procedures and to evaluate overall institutional planning and implementation efforts.
The President communicates regularly with the committee chairs. The chairs are expected to
explore with their committee members the need for change in the areas of membership,
function, and relevance. She uses both internal and external methods to evaluate overall
institutional planning and implementation efforts. The Master Plan provides a yardstick for
progress reporting, annual review of the process of initiative, and instructional evaluation, all
of which are reported to the President.
As chair of the Institutional Effectiveness Committee, the Supervisor of Research provides an
ongoing update to the College President on the demographics and enrollment of students and
“The President
encourages dynamic and
systematic use of the
College committee
structure to establish
procedures and to
evaluate overall
institutional planning and
implementation efforts.”
how they are functioning programmatically. The President has worked closely with the
Supervisor to develop policies and procedures that maximize research opportunities and exploit
the resulting information in developing goals and plans.
Each committee chair continually reviews the membership, function, and relevance of the committee. Recommendations are made accordingly.
For example, the Academic Senate discusses and passes motions and resolutions concerning academic and professional matters. The Academic
Senate President takes these motions and resolutions to the College President and the College Council. If there is a Resolution, the resolution is
presented to the Board of Trustees.
Full- and part-time faculty, administrators, and classified staff play a substantive role in College governance through their service on College
committees. Their input and contributions are solicited and valued.
The Institutional Effectiveness Committee continually investigates ways to use SLOs as metrics for operations throughout the College. This ongoing
process is used to evaluate the effectiveness with which overall planning is coordinated with SLOs.
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Self Evaluation
It is crucial that the College President communicates effectively and consistently with faculty, administration, and staff to establish and review
procedures for evaluating institutional planning and implementation efforts. Coastline meets this standard. Most Coastliners agreed that “The
President communicates regularly with all constituencies” (F & S Survey Item 93) by a factor of 83% (for management), 87% (full-time classified
employees), 91% (part-time faculty), 92% (full-time faculty), and 100% (part-time classified employees).
Although no recent survey has been conducted by Coastline of the economy in the College service area, abundant information is available from the
California Employment Development Department, the U.S. Census, the Orange County Workforce Investment Board, the Orange County Business
Council, and other sources.
College committees are crucial to the participatory governance of the College and provide valuable feedback in the evaluation of overall
institutional planning and implementation efforts. The President continually supports committee membership and participation for all Coastline
faculty, administrators, and staff. She conveys this focus via e-mails, memos, and oral communications.
Planning Agen da
No planning recommendations at this time.
IV.B.2.c.
The president assures th e implem entation of statutes, regulations, and governing board
policies and assures that institutional practices are con s istent with institutional mis sion and policies.
Descriptive Summary
The President uses a decentralized, distributive process to hold management and staff accountable for compliance with statutes, regulations, and
policies pertinent to their areas. Statutes, regulations, and governing board policies are implemented primarily through College committees, which
make recommendations and suggestions as part of the participatory governance framework. The Academic Senate makes recommendations,
primarily about academic and professional matters, directly to the President, the College Council, and the Board of Trustees. When the President
makes recommendations of her own, she usually consults with the College Council and the President’s Cabinet, then takes those recommendations
to the Chancellor, who takes them to the Board.
Self Evaluation
Every employee has the option to serve on College committees, which are the foundation for carrying out the policies of the President. Coastline
meets this standard.
Standard IV.B. Board and Administrative Organization
Planning Agen da
No planning recommendations at this time.
IV.B.2.d.
The president effectivel y controls budget and expenditures.
Descriptive Summary
As shown in the College Committee List, the MPBC is mandated “To review the College Mission and Goals Statement in light of [the] District
Mission Statement and changing societal needs, and develop an annual plan to achieve these goals.” The President sees her role as facilitator to
ensure that the MPBC has valid data on which to base informed decisions. She exercises decentralized control in the sense that each vice
president, dean, and manager is held responsible for working within his or her budget. The President also exercises centralized control by
maintaining an overall perspective to ensure that there are no ‘holes’ in the checks and balances of the Coastline expenditure process.
Budgeting has been a challenge for the past four years. The President has worked diligently with all wings of the College to assist in maintaining
the Coastline budget with maximum benefit to all concerned. Budget constraints are often discussed in the Blue Ribbon Management Team
meeting, held the first Tuesday of every month.
The President and the Director of the Coastline Community College Foundation have worked hard, and with great effect, to increase Foundation
funding. By spring 2006 the Foundation’s Endow the Future Campaign had raised a total of $1,139,000 in donations (document 4B.5,
“Coastliner,” Spring 2006, p.2).
EVAULATION
With a management style that combines consultation and broad delegation of authority with centralized control and reporting, the President
effectively administers the College budget and expenditures. Coastline meets this standard.
Planning Agen da
No planning recommendations at this time.
IV.B.2.e.
institution.
The president works and communicates effectivel y with t he communiti es served by the
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Descriptive Summary
The College President is an active participant in civic affairs in each of the Orange County cities where Coastline has a learning site, and she
encourages faculty and staff to make similar efforts. The President and Coastline hold memberships in community organizations such as chambers
of commerce and civic advisory boards. Newsletters, press releases, and spot announcements on the Coastline cable television station provide
effective communication with the community. Coastline advocacy efforts reach out to the local, state, and federal government. As part of this
effort, the President devotes one day per month to visiting government offices.
The new Le-Jao Center in the City of Westminster materialized to its full extent because of communication with the community. The President
spearheaded a joint academic/business/local government initiative to establish a new Coastline facility for our students in a neighborhood where
English is the second language for a high proportion of the residents.
Self Evaluation
The President is active and successful in communicating with the communities that Coastline serves. The College meets this standard.
Planning Agen da
No planning recommendations at this time.
IV.B.3.
In multi-college districts or syst ems, the district/system provides primary leadership in
setting and communicating expectations of educational excellence and integrity thr oughout the
district/system and assures support for th e effective operation of the colleges. It establishes clearly
defined roles of authority and responsibility between th e colleges and the district/system and acts as th e
liaison between th e colleg es and the governing board.
IV.B.3.a.
The district/system clearly delin eates and communicates the operational responsibilities
and functions of the district/system from those of the colleges and consistentl y adheres to thi s delineation
in practice.
Descriptive Summary
In the Coast Community College District model, the District provides support and resource allocation for the colleges, while the colleges function
autonomously. The District supports the colleges in the areas of human resources, legal, fiscal and budgeting, payroll, educational services support,
training, information services, and transportation. The District—through the Chancellor, his executive staff, and the departments located at the
Standard IV.B. Board and Administrative Organization
District office—acts as a liaison between the colleges and the governing board. The District and College organizational charts delineate these
relationships (documents 3D.18 and 4B.8, College Organizational Chart and District Organizational Chart, respectively).
Self Evaluation
The autonomous college model encourages teamwork and college-wide buy-in on planning and
budgeting. Constituency groups are in general agreement that they are actively involved in
decision-making. This involvement encourages the entrepreneurial outlook and outside-the-box
thinking for which Coastline has earned national recognition. The District allows Coastline to
propose new ventures that have resulted in outstanding programs for U.S. military students
worldwide, for incarcerated students, and for course development and revenue generation through
Coast Learning Systems, the production, marketing, and distribution division of Coastline
Community College.
“The autonomous college
model encourages
teamwork and collegewide buy-in on planning
and budgeting.”
The autonomous philosophy allows Coastline to innovate and ultimately to provide a better
education for its students. The District and Board exercise oversight and final approval, and Coastline has the flexibility to dream and experiment.
Planning Agen da
No planning recommendations at this time.
IV.B.3.b.
The district/system provides effective servic es that supp ort the coll eges in their missions
and functions.
Descriptive Summary
The District’s primary mission is to support the educational mission and functions of its three colleges. The District Office provides support for the
effective and efficient operation of the college in the areas of finance, human resources, educational services, information services and
administration. In addition, the District Office serves as a liaison between the College and the Board of Trustees.
The Chancellor's office oversees a number of district-wide operations that are centralized for efficiency, allowing the District's colleges to
concentrate on instruction and student-oriented activities. The Chancellor oversees the offices of the Vice Chancellor of Administrative Services, Vice
Chancellor of Human Resources and the Associate Vice Chancellor of Educational and External Affairs.
The Vice Chancellor of Administrative Services provides support to the college by overseeing all aspects of the District's business related programs.
His office is responsible for the implementation, interpretation, revision and evaluation of the District's financial conditions. District-wide support is
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provided for purchasing, fiscal affairs, environmental health and safety, budget, risk services, physical facilities, transportation, financial aid,
payroll and accounts payable, and district information services. In addition, the Administrative Services office provides District-wide planning and
programming support for the District’s capital facilities program funded by Measure C, the District’s general obligation bond measure passed in
November 2002.
The Vice Chancellor of Human Resources provides support to the college by overseeing all personnel needs, including staff recruitment and
analysis, employee benefits, employee health and safety, and employment services and records management.
The Office of the Associate Vice Chancellor of Educational and External Affairs provides districtwide support for public information and marketing;
governmental relations; grants; curriculum; institutional research; study abroad programs; and local, state and federal reporting regarding
educational programs at the colleges.
Self Evaluation
The College meets this standard.
Planning Agen da
No planning recommendations at this time.
IV.B.3.c.
The district/system provides fair distribution of r esources that are adequate to support the
effective operations of the colleges.
Descriptive Summary
The Vice Chancellor of Administrative Services meets regularly with the three college Vice Presidents of Administrative Services to review budgets
and financial actuals. This routine coordination provides a good working relationship between the colleges and the District. Currently, the budget
allocation for Coastline is 13.44% of the overall District budget. The Vice Presidents and the Vice Chancellor are reviewing this percentage to
determine whether it accurately reflects District spending. The figure may change in the near future because of the growth in FTES that Golden
West College has experienced.
Self Evaluation
Coastline’s Vice President of Administrative Services has achieved outstanding results in negotiations with the sister colleges and the District Vice
Chancellor. His presentation of Coastline’s unique needs has produced changes in allocations, such as the rounding up of District percentages and
the reimbursement of Coastline’s rental facilities from District Funds. These negotiations, coupled with the practice of each college keeping funds
from the ending balance, have worked to the advantage of Coastline.
Standard IV.B. Board and Administrative Organization
Planning Agen da
No planning recommendations at this time.
IV.B.3.d.
The district/system effectively controls its expenditures.
Descriptive Summary
The District maintains a conservative approach to budgeting and spending. The District Administrative Services constantly reviews and evaluates
the budget as it relates to the three colleges and reviews the progress in a candid manner with the colleges.
Self Evaluation
Under the leadership of its Vice Chancellor of Administrative Services, the District has continued to provide high-quality education within the Stateinflicted budget constraints. The conservative budgeting and modeling has resulted in several significant achievements for the Coast District,
including a 6% across-the-board raise in fall 2005, which is the highest in the area; a 6% reserve; and early implementation of the GASB
(Governmental Accounting Standards Board) retirement funding model.
Planning Agen da
No planning recommendations at this time.
IV.B.3.e.
The chancellor gives f ull responsibility and authority to the presidents of th e colleg es to
implement and administer delegated district/syst em poli cies without his/h er interf erenc e and holds th em
accountable for the operation of the colleges.
Descriptive Summary
The Chancellor has publicly expressed his policy of autonomous operation at the District colleges. The Chancellor will intervene only if a college
president should act in a manner inconsistent with established guidelines. This autonomy does not work in a vacuum: sustained communication
between the college presidents and the District Chancellor helps each to anticipate problems and resolve issues with harmony and dispatch.
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Self Evaluation
The District Chancellor, previously the president of Golden West College, appreciates the need to continue to expand the policy of autonomous
control initiated by the previous District Chancellor. This policy of giving full responsibility and authority to the College Presidents has allowed
Coastline to shine in its uniqueness. Under the watchful eye of the President, Coastline has latitude to explore new ideas and experiment with
innovations in curriculum and instructional delivery.
Planning Agen da
No planning recommendations at this time.
IV.B.3.f.
The district/system acts as the liaison between the colleges and the gov erning board. The
district/system and the colleges use eff ective m ethods of communication, and they exchange information in
a timely manner.
Descriptive Summary
The entities of the Coast District continuously exchange information at all levels. Key committees meet routinely to communicate and identify
potential problems before they develop. At the District level, the Chancellor’s Cabinet serves as a forum for debate and for review of Board
agendas and Board topics. Cabinet membership consists of the Chancellor, the three College Presidents, the three Academic Senate presidents, the
three vice chancellors, and full-time union representatives. Additional meetings serve to coordinate enrollment management, Instruction,
Administrative Services, and Student Services.
In its own affairs, Coastline is committed to free and open communication. Local committees include the College Council, which consists of the
three Vice Presidents, the Academic Senate President, a Classified Council representative, a Classified union representative, a student
representative, the dean in charge of Coast Learning Systems, and the College President. The Academic Senate Executive Committee meets twice
monthly with the College President to discuss issues and to provide the President with faculty input. The Instruction/Student Services Council—a
new committee—meets regularly during the fall and spring semesters to discuss issues arising from overlap in different areas of College operation.
The District has several vehicles through which it communicates information to staff at all three colleges. These include:
•
•
•
•
•
The Coast Board Connection—A summary of actions from each Board of Trustees meeting.
D-Mail—A District-wide e-newsletter with news, events, announcements, and articles from the District Office as well as the three colleges.
District Web site—Provides information regarding HR, benefits, news and information, etc.
Periodic memos and announcements
Various District-wide committees, including the District Marketing Committee, District Wellness Committee, etc.
Standard IV.B. Board and Administrative Organization
Self Evaluation
Chancellor’s Cabinet meetings and additional District meetings are sufficient and effective to exchange information in a collegial and timely
manner.
Coastline devotes considerable effort to communication. This generates numerous meetings and much discussion in an attempt to keep everyone
informed. With the limited number of full-time faculty, such meeting schedules may at times seem burdensome. This burden is more than worth
the value of the amount and quality of communication that takes place at Coastline.
Planning Agen da
No planning recommendations at this time.
IV.B.3.g.
The district/system regularly evaluates district/system r ole delineation and governance
and decision-making structures and processes to assure t heir integrity and effectiven ess in assisting the
colleges in meeting educational goals. The district/syst em widely communicates th e results of thes e
evaluations and uses them as the basis for improvement .
Descriptive Summary
The District regularly evaluates its role in providing services and support to the colleges in meeting educational goals. Two recent initiatives include
the implementation of the new enterprise resource system (Voyager) and the updating of the District Master Plan. Planning for the
implementation of the Voyager project has required the District to work with College representatives in evaluating decision-making structures and
processes and in deciding how best to integrate them into the new system. Some structures and processes will need to be updated to
accommodate or to take best advantage of Voyager technology.
In addition, the District will update its District-wide Master Plan, following the finalization of each college’s revised Master Plan. The District Master
Plan will incorporate the educational goals of each college and outline how the District can best support the colleges as they strive to meet their
goals over the next ten to twenty years.
The Chancellor, with encouragement from the elected Trustees, re-initiated an effort begun 10 years ago to create a common course numbering
system across the three campuses.
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Self Evaluation
Two years ago the three District colleges undertook the Master Planning process. Each college was given additional District funds to pay for the
development of a collegewide Master Plan, an Educational Master Plan, and a Facilities Master Plan. This process, although time consuming and
costly, provided a focused plan that Coastline has taken seriously in its implementation. In addition, the Master Planning Process served as a
cohesive and motivating activity.
Planning Agen da
No planning recommendations at this time.
Standard IV.B. List of Documents
4B.1
Board Policy 010-1-3, Mission Statement
4B.2
Board Policy 010-2-9, Board Self-Evaluation
4B.3
Board Policy 010-2-3, Officers
4B.4
Letter sent to faculty and staff to sign up for committee membership
4B.5
Coastliner, Spring 2006
Coastline All-College Workshop flyer
Open Hours and Afternoon Tea with the President
District Organization Chart
4B.6
4B.7
4B.8
G-1
Glossary
ABI Acquired Brain-Injury Program
ASSIST Articulation System Stimulating Inter-institutional Student Transfer
Banner A family of application software products used in the Vo yager project.
blog Contraction of “weblog”; a type of Website where entries are made, such as in a journal
or diary, in reverse chronological order.
CDMA Coast District Management Association
CMS Course management system
Coast Learning Systems The name under which Coastline markets instructional
technology products developed by Instructional Systems Development (ISD).
Development Skills Coastline’s terminology for Basic Skills.
DSR Departmental Services Review; a form of program review applied to departments in
Administrative Services and the President’s Office.
e Army U A U.S. Army education program for which Coastline provides contract educational
services.
EC HS, Earl y Coll eg e High School
F & S Survey Faculty and Student Survey
GASB Governmental Accounting Standards Board. Organized in 1984 to establish standards
of financial accounting and reporting for state and local government entities.
ICE-T International Cross-Cultural Education through Technology
ISEP Incarcerated Students Education Program
Luminis A software product used in the Voyag er project.
metric (noun) A standard of measurement.
Mil itary and other Contract Education Programs Collective title for all contract
education programs offered by Coastline.
Mil itary Education Program Collective title for military education programs offered by
Coastline under contracts with the armed services. eArmy U and NCP AC E are examples.
Moodl e An open-source course management system.
MP3 A digital audio encoding format designed to reduce the amount of data required to
represent sound, yet still sound like a faithful reproduction of the original uncompressed audio to most listeners.
MPBC Mission, Plan and Budget Committee
MPI Master Plan Implementation (“MPI Project”).
N CPAC E Navy College Program for Afloat College Education.
On e -Stop Centers, Orange County One -Stop Centers
online A distance education course in which teaching materials and assignments are delivered
via the World Wide Web.
Other Contract Education Programs Non-military contract and fee-based education
programs offered by Coastline.
G-2
PDA Personal Digital Assistant; a form of handheld computer.
R OI Return on Investment
Sakai An inter-institutional project for developing open-source educational software.
Seaport Coastline’s course creation and management software.
SLO Student Learning Outcome
SSPR Student Services Program Review; a form of program review applied to Student
Services programs.
SunGard SCT The supplier of Banner, Luminis, and other software products
used in the Vo yager project.
telecourse A distance education course delivered through pre-recorded video lessons that
augment a textbook, study guide, and other educational materials.
Vo yag er A project of the Coast Community College District to implement a districtwide
software system. The system will provide District and College faculty, staff, and students with access to academic and administrative
information. See also Banner, Luminis, and SunGard SCT.
wiki A type of Web site that allows visitors to add, remove, or otherwise change the available
content.
wing At Coastline Community College, an organizational unit consisting of all the departments
that report to a particular vice president or to the College President.
zero-da y attack A computer virus or other software intrusion that exploits a newly
discovered vulnerability before the software developer has made a fix available.