West Valley College
Institutional
Self Evaluation
Report
In support of Reaffirmation of Accreditation
Volume I
Submitted by:
West Valley College
14000 Fruitvale Avenue
Saratoga, CA 95070
To:
Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
Certification of the Institutional Self Evaluation Report
[ West Valley College Self Evaluation Report]
March 2014
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[ West Valley College Self Evaluation Report]
March 2014
Table of Contents
Certification of the Institutional Self Evaluation Report ......................................... 3
Introduction ............................................................................................................ 6
History .................................................................................................................. 7
Area Demographic................................................................................................ 8
Service Area Labor Market ................................................................................. 10
Student Enrollment Data.................................................................................... 11
Organization of the Self-Study and Timeline ................................................. 18
Organizational Information .............................................................................. 22
Function Map ........................................................................................................ 24
Actionable Improvement Plans.............................................................................47
Certification of Continued Institutional Compliance with Eligibility Requirements74
Certification of Continued Institutional Compliance with Commission Policies .. 82
Responses to Recommendations from the Most Recent Educational Quality and
Institutional Effectiveness Review ..................................................................... 86
Recommendation 1: ........................................................................................... 86
Recommendation 2 ............................................................................................ 91
Recommendation 3 ............................................................................................ 96
Recommendation 4 ............................................................................................ 99
Recommendation 5 .......................................................................................... 105
Standard I: Institutional Mission and Effectiveness ............................................ 108
Standard IA: Mission ........................................................................................ 108
Standard IB: Improving Institutional Effectiveness .......................................... 115
Standard II: Student Learning Programs and Services ........................................ 132
Standard IIA: Instructional Programs ............................................................... 132
Standard IIB: Student Support Services .......................................................... 201
Standard IIC: Library and Learning Support Services ....................................... 254
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Introduction
History
West Valley College is a public California Community College located on the west
side of Silicon Valley, in the foothills of the Santa Cruz Mountains, 50 miles south of
San Francisco. Continuing a nearly 50-year tradition, West Valley College offers
dynamic career programs for today’s job market, professional certificates, and
degree programs with exceptional preparation for transfer to four-year colleges and
universities.
The first public meeting convened to address the formation of the West Valley Joint
Community College District was held in July 1962. In October of that year, the
California State Board of Education approved the District’s formation, and in
January 1963, the voters residing within the Campbell, Los Gatos-Saratoga, and
Santa Clara High School Districts established the District.
The District’s first college, West Valley Junior College, became operational in
September 1964, at the 12½ acre remodeled Campbell Grammar School. The 19641965 academic year began with an enrollment of 3,203 students. One hundred
courses were offered that first year. The following year the name was changed to
West Valley College.
In 1964, the 143-acre Fruitvale-Allendale site in Saratoga was purchased. Funding
from the State Junior College Construction Act was obtained, and between 1964
and 1974 the campus was developed.
Historically, West Valley College has served the geographic areas surrounding
Saratoga, Los Gatos, and Campbell. These traditional feeder communities comprise
the majority of the college’s enrollment; however, with the Highway 85 corridor
well-established, large numbers of students come to West Valley College from
Blossom Valley, Almaden Valley, eastern and southern San Jose, and from as far
away as Salinas and Marin Counties.
The college originally embraced a traditional curriculum with a primary focus on the
transfer of students to statewide and local four-year colleges and universities.
Today, the college is a leader in the delivery of education in a variety of modes to a
broad range of students in Silicon Valley and beyond.
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Area Demographic
West Valley College is located in Santa Clara County, the largest county in the San
Francisco Bay Area. The county measures approximately 1,316 square miles and is
located at the southern end of the San Francisco Bay. According to California’s
Department of Finance, Santa Clara County is home to more than 1.8 million
persons and by the year 2020, is projected to total almost 2 million residents. The
county is the largest of the nine Bay Area counties (Alameda, Contra Costa, Marin,
Napa, San Francisco, San Mateo, Santa Clara, Solano, and Sonoma). Santa Clara
County is the fifth most populous county in California, with approximately 24
percent of the Bay Area’s total population living within its jurisdiction.
Between 1990 and
2000, the county grew
by 185,008, or 12
percent. From 2000 to
2010,
the
county's
population
increased
from
1,682,585
to
1,781,642, an almost 6%
increase
in
population. According
to the Association of Bay
Area
Governments
Projection 2009, by 2020, Santa Clara County's population is projected to increase
to 2,063,100.
Between 2000 and 2010, most of the population growth in Santa Clara County
occurred in San Jose and in the North Valley cities (Campbell, Cupertino, Los Altos,
Los Altos Hills, Los Gatos, Milpitas, Monte Sereno, Mountain View, Palo Alto, San
Jose, Santa Clara, Saratoga, and Sunnyvale). Although, North Valley cities
experienced a larger increase in population numbers, the Southern Valley cities
(Morgan Hill and Gilroy) experienced a larger percentage increase in population.
Household and Demographic Characteristics
As of 2010, there were 604,204 households in Santa Clara County. This is a 6.7%
increase in the number of households from 2000. The number of people living in
each household decreased slightly from 2.92 persons per household in 2000, to
2.90 in 2010. Homeowner vacancy rates have stayed steady at 1.4% since
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2000. Rental vacancy rates have risen from 1.8% in 2000 (at the height of the
dot.com boom) to 4.3% in 2010.
Race and Ethnicity Characteristics
Santa Clara County is made up of people from diverse cultures, nationalities, and
racial groups. As of 2010, the Hispanic or Latino population (from all races)
comprises 26.9% of the total population. The rest of the population (not ethnically
Hispanic) includes 35.2% Whites, 31.7% Asians, 2.4% Black, 0.4% Native Hawaiian or
Pacific Islander, and 3.2% of the population was of some other race or two or more
races.
Many people bring diverse cultures into Santa Clara County from places outside of
the United States. In 2009, approximately 36% of the population in Santa Clara
County was born outside of the United States.
Income Characteristics
Santa Clara County has one of the highest personal income levels in the Bay Area
and in the State of California. In 1999, Santa Clara County had the second highest
median household
(people living together
whether related or not)
income ($85,215) of all
California
counties. Additionally,
Santa Clara County had
the third highest
median family income
($97,669) and fourth
highest per capita
income ($37,598) of all
California counties.
Socio-economic data
| Introduction 9
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Service Area Labor Market
Regional Trends
Region
● San Jose-Sunnyvale-Santa Clara, CA (41940)
● State
2012 Jobs
915,140
14,958,396
2013 Jobs
943,337
15,281,022
% Change
3.1%
2.2%
Growing/Declining Occupations
Occupation
Janitors and Cleaners, Except Maids and Housekeeping Cleaners (37-2011)
Software Developers, Applications (15-1132)
Software Developers, Systems Software (15-1133)
Postal Service Mail Carriers (43-5052)
Aerospace Engineers (17-2011)
Farmworkers and Laborers, Crop, Nursery, and Greenhouse (45-2092)
Change in Jobs
(2012-2013)
1,067
1,012
963
-87
-92
-95
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Growing/Declining Industries
Industry
Electronic Computer Manufacturing (334111)
Custom Computer Programming Services (541511)
Other Scientific and Technical Consulting Services (541690)
Guided Missile and Space Vehicle Manufacturing (336414)
Telephone Apparatus Manufacturing (334210)
Instrument Manufacturing for Measuring and Testing Electricity and Electrical Signals (334515)
Change in Jobs
(2012-2013)
2,880
1,838
1,275
-391
-512
-691
Largest Openings/Completions Gaps
Occupation
Market Research Analysts and Marketing Specialists (13-1161)
Computer Systems Analysts (15-1121)
Network and Computer Systems Administrators (15-1142)
Sales Engineers (41-9031)
Database Administrators (15-1141)
Related Completions
(2012)
96
66
5
0
12
Annual Openings
(2013)
451
325
192
108
86
Student Enrollment Data
Student enrollment trends have seen a steady decline since 2009. The state
financial crisis from 2009-2011 included a workload reduction that led to a drop in
some enrollment metrics.
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Most students at West Valley
College are 20 to 24 years of age;
although there is a large
population of older adults (50+)
and teenagers (19 years of age or
less)
A little more than half of the 10,288
students are female.
Of the students enrolled, 84%
attended classes on campus as
opposed
to
using
distance
education (online) courses.
| Introduction 12
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The majority of West Valley Students
attend on a part time basis. In fall 2012,
the greatest percentage of students
(25%) enrolled in 3 – 6 units for the
semester.
Fall 2012 Units of Enrollment
Most West Valley Students attend the
college with the goal of transferring to a
four-year institution.
The newly enacted Student Success Initiative
should result in a decline in undecided or
unreported goals as now every student will
be required to declare a course of study
while
completing
the
mandated
matriculation process.
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| Introduction 14
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West Valley College Persistence from 2008-2013
West Valley College Students taking at least 30 units
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West Valley College Student Success Rate from 2008-2013
West Valley College Completion/SPAR from 2008-2013
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West Valley College’s 6 year Transfer Velocity from 2008-2013
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Organization of the Self-Study
Standard 1 Institutional Mission and Effectiveness
Standard 3: Resources
Co-Chairs:
Writing Committee Members
Co-Chairs:
John Hannigan (faculty)
Jean Finch (faculty)
Pat Fenton (administrator)
Inge Bond (Administrator)
Rebecca Wong (faculty)
Stephanie Kashima (administrator)
Standard 3A: Human Resources
Cathy Aimonetti (classified)
Co-chairs:
Writing Committee Members
Paula Flynn (classified)
Stacy Hopkins (faculty)
Diane Hurd (faculty)
Herlisa Hamp (classified)
John Vlahos (faculty)
Standard 2: Student Learning Programs and Services
Co-Chairs:
Michael Burke (associate faculty)
Kuni Hay (administrator)
Heidi Diamond (faculty)
Standard 2A: Instructional Programs
Standard 3B: Physical Resources
Co-chairs:
Writing Committee Members
Co-chairs:
Writing Committee Members
Kuni Hay (administrator)
Peggy Mathieson (faculty)
Frank Kobayashi (administrator)
Soroush Ghahramani (faculty)
Heidi Diamond (faculty)
Cheryl Miller (faculty)
Steve McCann (faculty)
Betsy Sandford (faculty)
Star Underwood (classified)
Sandy Dinh (classified)
Standard 2B: Student Support Services
Standard 3C: Technology Resources
Co-chairs
Writing Committee Members
Co-chairs
Writing Committee Members
Victoria Hindes (administrator)
Gretchen Ehlers (faculty)
Fred Chow (administrator)
Melissa Ceresa (faculty)
Carol Pavan (faculty)
Elise Johnson (faculty)
Scott Ludwig (classified)
Kelly Cooper (faculty)
Vicky Kalivitis (faculty)
Michelle Donohue-Mendoza (classified)
Joe McDevitt (classified)
Elizabeth Ochoa (classified )
Standard 2C: Library and Learning Resources
Standard 3D: Financial Resources
Co-chairs
Writing Committee Members
Co-chairs
Writing Committee Members
Maryanne Mills (faculty)
Rachel Sandoval (faculty)
Pat Fenton (administrator)
Becky Perelli (faculty)
Michelle Francis (faculty)
Tanya Hanton (classified)
Stephanie Kashima (administrator)
Rebecca McConnell (classified)
Standard 4 : Leadership and Governance
Co-Chairs:
Writing Committee Members
Lance Shoemaker (faculty)
Cynthia Reiss (faculty)
| Introduction 18
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Laurel Kinley (classified)
Nichola Gutierrez (faculty)
Brenda Rogers (classified)
| Introduction 19
[West Valley College Self Evaluation Report] March 2014
West Valley College
Accreditation Self Study Preparation Timeline
2012-2013
August
 All College
Day
presentation
on
Accreditation
, Integrated
Planning and
Resource
Allocation,
and Student
Success Act
September
 Reconvene
Steering
committee
(SC)
 Writing
process begins
 SC Co-chairs
reconvene
writing teams,
begin writing
process
 Student and
Employee
survey results
inclusion in
the document
 Identify
district-wide
committee
reports and
confirm status
October
 Transfer
outline
contents to
writing
template
 10/19: First
draft due in
Angel
 10/26:
Steering
Committee
review
 Editor
begins editing
across
standards for
consistency and
evidence
organization
November
 Writing by
writing
team and
review by
the
Steering
committee
 Continue
Evidence
organizati
on online
continues
December
 Draft check
via Steering
Committee
 Prepare for
campus-wide
draft
 Ensure all
necessary
reports on
campus and
district-wide
to be in good
shape review
January
 Editing
continues
 Evidence
organizatio
n continues
February
 Campuswide draft
review and
feedback
March
April
 Editing and
evidence
organization
continues
 Editing and
evidence
organizatio
n continues
 Editing
continues
including
campuswide
feedback
 Prepare for
President’s
review of
the draft
 DisJoint
continues
| Introduction 20
 May ask
College
Council
for initial
review
May
 ”Snap Shot”
taken
 Editing and
evidence
organizatio
n continues
June
 Editing
and
evidence
organizati
on
continues
[West Valley College Self Evaluation Report] March 2014
West Valley College
Accreditation Self Study Preparation Timeline
2013-2014
July


Finetune
editing
and
Evidence
link
check
Identify
and plan
for
Accredit
ation
team
room
and
evidence
room set
up
August

Finalize
editing

All
College
Day
Campu
s-wide
review
September

College
Council
(1st
review)
October

College
Council
(final
approval)

President’s
approval
November


Evidence
link
check,
hard
evidence
organiza
tion
Report
submitte
d to
Chancell
or and
the
Board of
Trustees
(?) First
reading
December

Printed
docum
ents
and
CDs are
ready

All
distanc
elearnin
g
course

Board of
Trustees
final
approva
l (?)
access
check
January

Submission
to ACCJC (8
weeks
prior to
the visit)

Begin
preparatio
n for the
team visit,
logistic
arrangeme
nts

Steering
Committee
team visit
orientation

Campuswide
visiting
team
orientation
| Introduction 21
February

Hotel and
other
arrangem
ents
ready for
the team

Evidence
check
March

Team
visit
Week
of
3/17/
14
[West Valley College Self Evaluation Report] March 2014
Organizational Information
| Introduction 22
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| Introduction 23
[West Valley College Self Evaluation Report] March 2014
Function Map
Standard I: Institutional Mission and Effectiveness
A. MISSION
The institution has a statement of mission that defines the institution’s broad educational purposes, its intended student
population, and its commitment to achieving student learning.
College
District
1. The institution establishes student learning programs and services aligned with its purposes,
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its character, and its student population.
2. The mission statement is approved by the governing board and published.
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SH
3. Using the institution's governance and decision-making processes, the institution reviews its
mission statement on a regular basis and revises it as necessary.
4. The institution’s mission is central to institutional planning and decision-making.
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B. IMPROVING INSTITUTIONAL EFFECTIVENESS
The institution demonstrates a conscious effort to produce and support student learning, measures that learning, assesses
how well learning is occurring, and makes changes to improve student learning. The institution also organizes its key
processes and allocates 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.
College
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District
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1. The institution maintains an ongoing, collegial, self-reflective dialogue about the continuous
improvement of student learning and institutional processes.
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2. The institution sets goals to improve its effectiveness consistent with its stated purposes. The
institution articulates its goals and states the objectives derived from them in measurable
terms so that the degree to which they are achieved can be determined and widely discussed.
The institutional members understand these goals and work collaboratively toward their
achievement.
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3. The institution assesses progress toward achieving its stated goals and makes decisions
regarding the improvement of institutional effectiveness in an ongoing and systematic cycle of
evaluation, integrated planning, resource allocation, implementation, and re-evaluation.
Evaluation is based on analyses of both quantitative and qualitative data.
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The institution provides evidence that the planning process is broad-based, offers
opportunities for input by appropriate constituencies, allocates necessary resources, and
leads to improvement of institutional effectiveness.
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5. The institution uses documented assessment results to communicate matters of quality
assurance to appropriate constituencies.
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6. The institution assures the effectiveness of its ongoing planning and resource allocation
processes by systematically reviewing and modifying, as appropriate, all parts of the cycle,
including institutional and other research efforts.
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7. The institution assesses its evaluation mechanisms through a systematic review of their
effectiveness in improving instructional programs, student support services, and library and
other learning support services.
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4.
| Function Map 25
[West Valley College Self Evaluation Report] March 2014
Standard II: Student Learning Programs and Services
A. INSTRUCTIONAL PROGRAMS
The institution offers high-quality instructional programs in recognized and emerging fields of study that culminate in
identified student outcomes leading to degrees, certificates, employment, or transfer to other higher education
institutions or programs consistent with its mission. Instructional programs are systematically assessed in order to assure
currency, improve teaching and learning strategies, and achieve stated student learning outcomes. The provisions of this
standard are broadly applicable to all instructional activities offered in the name of the institution.
1. The institution demonstrates that all instructional programs, regardless of location or
means of delivery, address and meet the mission of the institution and uphold its
integrity.
a. The institution identifies and seeks to meet the varied educational needs of its students
through programs consistent with their educational preparation and the diversity,
demographics, and economy of its communities. The institution relies upon research and
analysis to identify student learning needs and to assess progress toward achieving stated
learning outcomes.
b. The institution utilizes delivery systems and modes of instruction compatible with the
objectives of the curriculum and appropriate to the current and future needs of its
students.
c. The institution identifies student learning outcomes for courses, programs, certificates,
and degrees; assesses student achievement of those outcomes; and uses assessment
results to make improvements.
| Function Map 26
College
District
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2. The institution assures the quality and improvement of all instructional courses and programs
offered in the name of the institution, including collegiate, developmental, and pre-collegiate
courses and programs, continuing and community education, study abroad, short-term
training courses and programs, programs for international students, and contract or other
special programs, regardless of type of credit awarded, delivery mode, or location.
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a. The institution uses established procedures to design, identify learning outcomes for,
approve, administer, deliver, and evaluate courses and programs. The institution recognizes
the central role of its faculty for establishing quality and improving instructional courses and
programs.
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b. The institution relies on faculty expertise and the assistance of advisory committees when
appropriate to identify competency levels and measurable student learning outcomes for
courses, certificates, programs including general and vocational education, and degrees. The
institution regularly assesses student progress towards achieving those outcomes.
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c. High-quality instruction and appropriate breadth, depth, rigor, sequencing, time to
completion, and synthesis of learning characterize all programs.
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d. The institution uses delivery modes and teaching methodologies that reflect the diverse
needs and learning styles of its students.
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e.
The institution evaluates all courses and programs through an on-going systematic
review of their relevance, appropriateness, achievement of learning outcomes, currency,
and future needs and plans.
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District
| Function Map 27
[West Valley College Self Evaluation Report] March 2014
f. The institution engages in ongoing, systematic evaluation and Integrated Planning and
Resource Allocation to assure currency and measure achievement of its stated student
learning outcomes for courses, certificates, programs including general and vocational
education, and degrees. The institution systematically strives to improve those outcomes
and makes the results available to appropriate constituencies.
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g. If an institution uses departmental course and/or program examinations, it validates their
effectiveness in measuring student learning and minimizes test biases.
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h. The institution awards credit based on student achievement of the course’s stated learning
outcomes. Units of credit awarded are consistent with institutional policies that reflect
generally accepted norms or equivalencies in higher education.
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i.
The institution awards degrees and certificates based on student achievement of a
program’s stated learning outcomes.
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3. The institution requires of all academic and vocational degree programs a component of general
education based on a carefully considered philosophy that is clearly stated in its catalog. The
institution, relying on the expertise of its faculty, determines the appropriateness of each course
for inclusion in the general education curriculum by examining the stated learning outcomes for
the course. General education has comprehensive learning outcomes for the students who
complete it, including the following:
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a. An understanding of the basic content and methodology of the major areas of
knowledge: areas include the humanities and fine arts, the natural sciences, and the
social sciences.
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District
[West Valley College Self Evaluation Report] March 2014
b. A capability to be a productive individual and lifelong learner: skills include oral and
written communication, information competency, computer literacy, scientific and
quantitative reasoning, critical analysis/logical thinking, and the ability to acquire
knowledge through a variety of means.
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c. A recognition of what it means to be an ethical human being and effective citizen:
qualities include an appreciation of ethical principles; civility and interpersonal skills;
respect for cultural diversity; historical and aesthetic sensitivity; and the willingness to
assume civic, political, and social responsibilities locally, nationally, and globally.
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4. All degree programs include focused study in at least one area of inquiry or in an established
interdisciplinary core.
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 licensure and certification.
6. The institution assures that students and prospective students receive clear and accurate
information about educational courses and programs and transfer policies. The institution
describes its degrees and certificates in terms of their purpose, content, course
requirements, and expected student learning outcomes. In every class section students
receive a course syllabus that specifies learning objectives consistent with those in the
institution’s officially approved course outline.
| Function Map 29
[West Valley College Self Evaluation Report] March 2014
College
District
a. The institution makes available to its students clearly stated transfer-of-credit policies in
order to facilitate the mobility of students without penalty. In accepting transfer credits
to fulfill degree requirements, the institution certifies that the expected learning
outcomes for transferred courses are comparable to the learning outcomes of its own
courses. Where patterns of student enrollment between institutions are identified, the
institution develops articulation agreements as appropriate to its mission.
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b. When programs are eliminated or program requirements are significantly changed, the
institution makes appropriate arrangements so that enrolled students may complete
their education in a timely manner with a minimum of disruption.
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c. The institution represents itself clearly, accurately, and consistently to prospective and
current students, the public, and its personnel through its catalogs, statements, and
publications, including those presented in electronic formats. It regularly reviews
institutional policies, procedures, and publications to assure integrity in all
representations about its mission, programs, and services.
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7. In order to assure the academic integrity of the teaching-learning process, the institution uses
and makes public governing board- adopted policies on academic freedom and responsibility,
student academic honesty, and specific institutional beliefs or worldviews. These policies
make clear the institution’s commitment to the free pursuit and dissemination of knowledge.
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a. Faculty distinguishes between personal conviction and professionally accepted views in a
discipline. They present data and information fairly and objectively.
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b. The institution establishes and publishes clear expectations concerning student academic
honesty and the consequences for dishonesty.
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c. Institutions that require conformity to specific codes of conduct of staff, faculty,
administrators, or students, or that seek to instill specific beliefs or worldviews, give clear
prior notice of such policies, including statements in the catalog and/or appropriate
faculty or student handbooks.
8. Institutions offering curricula in foreign locations to students other than U.S. nationals
operate in conformity with standards and applicable Commission policies.
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N/A
N/A
B. STUDENT SUPPORT SERVICES
The institution recruits and admits diverse students who are able to benefit from its programs, consistent with its mission.
Student support services address the identified needs of students and enhance a supportive learning environment. The entire
student pathway through the institutional experience is characterized by a concern for student access, progress, learning, and
success. The institution systematically assesses student support services using student learning outcomes, faculty and staff
input, and other appropriate measures in order to improve the effectiveness of these services.
College
District
1. The institution assures the quality of student support services and demonstrates that these
services, regardless of location or means of delivery, support student learning and enhance
achievement of the mission of the institution.
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2. The institution provides a catalog for its constituencies with precise, accurate, and current
information concerning the following: a. General Information, b. Requirements, c. Major
Policies Affecting Students, d. Locations or publications where other policies may be found.
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3. The institution researches and identifies the learning support needs of its student population
and provides appropriate services and programs to address those needs.
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[West Valley College Self Evaluation Report] March 2014
College
a. The institution assures equitable access to all of its students by providing appropriate,
comprehensive, and reliable services to students regardless of service location or
delivery method.
b. The institution provides an environment that encourages personal and civic
responsibility, as well as intellectual, aesthetic, and personal development for all of its
students.
c. The institution designs, maintains, and evaluates counseling and/or academic advising
programs to support student development and success and prepares faculty and other
personnel responsible for the advising function.
District
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d. The institution designs and maintains appropriate programs, practices, and services that
support and enhance student understanding and appreciation of diversity.
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e. The institution regularly evaluates admissions and placement instruments and practices
to validate their effectiveness while minimizing biases.
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f. The institution maintains student records permanently, securely, and confidentially,
with provision for secure backup of all files, regardless of the form in which those files
are maintained. The institution publishes and follows established policies for release of
student records.
4. The institution evaluates student support services to assure their adequacy in meeting
identified student needs. Evaluation of these services provides evidence that they contribute
to the achievement of student learning outcomes. The institution uses the results of these
evaluations as the basis for improvement.
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[West Valley College Self Evaluation Report] March 2014
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 format and wherever they are offered. Such
services include library services and collections, tutoring, learning centers, computer laboratories, and learning
technology development and training. The institution provides access and training to students so that library and other
learning support services may be used effectively and efficiently. The institution systematically assesses these services
using student learning outcomes, faculty input, and other appropriate measures in order to improve the effectiveness
of the services.
College
District
1. The institution supports the quality of its instructional programs by providing library and
other learning support services that are sufficient in quantity, currency, depth, and
variety to facilitate educational offerings, regardless of location or means of delivery.
P
S
a. Relying on appropriate expertise of faculty, including librarians and other learning
support services professionals, the institution selects and maintains educational
equipment and materials to support student learning and enhance the achievement of
the mission of the institution.
P
S
b. The institution provides ongoing instruction for users of library and other learning
support services so that students are able to develop skills in information
competency.
P
S
c. The institution provides students and personnel responsible for student learning
programs and services adequate access to the library and other learning support
services, regardless of their location or means of delivery.
P
S
d. The institution provides effective maintenance and security for its library and other
learning support services.
P
S
| Function Map 33
[West Valley College Self Evaluation Report] March 2014
e. When the institution relies on or collaborates with other institutions or other sources
for library and other learning support services for its instructional programs, it
documents that formal agreements exist and that such resources and services are
adequate for the institution’s intended purposes, are easily accessible, and utilized. The
performance of these services is evaluated on a regular basis. The institution takes
responsibility for and assures the reliability of all services provided either directly or
through contractual arrangement.
P
S
2. The institution evaluates library and other learning support services to assure their
adequacy in meeting identified student needs. Evaluation of these services provides
evidence that they contribute to the achievement of student learning outcomes. The
institution uses the results of these evaluations as the basis for improvement.
P
S
Standard III: Resources
A. HUMAN RESOURCES
The institution employs qualified personnel to support student learning programs and services wherever offered and by
whatever means delivered, and to improve institutional effectiveness. Personnel are treated equitably, are evaluated regularly
and systematically, and are provided opportunities for professional development. Consistent with its mission, the institution
demonstrates its commitment to the significant educational role played by persons of diverse backgrounds by making positive
efforts to encourage such diversity. Human resource planning is integrated with institutional planning.
1. The institution assures the integrity and quality of its programs and services by employing
personnel who are qualified by appropriate education, training, and experience to provide
and support these programs and services.
| Function Map 34
College
District
P
S
[West Valley College Self Evaluation Report] March 2014
a. Criteria, qualifications, and procedures for selection of personnel are clearly and
publicly stated. Job descriptions are directly related to institutional mission and goals
and accurately reflect position duties, responsibilities, and authority. Criteria for
selection of faculty include knowledge of the subject matter or service to be
performed (as determined by individuals with discipline expertise), effective teaching,
scholarly activities, and potential to contribute to the mission of the institution.
Institutional faculty play a significant role in selection of new faculty. Degrees held by
faculty and administrators are from institutions accredited by recognized U.S.
accrediting agencies. Degrees from non- U.S. institutions are recognized only if
equivalence has been established.
a. The institution assures the effectiveness of its human resources by evaluating all
personnel systematically and at stated intervals. The institution establishes written
criteria for evaluating all personnel, including performance of assigned duties and
participation in institutional responsibilities and other activities appropriate to their
expertise. Evaluation processes seek to assess effectiveness of personnel and
encourage improvement. Actions taken following evaluations are formal, timely, and
documented.
b. Faculty and others directly responsible for student progress toward achieving stated
student learning outcomes have, as a component of their evaluation, effectiveness in
producing those learning outcomes.
c. The institution upholds a written code of professional ethics for all of its personnel.
| Function Map 35
SH
SH
College
District
SH
SH
P
S
SH
SH
[West Valley College Self Evaluation Report] March 2014
2. The institution maintains a sufficient number of qualified faculty with full-time
responsibility to the institution. The institution has a sufficient number of staff and
administrators with appropriate preparation and experience to provide the administrative
services necessary to support the institution’s mission and purposes.
P
S
3. The institution systematically develops personnel policies and procedures that are
available for information and review. Such policies and procedures are equitably and
consistently administered.
S
P
a. The institution establishes and adheres to written policies ensuring fairness in
all employment procedures.
S
P
b. The institution makes provision for the security and confidentiality of personnel
records. Each employee has access to his/her personnel records in accordance with
law.
S
P
College
District
SH
SH
SH
SH
SH
SH
SH
SH
4. The institution demonstrates through policies and practices an appropriate understanding
of and concern for issues of equity and diversity.
a. The institution creates and maintains appropriate programs, practices, and services that
support its diverse personnel.
b. The institution regularly assesses its record in employment equity and diversity
consistent with its mission.
c. The institution subscribes to, advocates, and demonstrates integrity in the treatment of
its administration, faculty, staff and students.
| Function Map 36
[West Valley College Self Evaluation Report] March 2014
5. The institution provides all personnel with appropriate opportunities for continued
professional development, consistent with the institutional mission and based on
identified teaching and learning needs.
a. The institution plans professional development activities to meet the needs of its
personnel.
b. With the assistance of the participants, the institution systematically evaluates
professional development programs and uses the results of these evaluations as the
basis for improvement.
6. Human resource planning is integrated with institutional planning. The institution
systematically assesses the effective use of human resources and uses the results of the
evaluation as the basis for improvement.
| Function Map 37
P
S
P
S
P
S
P
S
[West Valley College Self Evaluation Report] March 2014
B. PHYSICAL RESOURCES
Physical resources, which include facilities, equipment, land, and other assets, support student learning programs and
services and improve institutional effectiveness. Physical resource planning is integrated with institutional planning.
College
District
SH
SH
SH
SH
SH
SH
2. To assure the feasibility and effectiveness of physical resources in supporting institutional
programs and services, the institution plans and evaluates its facilities and equipment on a
regular basis, taking utilization and other relevant data into account.
P
S
a. Long-range capital plans support institutional improvement goals and reflect
projections of the total cost of ownership of new facilities and equipment.
SH
SH
b. Physical resource planning is integrated with institutional planning. The institution
systematically assesses the effective use of physical resources and uses the results of
the evaluation as the basis for improvement.
P
S
1. The institution provides safe and sufficient physical resources that support and assure the
integrity and quality of its programs and services, regardless of location or means of
delivery.
a. The institution plans, builds, maintains, and upgrades or replaces its physical resources
in a manner that assures effective utilization and the continuing quality necessary to
support its programs and services.
b. The institution assures that physical resources at all locations where it offers courses,
programs, and services are constructed and maintained to assure access, safety,
security, and a healthful learning and working environment.
| Function Map 38
[West Valley College Self Evaluation Report] March 2014
C. TECHNOLOGY RESOURCES
Technology resources are used to support student learning programs and services and to improve institutional effectiveness.
Technology planning is integrated with institutional planning.
College
District
SH
SH
S
P
b. The institution provides quality training in the effective application of its information
technology to students and personnel.
SH
SH
c. The institution systematically plans, acquires, maintains, and upgrades or replaces
technology infrastructure and equipment to meet institutional needs.
SH
SH
d. The distribution and utilization of technology resources support the development,
maintenance, and enhancement of its programs and services.
SH
SH
2. Technology planning is integrated with institutional planning. The institution systematically
assesses the effective use of technology resources and uses the results of evaluation as the
basis for improvement.
P
S
1. The institution assures that any technology support it provides is designed to meet the
needs of learning, teaching, college-wide communications, research, and operational
systems.
a. Technology services, professional support, facilities, hardware, and software are
designed to enhance the operation and effectiveness of the institution.
| Function Map 39
[West Valley College Self Evaluation Report] March 2014
D. FINANCIAL RESOURCES
Financial resources are sufficient to support student learning programs and services and to improve institutional effectiveness.
The distribution of resources supports the development, maintenance, and enhancement of programs and services. The
institution plans and manages its financial affairs with integrity and in a manner that ensures financial stability. The level of
financial resources provides a reasonable expectation of both short-term and long-term financial solvency. Financial resource
planning is integrated with institutional planning.
College
District
P
S
a. Financial planning is integrated with and supports all institutional planning.
P
S
b. Institutional planning reflects realistic assessment of financial resource availability,
development of financial resources, partnerships, and expenditure requirements.
P
S
SH
SH
P
S
P
S
1. The institution relies upon its mission and goals as the foundation for financial planning.
c. When making short-range financial plans, the institution considers its long-range
financial priorities to assure financial stability. The institution clearly identifies and
plans for payment of liabilities and future obligations.
d. The institution clearly defines and follows its guidelines and processes for financial
planning and budget development, with all constituencies having appropriate
opportunities to participate in the development of institutional plans and budgets.
2. To assure the financial integrity of the institution and responsible use of financial
resources, the financial management system has appropriate control mechanisms and
widely disseminates dependable and timely information for sound financial decision
making.
| Function Map 40
[West Valley College Self Evaluation Report] March 2014
College
District
a. Financial documents, including the budget and independent audit, reflect appropriate
allocation and use of financial resources to support student learning programs and
services. Institutional responses to external audit findings are comprehensive, timely,
and communicated appropriately.
SH
SH
b. Appropriate financial information is provided throughout the institution.
P
S
S
P
P
S
P
S
SH
SH
P
S
P
S
c. The institution has sufficient cash flow and reserves to maintain stability, strategies for
appropriate risk management, and realistic plans to meet financial emergencies and
unforeseen occurrences.
d. The institution practices effective oversight of finances, including management of
financial aid, grants, externally funded programs, contractual relationships, auxiliary
organizations or foundations, and institutional investments and assets.
e. All financial resources, including those from auxiliary activities, fund-raising efforts,
and grants are used with integrity in a manner consistent with the mission and goals of
the institution.
f. Contractual agreements with external entities are consistent with the mission and
goals of the institution, governed by institutional policies, and contain appropriate
provisions to maintain the integrity of the institution.
g. The institution regularly evaluates its financial management processes, and the results
of the evaluation are used to improve financial management systems.
3. The institution systematically assesses the effective use of financial resources and uses the
results of the evaluation as the basis for improvement.
| Function Map 41
[West Valley College Self Evaluation Report] March 2014
Standard IV: Leadership and Governance
A. DECISION-MAKING ROLES AND PROCESSES
The institution recognizes that ethical and effective leadership throughout the organization enables the
institution to identify institutional values, set and achieve goals, learn, and improve.
College
District
1. Institutional leaders create an environment for empowerment, innovation, and
institutional excellence. They encourage staff, faculty, administrators, and students, no
matter what their official titles, to take initiative in improving the practices, programs,
and services in which they are involved. When ideas for improvement have policy or
significant institution-wide implications, systematic participative processes are used to
assure effective discussion, planning, and implementation.
P
S
2. The institution establishes and implements a written policy providing for faculty, staff,
administrator, and student participation in decision- making processes. The policy
specifies the manner in which individuals bring forward ideas from their constituencies
and work together on appropriate policy, planning, and special-purpose bodies.
P
S
P
S
P
S
a. Faculty and administrators have a substantive and clearly defined role in institutional
governance and exercise a substantial voice in institutional policies, planning, and
budget that relate to their areas of responsibility and expertise. Students and staff
also have established mechanisms or organizations for providing input into
institutional decisions.
b. The institution relies on faculty, its academic senate or other appropriate faculty
structures, the curriculum committee, and academic administrators for
recommendations about student learning programs and services.
| Function Map 42
[West Valley College Self Evaluation Report] March 2014
College
District
3. Through established governance structures, processes, and practices, the governing
board, administrators, faculty, staff, and students work together for the good of the
institution. These processes facilitate discussion of ideas and effective communication
among the institution’s constituencies.
SH
SH
4. The institution advocates and demonstrates honesty and integrity in its relationships with
external agencies. It agrees to comply with Accrediting Commission standards, policies,
and guidelines, and Commission requirements for public disclosure, self-evaluation and
other reports, team visits, and prior approval of substantive changes. The institution
moves expeditiously to respond to recommendations made by the Commission.
P
S
5. The role of leadership and the institution’s governance and decision-making structures
and processes are regularly evaluated to assure their integrity and effectiveness. The
institution widely communicates the results of these evaluations and uses them as the
basis for improvement.
SH
SH
B. BOARD AND ADMINISTRATIVE ORGANIZATION
In addition to the leadership of individuals and constituencies, institutions recognize the designated responsibilities of the
governing board for setting policies and of the chief administrator for the effective operation of the institution. Multicollege districts/systems clearly define the organizational roles of the district/system and the colleges.
1. The institution has a governing board that is responsible for establishing policies to assure
the quality, integrity, and effectiveness of the student learning programs and services and
the financial stability of the institution. The governing board adheres to a clearly defined
policy for selecting and evaluating the chief administrator for the college or the
district/system.
| Function Map 43
College
District
S
P
[West Valley College Self Evaluation Report] March 2014
College
District
S
P
S
P
c. The governing board has ultimate responsibility for educational quality, legal matters,
and financial integrity.
S
P
d. The institution or the governing board publishes the board bylaws and policies
specifying the board’s size, duties, responsibilities, structure, and operating
procedures.
S
P
S
P
S
P
S
P
S
P
College
District
a. The governing board is an independent policy-making body that reflects the public
interest in board activities and decisions. Once the board reaches a decision, it acts as
a whole. It advocates for and defends the institution and protects it from undue
influence or pressure.
b. The governing board establishes policies consistent with the mission statement to
ensure the quality, integrity, and improvement of student learning programs and
services and the resources necessary to support them.
e.
The governing board acts in a manner consistent with its policies and bylaws. The
board regularly evaluates its policies and practices and revises them as necessary.
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.
g. The governing board’s self-evaluation processes for assessing board performance are
clearly defined, implemented, and published in its policies or bylaws.
h.
The governing board has a code of ethics that includes a clearly defined policy for
dealing with behavior that violates its code.
| Function Map 44
[West Valley College Self Evaluation Report] March 2014
i.
The governing board is informed about and involved in the accreditation process.
S
P
j.
The governing board has the responsibility for selecting and evaluating the
district/system chief administrator (most often known as the chancellor) in a multicollege district/system or the college chief administrator (most often known as the
president) in the case of a single college. The governing board delegates full
responsibility and authority to him/her to implement and administer board policies
without board interference and holds him/her accountable for the operation of the
district/system or college, respectively. In multi-college districts/systems, the
governing board establishes a clearly defined policy for selecting and evaluating the
presidents of the colleges.
S
P
2. The president has primary responsibility for the quality of the institution he/she leads.
He/she provides effective leadership in planning, organizing, budgeting, selecting and
developing personnel, and assessing institutional effectiveness.
P
S
P
S
College
District
a.
The president plans, oversees, and evaluates an administrative structure organized
and staffed to reflect the institution's purposes, size, and complexity. He/she delegates
authority to administrators and others consistent with their responsibilities, as
appropriate.
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[West Valley College Self Evaluation Report] March 2014
b. The president guides institutional improvement of the teaching and learning
environment by the following:
 establishing a collegial process that sets values, goals, and priorities;
 ensuring that evaluation and planning rely on high quality research and analysis
on external and internal conditions;
 ensuring that educational planning is integrated with resource planning and
distribution to achieve student learning outcomes; and
 establishing procedures to evaluate overall institutional planning and
implementation efforts.
c. The president assures the implementation of statutes, regulations, and governing
board policies and assures that institutional practices are consistent with institutional
mission and policies.
P
S
P
S
P
S
e. The president works and communicates effectively with the communities served by
the institution.
P
S
3. In multi-college districts or systems, the district/system provides primary leadership in
setting and communicating expectations of educational excellence and integrity
throughout the district/system and assures support for the effective operation of the
colleges. It establishes clearly defined roles of authority and responsibility between the
colleges and the district/system and acts as the liaison between the colleges and the
governing board.
S
P
d. The president effectively controls budget and expenditures.
| Function Map 46
[West Valley College Self Evaluation Report] March 2014
College
District
a. The district/system clearly delineates and communicates the operational
responsibilities and functions of the district/system from those of the colleges and
consistently adheres to this delineation in practice.
S
P
b. The district/system provides effective services that support the colleges in their
missions and functions.
S
P
c. The district/system provides fair distribution of resources that are adequate to support
the effective operations of the colleges.
S
P
d. The district/system effectively controls its expenditures.
S
P
e. The chancellor gives full responsibility and authority to the presidents of the colleges
to implement and administer delegated district/system policies without his/her
interference and holds them accountable for the operation of the colleges.
S
P
f. The district/system acts as the liaison between the colleges and the governing board.
The district/system and the colleges use effective methods of communication, and
they exchange information in a timely manner.
S
P
g. The district/system regularly evaluates district/system role delineation and governance
and decision-making structures and processes to assure their integrity and
effectiveness in assisting the colleges in meeting educational goals. The district/system
widely communicates the results of these evaluations and uses them as the basis for
improvement.
S
P
| Function Map 47
[West Valley College Self Evaluation Report] March 2014
At A Glance Actionable Improvement Plans
Standard I: Institutional Mission and Effectiveness
Standard Text
Self-Evaluation Status
Actionable Improvements, if any
Mission:
The institution has a
statement of mission that defines the
institution’s
broad
educational
purposes, its intended student
population, and its commitment to
achieving student learning.
Met
None
IA.1 The institution establishes student
Met
None
Met
None
Met
None
Met
None
IA
learning programs and services
aligned with its purposes, its
character, and its student population.
IA.2 The mission statement is approved by
the governing board and published.
IA.3 Using the institution's governance and
decision-making
processes,
the
institution reviews its mission
statement on a regular basis and
revises it as necessary.
IA.4 The institution's mission is central to
institutional planning and decision
making.
IB
Improving Institutional Effectiveness:
The institution demonstrates a
conscious effort to produce and
support student learning, measures
that learning, assesses how well
learning is occurring, and makes
changes to improve student learning.
The institution also organizes its key
processes and allocates it resources to
effectively support student learning.
The institution demonstrates its
effectiveness by providing 1) evidence
of the achievement of student
learning outcomes and 2) evidence of
institution and program performance.
The institution uses ongoing and
systematic evaluation and planning to
refine its key processes and improve
student learning.
| At A Glance Actionable Improvement Plans 48
[West Valley College Self Evaluation Report] March 2014
IB.1 The institution maintains an ongoing,
Met
None
Met
None
Met
None
Met
None
Met
None
Met
None
collegial, self-reflective dialogue about
the continuous improvement of
student learning and institutional
processes.
IB.2 The institution sets goals to improve
its effectiveness consistent with its
stated purposes.
The institution
articulates its goals and states the
objectives derived from them in
measurable terms so that the degree
to which they are achieved can be
determined and widely discussed.
The institutional members understand
these goals and work collaboratively
toward their achievement.
IB.3 The institution assesses progress
toward achieving its stated goals and
makes decisions regarding the
improvement
of
institutional
effectiveness in an ongoing and
systematic evaluation, integrated
planning,
resource
allocation,
implementation and re-evaluation.
Evaluation is based on analyses of
both quantitative and qualitative data.
IB.4 The institution provides evidence that
the planning process is broad based,
offers opportunities for input by
appropriate constituencies, allocates
necessary resources, and leads to
improvement
of
institutional
effectiveness.
IB.5 The institution uses documented
assessment results to communicate
matters of quality assurance to
appropriate constituencies.
IB.6 The
institution
assures
the
effectiveness of its ongoing planning
and resource allocation processes by
systematically
reviewing
and
modifying, as appropriate, all parts of
the cycle, including institutional and
other research efforts.
| At A Glance Actionable Improvement Plans 49
[West Valley College Self Evaluation Report] March 2014
IB.7 The institution assesses its evaluation
Met
None
mechanisms through a systematic
review of their effectiveness in
improving instructional programs,
student support services, and library
and other learning support services.
Standard II: Student Learning Programs and Services
Standard Text
Self - Evaluation
Status
Actionable Improvements, if any
IIA
Instructional Programs:
The
institution
offers
high-quality
instructional
programs
in
recognized and emerging fields of
study that culminate in identified
student outcomes leading to
degrees, certificates, employment,
or transfer to other higher
education institutions or programs
consistent
with
its
mission.
Instructional
programs
are
systematically assessed in order to
assure currency, improve teaching
and learning strategies, and achieve
stated student learning outcomes.
The provisions of this standard are
broadly
applicable
to
all
institutional activities offered in the
name of the institution.
IIA.1
The institution demonstrates that
all
instructional
programs,
regardless of location or means of
delivery, address and meet the
mission of the institution and
uphold its integrity.
Met

IIA.1.a
The institution identifies and seeks
to meet the varied educational
needs of its students through
programs consistent with their
educational
preparation
and
diversity,
demographics
and
economy of its communities. The
institution relies upon research and
analysis to identify student learning
needs and to assess progress
toward achieving stated learning
outcomes.
Met
None
IIA.1.b
The institution utilizes delivery
systems and modes of instruction
Met
 Develop a technology infrastructure
Continue to address and complete the
curriculum recency inventory.
| At A Glance Actionable Improvement Plans 50
[West Valley College Self Evaluation Report] March 2014
compatible with the objectives of
the curriculum and appropriate to
the current and future needs of its
students.
plan with the District’s Information
Technology department to ensure that
their operational capacity supports
steady increase of smart and
technology-mediated classrooms and
offices.
IIA.1.c
The institution identifies student
learning outcomes for courses,
programs, certificates, and degrees;
assesses student achievement of
those
outcomes;
and
uses
assessment results to make
improvements.
Met
None
IIA.2
The institution assures the quality and
improvement of all instructional
courses and programs offered in the
name of the institution, including
collegiate, developmental and precollegiate courses and programs,
continuing and community education,
study abroad, short-term training
courses and programs, programs for
international students, and contract
or other special programs, regardless
of type of credited awarded, delivery
mode or location.
Met

IIA.2.a
The institution uses established
procedures to design, identify
learning outcomes for, approve,
administer, deliver and evaluate
courses and programs.
The
institution recognizes the central
role of its faculty for establishing
quality and improving instructional
courses and programs.
Met
The institution relies on faculty
expertise and the assistance of
advisory
committees
when
appropriate to identify competency
levels and measurable student
learning outcomes for courses,
certificates, programs including
general and vocational education,
and degrees.
The institution
regularly assesses student progress
towards achieving those outcomes.
Met
IIA.2.b
Expand enhanced non-credit courses
(in progress)
 As planned, ensure a successful and
timely establishment of the Budget and
Resource Advisory Council (BRAC) as
part of the college’s Integrated
Planning and Resource Allocation
process.
None
| At A Glance Actionable Improvement Plans 51
[West Valley College Self Evaluation Report] March 2014
• Complete approval process with the
High-quality
instruction
and
appropriate breadth, depth, rigor,
sequencing, time to completion,
and
synthesis
of
learning
characterize all programs.
Met
IIA.2.d
The institution uses delivery modes
and teaching methodologies that
reflect the diverse needs and
learning styles of its students.
Met
None
IIA.2.e
The institution evaluates all courses
and programs through an on-going
systematic
review
of
their
relevance,
appropriateness,
achievement of learning outcomes,
currency, and future needs and
plans.
Met
• The Academic Directions Committee
IIA.2.f
The institution engages in ongoing,
systematic
evaluation
and
integrated planning to assure
currency and measure achievement
of its stated student learning
outcomes for courses, certificates,
programs including general and
vocational education, and degrees.
The institution systematically strives
to improve those outcomes and
makes the results available to
appropriate constituencies.
Met
None
IIA.2.g
If an institution uses departmental
course
and/or
program
examinations, it validates their
effectiveness in measuring student
learning and minimizes test biases.
Met
None
IIA.2.h
The institution awards credit based
on student achievement of the
course's stated learning outcomes.
Units of credit awarded are
consistent with institutional policies
that reflect generally accepted
norms or equivalencies in higher
education.
Met
None
IIA.2.i
The institution awards degrees and
certificates based on student
achievement of a program's stated
learning outcomes.
Met
IIA.2.c
Faculty Association (ACE) and the
District on online evaluation.
was formed by the Academic Senate in
January 2013 to review struggling
programs and help viable programs
with an action plan to improve their
enrollment and completion rate.
None
| At A Glance Actionable Improvement Plans 52
[West Valley College Self Evaluation Report] March 2014
IIA.3
The institution requires all academic
and vocational degree programs a
component of general education
based on a carefully considered
philosophy that is clearly stated in
its catalog. The institution, relying
on the expertise of its faculty,
determines the appropriateness of
each course for inclusion in the
general education curriculum by
examining the stated learning
outcomes for the course.
Met
None
IIA.4
All degree programs include
focused study in at least one area of
inquiry or in an established
interdisciplinary core.
Met
None
IIA.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 licensure and
certification.
Met
None
IIA.6
The institution assures that
students and prospective students
receive
clear
and
accurate
information about educational
courses and programs and transfer
policies. The institution describes
its degrees and certificates in terms
of their purpose, content, course
requirements,
and
expected
student learning outcomes.
In
every class section students receive
a course syllabus that specifies
learning objectives consistent with
those in the institution's officially
approved course outline.
Met
 Continue to review syllabi for
consistency with appropriate standards
as part of SLO/A assessment scheduled
activities.
| At A Glance Actionable Improvement Plans 53
[West Valley College Self Evaluation Report] March 2014
IIA.6.a The institution makes available to its
students clearly stated transfer-ofcredit policies in order to facilitate
the mobility of students without
penalty.
In accepting transfer
credits
to
fulfill
degree
requirements,
the
institution
certifies that the expected learning
outcomes for transferred courses
are comparable to the learning
outcomes of its own courses.
Where
patterns
of
student
enrollment between institutions are
identified, the institution develops
articulation
agreements
as
appropriate to its mission.
Met
None
IIA.6.b When programs are eliminated or
program
requirements
are
significantly changed, the institution
makes appropriate arrangements so
that
enrolled
students
may
complete their education in a timely
manner with a minimum of
disruption.
Met
None
IIA.6.c The institution represents itself
clearly, accurately, and consistently
to prospective and current students,
the public, and the personnel
through the catalogs, statements,
and publications, including those
presented in electronic formats. It
regularly
reviews
institutional
policies,
procedures,
and
publications to assure integrity in all
representations about its mission,
programs, and services.
Met
None
IIA.7
Met
None
In order to assure the academic
integrity of the teaching-learning
process, the institution uses and
makes public governing boardadopted policies on academic
freedom and responsibility, student
academic honesty, and specific
institutional beliefs or worldviews.
These policies make clear the
institution's commitment to the free
pursuit and dissemination of
knowledge.
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IIA.7.a Faculty
distinguish
between
personal
conviction
and
professionally accepted views in a
discipline. They present data and
information fairly and objectively.
Met
None
IIA.7.b The institution establishes and
publishes
clear
expectations
concerning
student
academic
honesty and the consequences for
dishonesty.
Met
None
IIA.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 worldviews, give clear prior
notice of such policies, including
statements in the catalog and/or
appropriate faculty or student
handbooks.
Met
None
IIA.8
IIB
Institutions offering curricula in
foreign locations to students other
than U.S. nationals operate in
conformity with standards and
applicable Commission policies.
Student Support Services:
The
institution recruits and admits
diverse students who are able to
benefit
from
its
programs,
consistent with its mission. Student
support services address the
identified needs of students and
enhance a supportive learning
environment. The entire student
pathway through the institutional
experience is characterized by a
concern
for
student
access,
progress, learning and success. The
institution systematically assesses
student support services using
student learning outcomes, faculty
and staff input, and other
appropriate measures in order to
improve the effectiveness of these
services.
Not Applicable
Met
None
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IIB.1
The institution assures the quality of
student
support
services
and
demonstrates that these services,
regardless of location or means of
delivery, support student learning and
enhance achievement of the mission of
the institution.
Met

IIB.2
The institution provides a catalog for its
constituencies with precise, accurate,
and current information concerning the
following:
Met
None
a)
Continue
to
execute
an
implementation of online CCC
apply application in collaboration
with the District’s Information
Technology department.
General Information
b) Requirements
c)
Major policies affecting students
d) Location or publications where
other policies may be found
IIB.3
The institution researches and identifies
the learning support needs of its student
population and provides appropriate
services and programs to address these
needs.
Met
None
IIB.3.a
The institution assures equitable access
to all of its students by providing
appropriate, comprehensive, and reliable
services to students regardless of service
location or delivery model.
Met

Consistent with the college’s
Student Success and Support
Program implementation plan,
expand
online
course
support/workshops

Develop a plan for Adult
Education Consortium Program
(SB 86) offerings.
IIB.3.b
The institution provides an environment
that encourages personal and civic
responsibility, as well as intellectual,
aesthetic, and personal development for
all of its students.
Met
None
IIB.3.c
The institution designs, maintains and
evaluates counseling and/or academic
advising programs to support student
development and success and prepares
faculty and other personnel responsible
for the advising function.
Met
None
IIB.3.d
The institution designs and maintains
appropriate programs, practices, and
services that support and enhance
student understanding and appreciation
Met
None
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of diversity.
IIB.3.e
The institution regularly evaluates
admissions and placement instruments
and practices to validate their
effectiveness while minimizing biases.
Met
IIB.3.f
The institution maintains student records
permanently,
securely,
and
confidentially, with provision for secure
backup of all files, regardless of the form
in which those files are maintained. The
institution publishes and follows
established policies for release of
student records.
Met
IIB.4
The institution evaluates student support
services to assure their adequacy in
meeting identified student needs.
Evaluation of these services provides
evidence that they contribute to the
achievement of student learning
outcomes.
The institution uses the
results of these evaluations as the basis
for improvement.
Met
IIC
Library and Learning Support Services:
Library and other learning support
services for students are sufficient to
support the institution's instructional
programs and intellectual, aesthetics,
and cultural activities in whatever format
and wherever they are offered. Such
services include library services and
collections, tutoring, learning centers,
computer laboratories, and learning
technology development and training.
The institution provides access and
training to students so that library and
other learning support services may be
used effectively and efficiently. The
institution systematically assesses these
services
using
student
learning
outcomes, faculty input, and other
appropriate measures in order to
improve the effectiveness of the services.
IIC.1
The institution supports the quality of its
instructional programs by providing
library and other learning support
services that are sufficient in quantity,
currency, depth, and variety to facilitate
educational offerings, regardless of
Met
None
None
None

Plan for Library and LRC/Tutorial
Programs and Services building
design based on the teaching and
learning, support services, and
pedagogical needs that ensure
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location or means of delivery.
student success.
IIC.1.a
Relying on appropriate expertise of
faculty, including librarians and other
learning support services professionals,
the institution selects and maintains
educational equipment and materials to
support student learning and enhance
the achievement of the mission of the
institution.
Met
None
IIC.1.b
The institution provides ongoing
instruction for users of library and other
learning support services so that
students are able to develop skills in
information competency.
Met
IIC.1.c
The institution provides students and
personnel responsible for student
learning programs and services adequate
access to the library and other learning
support services, regardless of their
location or means of delivery.
Met
None
IIC.1.d
The institution provides effective
maintenance and security for its library
and other learning support services.
Met
None
IIC.1.e
When the institution relies on or
collaborates with other institutions or
other sources for library and other
learning support services for its
instructional programs, it documents
that formal agreements exist and that
such resources and services are adequate
for the institution's intended purposes,
are easily accessible, and utilized. The
performance of these services is
evaluated on a regular basis.
The
institution takes responsibility for and
assures the reliability of all services
provided either directly or through
contractual arrangement.
Met
None
IIC.2
The institution evaluates library and
other learning support services to assure
their adequacy in meeting identified
student needs. Evaluation of these
services provides evidence that they
contribute to the achievement of student
learning outcomes. The institution uses
Met
None

The college plans to address how
best to infuse information
competency into an overall
teaching and learning context to
ensure that students learn such
skills and knowledge.
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the results of these evaluations as the
basis for improvement.
Standard III: Resources
SelfEvaluation
Status
Standard Text
Actionable Improvements, if
any
III A
Human Resources: The institution employs
qualified personnel to support student learning
programs and services wherever offered and
by whatever means, delivered, and to improve
institutional effectiveness.
Personnel are
treated equitably, are evaluated regularly and
systematically, and are provided opportunities
for professional development. Consistent with
its mission, the institution demonstrates its
commitment to the significant educational role
played by persons of diverse backgrounds by
making positive efforts to encourage such
diversity.
Human resource planning is
integrated with institutional planning.
III A.1
The institution assures the integrity and quality
of its programs and services by employing
personnel who are qualified by appropriate
education, training, and experience to provide
and support these programs and services.
Met
None
III A.1.a
Criteria, qualifications, and procedures for
selection of personnel are clearly and publicly
stated. Job descriptions are directly related to
institutional mission and goals and accurately
reflect position duties, responsibilities, and
authority. Criteria for selection of faculty
include knowledge of the subject matter or
service to be performed (as determined by
individuals with discipline expertise), effective
teaching, scholarly activities, and potential to
contribute to the mission of the institution.
Institutional faculty play a significant role in
selection of new faculty. Degrees held by
faculty and administrators are from institutions
accredited by recognized U.S. accrediting
agencies. Degrees from non-U.S. institutions
are recognized only if equivalence has been
established.
Met

III A.1.b The institution assures the effectiveness of its
human resources by evaluating all personnel
systematically and at stated intervals. The
institution establishes written criteria for
evaluating
all
personnel,
including
Met
None
Continue to review associate
faculty hiring process and
implement new process by fall
2014.
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performance of assigned duties and
participation in institutional responsibilities
and other activities appropriate to their
expertise. Evaluation processes seek to assess
effectiveness of personnel and encourage
improvement.
Actions taken following
evaluations
are
formal,
timely,
and
documented.
III A.1.c
Faculty and others directly responsible for
student progress toward achieving stated
student learning outcomes have, as a
component of their evaluation, effectiveness in
producing those learning outcomes.
Met
None
III A.1.d The institution upholds a written code of ethics
for all of its personnel.
Met
None
III A.2
Met

Integrated
Planning
and
Resource Allocation Team and
College Council ensure that the
BRAC process as part of the
Integrated
Planning
and
Resource Allocation works
effectively in making resource
allocation decisions in spring
2014.

Complete the FAIT 2014-2015
budget
reduction
and
organization
restructuring
process by mid spring 2014
semester.
The institution maintains a sufficient number
of qualified faculty with full-time responsibility
to the institution. The institution has a
sufficient number of staff and administrators
with appropriate preparation and experience
to provide the administrative services
necessary to support the institution's mission
and purposes.
III A.3
The institution systematically develops
personnel policies and procedures that are
available for information and review. Such
policies and procedures are equitably and
consistently administered.
III A.3.a
The institution establishes and adheres to
written policies ensuring fairness in all
employment procedures.
III A.3.b The institution makes provision for the security
and confidentiality of personnel records. Each
employee has access to his/her personnel
records in accordance with law.
Met
None
Met
None
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III A.4
The institution demonstrates through policies
and practices an appropriate understanding of
and concern for issues of equity and diversity.
Met

Successfully operationalize the
Student Success Team in spring
2014 with a newly appointed
faculty
Coordinator
and
evaluate its work on equitable
student success among our
diverse student population.

Continue to monitor a new
implementation of the director
of Student Equity and Success
starting in 2014-2015 and
increasing number of diverse
students and their success
Explore
opportunities
to
increase funding for diversity
programs on campus.
The institution creates and maintains
appropriate programs, practices, and services
that support its diverse personnel.
Met

III A.4.b The institution regularly assesses its record in
employment equity and diversity consistent
with its mission.
Met
None
III A.4.c
The institution subscribes to, advocates, and
demonstrates integrity in the treatment of its
administration, faculty, staff and students.
Met
None
III A.5
The
institution
provides
appropriate
opportunities to all categories of staff for
continued
professional
development,
consistent with the institution's mission and
based on identified teaching and learning
needs.
III
A.5.a
The institution plans professional development
activities to meet the needs of its personnel.
Met

Explore
opportunities
to
maximize staff development,
utilizing data-driven decision
on focused-topics, during times
of constrained budget.

Conduct
streamlined
and
strategic leadership training for
the Division chairs and
Department chairs

Continue to offer an ongoing
new faculty orientation in
spring 2014
III A.4.a
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III A.5.b With the assistance of the participants, the
institution
systematically
evaluates
professional development programs and uses
the results of these evaluations as the basis for
improvement.
Met

WVC
Professional
Development Committee and
All College Day Committee
work to increase synergy
between these committees to
streamline efforts to provide
strong
professional
development activities for the
campus community.
III A.6
Human resource planning is integrated with
institutional planning.
The institution
systematically assesses the effective use of
human resources and uses the results of the
evaluation as the basis for improvement.
Met

Assess BRAC role and
responsibilities in spring 2014.
III B
Physical Resources: Physical resources, which
include facilities, equipment, land, and other
assets, support student learning programs and
services
and
improve
institutional
effectiveness. Physical resource planning is
integrated with institutional planning.
Met
None
III B.1
The institution provides safe and sufficient
physical resources that support and assure the
integrity and quality of its programs and
services, regardless of location or means of
delivery.
Met

Under the leadership of the
Vice President of
Administrative Services in
conjunction with the district
Information Systems (IS)
department, complete
installation of the Ad Astra
software for instructional
schedule planning for room
allocation.

Plan for revision of Educational
and Facilities Master Plan
district-wide.
III B.1.a
The institution plans, builds, maintains, and
upgrades or replaces its physical resources in a
manner that assures effective utilization and
the continuing quality necessary to support its
programs and services.
Met
 Coordinate planning processes
of the District IS and college’s
IT in regards to needs of
equipment and software.
III B.1.b
The institution assures that physical resources
at all locations where it offers courses,
programs, and services are constructed and
maintained to assure access, safety, security,
and a healthful learning and working
environment.
Met
 District and the colleges
commit to develop a
comprehensive Emergency
Preparedness process.
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III B.2
To assure the feasibility and effectiveness of
physical resources in support of institutional
programs and services, the institution plans
and evaluates its facilities and equipment on a
regular basis, taking utilization and other
relevant data into account.
Met
 Continue planning for the
Educational and Facilities
Master Plan 2009 revision with
the district.
III B.2.a
Long-range capital plans support institutional
improvement goals and reflect projections of
the total cost of ownership of new facilities
and equipment.
Met
• Continue planning of
Educational and Facilities
Master Plan revision.
III B.2.b
Physical resource planning is integrated with
institutional planning.
The institution
systematically assesses the effective use of
physical resources and uses the results of the
evaluation as a basis for improvement.
Met
III C
Technology Resources: Technology resources
are used to support student learning programs
and services and to improve institutional
effectiveness.
Technology planning is
integrated with institutional planning.
III C.1
The institution assures than any technology
support it provides is designed to meet the
needs of learning, teaching, college-wide
communications, research, and operational
systems.
Met
 Continue re-focusing of the
TAC and develop further
alignment with the integrated
planning process, particularly
with BRAC.
III C.1.a
Technology services, professional support,
facilities, hardware and software are designed
to enhance the operation and effectiveness of
the institution.
Met
 Based on the college’s
Instructional Technology
Strategy, develop a
comprehensive college
Technology Plan, coordinate its
effort with the district’s
Instructional Systems (IS)
Department and develop a
district-wide comprehensive
Technology Plan.
III C.1.b
The institution provides quality training in the
effective application of its information
technology to students and personnel.
Met
None

District
IS
department
reestablish the District-wide
Technology Committee.

The college develops and
completes
the
WVC
Technology Plan to include a
comprehensive, systemic, and
streamlined
plan
for
technology training.
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III C.1.c
III C.1.d
III C.2
The institution systematically plans, acquires,
maintains, and upgrades or replaces
technology infrastructure and equipment to
meet institutional needs.
The distribution and utilization of technology
resources
support
the
development,
maintenance, and enhancement of its
programs and services.
Technology planning is integrated with
institutional planning.
The institution
systematically assesses the effective use of
technology resources and uses the results of
Met
Met
Met

Continue regular meetings
between college instructional
technology staff and district
operations/network staff to
plan
and
support
the
technology infrastructure at
the college.

Continue
to
work
on
developing synergy between
newly defined TAC and
Integrated
Planning
and
Resource Allocation.

Complete
the
college’s
Technology Plan via TAC.

District IS works with the
colleges
through
its
participatory
governance
process
to
develop
a
comprehensive District-Wide
Technology plan.

The college will develop a plan
for allocating facilities bond
Measure C technology refresh
funds through TAC and
participatory
governance
process.

The college will develop a
Technology Plan based on the
strategies identified in the
current
Instructional
Technology Strategic Plan.

The college will review and
analyze staff, funding, and
resource needs for the
Instructional Technology team
and secure necessary staff and
operational
funds
for
technology maintenance and
repair work.

Continue to ensure that BRAC
process
serves
as
an
institutional
assessment
process
for
technology
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evaluation as the basis for improvement.
planning.
III D
Financial Resources: Financial resources are
sufficient to support student learning programs
and services and to improve institutional
effectiveness. The distribution of resources
supports the development, maintenance, and
enhancement of programs and services. The
institution plans and manages its financial
affairs with integrity and in a manner that
ensures financial stability.
The level of
financial resources provides a reasonable
expectation of both short-term and long-term
financial solvency.
Financial resources
planning are integrated with institution
planning.
Met
None
III D.1
The institution relies upon its mission and goals
as the foundation for financial planning.
Met
None
III D.1.a Financial planning is integrated with and
supports all institutional planning.
Met
None
III D.1.b Institutional
planning
reflects
realistic
assessment of financial resources availability,
development
of
financial
resource,
partnerships and expenditures requirements.
Met
None
III D.1.c
When making short-range financial plans, the
institution considers its long-range financial
priorities to assure financial stability. The
institution clearly identifies and plans for
payment of liabilities and future obligations.
Met
None
III D.1.d The institution clearly defines and follows its
guideline and processes for financial planning
and
budget
development,
with
all
constituencies
having
appropriate
opportunities
to
participate
in
the
development of the institutional plans and
budgets.
Met

Continue an analysis of the
possibility of reinstating a
district-wide budget advisory
committee which has been
incorporated in the function of
the District Council.

Complete establishing the
college’s Budget and Resource
Advisory Council (BRAC) as part
of the Integrated Planning and
Resource Allocation Process by
the end of February 2014.
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To assure the financial integrity of the
institution and responsible use of its resources,
the internal control structure has appropriate
control mechanisms and widely disseminates
dependable and timely information for sound
financial decision making.
Met
None
III D.2.a Financial documents, including the budget and
independent audit, have a high degree of
credibility and accuracy, and reflect
appropriate allocation and use of financial
resources to support student learning
programs and services.
Met
None
III D.2.b Institutional responses to external audit
findings are comprehensive, timely, and
communicated appropriately.
Met

III D.2.c
Appropriate financial is provided throughout
the institution in a timely manner.
Met
None
III D.2.d All financial resources, including short and long
term debt instruments (such as bonds and
certificates of participation), auxiliary activities,
fund-raising efforts, and grants are used with
integrity in a manner consistent with the
intended purpose of the funding source.
Met
None
III D.2.e The institution’s internal control systems are
evaluated and assess for validity and
effectiveness and the results of this
assessment are used for improvement.
Met
None
III D.3.a The institution has sufficient cash flow and
reserves to maintain stability, strategies for
appropriate risk management, and develops
contingency plans to meet financial
emergencies and unforeseen occurrences.
Met
None
III D.3.b The institution practices effective oversight of
finances, including management of financial
aid, grants, externally funded programs,
contractual
relationships,
auxiliary
organizations or foundations, and institutional
investments and assets.
Met
None
III D.2
III D.3
Continue effort to improve
accuracy and efficiency of data
entry by maintaining a monthly
meeting among the district’s
Information
Systems
department
and
college
Administrative Services and
Office of Instruction.
The institution has policies and procedures to
ensure sound financial practices and financial
stability.
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III D.3.c
The institution plans for and allocates
appropriate resources for the payment of
liabilities and future obligations, including
Other Post-Employment
Benefits (OPEB),
compensated absences, and other employee
related obligations.
Met
None
III D.3.d The actuarial plan to determine Other PostEmployment Benefits (OPEB) is prepared, as
required by appropriate accounting standards.
Met
None
III D.3.e On an annual basis, the institution assesses
and allocates resources for the repayment of
any locally incurred debt instruments that can
affect the financial condition of the institution.
Met
None
III D.3.f
Institutions monitor and manage student Loan
default rates, revenue streams, and assets to
ensure compliance with federal requirements.
Met
None
III D.3.g Contractual agreements with external entities
are consistent with the mission and goals of
the institution, governed by institutional
policies, and contain appropriate provisions to
maintain the integrity of the institution.
Met
None
III D.3.h The institution regularly evaluates its financial
management processes, and the results of the
evaluation are used to improve financial
management systems.
Met
None
III D.4
Met
None
Financial Resource Planning is integrated with
institutional
planning.
The
institution
systematically assesses the effective use of
financial resources and uses the results of the
evaluation as the basis for improvement of the
institution.
Standard IV: Leadership and Governance
Standard Text
IV A
SelfEvaluation
Status
Actionable Improvements, if any
Decision-Making
Roles
and
Processes:
The institution
recognizes that ethical and effective
leadership
throughout
the
organization enables the institution
to identify institutional values, set
and achieve goals, learn, and
improve.
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IV A.1
Institutional leaders create an
environment for empowerment,
innovation,
and
institutional
excellence. They encourage staff,
faculty, administrators, and students,
no matter what their official titles, to
take initiative in improving the
practices, programs, and services in
which they are involved. When ideas
for improvement have policy or
significant
institution-wide
implications, systematic participative
processes are used to assure
effective discussion, planning and
implementation.
Met

IV A.2
The institution establishes and
implements
a
written
policy
providing for faculty, staff, and
administrator in decision-making
processes. The policy specifies the
manner in which individuals bring
forward
ideas
from
their
constituencies and work together on
appropriate policy, planning, and
special-purpose bodies.
Met
None
IV A.2.a Faculty and administration have a
substantive and clearly defined role
in institutional governance and
exercise a substantial voice in
institutional policies, planning, and
budget that relate to their areas of
responsibility
and
expertise.
Students and staff also have
established
mechanisms
or
organizations for providing input into
institutional decisions.
Met
None
IV A.2.b The institution on faculty, its
academic
senate
or
other
appropriate faculty structures, the
curriculum committee, and academic
administrators for recommendations
about student learning programs and
services.
Met

Continue to fine-tune new faculty
orientation and department chairs
training.
Program
discontinuance
and/or
consolidation of programs, services and
positions may come under review if state
budget crisis worsens. The Academic
Directions Committee, under the purview
of Academic Senate, will take a
leadership role in facilitating the process.
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IV A.3
Through established governance
structures, processes, and practices,
the governing board, administrators,
faculty, staff, and students work
together for the good of the
institution.
These processes
facilitate discussion of ideas and
effective communication among the
institution's constituencies.
Met
None
IV A.4
The institution advocates and
demonstrates honesty and integrity
in its relationships with external
agencies. It agrees to comply with
Accrediting Commission standards,
policies, guidelines, and Commission
requirements for public disclosure,
self-study and other reports, team
visits, and prior approval of
substantive changes. The institution
moves expeditiously to respond to
recommendations made by the
Commission.
Met
None
IV A.5
The role of leadership and the
institution's
governance
and
decision-making structures and
processes are regularly evaluated to
assure
their
integrity
and
effectiveness. The institution widely
communicates the results of these
evaluations and uses them as the
basis for improvement.
Met
IV B
Board
and
Administrative
Organization: In addition to the
leadership of individuals and
constituencies, institutions recognize
the designated responsibilities of the
governing board for setting policies
and of the chief administrator for the
effective operation of the institution.
Multi-college
districts/systems
clearly define the organizational
roles of the district/system and the
colleges.

The college continues to fine-tune the
participatory governance evaluation
process to be more systemic and
streamlined.
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IV B.1
The institution has a governing board
that is responsible for establishing
policies to assure the quality,
integrity, and effectiveness of the
student learning programs and
services and the financial stability of
the institution. The governing board
adheres to a clearly defined policy
for the selecting and evaluating the
chief administrator for the college or
the district/system.
Met
None
IV B.1.a The governing board is an
independent policy-making body
that reflects the public interest in
board activities and decisions. Once
the board reaches a decision, it acts
as a whole. It advocates for and
defends the institution and protects
it from undue influence or pressure.
Met
None
IV B.1.b The governing board establishes
policies consistent with the mission
statement to ensure the quality,
integrity, and improvement of
student learning programs and
services and the resources necessary
to support them.
Met
None
IV B.1.c
The governing board has ultimate
responsibility for educational quality,
legal matters and financial integrity.
Met
None
IV B.1.d The institution or the governing
board publishes the board bylaws
and policies specifying the board's
size,
duties,
responsibilities,
structures,
and
operating
procedures.
Met
None
IV B.1.e The governing board acts in a
manner consistent with its policies
and bylaws. The board regularly
evaluates its policies and practices
and revises them as necessary.
Met
None
IV B.1.f
Met
None
The governing board has a program
development and new member
orientation. It has a mechanism for
providing continuity of board
membership and staggered terms of
office.
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IV B.1.g The
governing
board's
selfevaluation processes for assessing
board performance are clearly
defined,
implemented,
and
published in its policies and bylaws.
Met
None
IV B.1.h The governing board has a code of
ethics that includes a clearly defined
policy for dealing with behavior that
violates its code.
Met
None
IV B.1.i
The governing board is informed and
involved in the accreditation process.
Met
None
IV B.1.j
The governing board has the
responsibility for selecting and
evaluating the district/system chief
administrator (most often known as
the chancellor) in a multi-college
district/system or the college chief
administrator (most often known as
the president) in the case of a single
college.
The governing board
delegates full responsibility and
authority to him/her to implement
and administer board policies
without board interference and hold
him/her accountable for the
operation of the district/system or
college respectively. In multi-college
district/systems, the governing board
establishes a clearly defined policy
for selecting and evaluating the
presidents of the college.
Met
None
IV B.2
The
President
has
primary
responsibility for the quality of the
institution he/she leads. He/she
provides effective leadership in
planning, organizing, budgeting,
selecting and developing personnel,
and
assessing
institutional
effectiveness.
Met
None
IV B.2.a The President plans, oversees, and
evaluates an administrative structure
organized and staffed to reflect the
institution's purposes, size, and
complexity.
He/she delegates
authority to administrators and
others
consistent
with
their
responsibilities, as appropriate.
Met

Continue to review and assess
organizational structure to increase
efficiency and effectiveness during the
restructuring effort.
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IV B.2.b The President guides institutional
improvement of the teaching and
learning environment by the
following:
Met
None
The
President
assures
the
implementation
of
statutes,
regulations, and governing board
policies and assures that institutional
practices are consistent with
institutional mission and policies.
Met
None
IV B.2.d The President effectively controls
budget and expenditures.
Met
None
IV B.2.e The
President
works
and
communicates effectively with the
communities
served
by
the
institution.
Met
None
IV B.2.c
IV B.3

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.
In multi-college districts or systems,
the district/system provides primary
leadership
in
setting
and
communicating expectations of
educational excellence and integrity
throughout the district/system and
assures support for the effective
operation of the colleges.
IV B.3.a The district/system clearly delineates
and communicates the operational
responsibilities and functions of the
district/system from those of the
colleges and consistently adheres to
Met
None
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this delineation in practice.
IV B.3.b The
district/system
provides
effective services that support the
colleges in their missions and
functions.
Met

IV B.3.c
The district/system provides fair
distribution of resources that are
adequate to support the effective
operations of the colleges.
Met
None
IV B.3.d The
district/system
effectively
controls its expenditures.
Met
None
IV B.3.e The
chancellor
gives
full
responsibility and authority to the
presidents of the colleges to
implement and administer delegated
district/system policies without
his/her interference and holds them
accountable for the operation of the
colleges.
Met
None
IV B.3.f
The district/system acts as the liaison
between the colleges and the
governing board. The district/system
and the colleges use effective
methods of communication, and
they exchange information in a
timely manner.
Met

IVB.3.g
The
district/system
regularly
evaluates
district/system
role
delineation and governance and
decision-making structures and
processes to assure their integrity
and effectiveness in assisting the
colleges in meeting educational
goals. The district/system widely
communicates the results of these
evaluations and uses them as the
basis for improvement.
Met
Deeply and critically examine and raise
the standard of operations within the
Information Systems (IS) unit at the
district.
Ensure that the Enrollment Management
Committee is institutionalized to provide
effective and continual advice to District
Council
regarding
enrollment
management issues.
None
| At A Glance Actionable Improvement Plans 73
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Certification of Continued Institutional Compliance with
Eligibility Requirements
Authority
West Valley College has the authority to operate as a degree-granting institution based
on its continuous accreditation by the Accrediting Commission for Community and Junior
Colleges of the Western Association of Schools and Colleges, an institutional accrediting
body recognized by the Council for Higher Education Accreditation and the U. S.
Department of Education. This authority is published accurately and fully on the title
page of the College Catalog and is on the college website in several places, including the
“About West Valley” page.
Mission
The current mission statement was revised through the shared governance process and
approved by the College Council on October 27, 2011. The mission statement is published
on the WVC website, in the College Catalog, and in the WVC student portal. Additionally,
the mission is displayed in various offices across the campus.
Governing Board
The West Valley Mission Community College District is governed by a Board of Trustees
that consists of seven members elected by Trustee areas and two non-voting student
trustee elected by the students of the two colleges in the district. The communityelected trustees represent the entire district and are elected for four-year staggered
terms. The student trustee serves a one-year term. The function of the board is to
determine policies, establish rules, regulations and procedures, and oversee the use of
financial and other resources to provide a sound educational program consistent with the
mission and goals of the district. The President of the Board of Trustees is one of the
community-elected trustees selected by the trustees on an annual basis.
The Board of Trustees invites public input by publishing agendas for its meetings several
days in advance of the meeting; they may be reviewed online or requested by phoning
(408) 741-2195. Every regular meeting agenda includes an item for Statements from the
Public on Non-Agenda items. Members of the Board of Trustees have no employment,
family, ownership or personal financial interests related to either the colleges or the
district. The Board has and enforces a conflict of interest policy (BP 2710).
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Chief Executive Officer
The West Valley College President serves as chief executive officer for the college and has
the requisite authority for the development, implementation and evaluation of all college
programs and services and for the administration and operation of the college. (AP 2430)
and reports to the Chancellor. The president was appointed by the board in May 2013
following a nationwide search. The Accrediting Commission was informed promptly. The
President does not sit on the Board of Trustees for the District.
Administrative Capacity
The administrative staff size at West Valley College is adequate in number, experience,
and qualification to provide appropriate oversight. The administrative screening process
ensures that West Valley College administrators have appropriate preparation and
experience to provide the administrative services necessary to support the institution’s
mission and purpose. All staffing meet or exceed the minimum qualifications for their
positions in terms of education, training, and experience. Policy regarding administrative
employment is established in Board Policy 7240 and 7260, with processes outlined in
Administrative Procedure 7250.
Operational Status
West Valley College is fully operational and has been in continuous service since 1964.
The college has an unduplicated student headcount of 10,288 students, which includes
both credit and non-credit. West Valley College serves students who are actively pursuing
degree and certificate programs, and transfer preparation to a four-year university or
institution.
Degrees
West Valley College offers over 53 Associate of Arts and Associate of Science degrees, 15
Associate Degrees for Transfer, and 65 Certificate Programs. The degrees and majors
offered by West Valley College are listed in the College Catalog and online. Degrees are
earned upon satisfactory completion of 60 degree applicable units with a 2.0 grade
average or better. A minimum of 12 units must be in residence and a maximum of 20
“Pass” units may be applied toward the completion of the associate degree.
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Educational Programs
West Valley degree programs are aligned with its mission, are based on recognized higher
education fields of study, and are of sufficient content, breadth and length. Instructors
teach to the standards of their disciplines and honor the official course outline of record,
both of which ensure that courses are conducted at levels of quality and rigor appropriate
to the degrees offered. Degree- and certificate-level learning outcomes are included in
the 2013-2014 College Catalog.
Academic Credit
West Valley College awards academic credit as established in California Education Code
Title 5. Per Administrative Procedure 4020, “A “credit hour” is one hour of classroom or
direct faculty instruction and a minimum of two hours of out of class student work (15
weeks for one semester or trimester hour of credit) or the equivalent amount of work over
a different amount of time.” The equivalent amount of work for other academic activities
includes laboratory work, internships, practica, or studio work.
The college awards academic credit based on work represented in intended learning
outcomes and verified by evidence of student achievement. The award of academic credit
for each course is clearly delineated in the West Valley College Catalog.
Student Learning and Achievement
West Valley College defines learning outcomes at the institutional, program, course,
service and administrative level. Through an Integrated Planning and Resource Allocation
and budgeting process, these outcomes are defined and assessed annually, and form the
basis for program improvement, college goals, decision-making and resource allocation.
The Course Catalog contains a comprehensive statement of educational purpose and
objectives for each of the academic programs offered. Additionally, institutional,
program, and course-level learning outcomes are published, implemented and assessed.
The 2013- 2014 Course Catalog includes published program learning outcomes.
General Education
General education courses have the required breadth to promote intellectual inquiry.
These courses require demonstrated competence in writing and computational skills and
serve as an introduction to major areas of knowledge pursuant to Title 5 of the California
Code of Regulations, §55806. The general education component of programs conforms
to Title 5 §55063 requirements for the Associate Degree and meets the California State
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[West Valley College Self Evaluation Report] March 2014
University General Education breadth requirements and the University of California
Intersegmental General Transfer Curriculum (IGETC) requirements.
The college’s general education curriculum is founded on the college’s institutional
learning outcomes:
Institutional Learning Outcomes:
1.
2.
3.
4.
5.
6.
7.
8.
Critical Thinking and Information Literacy
Quantitative and Qualitative Reasoning
Effective Communication
Technological Competency
Personal Responsibility
Social Responsibility
Global Awareness and Diversity
Creative Problem Solving
All degree programs require a minimum of 25 units of general education to ensure
breadth of knowledge and to promote intellectual inquiry. Mathematics and writing
requirements are also stipulated in the above requirements. The institution’s general
education program is scrutinized for rigor and quality by the College Curriculum
Committee.
Academic Freedom
The college’s faculty and students are free to examine and test all knowledge appropriate
to their discipline or area of major study as ensured by the Board Policy and
Administrative Procedures 4030 on academic freedom. The policy is also contained in the
College Catalog in the Rights and Responsibilities section. West Valley maintains a
collegial climate in which academic freedom exists in the service of student learning.
Faculty
The college employs 167 full-time contract faculty who are qualified under statemandated minimum qualifications to conduct the institution’s programs. Faculty duties
and responsibilities are clearly outlined in the Association of College Educators
Agreement. In addition, the college employs approximately 219 adjunct faculty. The hire
date, name, subject area and degrees of all full-time faculty are published in the West
Valley College Catalog.
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Student Services
Student services are comprehensive and accessible to all students. The array of services is
provided based on the college mission and on the assessment of student needs. The
college maintains a comprehensive list of services in its catalog and on its website.
Admissions
West Valley College maintains an open door admissions policy. This policy is consistent
with the college mission statement, the Education Code, Title 5 regulations, and the
statewide mission for the California Community Colleges.
Outreach and Student recruitment is guided by well-qualified and trained staff whose
position is clearly specified. Awards of grants or scholarships are offered to recognize
accomplishments and to provide tangible encouragement to students who have
demonstrated academic achievement, leadership, community service, and financial need.
Information and Learning Resources
West Valley College is committed to enhancing its learning resources, regardless of
location or delivery method, and continues to improve services to its diverse student
populations. The library collection consists of over 100,000 volumes, 15,000 audiovisual
items, and 81 current subscriptions. The library provides 24/7 access to more than 12
full-text databases/electronic resources and over 13,000 electronic books (e-books)
accessible through the online catalog. Additionally student and staff have access to 18
million titles, 25 million items through the Link+ Consortium. Research guides,
instructional videos, and other information is available on the library website including
“The Last Resort” email research help. West Valley also offers multiple instructional
computer labs for students in specific disciplines.
Financial Resources
The college maintains and documents a funding base, financial resources, and plans for
financial development that are adequate to support student learning programs and
services, to improve institutional effectiveness, and to assure financial stability. The
district maintains reserve funds to protect against financial emergency, and the college
and district maintain conservative fiscal policies to ensure stability.
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Financial Accountability
Annual financial audits are conducted by externally contracted certified public
accountants. The Board of Trustees reviews these audit reports on an annual basis. The
Board may refer audit, budget, and finance matters to the Audit and Budget Oversight
Committee for thorough discussion.
The Audit and Budget Oversight Committee has the following charge:

Ensuring timely completion of the Annual District Audit;
 Overseeing the timely and effective response to outstanding audit findings;
 Ensuring that management maintains adequate internal controls over financial
reporting and minimizing fraud, waste and abuse;
 Maintaining compliance with district policies related to audit or budget;
 and Advising the Board on other fiscal, budget, and operations issues as
necessary.
The financial audit and management responses to any exceptions are reviewed and
discussed in public sessions.
Institutional Planning and Evaluation
West Valley College is committed to creating a culture of evidence as it evaluates and
publicizes how well it is accomplishing its purposes via its mission statement. It has
evidence of planning for improvement in all areas through the campus-wide program
review and student learning outcome assessment processes. The institution assesses the
progress it has made in achieving its goals and uses an evaluation cycle and planning tied
to resource allocation to make decisions for improvement. The culture of evidence
includes but is not limited to:










Goals and Objectives
Student Success Scorecard
Program Review
Student Learning Outcomes
Student Survey
Employee Survey
WVC Fact Book
Student Success (Matriculation) Plan
Student Equity Plan
Student Services Point of Service Survey
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
College Council Agendas and Minutes
Furthermore, West Valley College has an employee dedicated to institutional research
and planning who is responsible for accessing and analyzing data to inform decision
makers about planning, student success, and institutional effectiveness. This data is used
to create the aforementioned reports; there is also a wealth of information available on
the Research and Planning webpage.
Public Information
Regularly updated information about all aspects of a West Valley College education,
including both onsite and distance education, are available to the public through the
West Valley College website, annually published College Catalog, and class schedules
published for each semester. Information includes:


















Official name, address, telephone number(s), and website address of the
institution (See College Catalog, website homepage)
Institutional mission (See College Catalog - p. 3)
Admission requirements and procedures (See College Catalog— p. 174)
Academic calendar and program length (See College Catalog—p.2)
Available learning resources (See College Catalog—p.189)
Course, program, and degree offerings (See College Catalog—p.10, 13-14, 19, 22171)
Degrees, certificates, graduation, and transfer requirements (See College
Catalog—4, 7, 13-17, 22-171)
Names and degrees of administrators and faculty (See College Catalog—194-203)
Campus Map of facilities—including current temporary housing and construction
updates (Class Schedule and online)
Academic Regulations and Rights and Responsibilities, including academic honesty
Academic freedom statement (See College Catalog—p. 174-181)
Student fees and other financial obligations (See College Catalog—p. 173)
Available student financial aid (See College Catalog—p.190)
Refund of fees (See College Catalog—p. 180)
Acceptance of transfer credits (See College Catalog—p.4)
Nondiscrimination policy (See College Catalog—p. 177, 188)
Sexual harassment policy (See College Catalog—p. 172, 188)
Grievance and complaint procedures (See College Catalog—p.185-86, 188)
Names of governing board members (See College Catalog—p.1)
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
Accredited status of the institution; program accreditation or certification (see
College Catalog—p.1)
Relations with the Accrediting Commission
West Valley College adheres to the eligibility requirements, the accreditation standards,
and the policies of the Commission. The college fully agrees to disclose any and all
information required by the Commission (Board Policy 3200, Administrative Procedure
3200). The disclosure of the college to the Commission is always honest, timely, and
accurate in accordance with Commission policy. West Valley College maintains contact
with the Commission through its Accreditation Liaison Officer (ALO).
|Certification of Continued Institutional Compliance with Eligibility Requirements 81
[West Valley College Self Evaluation Report] March 2014
Certification of Continued Institutional Compliance with
Commission Policies
Policy on Distance Education and Correspondence Education
WVC integrates technology-mediated instruction and support services to deliver
rigorous education online and to enrich hybrid and face-to-face courses. Courses
are developed using the WVC Standards and Criteria for Distance Learning. Distance
Education courses offered meet the mission of the college, have clearly defined
student learning outcomes, and are regularly evaluated through the SLO/A
assessment and program review processes; Distance Education goals are
enumerated in the WVC Strategic Plan for Distance Learning. Student work is
authenticated through a secure log-in and password, or other uses of best practices
(e.g. exam proctoring, plagiarism detection services, writing comparisons from
different sources, etc.). Support for faculty and students are available online at the
eLearning webpage. West Valley College informs the Commission of any new
delivery modes, or new degrees, programs, or certificates which 50% or more of
courses are via distance education through the substantive change process.
Policy on Institutional Compliance with Title IV
West Valley College monitors students who receive financial aid to meet the
compliance requirements under Title IV. Information on the WVC Standard of
Academic Progress is available from the Financial Aid Office and also presented at
Orientation.
Policy on Institutional Advertising, Student Recruitment, Representation
of Accredited Status
Regularly updated information about all aspects of a West Valley College education,
including both onsite and distance education, are available to the public through
the West Valley College website, annually published course catalogues, and class
schedules published for each semester. See Public Information for a complete list.
Student recruitment is guided by well qualified staff whose position is clearly
defined. All Outreach activities and materials are aligned with the college mission,
regularly reviewed for accuracy of information, and delivered with integrity.
West Valley College scholarships are designed to recognize accomplishments and to
provide tangible encouragement to students who have demonstrated academic
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[West Valley College Self Evaluation Report] March 2014
achievement, leadership, community service, and financial need. Both internal and
external scholarship information is available through the Financial Aid Office.
Policy on Institutional Degrees and Credits
West Valley College awards academic credit as established in California Education
Code Title 5. Per Administrative Procedure 4020, “A “credit hour” is one hour of
classroom or direct faculty instruction and a minimum of two hours of out of class
student work (15 weeks for one semester or trimester hour of credit) or the
equivalent amount of work over a different amount of time.” The equivalent
amount of work for other academic activities includes laboratory work, internships,
practice, or studio work.
The college awards academic credit based on work represented in intended
learning outcomes and verified by evidence of student achievement. The award of
academic credit for each course is clearly delineated in the West Valley College
Catalog.
Degrees are earned upon satisfactory completion of 60 degree applicable units with
a 2.0 grade average or better. A minimum of 12 units must be in residence and a
maximum of 20 “Pass” units may be applied toward the completion of the associate
degree. West Valley Colleges offers both major specific and liberal arts associate
degrees. Certificates are awarded upon successful completion of courses specific
courses needed to meet industry standards of the desired field of study.
Policy on Integrity and Ethics
West Valley College upholds and protects the integrity of its practices. The college
provides and responds to requests by ACCJC with accurate, complete, and readily
available information. Public information on all aspects of the college is clear,
accurate, and available to all who seek it. This information includes, but is not
limited to: educational programs; admission requirements; student services
offered; athletics programs; tuition and fees; financial aid programs; policies related
to transcripts, transfer of credit, and refunds of tuition and fees; and accreditation
status. Interactions by college-wide personnel with students and prospective
students are conducted with professionalism and integrity.
Administrative Procedures 3050 outlines the Code of Ethics for the district and
college. The Board of Trustees maintains a Conflict of Interest Policy (AP 2710)
which outlines violation resolutions. In addition, the District also holds policies on
Employee Complaints (AP 7355) and Whistleblower Procedures (AP 7700) to assure
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[West Valley College Self Evaluation Report] March 2014
the campus community of a confidential due process of any violations without
retribution. The Student Code of Conduct contains information and consequences
for academic dishonesty, behavior expectations, attendance, and grievance policies
among others.
West Valley College maintains professional and ethical integrity in its site visits by
collegially cooperating with site team members and maintaining an open and
committed external evaluation process; this is achieved by assisting the peer
evaluators efficiently and effectively in performing their duties while providing
accurate readily available evidence of compliance with all policies, eligibility
requirements, and accreditation standards.
Contractual Relationships with Non-regionally Accredited Organizations
Not applicable to West Valley College.
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[West Valley College Self Evaluation Report] March 2014
Responses to Recommendations from the Most Recent
Educational Quality and Institutional Effectiveness Review
Recommendation 1:
The team recommends that West Valley College regularly update and publish collegewide goals, and state the objectives derived from them in measurable terms, so that the
degree to which they are achieved can be determined and widely discussed in order to
improve institutional effectiveness. The team further recommends that district goals be
established and regularly updated to guide the college in planning to continuously assure
the quality, integrity, and improvement of student learning programs and services. Both
levels of goals should be part of an ongoing and systematic cycle of evaluation,
integrated planning, resource allocation, implementation, and re-evaluation.
(I.B.1, I.B.2, I.B.3, I.B.4, I.B.5. II.A.2.e, II.A.2.f, III.A.6, III.B.2, III.B.2.b, III.C.2, III.D.3, V.B.1,
IV.B.1.b.)
Progress made since March 2011
West Valley College has taken deliberate and thoughtful steps to further respond to this
recommendation by reviewing and updating college goals and objectives at annual College
Council retreats in each fall semester. The college goals and objectives are presented and
discussed at the annual retreats and the final, prioritized goals and objectives are
summarized in a document that is circulated college-wide. (R1.1) The stated goals and
objectives are linked to the Educational and Facilities Master Plan (E&FMP) and pertinent
ACCJC Standards are identified in each section. Moreover, the goals and objectives are
quantifiable, responsible parties are assigned, and follow up on the status and
implementation of goals and objectives is shared periodically at College Council meetings.
The restructured methods that West Valley College has implemented since 2009 adhere to
the underlying E&FMP of 2009. College goal development is clearly linked to district goal
development and both processes are connected to a cyclical mechanism of evaluation, the
college’s integrated planning and resource allocation process, and re-evaluation.
The goal development process was institutionalized at West Valley College in the fall of
2009. Since 2009, the College Council has held annual retreat during which the goals and
objectives from the prior year were evaluated for progress made and the goals and
objectives
for
the
incoming
year
were
inaugurated.
During this same period it was recognized that the college’s goals were not impacting
district goals and priorities, but working in reverse. This was viewed as a distinct
shortcoming by the West Valley College President and the President of Mission College.
|Responses to Recommendations from the Most Recent Educational Quality and 86
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Thus, the process of goal development at the district level was thoroughly revamped, as
explained in the next section. As a result of this revamping, the College Council determined
to carry its 2009-10 goals and objectives forward into the 2010-11 year, with minor
modification. Doing so allows a smooth transition to the recently revised district goal
development process and timeline. The planned integration of West Valley College goals
and objectives and those of the district are further explained in the final section of the
Response to Recommendation 1.
In the summer of 2012, West Valley College transitioned to an interim President who then
became the college’s permanent President in the summer of 2013. The President has
continued this effective practice of ongoing goal and objective development, assessment
thereof, and institutional priority development. He ensures that this process is vetted
through the participatory governance process as well as continuing the practice of
providing periodic updates of goal attainment and completion throughout the year.
Most recently, the College Council established college goals for 2014-15 at its retreat held
in November 2013. (R1.2) As is now established practice, these sets of goals and objectives
are informed by the 2009 Educational Initiatives drawn from the Educational and Facilities
Master Plan and the most recent set of annual program reviews from 2013. The next
annual program reviews are slated for completion during the latter stages of 2013. (R.1.3)
West Valley-Mission Community College District Goal Development Process
To help implement this annual review process and to stimulate the development of
measurable objectives for the District Goals, the Board established an ad hoc committee on
District Goals in 2009. The Ad Hoc Committee membership included two trustees, a
student trustee and a college president serving as staff to the committee. The Ad Hoc
Committee met several times over four months and developed the following Process and
Timeline for District objectives.
The Ad Hoc Committee then forwarded a recommended list of objectives and a timeline for
annual review to District Council for a first reading on April 29, 2009. District Council
approved the recommended objectives on May 13, 2009. The 2009/2010 District Goals and
Objectives were formally approved by the Board on July 16, 2009.
In 2010, the Board President appointed a Task Force composed of two trustees to review
implementation activities aligned to 2009/2010 District Goals and the District goal-setting
process. On June 28, 2010, the Task Force met with the Chancellor, the two College
presidents, and the Special Assistant to the Chancellor.
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At that meeting, a report on activities undertaken by staff throughout the district to
implement District Goals was reviewed and discussed. Most goals of 2009-10 had either
been achieved or substantially met during the past year. (R1.4) The Task Force also
considered the process and timeline for annual development and review of District Goals.
The conclusion was that the schedule did not allow for the establishment of goals far
enough out to allow for real planning and implementation at the district and college level.
It was the recommendation of the Task Force that future District Goals development follow
the below timeline:
Process and Timeline for Annual Development
and
Review of District Goals/Objectives
November/December
 Colleges and District Services undertake process to develop
and approve goals for succeeding year.

January
College and District participatory governance groups generate
and forward to the District Council recommendations on:
a) continuation of current District Goals/objectives into
succeeding year;
b) modification of current District Goals/objectives for
succeeding year; and/or
c) New District Goals for succeeding year.
 District Council establishes District Goals/objectives for
succeeding year. The goals developed by the Colleges and
District Services are used to inform the District Council in the
development of District Goals/objectives. First and second
reading of District Goals/objectives by District Council.
 First report to the Board of Trustees on progress to date on
current year District Goals/objectives.
February
 Board review and action to approve the District Goals/objectives
for the succeeding year.
 Approved District Goals/objectives are used to inform the
budget development process for the upcoming year.
June
 Final report to the Board of Trustees on progress to date on
current year District Goals/objectives.
The District Goal development process and timeline outlined above substantially supports
college accreditation standards by linking budget allocations to program planning and
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strengthening the role of the Board of Trustees in the annual budget development process.
On an annual basis, in the late fall, the colleges and district commence the District Goaldevelopment process through participatory governance structures. Goal identification
starts with the review of current year goals with the objective of setting District Goals for
the succeeding fiscal/instructional year.
In the early spring, the District-level planning body, District Council, meets to develop the
first reading of proposed District Goals, which are based on the goals developed at each
college and District Services. A first report is made to the Board of Trustees on progress to
date on current year goals. At this time, the Board is also advised on the process and
tentative goals to be recommended for the succeeding year. In February, Board is
positioned to review and take an action to approve District Goals. Approved District Goals
become drivers for the district’s annual budget development process for the upcoming
fiscal year.
In June of each year, a final report on District Goals is presented to the Board. This process
now aligns program planning based on Program Review outcomes to budget allocations,
and links to distinct education, facilities and budget planning activities district-wide.
Further, this process enables early Board member participation in the initial conversations
on district’s goal identification and the final action on adopting District Goals.
The Board of Trustee’s degree of involvement in the district’s Goal development process is
clearly delineated. The Board may provide goals for consideration. Board members are
encouraged to participate at several stages of District Goal development process. First, in
the November/December stage, Board members may address current year goal attainment
challenges and/or the identification of succeeding year goals based on outcomes of
individual meetings with administration, members of participatory governance
committees, and/or Board’s town-hall meetings that occur once in each semester with the
district-wide employees at large. Second, in January of each year Board members are asked
to reflect on current year events and actions when the District Goals progress report is
made at a regular Board meeting. Third, the Board is asked to approve succeeding year
Goal statements in February. Finally, the Board-approved District Goals become a platform
for the annual Board Budget Study Session to be held in mid-February. Consequently, a
direct link is established for District Goals to be the driver for budget development and
revenue allocation to accomplish specified objectives. The Board of Trustees selfevaluation and the Chancellor’s goal are now framed by the District Goals. The revised
timeline for the development of the district goals e was accepted by the Board of Trustees
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on August 3, 2010, providing a solid roadmap for the district-wide planning process which
was successfully enacted in time for the 2011-2012 academic year.
So as to ensure a quality, continuous, and data-driven district-wide planning process, the
district contracted with the College Brain Trust (CBT; formerly the California Collegiate
Brain Trust, or CCBT) (R1.4) to assist the district in the development of a Strategic Longrange Plan. The purpose of the plan is to further delineate the use of:



college-level program review and its inputs
the use of more comprehensive and data-intensive enrollment projections
and, the identification of specific instructional programs that may better serve the
projected student bodies of the colleges between 2011-12 through 2016-17
(including the roles of technology, facilities improvements, student services and the
resources needed to implement the identified instructional program opportunities
The Strategic Long-range Plan reviewed the array of goals and objectives and related
planning documents produced by the colleges and the district over the last several years.
In addition, the District’s Land Corporation policies that pertain to the support of the two
colleges, as well as each college’s Educational and Facilities Master Plans and educational
program planning documents were carefully reviewed by the College Brain Train Trust. For
example, roles of technology, facilities improvements needs and connection to teaching
and learning and student success, student services, and general resource needs, and
opportunities for instructional programs were some critical opportunities reviewed for the
district’s long-range strategic planning.
Integration of College and District Planning and Resource Allocation
The two restructured processes described above link development of college’s goal and
objectives to District Goal development. This now occurs as a systemic and ongoing
practice where the college goals from both West Valley College and Mission College inform
District goals. As a result, budget development and resource allocation at the district level
and the college level are framed by the District’s Goal development.
Parallel to the District’s Goal development process refinement, West Valley College
strengthened its overall institutional planning process by completing a clearly delineated
Integrated Planning and Resource Allocation process as part of the college’s Institutional
Effectiveness framework. Student Learning Outcome and its assessment information
along with Program Review data are now reviewed by the Budget Allocation Resource
Council (BRAC) which reports directly to the College Council beginning spring 2014. The
Integrated Planning and Resource Allocation process is further explained in relevant
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sections of this Self Evaluation report. In summary, the college developed an ongoing and
systemic cycle of evaluation and improvement process. In collaboration with the district
and Mission College, the district also successfully addressed this recommendation.
Evidence
R1.1
WVC Goals and Objectives
http://www.westvalley.edu/committees/Accreditation/
goals_objectives.html
R1.2
2014 – 15 Goals and Objectives
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/Goals_Objectives_20
14-2015.pdf
R1.3
Master Program Review and
Assessment Calendar
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/Master_Program_Re
view_and_SLO_Assessment_Schedule_01-072014_External.pdf
R1.4
College Brain Trust Report
http://www.westvalley.edu/commitees/Accreditation/2
013/evidence/1b/ccbt_report.pdf
Recommendation 2
The team recommends that West Valley College formally and systematically evaluate the
new program review process so that improvements can be made, as necessary, to ensure
the effectiveness of this ongoing planning and resource allocation process. The team
further recommends that developing and assessing student learning outcomes be
effectively evaluated through established means, such as the program review process.
(I.B.6, I.B.7, II.A.1.c, II.A.2.e, II.B.4, II.C.2)
Progress made since March 2011
Establishment and Inception of the Integrated Planning Process: Institutional
Effectiveness
Since the midterm recommendation, the college immediately began ensuring that the
Program Review and Student Learning Outcome and Assessment (SLO/A) processes are
clearly defined and established throughout the college. (R2.1, 2) The Program Review and
SLO/A committees met regularly and fine-tuned each process and ensured that ACCJC
required institutional performance for both areas were met by its deadlines. As a
consequence, the status West Valley College’s Program Review achieved the “Sustainable
Continuous Quality Improvement” level by fall 2012 and SLO/A reached the “Proficiency”
level by the same semester, followed by a successful submission to and score received by
ACCJC on the March 15, 2013 Annual SLO/A report. (R2.3)
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The college continued its effort to formulate a systemic and formal planning process based
on the accomplishments made in the Program Review and SLO/A processes. During the
2012-13 academic year, the college created a formal Institutional Effectiveness
organizational framework (R2.4) and priority through the participatory governance process
where Integrated Planning and Resource Allocation is identified as one of the three major
priorities of the institution. Within this formal institutional framework, the college
established an Integrated Planning and Resource Allocation Leadership Team to further
develop an integrated institutional planning and resource allocation process. The
Integrated Planning and Resource Allocation Leadership Team, facilitated by the Vice
President of Instruction, consists primarily of key players/chairs from the Program Review
Committee, Student Learning Outcome/Assessment (SLO/A) Committee and Vice President
of Administrative Services. In addition, members who represent critically important
components to this planning process complete this leadership team including the Dean of
Instruction and Student Success and the Director of Institutional Research and Planning.
The Integrated Planning and Resource Allocation Leadership Team met semi-monthly
during spring 2012 and continues to meet, providing information to constituency groups
and soliciting feedback from them which led to a successful development and
implementation of a formal and systematic Integrated Planning and Resource Allocation
process for the college in fall 2013. The Integrated Master Program Review and SLO/A
Schedule (R2.5) for the college was developed in spring 2013, so each department,
program, and/or service can plan systemically their evaluation process based on the West
Valley College Integrated Planning and Resource Allocation Concept Map. (R2.6) In fall
2013, participatory governance and constituency groups endorsed the Budget and
Resources Advisory Council (BRAC) as part of the Integrated Planning and Resource
Allocation process who reports to the College Council. (R2.7) The BRAC completes the
college’s Integrated Planning and Resource Allocation process by reviewing and analyzing
SLO/A and Program Review data submitted using an established criteria, that is driven by
the college’s mission, goals and objectives, and priorities, and determine resource
allocation. Since fall 2011, the college prioritized the Integrated Planning and Resource
Allocation process development in conjunction with the Accreditation process resulting in
presentations to the entire college community at every All College Day (Flex day). (R2.8)
The Spring 2014 All College Day will focus solely on the preparation for the Accreditation
visit where the Integrated Planning and Resource Allocation process will take an important
part of the day. In February 2014, the Integrated Planning and Resource Allocation
Leadership Team, along with the Program Review and SLO/A/ A Committees and BRAC,
plans to have a robust orientation for the college community introducing and providing
direction, resources, and support for a successful evaluation process for the college.
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Program Review and Student Learning Outcome Assessment
In 2011, the Program Review Committee Chair (a faculty member) and the Program Review
Committee (faculty, classified staff, and administrators) revised the program review
evaluation and improvement process. These changes in the 2011-12, 2012-13, and 2013-14
program review questionnaires reflect the college’s focus on establishing the critical
connection between student learning outcome assessments, program reviews, budget
planning, and resource allocation decisions so programs can request and receive funds to
address important student learning instructional and service needs. (R2.9)
Previous to 2011, not all departmental faculty and student service members were actively
involved in the program review process.
However, since 2011, program review
questionnaires were sent to all faculty department chairs encouraging them to view
themselves as “program owners” and inviting them to engage collaboratively with
department faculty and staff members in completing program review questionnaires. As a
result of this departmental engagement, serious and thoughtful conversations about
course, program, and pedagogical improvements focused on student achievement and
success have occurred and results have been implemented. This productive dialogue
among department faculty, staff and administrators has fostered inclusiveness, collegiality,
and an internal peer review process. Upon completion of the submission process, Program
Review Committee members read all submissions, assess them for completeness and
substance, and provide feedback as needed. This iterative process continues to improve
program review content, thus leading to more relevant questions and dialogue for each
cycle.
In order to continue evaluating and refining the review process, the Program Review Chair
seeks ongoing feedback from constituency groups, such as the Academic Senate, the
Division Chair Council and the Program Review Committee. The feedback is reviewed and
incorporated into each subsequent round of program reviews.
The program review process enables departments to annually audit and review their
program’s course, program, and institutional level SLO/A and assessment activities.
The program review questionnaire asks program owners to answer specific questions
about their student learning outcome and assessment results. The Student Learning
Outcome and Assessment committee, in conjunction with the Office of Instruction and
with the support of the Academic Senate, assists faculty and staff members as they assess
course level, program level, and institutional level student learning outcomes. The Student
Learning Outcomes & Assessment leadership team provides periodic updates to the
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Academic Senate, consults with the Division Chair Council, and advises and receives
feedback from the Vice President of Instruction. Currently, the Program Review Committee
is in the process of revising the questions relative to resource need so as to create a strong
synergy with the newly established BRAC.
Curriculum Development and Student Learning Outcomes/Assessment
The college successfully keeps up with rapidly changing curriculum related legislative
mandates and Title 5 regulation changes. Whenever a new course or program is proposed,
or an existing course or program is revised, it is submitted to the Curriculum Committee for
approval prior to Board and state approval processes. All current and active courses are
housed in CurricuNet where each course outline of record (CORs) includes a clearly stated
student learning outcomes and assessments. (R2.10) Every new course that is submitted
through the Curriculum Committee review process is required to have clearly stated
student learning outcomes and assessments in its course outline of record and proceed
through the established course approval process per the California Community College
Program and Course Approval Handbook (PUCAH). (R2.11) The integrated Master Program
Review and SLO/A Schedule provides information for faculty concerning when an SLO/A
needs an update based on the assessment results and discussion held. The SLO/A review
process is also coordinated with the required two-year course revision for CTE courses and
five-year cycle for the non-CTE courses. Institutional Learning Outcomes (Institutional Core
Competencies) were approved by the Academic Senate in the spring of 2010 and have
been included in all subsequent catalogs. West Valley College’s Institutional Learning
Outcomes ILOs) indicate the college's core competencies, and they originate from the
college’s mission, values, and commitment to student learning and success. The ILOs
represent the outcomes a West Valley College student will achieve upon successfully
completing a West Valley College education.
The college submitted its March 15, 2013 ACCJC SLO/A report which demonstrated that the
college fulfilled the Proficiency Level for Institutional Effectiveness for SLO/As and
assessments. The report of March 2014 will demonstrate that the college has now
achieved the Sustainable Continuous Quality Improvement for SLO/As and assessments.
SLO/As and assessments are in place for all courses, programs, and degrees. Assessment
results are used to improve instructional and student service areas and to inform program
review, budget planning and resource allocation.

A new SLO/A & Assessment webpage developed by the SLO/A & A Committee
features easy to access course and program assessment tools, guiding questions for
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



assessment discussions, and the Master Program Review and SLO/A & A schedule.
(R2.12)
The institutional dialogue about SLO/As and assessments is leading to effective
decision making, and resources are appropriately allocated to continue SLO/A
assessment processes and other college-wide improvements.
A Master Program Review and SLO/A Assessment schedule is posted on the SLO/A
webpage and this document informs faculty department chairs and student service
department chairs regarding which assessments need to be completed each
semester.
SLO/As are aligned with PLOs and ILOs so that all learning outcomes map to the
highest level of learning.
Program level outcomes and Institutional Learning Outcomes are published in the
college catalog in order to increase student awareness of course and program
purposes.
Substantive progress has been made since the March 2011 recommendation in regards to
Program Review, SLO/A, and establishment of the college’s Integrated Planning and
Resource Allocation process that is formal and systematic. Progress can also be confirmed
by the college’s successful achievements in meeting the ACCJC’s institutional performance
goals both for Program Review and SLO/A. The college requested of ACCJC for a scorecard
for the March 15, 2013 West Valley College Annual SLO/A report result which indicates
high scores on most of the categories and above average scores on other areas.
Evidence
R2.1
Program Review Committee
http://westvalley.edu/committees/program-review/
R2.2
Student Learning Outcomes and
Assessment Committee
http://www.westvalley.edu/committees/Student_Learn
ing_Outcomes/
R2.3
March 15, 2013 SLO/A Report
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/March_15_2013_SLO
_Report_Final_Final.pdf
R2.4
Institutional Effectiveness
Framework
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/Institutional_Effectiv
enss_SS_Team_11-6-12.pdf
R2.5
Master Program Review and SLO/A
Assessment Schedule
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/Master_Program_Re
view_and_SLO_Assessment_Schedule_01-072014_External.pdf
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R2.6
Integrated Planning and Resource
Allocation Diagram
http://www.westvalley.edu/committees/Accreditation/i
ntegrated_planning_diagram.html
R2.7
Budget and Resource Advisory
Committee
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/brac_12_17_13.pdf
R2.8
All College Day Presentation re:
Accreditation and Integrated
Planning and Resource Allocation
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/ACD_Integrated_Pla
nning_Presentations/
R2.9
Program Review Questions
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/fillable_pdf_docume
nt_instructional.pdf
R2.10
Course Outline of Record: Art 31 A
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/2a/art_31a_cor.pdf
R2.11
Program and Course Approval
Handbook
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/Handbook_5thEd_B
OG_Approved.pdf
R2.12
Master Program Review and SLO/A
Assessment Schedule
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/Master_Program_Re
view_and_SLO_Assessment_Schedule_01-072014_External.pdf
Recommendation 3
The team recommends that the college implement elements of program review to ensure
evaluation of distance learning courses and to ensure instruction is comparable to that of
traditional instruction.
Progress Made Since March 2011
State and Federal regulations relative to distance learning have drastically changed since
the mid-term recommendation was made. West Valley College addressed the assurance of
evaluation of distance learning courses in two primary ways: through a thorough and
stringent review and approval of a separate Distance Education section of the course
outlines and program review that include questions to help faculty assess effectiveness of
distance learning courses in terms of student success. (R3.1, 2) In addition, the college’s
Distance Learning Committee led the incorporation of the new regulations: the State
Chancellor's Office Distance Education Guidelines of 2008 and the U.S. Department of
Education (DOE), new “Program Integrity” regulation of 2010, into their goal and
developed a recommended resource guide – “check list” – as a mechanism to assure the
college’s distance learning course standard and rigor. (R3.3) The co-chairs and Distance
Learning Coordinator went through key participatory governance committees such as the
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Academic Senate, Curriculum Committee, Division Chairs Council and Student Services
Council and shared how the check list can be effectively used to ensure quality distance
learning instruction.
As part of the program review process, departments evaluate their distance education
courses and take steps to ensure that distance education instruction is comparable to that
of traditional instruction. The Distance Learning Committee leads quality assurance for
distance learning which is based on the state and federal regulation mandates: State
Authorization, Correspondence or Distance Education, Last Day of Attendance, and Student
Authentication. (R3.4)
State Authorization
According to the DOE's regulations for maintaining program integrity, colleges that offer
distance education to out-of-state students must acquire authorization from the state
where the DE student resides. This authorization is also required for the student to receive
financial aid. The college currently does not have a large number of our-of-state DE
learners; however, the college is in the process of reviewing and tracking data of out-ofstate students who have taken WVC DE courses and what possible State Authorization
Reciprocity Agreement (SARA) can be established with these states.
Correspondence vs. Distance Education
In response to the DOE's clear distinction between correspondence and distance
education, the college developed guidelines for faculty via the Distance Learning
Committee so that all WVC DE courses will fulfill requirements for regular and substantive
interaction between students and the instructor. The college has established the following
process for DE faculty to follow:
•
•
When a faculty designs or revises a course in CurricUNET, the course must fulfill
curriculum committee and DE coordinator requirements for regular and effective
student content. This is detailed in a the DE screen in CurricUNET (R3.5)
The DE committee has designed and disseminated an "Online Learning Checklist"
for all DE faculty members. The checklist was vetted at the Academic Senate and
the Division Chair Council in the fall of 2013. This comprehensive checklist guides
DE faculty on how to fulfill student authentication requirements, write an organized
syllabus with relevant course content, and provide a means for establishing regular
and substantive interaction with students. (R3.6)
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Last Day of Attendance
It is important for all faculty, and DE faculty in particular (due to the nature of online
instruction), to keep track of students' last day of attendance (LDA) for financial aid
purposes. DE faculty can comply with this requirement by monitoring students' activity
and ensuring students' regular and substantive engagement in the course. If a student has
stopped participating in a DE course, the DE faculty member informs the student that they
have five days to complete the missing work or they will be dropped from the course. If a
student fails to respond to this request, the faculty drops the student from the course and
the student cannot receive financial aid. (R3.7)
Student Authentication
The college complies with the Higher Education Opportunity Act of 2008 which requires
institutions to verify the identity of students who participate in courses by using a secure
login and pass code. The college's Angel Learning course management system has a
password protected login as well as the following statement for every student who signs in:
Through the entry of my username and password, I affirm that I am the
student who enrolled in this course. Furthermore, I affirm that I understand
and agree to follow the regulations regarding academic integrity and the
use of student data as described in the West Valley Mission District Student
Code of Conduct that governs student rights and responsibilities. Failure to
abide by the regulations may result in disciplinary action up to expulsion
from the college. (R3.8)
In addition to the 2011 recommendation, West Valley College took a significant leap to
proactively implementing recent state and federal regulations on distance learning as its
goals and primary focus for the college’s distance learning standard. Program Review,
Curriculum
process,
and
Distance
Education
Committee guidelines and checklist provide multiple opportunities for faculty to evaluate
the quality, rigor, and compliance of distance learning courses which are comparable to
face-to-face courses.
Evidence
R3.1
Distance Education Approval Form
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/2a/de_addendum_form.png
R3.2
Program Review; Instructional Form
http://www.westvalley.edu/committees/programreview/documents/Documents_And_Files/2013/fillablepdf-document-instructional.pdf
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R3.3
Online Learning Checklist
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/Online_Learning_Che
cklist_inal_Nov.6-2013.pdf
R3.4
Current Hot Topics in California
Distance Education
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/Hot_Topics_for_DE_
Conveying_the_Importance_Updated_12-10-2012.docx
R3.5
Distance Education Approval,
Course Outline of Record
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/2a/de_addendum_form.png
R3.6
Online Learning Checklist
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/Online_Learning_Che
cklist_inal_Nov.6-2013.pdf
R3.7
Last Day of Attendance Policy
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/2014_winterspring_schedule_pg17.pdf
R3.8
ANGEL Login
http://wvmccd.angellearning.com
Recommendation 4
The district and the College constituencies need to develop a plan to address the impact
of the reduction in fiscal resources caused by the apportionment penalty assessed on the
District this past year. Any fiscal impact that may affect the on-going ability of the
College to carry out its mission must be shared with the Accrediting Commission. (III.2.a,
III.2.d, E.R. 17)
Progress Made Since March 2011
As West Valley College nears its fiftieth anniversary, the college and the district continue to
exhibit solid fiscal health. Although the impact of the apportionment penalty caused by
“Hours by Arrangement” (HbA) was certainly significant, conservative planning at both the
district and college levels allowed operations to continue without significant disruption.
The apportionment penalty was fully resolved through the apportionment recalculation
report for Fiscal Year 2010-2011 and since that time has not proven to be an impediment.
The college has successfully cleared the state audit specifically on HbA to this date. (R4.1)
In addition, faculty, through the Curriculum Committee, removed all existing HbA portions
of instruction and replaced it with regularly scheduled lab work, revision of the entire
course outline to augment units, and/or simply decided to focus on existing lecture
instruction. As of spring 2013, the college has no courses with HbA instruction.
Of more relevant significance to the college’s budget was the serial reduction of state
funding from 2009 through 2012. Within the district, general apportionment revenue is
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allocated via a model based upon SB361, with Mission College receiving approximately 47%
and West Valley College receiving 53%. Thus, any changes to the district’s overall revenue
proportionately affect both colleges. “Workload reduction” caused the college to reduce
FTES goals, and thus the associated apportionment revenues, affecting the number of
students served by the college through reductions in the number of class sections
scheduled. In Fiscal Year 2010-2011, the district’s FTES goal was reduced 6.20%, from
17,504 to 16,348. In FY2011-2012, another workload reduction of 2.10% further reduced
FTES to 16,098. Though, this was a statewide issue, not unique to West Valley College or to
the district, the college was able to maintain its commitment to the college’s mission by
continuous careful budget monitoring, expense reductions, and conservative fiscal
management.
Most recently as of the end of Fiscal Year 2012-2013, West Valley-Mission Community
College District (WVMCCD) has entered “Basic Aid” status. This change in fiscal status has
roots in several factors: very significantly, local property tax revenues have increased due
to the rebounding housing market and improving economy. Greater numbers of property
transfers and increasing housing values have pushed property taxes higher, and county
assessors are also able to reset their property tax rates under “Prop 13” rules.
Redevelopment Agency disbursements added to property tax revenues proved to be the
final factor allowing the district to achieve basic aid status in FY2012-2013.
Changes in the local economy also play a role in the district’s maintaining basic aid status.
Apparently common to our neighboring community college districts, West Valley College’s
FTES has been declining. Had the district not been in basic aid status, the district would
now be on “stability funding” as a result of FTES reported for Fiscal Year 2012-2013. The
district’s FTES goal had been set to 16,098 FTES for FY2011-2012 and FY2012-2013. For
FY2013-2014, the goal was reduced by 200 to 15,898 FTES; for FY2014-2105, the goal was
further reduced to 15,748 FTES.
The changes in FTES for the current and next fiscal years are very deliberate, reflecting the
realities of changing demographics in the communities served by the college. Accordingly,
the district and both colleges have, for approximately eighteen months, engaged in a fully
participatory dialog toward reorganizing the entire institution to be responsive to:
Reflecting the Student Success Act of 2012’s mandates to serve students; “Rightsizing” the
college and district operations reflecting the planned enrollment levels; and maintaining an
enrollment that results in a stable revenue stream and budget based upon retaining basic
aid status year-over-year.
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In the February 23, 2009 Follow-up Report, West Valley College asserted that it did not
foresee a continuing fiscal impact to negatively affect the on-going ability to carry out its
mission. Today it can be said with certainty that the fiscal concern expressed in
Recommendation 4 has been resolved; the college and district are fiscally stable and able
to meet applicable accreditation standards. Continuing fiscal urgencies at the state level
are ever present. However, the college and district have developed improved strategies for
handling the vicissitudes and have a clear focus on strategically planning and managing
enrollment to maximize access to education while maintaining the college’s fiscal health.
The following sections detail the efforts the college has made to achieve these positive
results.
Recovery from the Apportionment Penalty
In 2009/10 and the first half of 2010/11 the college experienced substantial enrollment
increases. This was largely attributable to a combination of factors common throughout
California that drove students to the community colleges. These included double-digit
unemployment, large numbers of returning veterans and system-wide reductions within
the UC and CSU systems. Another important contributing factor at West Valley College and
Mission College was responsiveness to a set of California Collegiate Brain Trust (CCBT)
recommendations as to how the district could reduce its costs, while maximizing revenue
through a district wide organizational review. (R4.2) The review set into motion a number
of coordinated activities that resulted in curriculum revisions and enrollment management
practices that yielded better efficiency, concomitant with the enrollment increases. Both
Colleges successfully restored all enrollment funded through the state’s “stability funding”
mechanism and have had measurable growth in FY2010 to FY2011. This has occurred
despite the state’s implementation of “workload reduction” further described below.
The State Economy and Workload Reduction
As the college was preparing for the 2009-10 Academic year (FY10), the State underwent
serious fiscal challenges. The 2009-10 Budget Act required the State Chancellor’s Office to
adjust each district’s base workload measures commensurate with the reduction in general
apportionment revenues. Initially, districts were notified of workload reductions in August
2009 at the statewide budget workshops. Workload reduction estimates were based on
2008-09 P2 funded FTES figures. The State Chancellor’s calculation of the statewide
workload reduction equaled $192 million, which translated into a 3.39 percent reduction to
each district’s total computational revenue.
Additionally, many of the categorical programs underwent a series of budget reductions at
the state level (32% to 100%) with the expectation that they would be partially restored
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with one-time federal backfill funding from the American Recovery and Reinvestment Act
(ARRA). As the final budget came to fruition, most categorical programs were backfilled by
only a fraction of available ARRA funds. West Valley College was the beneficiary of
approximately $380,000 of the $35M distributed among the 112 colleges.
The college’s participatory governance councils maintained responsibility for
communicating information to constituent groups about the effects of the 3.39% workload
reduction and severe reductions to categorical programs. Most communications originated
from the President’s Office and via the College Council, which includes in its membership
the Academic Senate President, Classified Senate President, SEIU representative, the Vice
Presidents, delegates from the Division Chair Council, Student Services Council and the
Student Senate). The Student Services Council and the Division Chair Council were most
actively involved in the implementation of workload reduction and categorical fund
reductions and continuously relayed information to the College through posted meeting
minutes and updates made to the College Council.
The District’s Budget Reduction & Enrollment Restoration Plan
The district adopted implementation strategies from the college’s existing plan and
recommendations from the CCBT organizational review. Each college worked with the
Chancellor’s office to develop an overarching reorganization plan and implementation
matrix. The college’s vice presidents worked within the participatory governance structure
of the college to implement many of the strategies that helped the college increase
efficiencies in instructional and service areas. This is a brief summary of the process:
During the stability funded period for the district (FY09 and FY10), each college
implemented a curriculum revision process to ensure that attendance accounting methods
met the State Chancellor’s requirements. This process included working with the respective
Performance Goals Committee and training department and division chairs.
Each college developed rational, criteria-based processes for determining which vacant
positions should be restored. The college’s vice presidents and the participatory
governance bodies apply this system when deciding whether to restore or refill positions.
To the extent possible, job functions are reorganized to existing staff in order to avoid
reductions to critical service levels and the quality of instruction.
The district extended a rational and fiscally responsible early retirement plan to help
reduce costs. Furthermore, most of the District’s bargaining units assisted in reducing costs
by negotiating salary reductions and medical cost caps.
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Participatory governance groups at the college and district were regularly informed and
provided input about fiscal changes. The primary committees involved in this process were
the District Budget Advisory Committee, the District Council, the College Council, the
Division Chair Council, and the Student Services Council. These councils were provided
clear and consistent information from state, district, and college level perspectives and
helped regenerate the apportionment lost from disallowed enrollment in courses
containing To-Be-Arranged hours of instruction (TBA; also known in the WVMCCD as
“hours by arrangement” or HBA).
College Improvements in Course Scheduling & Budget Reduction Planning
During the end of FY2009 and FY2010, the College Council considered possible
implementation strategies in order to meet the CCBT organizational review
recommendations. The implementation strategies recommended by the College Council
were formulated from comments, suggestions, and ideas solicited throughout the campus
community. The strategies flowed up to the District Council as part of a district wide
planning matrix. From the matrix, each college was aware of the progress made in the
organization. These are the main strategies the college deployed:
College’s Performance Goals Committee (PGC)
The PGC is led by the vice president of instruction and the Vice President of Administrative
Services and is composed of the division chairs. This is the group responsible for
establishing the college’s enrollment goals and course offering plans for the academic year,
which coincides with the fiscal year. Through department and division chair training, the
PGC facilitated the restoration process by adopting a revised enrollment planning
worksheet that sets the enrollment plan for the following years. These plans took into
account the myriad of curricular revisions either made or in process in response to Title 5
regulations and other state advisories apropos to HBA. Since FY09, the work of the PGC has
helped the college and the district to meet and exceed enrollment goals in order to attain
restoration and efficiency goals in compliance with the district’s budget reduction plan.
Ongoing Processes & Planning for Staff Reductions during FY2009 to FY2011
The college reduced its operating budgets by carefully and thoughtfully reorganizing vacant
positions and functions within the college, while attempting to meet the needs of the
service areas and instructional programs. Functions once carried out by individuals in
vacant position were realigned to the highest priorities of need, or eliminated through
attrition. Several classified staff and one administrator at the college received layoff notices
in 2010, as a result of the budget reduction decisions made at the college or through the
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exercise of reemployment rights most of those individuals have returned to employment.
In the end, the college’s costs were reduced, and the district’s budget was balanced in
FY2010 and FY2011.
College Council’s Budget Reduction Process for FY2011 Budget Development
As FY2010 progressed, the college restored its enrollment by following the CCBT
recommendations, responding to enrollment demands, and implementing the PGC
enrollment management plan. Once the college was fiscally at par with most other
districts, and as it was preparing to develop the FY11 Budget, the College Council had to
adopt a budget reduction plan for FY11 in order to deal with the State’s substantial fiscal
challenges.
Related Details Concerning the CCBT Organizational Review and Implementation
Plan Matrix
Based on the CCBT recommendations that had been published in late-2008, a
comprehensive organizational review was undertaken to identify ways for both colleges to
reduce costs while continuing to provide students with an excellent education. The review
resulted in over 130 recommendations that were assigned to each college vice president in
a planning “matrix.” Updates regarding the organizational review were provided
periodically, and throughout the process to District Council and other constituent and
leadership groups. By late 2010, nearly all of the recommendations had been addressed
and completed. At West Valley College the planning matrix focused on three main areas,
shown below.
Implementation Plan & Outcomes for Instruction- The basic implementation plan to
address the CCBT recommendations pertinent to instructional programs began by (a)
refining the collection and distribution of enrollment data; (b) reviewing the division chair
structure to see whether a “dean’s structure” would be more “efficient” or “cost effective”;
and (c) reviewing all academic programs in order to decide which underperforming
programs would be placed on “academic watch” or considered for discontinuation.
Through this process the Office of Instruction, in concert with the Academic Senate,
curtailed some course offerings and restructured the curriculum and certificates in the
programs.
Implementation Plan & Outcomes for Student Services- Student Services developed a
reorganization plan in conjunction with the 2010 Budget Act and the substantial loss of
funding for categorical programs, such as Matriculation, EOP&S and Disabled Students.
Part of the reorganization plan was to eliminate the dean of matriculation position. The
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dean of matriculation’s function is now absorbed by the dean of student services position.
A reclassification of the admissions and records director was imperative to help validate
enrollment data in accordance with Title 5.
Implementation Plan & Outcomes for Administrative Services - There has been a
coordinated effort between the District and Colleges. First, when there was a retirement in
the Printing Services department, the position was eliminated to help with the 2010-11
reduction plan. Existing positions were reorganized and a confidential employee became a
supervisor to help manage administrative services (including printing). Second,
administrative processes have been refined within the district office to reduce
redundancies. Administrative functions that support student services and instructional
divisions are more successful and efficient.
In summary, responding to the recommendations from the California Collegiate Brain Trust
(CCBT) has served the college well as it assisted the college to address all ACCJC
recommendations from the last Accreditation cycle of 2007 and the midterm in 2011.
Since the midterm in 2011, the college continued to weather through state-wide fiscal
challenges via transparent participatory governance process throughout the college and
the district. The course offerings have been reviewed and shifted to support student
success by the work of Performance Goals Committee, Division and Department Chairs in
concert with the Student Success Act of 2012 and California Community College mission.
Curriculum has been aligned with the state inventory, course outline of records, and the
catalog revisions have been regularly made particularly to remove the HBA portion of the
instruction. All components inform the college’s budget planning process and allow the
institution to carry out its mission.
Evidence
R4.1
State Audit of HbA
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/State_Audit_of_HbA.
pdf
R4.2
CCBT Report
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/ccbt_report.pdf
Recommendation 5
The college constituencies work with the District administration and the Board of
Trustees to establish district wide goals that address the quality, integrity, and
effectiveness of the educational programs. These district wide goals need to be
incorporated into the strategic planning process of the College as recommended by the
previous visiting team. (IV.B.1, IV.B.1.c. 1. B.2., I.B.4)
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Progress Made Since March 2011
As thoroughly described and detailed in the responses to Recommendation 1, the Board of
Trustees revised the district’s goal development process in August 2010 to allow for college
planning informing district-level planning through this annual process. The connection
between the two processes has been strengthened principally through an adjustment of
timelines and coordination of college’s annual goals and objective setting with those of the
district. (R5.1) That is, through the college’s participatory governance process, annual goals
and objectives for the subsequent year is now established each fall. In January of each
year, the district’s participatory governance process will then utilize the outcome of the
college’s fall planning efforts to establish district goals for the upcoming year. This process
allows for a clear linking of college goals to district goals and connects planning in a more
systematic and timely way to resource allocation through the annual budget development
process.
The District Goals (R5.2), which were approved by District Council in May of 2013, were
informed by the college's goals and objective development and planning discussion which
took place on November 30, 2012 at the college's annual College Council Retreat. (R5.3)
The 2013-14 District Goals consist of the following:
"Support college initiatives to improve educational goal attainment across groups; Comply
with ACCJC standards; Increase professional development; Expand external partnerships;
Improve District-wide technology use; Establish a process for creating District goals with
appropriate
metrics;
and
Maintain
financial
stability.
With a streamlined and well-coordinated District Goal development process that is
informed by the goals from the colleges, the District's goals stem from the college's
Integrated Planning and Resource Allocation process (R5.4) which encompasses critical
analysis of the results from program reviews, student learning outcome assessments, and
budget and resource allocation process. (R5.5)
The colleges and the district successfully developed a comprehensive process for the
District-wide goal and its development process. It has been vetted through the college and
the district’s participatory governance process supported by the Board of Trustees. The
college’s goals are to be coordinated with the District-wide goal setting timeline and
framework described in the responses to recommendation 1. The district successfully
established an ongoing, continuous, and sustainable district-wide goal development and
evaluation process.
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What remains a stable presence throughout this district goal planning process is West
Valley College’s alignment of its annual goals with its strategic plan. Updated in June 2009,
the college’s Educational and Facilities Master Plan (E&FMP) articulates five specific
strategic goals which mirror its values and support its mission: learning community,
diversity and inclusion, collaborative leadership, physical resources, and fiscal innovation.
These strategic goals are supported by a set of 39 educational initiatives embodied within
the E&FMP focused in four specific areas: educational programs and services, technology,
staffing, and facilities. West Valley College’s annual goal development uses this strategic
roadmap to align its focus with this broader-based planning agenda.
Evidence
R5.1
District Goal Development Process
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/district_goal_process
_timeline.pdf
R5.2
District Goals 2013-14
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/District_Goals_201314.pdf
R5.3
College Council Retreat Agenda –
November 2012
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/College_Council_Retr
eat_Agenda_11-30-2012.pdf
R5.4
Integrated Planning and Resource
Allocation Framework
http://www.westvalley.edu/committees/Accreditation/i
ntegrated_planning_diagram.html
R5.5
Budget and Resource Advisory
Council
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/recommendations/brac_12_17_13.pdf
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Standard I: Institutional Mission and Effectiveness
The institution demonstrates strong commitment to a mission that emphasizes
achievement of student learning and to communicating the mission internally and
externally. The institution uses analyses of quantitative and qualitative data and
analysis in an ongoing and systematic cycle of evaluation, integrated planning,
implementation, and re-evaluation to verify and improve the effectiveness by
which the mission is accomplished.
Standard IA: Mission
The institution has a statement of mission that defines the institution’s broad
educational purposes, its intended student population, and its commitment to
achieving student learning.
Descriptive Summary
College mission: The West Valley College community supports students along their
pathways to reach transfer and career goals in an environment of academic
excellence.
During the 2010-2011 academic year, the institution’s highest participatory
governance committee, College Council, following extensive research and utilization
of expert consultation, and with input from the entire campus community, rewrote
the college mission statement to clearly state its mission of promoting student
learning and students’ goals of transfer, basic skills, and career paths in alignment
with the CCCO stated areas of concentration. (1A.1) Consistent with its purpose,
character and its student population, the college's mission statement is
intentionally focused on pathways that lead to student success. The mission
statement is appropriate and meaningful because the college offers students
relevant degrees, certificates and programs that are supported by essential student
support services. The intended population of the college is determined by the
boundaries as outlined by the Los Gatos-Saratoga, Campbell, and Santa Clara high
school districts. (1A.2, 3) Since the college offers fifteen Associate Degrees for
Transfer (ADTs) and numerous specialized degree and certificate programs,
students from other parts of Santa Clara County also choose to attend classes at the
college. The identified population is appropriately matched with college resources
and the college has a major role in facilitating student pathways for transfer and
career success. The college conducts and utilizes research about its student
population, its service area, and the region to align intended goals with student
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needs. The college demonstrates its commitment to fostering successful student
learning outcomes by conducting ongoing assessments of learning that result in
sustained and documented improvements in student success and retention. (1A.4)
Student learning outcome results inform the writing of program review reports so
that both processes generate robust and relevant dialogue about student learning
and success strategies and opportunities for students. (1A.5) The college mission
statement's clear emphasis on fostering an environment of academic excellence is
felt in college classrooms, in student life and club activities, and in all aspects of the
college's positive campus community that focuses on student success.
Self-Evaluation
The college meets this standard.
Actionable Improvement Plans
None.
Evidence
1A.1
CCCO stated areas of Concentration
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/1a/sstf_final_report_01_17_12.pdf
1A. 2
Intended Service Population
http://wvm.edu/content.aspx?id=2192
1A. 3
WVC Fact Book 2013
http://westvalley.edu/committees/Accreditation/docu
ments/fact_book_12_03_2013.pdf
1A.4
Student Learning Outcomes
Webpage
http://westvalley.edu/committees/Student_Learning_O
utcomes/
1A.5
Program Review Website
http://westvalley.edu/committees/programreview/index.html
Standard IA.1
The institution establishes student learning programs and services aligned with its
purposes, its character, and its student population.
Descriptive Summary
In the process of developing the mission statement, listening sessions were
conducted with all participatory governance groups and with external constituents
to collect data about the college’s character and purpose. (1A.1.1) The mission
statement was reviewed by all key participatory governance groups to determine its
match with WVC goals for student learning. The mission directly expresses the
college's program goals of student learning. (1A.1.2) In the college mission
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statement student learning takes place along their pathway to fulfilling their
transfer and career goals. The college relies on Program Review, Student Learning
Outcome and Assessment processes, and the annual Scorecard Report to assess
institutional effectiveness and the ongoing relevance of the college mission
statement. (1A.1.3)
Data about current students (demographics, educational goals) is presented to the
College Council each year at its annual goals-development retreat. (1A.1.4) Labor
Market Reports are run for every Career and Technical Education (CTE) department
to assess the opportunities of graduates of the program. (1A.1.5) Regional labor
market data is presented to the community in the annual West Valley College Fact
Book, which includes a list of the fastest-growing jobs in the college's service area
that require an associate degree or certificate. (1A.1.6) All of these items ensure the
programs and services of the college are in alignment with the needs of its student
population.
Self-Evaluation
The college meets this standard.
Actionable Improvement Plans
None.
Evidence
1A.1.1
Our Vision, Our Mission, Our Future
http://www.westvalley.edu/research/Documents/
Our_Vision_Our_Mission_Our_Future_WhitePaper.pdf
1A.1.2
Mission statement
http://www.westvalley.edu/mission.html
1A.1.3
2013 Program Review Instructional
Instrument (institutional effectiveness:
Q5-6; Mission Statement Q3.4)
http://www.westvalley.edu/committees/programreview/documents/Documents_And_Files/2013/fil
lable-pdf-document-instructional.pdf
1A.1.4
College Council Retreat Agenda and
handouts
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/1a/College_Council_Integrate
d_Planning_Discussion_11.8.13.pdf
1A.1.5
2013 Fact Book
http://www.westvalley.edu/research/Documents/
Fact_Book/fact_book_2013_master.pdf
1A.1.6
CTE Labor Market Reports
http://westvalley.edu/committees/Accreditation/
documents/surveys/labor_market_report2013.pdf
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Standard IA.2
The mission statement is approved by the governing board and published.
Descriptive Summary
The mission statement is published in the West Valley College Catalog, (1A.2.1) and
is posted in facilities throughout the campus, on most participatory governance
meeting agendas, and on the West Valley College website. (1A.2.2) The West Valley
College Mission Statement was approved by the board on January 17, 2012 as part
of the Board Policy revisions recommended by the Community College League of
California (CCLC). (1A.2.3)
Self-Evaluation
The college meets this standard.
Actionable Improvement Plans
None.
Evidence
1A.2.1
West Valley College Catalog
Pg. 3
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/1a/2014_Catalog_page3.pdf
1A.2.2
Mission statement on WVC Website
http://www.westvalley.edu/mission.html
1A.2.3
WVMCCD Board of Trustees
Approval – January 17, 2012
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/1a/bot_mission_approval.pdf
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Standard IA.3
Using the institution's governance and decision-making processes, the institution
reviews its mission statement on a regular basis and revises it as necessary.
Descriptive Summary
The college undertook a process to develop a new mission statement in the 2010 –
2011 academic year. On April 28, 2011, the College Council adopted a White Paper
entitled Our Vision, Our Mission, Our Future. This paper defined the College
Council’s charge as follows:
(1) Define and prioritize the college focus into the future
(2) Re-craft the college mission statement to capture the essence of West
Valley College. (1A.3.1)
The White Paper describes a listening session process with stakeholders from
participatory governance groups in which facilitators asked guiding questions to
determine how a new college mission statement could best encapsulate the
college’s overarching vision and future initiatives. The listening sessions that took
place in 2011 included participants from the College Council, the Classified Senate,
the Marketing Committee, the Academic Senate, the Division Chair Council, the
Student Services Council, the Board of Trustees, Associated Students, Community
Leaders, and Associate Faculty. In total, ten listening sessions were conducted and
more than 115 participants participated in discussions. (1A.3.1)
At each listening session, multiple coordinators took notes to ensure that all
feedback was captured. Once all sessions were completed, the notes were coded
and analyzed to identify recurring themes. In addition, the study team conducted
an open-item student survey linked from the college website which elicited more
than 60 responses; these responses were included with the responses from the
listening sessions. Response frequencies were tabulated, and the results were
reviewed by the study team and the study consultants. The themes were refined
and prioritized, then presented for multiple readings at the College Council. The
college president, the consultants, the dean of technology, and the institutional
researcher collaborated on the presentation of the white paper, “Our Vision, Our
Mission, Our Future” which was then shared with all participatory governance
groups.
The listening session findings indicated that the college is a caring, welcoming
institution with a beautiful campus and excellent faculty, staff, and administrators.
The findings also stated that the college is focused on student success and an
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environment that fuels the mind. The college stakeholders also believe the college
can continue to grow as a regional leader in transfer, entrepreneurship resources,
global citizenship education, and STEM education. (1A.3.1)
The white paper became the foundation of the process for the development of the
new college mission statement. On August 18, 2011, the College Council convened
for a retreat with the purpose of developing the new mission statement. An
external facilitator guided college council members and stakeholders through the
process of creating a new mission statement that reflects the college vision for the
future. Two drafts were developed and presented to participatory governance
groups and external constituents for feedback. (1A.3.2, 1A.3.3) This feedback was
shared with College Council, which worked on a final revision of the statement
which was unanimously adopted on October 27, 2011.
The 2011 review of the college mission statement was prompted by the change in
the overall mission of the California Community College system. The college’s
process for periodic review of its mission statement is effective because it aligns
with the state’s priorities and student’s learning and success needs. The college
process firmly adheres to participatory governance principles and the resulting
statement was vetted and supported by a substantial population of college
stakeholders. (1A.3.4)
Self-Evaluation
The college meets this standard.
Actionable Improvement Plans
None.
Evidence
1A.3.1
Mission statement Development
Process-White Paper
http://www.westvalley.edu/research/Documents/Ou
r_Vision_Our_Mission_Our_Future_White-Paper.pdf
1A.3.2
College Council minutes – 1st reading
draft
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/1a/09-082011_Meeting_Summary_Approved.pdf
1A.3.3
College Council minutes – 2nd reading
draft
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/1a/10-132011_Meeting_Summary_Approved.pdf
1A.3.4
College Council Approval
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/1a
/college_council_mission_approval.pdf
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Standard I.A.4
The institution's mission is central to institutional planning and decision making.
Descriptive summary
The college’s mission is central to all planning and decision making. The college’s
carefully crafted mission statement was developed via a deliberative vetting
process that took place over several months at College Council meetings and at an
extended College Council retreat. (1A.4.1) Representatives from the college’s
participatory governance bodies worked collaboratively to develop two possible
mission statements that were then submitted to the entire college community for
its feedback and approval. After the college community’s suggestions were
reviewed and incorporated, the College Council voted to approve and
institutionalize the following mission statement:
“The West Valley College community supports students along their pathways to
reach transfer and career goals in an environment of academic excellence.”
The college’s process for institutional planning and decision making is illustrated in
the college’s Integrated Planning and Resource Allocation map (1A.4.2). In this
process the college’s mission statement and Institutional Learning Outcomes inform
program review and SLO/A assessment. Assessment results then inform budget
planning and implementation. For example, in a recent program review, business
division faculty requested that business division classrooms be upgraded to smart
classrooms. This request was informed by SLO/A assessment results which
indicated that the lack of internet and multimedia capabilities in classrooms was
detrimental to student learning and not consistent with the college’s mission of
providing an environment of academic excellence. Therefore, in response to this
request, the college allocated funds for critical classroom upgrades. (1A.4.3)
The college’s mission statement is the central core of its Integrated Planning and
Resource Allocation process. It drives the formation of the college’s goals, informs
the program review process and influences resource allocation at the college.
Self-Evaluation
The college meets this standard.
Actionable Improvement Plans
None.
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Evidence
1A.4.1
College Council Meeting Minutes;
College Council Retreat Minutes
http://westvalley.edu/committees/Accreditation/2013/evi
dence/1a/College_Council_Mission_Development/
1A.4.2
Integrated Planning and Resource
Allocation concept map
http://www.westvalley.edu/committees/Accreditation/inte
grated_planning_diagram.html
1.A.4.3
Budget Planning Memorandum
from VP Admin. Services
http://www.westvalley.edu/committees/Accreditation/201
3/evidence/1a/fy13_14_budget_process.pdf
Standard IB: Improving Institutional Effectiveness
The institution demonstrates a conscious effort to produce and support student
learning, measures that learning, assesses how well learning is occurring, and
makes changes to improve student learning. The institution also organizes its key
processes and allocates it resources to effectively support student learning. The
institution demonstrates its effectiveness by providing 1) evidence of the
achievement of student learning outcomes and 2) evidence of institution and
program performance. The institution uses ongoing and systematic evaluation
and planning to refine its key processes and improve student learning.
Standard IB.1
The institution maintains an ongoing, collegial, self-reflective dialogue about the
continuous improvement of student learning and institutional processes.
Descriptive Summary
The college supports and assesses student learning through an ongoing and
reflective process. An SLO/A committee made up of faculty, student service, and
administrative service employees reviews and addresses ongoing student learning
and student service outcome assessments with a goal of working with the college
community to continuously improve services. Program leaders for academic,
student service, and administrative service programs have developed thoughtful
and relevant outcomes and assessments for their areas. (1B.1.1) An SLO/A task
force has developed and written Institutional Learning Outcomes (ILOs) that
indicate the overarching values of a West Valley College education. (1B.1.2) These
ILOs were developed via a collaborative process and were vetted through
participatory governance channels.
Student learning is measured on a cyclical basis and program leaders initiate course,
program, and service changes based on assessment results. In participatory
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governance meetings, college employees engage in an ongoing dialogue about
student learning, collaborative learning, and the potential for improving the cross
pollination of academic and student service areas in ways that benefit student
success. (1B.1.3, 1B.1.4) For example, in a recent partnering of student service and
academic areas, the Student Health Coordinator designed a “Wheel of Wellness
Program” for the college. For this event, college employees from student service
and faculty areas led a program for students in the campus center about the various
areas of “Wellness.” These areas included: Social, Spiritual, Physical, Intellectual,
and Occupational Wellness. This event was well attended, and it illustrated an
effective college-wide partnering that enhanced student learning. (1B.1.5)
In the spring of 2013, the SLO/A committee co-chairs visited six of the college’s
participatory governance bodies in order to engage in an important conversation
about student learning and its impact on improving institutional processes. (1B.1.6)
At College Council meetings, there is an ongoing discussion about improving
program review and budget allocation processes so the linkages are clearly defined
and transparent to the college community. In February of 2013, college council
members formed Focus Area Interdisciplinary Teams (FAIT) to assess the college in
order to improve and streamline its overall structure and operations. (1B.1.7)
Throughout spring and fall 2013 college council members and members of the
college community engaged in a robust dialogue about the recommendations and
potential improvements of institutional processes to be implemented in fall 2014.
(1B.1.8)
Self-Evaluation
The college meets this standard.
Actionable Improvement Plans
None.
Evidence
1B.1.1
March 15 SLO/A Report
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/1b/SLO_Report_03_15_13.pdf
1B.1.2
Institutional Learning Outcomes, College
Catalog link, page 3
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/1a/2014_Catalog_page3.pdf
1B.1.3
SLO/A Committee Meeting Minutes
http://www.westvalley.edu/committees/Student_Lea
rning_Outcomes/Documents/
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1B.1.4
Math Department Meeting minutes
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/1b/math_department_slo_dis
cussions.pdf
1B.1.5
Wheel of Wellness Event
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/1b/wheel_of_wellness.pdf
1B.1.6
SLO/A Participatory Governance Dialogs
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/1b/slo_participatory_governa
nce_dialogs_sp13.pdf
1B.1.7
College Council Meeting Minutes re: FAIT
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/1b/FAIT/College_Council_FAIT
_Meeting_Summaries_2013.pdf
1B.1.8
FAIT Summary
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/1b/FAIT_Summary
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Standard IB.2
The institution sets goals to improve its effectiveness consistent with its stated
purposes. The institution articulates its goals and states the objectives derived
from them in measurable terms so that the degree to which they are achieved can
be determined and widely discussed. The institutional members understand these
goals and work collaboratively toward their achievement.
Descriptive Summary
The college clearly articulates and communicates its institutional goals and
objectives so these stated purposes can serve as an overarching framework to guide
the college’s vision and day-to-day operational processes.
On September 18, 2009 the College Council convened a retreat to re-evaluate and
revise its annual goals. At the retreat, the College Council reduced the number of
college goals from fifteen or more to four succinct, high priority goals, after it was
determined that the sheer number of goals was diluting the effectiveness of the
process and the college’s ability to achieve the goals in a timely fashion. At the
annual planning retreat, the College Council membership was expanded for the day
to include additional members from each governance group in order to develop
goals that accurately represented the robust and diverse college views. (1B2.1)
On September 19, 2009, the following College Goals and Objectives were
established:
1. Facilitate interactive communication and ease of access to information.
a.) Redesign the college website, incorporating
recommendations. (IB2.2)
2. Optimize effectiveness of the college infrastructure.
the
Clarus
study
a) Establish accurate and reliable data and information systems.
b) Identify, prioritize, and obtain funding for facility improvements that ensure
suitable learning and working environments.
c) Reassess and align the organization to be responsive to fiscal imperatives
and change.
3. Optimize the effectiveness of Student Services to strengthen the pathways for
student success.
a) Reassess and align resources to meet the student services needs of current
and prospective students.
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b) Identify and utilize new and existing technology resources to improve
matriculation processes.
4. Establish new and improved linkages with the region’s educational institutions,
business and industry, and community-based organizations to respond more
effectively to emerging educational and workforce needs.
a) Develop strategic partnerships with select business/industry sectors to
strengthen programmatic offerings.
b) Raise WVC’s profile within the region’s high schools and four-year
institutions utilizing the Clarus study recommendations as a guide.
c) Proactively engage the neighboring communities with the goals and
programs of the college.
These statements precisely address the direction that the college needs to pursue
and to a large extent, these goals and objectives have been carried forward at each
annual Goal Setting Retreat, as the college makes significant strides towards
addressing these objectives.
The following summary addresses the progress the college has made on achieving
and measuring its goal attainment.
a) The college has revamped and streamlined its website. The college’s interim
webmaster has streamlined viewer navigation approaches, eliminated
screen redundancies, and improved Search Engine Optimization, so students
can more easily access information. Now that the college has adopted Omni
Update (OU) as its Content Management System, college staff members are
updating their content areas in a branded and consistent style, so the
website has a clear, crisp appeal and solid content. (1B.2.3)
b) The college has identified funding for facility improvements through Prop 30
and several private funding sources. Renovations in the Math/Science,
Language Arts/Social Sciences and Fox buildings reflect the student and
employee focused improvements in the college infrastructure. (1B.2.4)
c) Through the College Council’s leadership, the college has undergone two
rounds of budget reduction processes that meet fiscal imperatives and the
State Chancellor’s Office Mission in 2010-2011 (1B.2.5) and 2012-13 (1B.2.6)
d)
The Counseling Department has been very responsive to the Student
Success parameters and has established a clear and effective Orientation
and Educational Plan process for students, so they can be well informed and
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focused on their pathway to transfer, career or basic skills success. In fact,
the New Student Convocation where information is initially shared with
incoming students recently won the 2013 California State Chancellors Office
Student Success Award. (1B.2.7)
e)
Many of the college’s career programs have established strategic
partnerships with business sectors in order to promote workforce
development and internship opportunities. The Business Division features a
robust Entrepreneurship Program which affiliates with the Kauffman
Foundation, the Startup Cup, and the Extreme Entrepreneurship Tour. A
strong and active Entrepreneurship Advisory Board also helps to guide the
design of relevant program offerings. (1B.2.8)
Every year, the College Council meets and revises the college’s goals and objectives
to meet the changing needs of the student community and to comply with relevant
legislation. In the fall of 2012, the College Council held its annual retreat and
developed the following goals and objectives:
a) Focus institutional efforts on improving pathways of support to aid students’
identification and realization of their goals.
b) Reduce the disparity in student success across ethnic groups.
c) Organize and align resources to support and sustain an environment of
academic excellence.
d) Complete accreditation self-study preparation by December 2013.
(1B.2.9)
It is evident from the discussion that institutional members understand the goals
because they have contributed to the goal setting discussion, and they are actively
engaged in moving goal achievement forward. Additionally, the Director of
Institutional Research provides mid-year and end-of-year status updates to the
College Council and this information is then shared with constituent groups.
(1B.2.10)
Self-Evaluation
The college meets this standard.
Actionable Improvement Plans
None.
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Evidence
1B.2.1
September 19, 2009 College Council
Retreat Agenda
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/1b/retreat_agenda
final_09_18_09.pdf
1B.2.2
Clarus Study
http://www.westvalley.edu/documents/faculty_reso
urces/Market_Research/WVMCCDExecutiveSummary.pdf
1B.2.3
WVC Website
http://westvalley.edu/
1B.2.4
WVC Construction Projects
http://westvalley.edu/committees/Accreditation/201
3/evidence/1b/WVC_Construction_Projects/
1B.2.5
Budget Reduction Process documents
(2011)
http://www.westvalley.edu/committees/College_Cou
ncil/Documents/Committee_Documents/Survey_Res
ults_Budget_Reduction_2010-2011.pdf
1B.2.6
FAIT Restructuring; budget reduction
process (2013)
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/1b/FAIT/FAIT_Reductions_Revised_
10-24-13.pdf
1B.2.7
2013 Student Success Award
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/2b/convocation_award.pdf
1B.2.8
WVC ecenter website
http://wvc-ecenter.com/
1B.2.9
College Goals and Objectives
2012-13
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/1b/2012_13_goals_and_objectives.
pdf
1B.2.10
Status Reports on Goal Achievement
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/1b/2009_2012_goals_objectives_st
atus.pdf
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Standard IB.3
The institution assesses progress toward achieving its stated goals and makes
decisions regarding the improvement of institutional effectiveness in an ongoing
and systematic evaluation, integrated planning, resource allocation,
implementation and re-evaluation. Evaluation is based on analyses of both
quantitative and qualitative data.
Descriptive Summary
In 2010, the College Council developed an Integrated Planning and Resource
Allocation process that clarified the college’s efforts toward the ongoing
maintenance of a high level of institutional effectiveness. The cyclical nature of the
Integrated Planning and Resource Allocation process is illustrated in the Integrated
Planning and Resource Allocation Process Concept Map—a diagram affectionately
known as the Solar System. (1B.3.1) These diagrams were used to introduce the
planning process to the West Valley College community on All College Day on
August 26, 2011. To highlight the importance of this process further, team
members wore t-shirts with the Concept Map printed on the back. The Integrated
Planning and Resource Allocation diagrams are also posted throughout the campus
in order to guide college constituent groups as they participate in this important
process. Every department participates in ongoing and Integrated Planning and
Resource Allocation through its departmental SLO/A assessment and dialogue,
program effectiveness surveys, and participation in program review. (1B.3.2)
Information and themes from the program reviews gathered in May of each
calendar year drive the development of college goals by the College Council during
its annual planning retreat in the fall semester. The college’s annual goals then
inform the resource allocation process. In the course of ensuing program reviews,
the effectiveness of the annual goals and allocations is measured. The process
repeats itself in a cyclical fashion.
At the College Council’s annual retreats, college council members review the
Educational and Facilities Master Plan to ensure that the overarching themes of this
plan are also incorporated in the college’s goals and objectives. The result of this
important review and discussion is that the college’s Integrated Planning and
Resource Allocation process is aligned with the Educational and Facilities Master
Plan (E&FMP). (1B.3.3)
Every department has access to institutional data through the college's Office of
Institutional Research and Planning (OIRP). In addition, programs are provided with
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their program specific data to inform their program self-evaluation. This data is
incorporated into each department's program review and goal setting. OIRP
educates and informs the college community on data analysis and interpretation by
periodic research briefs, Fast Facts about our students, Accountability Reporting for
Community Colleges (ARCC) presented to all participatory governance groups, and
individual consultation to programs and departments as necessary.
(1B.3.4)
The College Council reviews and assesses the status of goal implementation at the
end of each academic year. The responsible parties for each goal and objective
report to the College Council regarding the status and relative level of completion
of each goal. Goals and objectives that are not fully accomplished may be carried
forward to the next year’s annual goals, with revisions based on quantitative and
qualitative data. For example, for the last several years, one of the college’s annual
goals has been to address the student achievement gap. At the 2012 College
Council retreat, the College Council reviewed the most current student equity data,
and decided that the student achievement gap needed to be maintained as an
active and ongoing goal for the college. (1B.3.5, 6)
The college has established an Integrated Planning and Resource Allocation process
in which student learning outcome assessment results inform program review
requests which then inform resource planning and budget allocation. In this
iterative process, the college’s deliberate and integrated focus on student learning
and success facilitates the college’s overall attainment of institutional effectiveness.
Self-Evaluation
The college meets this standard.
Actionable Improvement Plans
None.
Evidence
1B.3.1
Integrated Planning and
Resource Allocation Process
Concept Map
http://www.westvalley.edu/committees/Accreditation/integrat
ed_planning_diagram.html
1B.3.2
All College Day 2011, 2012 &
2013 Presentations
http://www.westvalley.edu/committees/Accreditation/2013/evi
dence/1b/All_College_Day_Agendas
1B.3.3
College Council Minutes –
February 9, 2012
http://www.westvalley.edu/committees/Accreditation/2013/evi
dence/1b/cc_minutes_02_09_12.pdf
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1.B.3.4
WVC Office of Institutional
Research and Planning
http://westvalley.edu/about/research.html
1B.3.5
Student Equity Data
http://www.westvalley.edu/committees/Accreditation/2013/evi
dence/1b/cc_minutes_02_09_12.pdf
1B.3.6
2009 – 2014 Goals and
Objectives
http://www.westvalley.edu/committees/Accreditation/2013/evi
dence/1b/2009_2014_goals_objectives_status.pdf
Standard IB.4
The institution provides evidence that the planning process is broad based, offers
opportunities for input by appropriate constituencies, allocates necessary
resources, and leads to improvement of institutional effectiveness.
Descriptive Summary
College planning is a collaborative process that involves the participation of all
departments and participatory governance groups. Broad based involvement is
guaranteed by the composition of the College Council. (1B.4.1) College Council is
comprised of members from every shared governance group on campus—as well as
key committees. The Council meetings are also always open to the entire college
community.
The function of the College Council is to involve the entire campus community in
planning. Each constituency group in the Council reports out to its respective
groups on Council activities and reports back to the College Council on the issues
and needs of its constituency. The primary means of participating in planning takes
place via participatory government representatives on College Council. For
example, the Focus Area Interdisciplinary Teams (FAIT) groups are led by College
Council members; however, the community was invited to join FAIT groups to
provide input into the restructuring dialogue. (1B.4.2) Beyond College Council,
members of campus constituent groups are encouraged to participate in their
representative participatory governance groups.
In spite of the difficult budget picture during the past several cycles, the college
committed to allocating resources in accordance with college goals and program
review needs. In 2010-11, the college used a zero-based budgeting process to
realign resources to goals and needs. The Integrated Planning and Resource
Allocation process ensures that resources are appropriately aligned with college
goals.
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When resources have been insufficient to implement plans, alternative resources
have been sought. Alternative resources have included funding support from the
District’s Land Corporation, as well as state and federal grants such as TRiO, energy
grants, and Santa Clara County Water District grants. (1B.4.3) In addition, the
college has partnered with the community to institute an annual gala event.
Moreover, the President has reached out to the surrounding community for
"naming" funds of facilities such as physical education and sport structures, the
planetarium, and a community garden. In 2012, the college received a $3.5 million
gift from a private donor to fund construction of a new planetarium.
The additional funds as noted above have created a TRiO program, the installation
of solar panels, and the beginning of the Vasona Creek restoration project.
Specifically, the annual College Council planning retreat includes council members,
and is expanded to include additional representatives from each of the
participatory governance groups. In addition, the chairs of the Program Review and
Student Learning Outcome committees as well as leadership from the bargaining
units attend and participate actively in the planning process. Throughout the year,
the planning retreat, as well as all regular participatory governance meetings, are
open to all members of the campus community.
The resource allocation process is driven by the college’s annual goals and program
review. (1B.4.4) Program owners evaluate their programs and then submit their
resource requests based on the needs identified in that evaluation. When College
Council reviews the resource requests, they do so through the eye of the annual
goals, with higher prioritization given to requests that support the achievement of
those goals.
Self-Evaluation
The college meets this standard.
Actionable Improvement Plans
None.
Evidence
1B.4.1
College Council Membership
http://www.westvalley.edu/committees/College_Counc
il/members.html
1B.4.2
FAIT Town Hall Meetings
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/1b/FAIT/FAIT_Town_Hall_Meeting_Ann
ouncement_10-24-13.pdf
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1B.4.3
Land Corporation
http://landcorp.wvm.edu
1B.4.4
Budgeting and Resource Allocation
Documents
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/1a/fy13_14_budget_process.pdf
Standard IB.5
The institution uses documented assessment results to communicate matters of
quality assurance to appropriate constituencies.
Descriptive Summary
The college Office of Research, Planning and Institutional Effectiveness (OIRP)
assesses and analyzes data so that college decision makers are guided by firm and
sound evidence that supports effective and thoughtful planning for optimal student
success and institutional effectiveness.
The college communicates documented assessments results to constituent groups
and the public in order to ensure high quality programs and services.
The OIRP analyzes and summarizes data and information from the following
sources:










Self-Assessment of Participatory Governance Groups
Cognos Performance Data Reports
Clarus Report on Feeder High School Counselors And Students
Student Services Secret Shopper Report
Brain Trust Study
ARCC and Scorecard Data
Semi-Annual Research Briefs
Annual WVC Fact Book
District Data Dashboard
Student Learning Outcome Assessments
The OIRP collects data on the degree to which the college is accomplishing its
mission to "support students along their pathways to transfer and career goals in an
environment of academic excellence." This data includes: transfer velocity, transfer
counts, persistence, retention, success, equity, gainful employment data, student
satisfaction, degrees and certificates, Accountability Reporting for Community
Colleges (ARCC) Scorecard (1B.5.1), and Integrated Postsecondary Education Data
System (IPEDS). (1B.5.2)
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The OIRP disseminates data and analyses internally through research briefs, all user
emails, and research presentations at participatory governance groups and other
campus constituencies. The OIRP also publishes data and completed reports on the
college's research and planning website and through the College Fact Book that is
distributed both internally and as a public document on the college website.
(1B.5.3) After the OIRP summarizes the data, the college submits a written response
to the ARCC Report and Scorecard which is then posted on the State Chancellor
Office website and on the OIRP webpage. (1B.5.4)
The OIRP disaggregates data for college program managers so these areas can then
conduct effective and informed analyses of their individual programs. The OIRP
provides all programs with data that includes measures of enrollment, efficiency,
student success & retention, demographics, and equity. (1B.5.5) Completed
program reviews are published on the Program Review webpage; and the Program
Review Committee conducts a comprehensive analysis of all program reviews to
determine college-wide trends and correlations. These results are summarized for
college and public review and are used to inform college decision making. (1B.5.6)
The college has achieved the ACCJC’s standard for Continuous Quality Improvement
for Student Learning Outcomes by assessing all of its courses at the course,
program, and institution level and by assessing all of its student service programs at
the program and institution level. These assessment results are publicized via
participatory governance channels to college constituent groups. Constituent
groups and the public can also view these results on the Student Learning Outcome
and Assessment webpage. (1B.5.7)
The Brain Trust (1B.5.8) and Clarus Studies (1B.5.9) assessed how effectively the
college communicates its institutional quality to the public. The college has utilized
these studies to guide institutional decision making. For example, one of the Clarus
Study recommendations indicated that the college would benefit from a consistent
and branded image that is clear and accessible for the public. Specifically, the
Clarus Study recommended that the college should streamline its website and also
provide the public with clear and integrated marketing communications. The
college has provided effective responses to both recommendations in order to
increase its public presence and grow its overall institutional effectiveness.
The college is actively engaged in communicating documented assessment results
to the all constituent groups.
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Self-Evaluation
The college meets this standard.
Actionable Improvement Plans
None.
Evidence
1B.5.1
Accountability Reporting for
Community Colleges (ARCC)
Scorecard
http://scorecard.cccco.edu/scorecardrates.aspx?Col
legeID=493
1B.5.2
Integrated Postsecondary
Education Data System (IPEDS)
http://nces.ed.gov/ipeds/
1B.5.3
WVC Fact Book 2013
http://www.westvalley.edu/research/Documents/F
act_Book/fact_book_2013_master.pdf
1B.5.4
WVC Office of Institutional
Research and Planning
http://westvalley.edu/about/research.html
1B.5.5
WVC Office of Institutional
Research and Planning
http://westvalley.edu/about/research.html
1B.5.6
Program Review Webpage
http://westvalley.edu/committees/programreview/
1B.5.7
SLO & A webpage
http://westvalley.edu/committees/Student_Learnin
g_Outcomes/
1B.5.8
Brain Trust Report
http://www.westvalley.edu/commitees/Accreditati
on/2013/evidence/1b/ccbt_report.pdf
1B.5.9
Clarus report
http://www.westvalley.edu/documents/faculty_res
ources/Market_Research/WVMCCDExecutiveSummary.pdf
Standard IB.6
The institution assures the effectiveness of its ongoing planning and resource
allocation processes by systematically reviewing and modifying, as appropriate,
all parts of the cycle, including institutional and other research efforts.
Descriptive Summary
In 2011 the College Council developed an Integrated Planning and Resource
Allocation process that clarified the college’s efforts toward the improvement of
institutional effectiveness. The cyclical nature of the integrated process is illustrated
in the Integrated Planning and Resource Allocation Process Concept Map (1B.6.1).
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At the fall 2011 All College Day, the Integrated Planning and Resource Allocation
Team introduced a simple version of this planning process. (1B.6.2)
In 2013 the Integrated Planning and Resource Allocation Team refined the
presentation of the process. This refinement highlights the Implementation stage
of the process. Additionally, greater detail is provided to make the process more
user-friendly for the institution (1B.6.3).
After a review of the existing resource allocation processes, in the spring of 2013,
the VP of Administrative Services clarified the allocation process. (1B.6.4)
Self-Evaluation
The college meets this standard.
Actionable Improvement Plans
None.
Evidence
1B.6.1
Integrated Planning and Resource Allocation
Concept
http://www.westvalley.edu/research/Docume
nts/accreditation_and_integrated_planning_p
pt.pptx
1B.6.2
Conceptual overview of Integrated Planning
and Resource Allocation (slide #14)
http://www.westvalley.edu/committees/Accre
ditation/2013/evidence/1b/1B63_accreditatio
n_and_integrated_planning_slide14.pdf
1B.6.3
Revised Integrated Planning and Resource
Allocation Concept Spring 2013
http://www.westvalley.edu/committees/Accre
ditation/integrated_planning_diagram.html
1B.6.4
Budget Process 2013-14
http://www.westvalley.edu/committees/Accre
ditation/documents/budgetplanning.pdf
Standard IB.7
The institution assesses its evaluation mechanisms through a systematic review of
their effectiveness in improving instructional programs, student support services,
and library and other learning support services.
Descriptive Summary
The Program Review process is one of the key mechanisms through which the
college evaluates its effectiveness toward improving instructional programs,
student support services, and library and other support services. In 2011 the
Academic Senate fundamentally changed the composition of the Program Review
Committee (PRC) committee by making the Chairmanship a faculty position.
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Following the input from the PRC, the senate approved the mission statement,
goals, and a policy and procedures document setting the direction of the PRC.
(1B.7.1)
The PRC reviewed and revised the Program Review Self-Evaluation process to
ensure that questions aligned with that of the ACCJC Rubric for Program Review.
This change worked to elicit responses that focused respondents more on planned
improvements in program practices that lead to improvements in student learning
and student achievement. The PRC also created a Program Review Policy and
Procedures document. (1B.7.2) This document defines the Program Review policies
and illustrates procedures for the college. Prior to the beginning of each review
cycle, the PRC reviews the questions, the directions, and delivery method to help
make the process effective and efficient for the college. Any major changes must
be adopted first by the Academic Senate.
The PRC implemented several changes to the Program Review Questions as well as
the delivery system. Many of the questions within the program review were
modified to move programs away from simply summarizing activities and toward
conducting analysis, evaluation and identifying actions to improve practices.
(1B.7.3) One key example of this is Student Success and Retention. In the past, the
program would be asked to compare their program’s data to the college average.
This was changed to ask programs to compare their program’s data to peer
program success and retention data across the state and to explain differences. An
additional question was added to identify plans to improve the gap in success and
retention between program and peer programs. Additional SLO/A questions were
added to capture improvements in student learning, and finally, questions were
added to ensure that CTE programs met the state review requirement.
Another addition to the Program Review process was the establishment of
substantive feedback via a Program Review Rubric. (1B.7.4) The rubric allowed for
readers to focus the evaluation on specific elements that map with the ACCJC
Rubric for Program Review. This worked to significantly improve the quality of the
Program Reviews while providing feedback that helped the Program Leader to
begin believing that the program review process was not pro forma.
In 2012, the PRC implemented several changes that moved away from Microsoft
Word documents to a fully online system. Questions were made available online
with all necessary supporting data, research, and instructions available in one
location via hyperlinks. (1B.7.5) Through collaborative dialogue and critical
feedback from the institution, the PRC improved its online delivery system in 2013.
|Standard I: Institutional Mission and Effectiveness 130
[West Valley College Self Evaluation Report] March 2014
(1B.7.6) The use of Survey Monkey allowed for a far more stable environment while
maintaining all the previous improvements. In addition, an improvement was added
to provide type and save pdf files that could be provided for collaboration.
Through the yearly Program Review process, which includes SLO/A assessment
questions, the college is regularly evaluating its effectiveness in improving programs
and services while assessing and improving the mechanisms for those evaluations.
Self-Evaluation
The college meets this standard.
Actionable Improvement Plans
None
Evidence
1B.7.1
Program Review webpage
http://www.westvalley.edu/committees/programreview/index.html
1B.7.2
Program Review Policy &
Procedures
http://www.westvalley.edu/committees/programreview/program-review-policy-and-procedure.pdf
1B.7.3
Program review questions
http://www.westvalley.edu/committees/programreview/documents/Documents_And_Files/2013/fillable-pdfdocument-instructional.pdf
1B.7.4
Program Review Rubric
http://westvalley.edu/committees/programreview/documents/Documents_And_Files/2013/instructionalevaluation-rubric.pdf
1B.7.5
2012 Online Program
Review Form
http://www.westvalley.edu/committees/Accreditation/2013/
evidence/1b/2012-instructional-program-self-evaluations.pdf
1B.7.6
2013 Online Program
Review System
http://www.westvalley.edu/committees/programreview/documents/pr-2013-documents.html
| 131
[West Valley College Self Evaluation Report] March 2014
Standard II: Student Learning Programs and
Services
Standard IIA: Instructional Programs
The institution offers high-quality instructional programs in recognized and
emerging fields of study that culminate in identified student outcomes leading to
degrees, certificates, employment, or transfer to other higher education
institutions or programs consistent with its mission. Instructional programs are
systematically assessed in order to assure currency, improve teaching and
learning strategies, and achieve stated student learning outcomes. The provisions
of this standard are broadly applicable to all institutional activities offered in the
name of the institution.
Standard IIA.1
The institution demonstrates that all instructional programs, regardless of
location or means of delivery, address and meet the mission of the institution and
uphold its integrity.
Descriptive Summary
In keeping with its mission “The West Valley College community supports students
along their pathways to reach transfer and career goals in an environment of
academic excellence,” West Valley College faculty and staff offer courses, programs,
and services which are reviewed and refined to reflect a curriculum that meets the
needs of its students and their future employers in the community. Whether they
are on campus, off campus or delivered through mediated learning, course content
review is overseen by the Curriculum Committee, faculty rights and responsibilities
that are articulated by the Academic Senate and the Faculty Association, and
evaluation tasks required of faculty and academic administrators are carried out for
courses and programs. The college utilizes multiple resources available from the
California Community College Chancellor’s Office including the Program and Course
Approval Handbook, 5th Edition, April 24, 2013. (2A.1.1) The college also uses the
Academic Senate for California Community Colleges (2A.1.2) and Accrediting
Commission for Community and Junior Colleges (ACCJC) (2A.1.3) as resources to
help the institution maintain high academic standards within constantly changing
delivery technology, such as podcasts, video streaming, and video captioning.
|Standard II: Student Learning Programs and Services 132
[West Valley College Self Evaluation Report] March 2014
The Curriculum Committee reviews each new course, course revision, distanceeducation component, certificate, and degree (including Associate of Arts for
Transfer degree) on a five-year review cycle for non-Career Technical Education
(CTE) courses/programs and a two-year cycle for CTE courses/programs. (2A.1.4)
Courses and programs are reviewed not only for appropriate discipline content, but
also for college-level rigor and scope in terms of the mission and core competencies
for the college. In addition to the faculty representatives from each Division, the
Curriculum Committee members also include the Articulation Officer, Distance
Education Coordinator, and administrators from the Office of Instruction to ensure
all state and federal requirements are met. Additionally, alternate course delivery
methods—any other than face-to-face—are reviewed carefully by a Distance
Learning expert. The Curriculum Committee approves these methods of delivery as
part of the voting and approval process.
Instructional programs are assessed using the Program Review process, which was
developed by the Program Review Committee (PRC). (2A.1.5) The charge of the
Program Review Committee is to provide and refine procedures that enable the
systematic evaluation of programs to continuously improve student learning,
student achievement, and institutional planning and effectiveness with the goals of
providing an opportunity for programs to demonstrate their contribution to the
mission of West Valley College, improving linkages and accountability between
program review and resource allocation, and strengthening the quality of program
reviews leading to improved program practices. The PRC accomplishes these tasks
through the implementation of the Program Review Policy and Procedure. The
results of the Program Review process are posted online on the Program Review
webpage and summary results are presented to the Academic Senate and College
Council by publishing an annual Final Report for Integrated Planning and Resource
Allocation (2A.1.6). Typically, this report includes:



Themes in terms of Institutional Needs – overall and Student Learning
Outcome specific
Success and retention data trends
o Within the program
o As compared to peer instructional programs across the state
Data concerning completed Program Reviews
o Percentage or number of programs required to resubmit selfevaluation based on Program Review Rubric
o Number of programs failing to submit reviews
|Standard II: Student Learning Programs and Services 133
[West Valley College Self Evaluation Report] March 2014

Informs Budget and Resource Allocation stewards for Integrated Planning
and Resource Allocation
The college’s institutional researcher provides each program with a Program Review
dataset (2A.1.7). The data includes information and changes to enrollment, success,
persistence, completion rates and demographics over a three year period. Program
reviews and data sets are available on the PRC webpage allowing for multiple years
to be reviewed and used to support a comprehensive evaluation.
The 2011 Final Report showed a gap in the Program Review process and budgeting
and resource allocation. (2A.1.8) As a result of this report, the Program Review
process was reviewed and revised to clearly integrate into the College’s Integrated
Planning and Resource Allocation (2A.1.9) framework/process where Program
Review data informs the college of areas needing further analysis and help in
identifying college priorities. The Program Review cycle was also changed to a twoyear, two tier annual review process: WVC currently uses both a comprehensive
and regular review where all programs (including non-instructional programs and
services) annually evaluate its program in a cyclic fashion. (2A.1.10)
The Annual Program Review process integrates Student Learning Outcomes
(SLO/As) and assessment as part of the College’s Integrated Planning and Resource
Allocation process. (2A.1.11) The Program Review annual review results have the
ultimate goals of aligning Program Level Outcomes to the mission and strategic
initiatives, and linking program assessment to budget and resource allocation. The
Annual Program Review process is a critical part of the planning and assessment
cycle.
The CTE programs at the college have developed to prepare students to succeed in
their educational goals and also in the workplace, maintaining active and strong
relationships with each advisory committee. Any new courses, certificates or
degrees that are proposed are required to provide strong evidence of industry and
market data and are reviewed and approved by the Curriculum Committee.
Revisions to existing certificates and degree programs must also be reviewed and
approved through the Curriculum Committee.
Programs also identify how program outcomes relate to institutional outcomes,
thereby demonstrating how academic programs clearly support institutional
learning outcomes. All program outcomes are identified in the West Valley College
2013-14 Catalog. (2A.1.12)
|Standard II: Student Learning Programs and Services 134
[West Valley College Self Evaluation Report] March 2014
Self-Evaluation
The college meets this standard. A rigorous five- year (for non-CTE) and two-year
(CTE) review process ensures that course content meets college standards and state
mandates, and links strongly to the stated program outcomes. In 2012-13 year, the
College’s Integrated Planning and Resource Allocation process pulled Program
Review, SLO/A and assessment, and resource allocation together creating a
systemic and integrated quality assurance and planning process.
Actionable Improvement Plans

Continue to address and complete the curriculum recency inventory.
Evidence
2A.1.1
CCCCO Program and Course Approval
Handbook
http://www.westvalley.edu/committees/Accredi
tation/2013/evidence/2a/Handbook_5thEd_BOG
_Approved.pdf
2A.1.2
Academic Senate for California Community
Colleges
http://www.asccc.org/
2A.1.3
Accrediting Commission for Community and
Junior Colleges
http://www.accjc.org/
2A.1.4
Course Revision Schedule
http://www.westvalley.edu/committees/Accredi
tation/2013/evidence/2a/1314_Course_Revision_Schedule_one.pdf
2A.1.5
Program Review Policy and Procedure
http://westvalley.edu/committees/programreview/program-review-policy-andprocedure.pdf
2A.1.6
PRC Final Report for Integrated Planning
http://westvalley.edu/committees/programreview/documents/2012-final-report-forintegrated-planning.pdf
2A.1.7
Program Review Dataset
http://westvalley.edu/committees/programreview/documents/program-review-datawvc.pdf
2A.1.8
Program Review Final Report 2011
2A.1.9
WVC Integrated Planning Concept Map
http://www.westvalley.edu/committees/accredit
ation/2013/evidence/2a/programreview_2011.pdf
http://www.westvalley.edu/committees/Accredi
tation/integrated_planning_diagram.html
2A.1.10
Master Program Review and SLO
Assessment Schedule
http://www.westvalley.edu/committees/Accredi
tation/2013/evidence/recommendations/Master
_Program_Review_and_SLO_Assessment_Sched
ule_01-07-2014_External.pdf
2A.1.11
WVC Program Review Questions
http://westvalley.edu/committees/programreview/documents/2012-instructional-programself-evaluations.pdf
|Standard II: Student Learning Programs and Services 135
[West Valley College Self Evaluation Report] March 2014
2A.1.12
West Valley College 2013-14 Catalog
http://www.westvalley.edu/committees/Accredi
tation/2013/evidence/1a/2014_Catalog_page3.p
df
Standard IIA.1.a
The institution identifies and seeks to meet varied educational needs of its
students through programs consistent with their educational preparation and the
diversity, demographics, and economy of its communities. The institution relies
upon research and analysis to identify student learning needs and to assess
progress toward achieving stated learning outcomes.
Descriptive Summary
West Valley College has a broad representation of backgrounds, perspectives and
ideas inherent in its student population and offers a wide variety of courses and
programs to meet their needs. The college serves multiple purposes in the
community; transfer opportunities to baccalaureate granting institutions with or
without an associate degree; two year associate degree without transfer with or
without Transfer Model Curriculum (TMC); discovery of and preparation for
advancement of career interests or prospects; maintenance of certificate or license;
retaining of skills; and educational development. The implementation of the
Student Success Act of 2012 (SB 1456) will strengthen the matriculation process for
students who will have a clear educational plan developed with assessment results,
as well as appropriate orientation activities at entry to the college. Ethnically, the
college has a broadly diverse student body:
African-American
American
Indian/Alaskan
Native
Asian
Filipino
Hispanic
Pacific Islander
Two or More Races
Unknown/NonRespondent
White Non-Hispanic
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
2.7%
0.6%
2.9%
0.6%
2.7%
0.5%
3.1%
0.5%
3.2%
0.5%
2.9%
0.3%
13.2%
2.0%
14.8%
0.7%
0.0%
12.9%
12.8%
2.1%
14.1%
0.6%
0.0%
13.8%
13.0%
1.8%
14.8%
0.6%
1.0%
16.0%
13.1%
2.0%
16.7%
0.5%
2.2%
13.2%
13.3%
1.9%
18.2%
0.5%
2.2%
12.7%
12.7%
1.8%
19.3%
0.3%
3.7%
12.6%
53.1%
53.2%
49.6%
48.8%
47.5%
46.3%
|Standard II: Student Learning Programs and Services 136
[West Valley College Self Evaluation Report] March 2014
Women outnumber the men, accounting for 55% of the students. Forty-two
percent of the students qualify for the Board of Governors (BOG) Fee Waiver.
Thirty–one percent are full time and 47% are 24 years of age or younger. (2A.1.a.1)
The college offers a wide variety of course and program offerings to meet the
diverse needs of the students and the community. Effective fall 2013, the college
offers 25 AA degrees, 27 AS degrees, 15 ADTs, and 65 Certificates of Achievement
(12 or more units noted on transcripts). (2A.1.a.2) By fall 2014, the college will have
met the goal of 100% completion of ADT development in 20 disciplines. (2A.1.a.3)
To better serve the diverse needs of the student population, the college supports
student success through culturally-relevant special programs. The primary purpose
of these programs is to support students with their academic and educational
success through culturally-relevant pedagogy, instructional material, mentor faculty
and counselors, and a community-approach to supporting their success and growth.
Puente Project:
The Puente Project prepares students to compete academically in a
university environment. It emphasizes the Mexican-American/Latino
experience through English writing, counseling, and mentoring components.
The Puente Program integrates:





Two-semester English 905 & 1A linked classes.
Two semester Counseling classes.
Individual academic, personal, and career counseling.
Transfer information, university tours, student motivational and
transfer conferences, and assistance with the transfer process.
Personal mentor relationships with professionals from the MexicanAmerican/Latino community. (2A.1.a.4)
SUCCESS:
SUCCESS is counseling, instruction, and mentoring program that emphasizes
the African American experience and builds community among students.
The program focuses on implementing West Valley Colleges’ Strategic Goals.
The SUCCESS program:



Offers linked English 905 and 1A courses, Counseling 1, 5, and 12B.
Encourages enrollment in History 12, English 12, and Counseling 50.
Provides students with college, peer, and community mentors.
|Standard II: Student Learning Programs and Services 137
[West Valley College Self Evaluation Report] March 2014


Connects students with support services on campus and with
transfer institutions.
Provides cultural events, social outings, and visits to transfer
institutions. (2A.1.a.5)
CalWORKs Program:
The California Work Opportunity & Responsibility to Kids (CalWORKS)
Program, with the assistance of the state of California, provides students
who receive public assistance (TANF) support in obtaining a vocational
certificate or degree in a high demand field of employment. Support and
training are provided including:
Counseling















Academic and career counseling
Support groups and workshops
Assistance with financial aid applications and priority registration
Basic skills assessment
Tutoring assistance and peer advising
Support Services
Free, convenient child care on campus or near your home
Funds for books and supplies
Bus passes or gas money
Referrals to community resources
Career and Employment Services
Career coaching
Resumés
Interview and job search strategies
Work Study Opportunities (2A.1.a.6)
TRiO Student Support Services:
The West Valley TRiO program is a federally funded program, focused on
increasing the graduation and transfer rates for low-income, first generation
and/ or disabled students by providing support and resources to assist
students in attaining their academic and career goals.
Services provided include:

Personal, career and academic counseling
|Standard II: Student Learning Programs and Services 138
[West Valley College Self Evaluation Report] March 2014





Priority registration
Additional tutoring services
Financial aid and Scholarship assistance
College visits
Workshops on transfer, career, and financial literacy (2A.1.a.7)
Honors Program:
The Honors University Transfer Program is one of the institution’s primary
instruments for advanced academic excellence and scholastic training within
a critical-thinking mode. The program’s primary mission is to create and
maintain course enrichment and accelerates the intellectual and creative
development of high-ability students. This is accomplished by using an
innovative curriculum model called a trans-disciplinary unit, which expands
the concept of team-teaching and interdisciplinary instruction. Through an
interdisciplinary approach, the Honors Program concentrates on three
themes (two per semester): Civilizations of the World, Science: Inquiry and
Applications, and Thought and Politics.
Students have the option of enrolling in one, two, or three courses
depending on pre- and co-requisites, the number and type of general
education courses already completed, and the requirements of their majors.
Honors Program students who wish to transfer under the terms of the
transfer alliances with selected universities receive priority consideration. To
qualify, students must complete six or more Honors courses (18 units) with a
GPA of 3.3 or higher by the time they complete 60 or more transferable
units. High school students can apply to the program with a 3.5 HS GPA.
WVC students are eligible if they have a GPA of 3.3 or higher in a minimum
of 9 University-transferable units. (2A.1.a.8)
The college uses a variety of data and research to determine the educational needs
of the community it serves. Program development and growth is tied to community
and industry needs as identified by labor market information and employment
projections by industry and occupation. (2A.1.a.9) In addition the college’s Career
Technical Education programs regularly meet with their advisory committee to
better align the program content and sequence with industry needs and job
readiness. (2A.1.a.10) For existing programs, the college utilizes program review
and student success data (persistence, completion, success) to evaluate
effectiveness in meeting the students’ educational needs. (2A.1.a.11)
|Standard II: Student Learning Programs and Services 139
[West Valley College Self Evaluation Report] March 2014
In fall 2012, the college embraced an Institutional Effectiveness framework that
encompasses three major areas: Integrated Planning and Resource Allocation,
Student Success, and Accreditation. (2A.1.a.12) In response to the Student Success
Act of 2012, the college committed to developing an institutional framework to
ensure that the Student Success Act implementation takes priority, as well as to
ensure that the Student Success Act of 2012 mandates are aligned with existing
institutional priorities, goals, and objectives moving forward. In spring 2012, faculty
leaders from the Basic Skills Advisory Committee (BSAC), Matriculation Committee,
and Student Equity, Access, and Success Committee (SEAS) led a process that would
result in integrating the three committees’ work in ensuring student success under
the framework of the Student Success Team. The finalization of the operational
aspect of the Student Success Team is scheduled for fall 2013 with the goal of
implementing in spring 2014. (2A.1.a.13) Each committee’s work to ensure that the
college supports students to successfully fulfill their educational goals will be
continued in an integrated framework for the institution utilizing the recent release
of the Scorecard and other research data that is provided by the Office of Research
and Institutional Planning. This process is in concert with the implementation of
mandatory student assessment, orientation, and educational plan; the college is
reviewing current institutional datasets to be not only in alignment with the
Scorecard but also with the elements of the Student Success Act of 2012.
The Integrated Planning and Resource Allocation Team under the Institutional
Effectiveness framework meets regularly to discuss effective institutional planning
processes. Program Review, Student Learning Outcome and Assessment (SLO/A),
and institutional budget planning and development processes were intentionally
integrated in fall 2012. The group reviews data sets, review questions used in each
area, and ensures that they are integrated on the level where results and outcomes
of Program Review and SLO/A are informing the decision making process for
resource allocation. (2A.1.a.14)
The Educational and Facilities Master Plan 2009 includes an environmental scan for
the college service area. (2A.1.a.15) However, four years later, the college realized
that an augmentation to the 2009 plan is necessary due to multiple factors that
changed the priorities of the college. The state fiscal crisis of 2010, Proposition 30
decision in fall 2012, Transfer Model Curriculum implementation mandate, and
Student Success Act of 2012, to name a few, are changing the face of West Valley
College. The college is currently planning to revise the existing Educational and
Facility Master Plan in 2014.
|Standard II: Student Learning Programs and Services 140
[West Valley College Self Evaluation Report] March 2014
Self-Evaluation
The college meets this standard. The college’s Office of Research and Institutional
Planning, in collaboration with the District’s Information Systems Office, routinely
monitors the demographics of West Valley College. Year-to-year enrollment
reports are run each semester to track students by enrollment status (new,
continuing, returning, ethnicity, and zip codes). The annual West Valley College Fact
Book also includes a detailed snapshot of students and their progress. Content
includes general information about the college along with summary and trend data
comprised of enrollment, demographics, institutional effectiveness, co-curricular
activities, finance, employee, and regional data. (2A.1.a.16)
The college has a strong Institutional Effectiveness framework where college
priorities are clearly delineated as Integrated Planning and Resource Allocation,
Student Success, and Accreditation. In this framework, institutional research
priorities are identified. In spring 2012, the college conducted an Employee and
Student Survey in preparation for the Accreditation Self-Study. (2A.1.a.17)
Actionable Improvement Plans
None.
Evidence
2A.1.a.1
Student Demographic information
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/2a/fact_book_2013_page16.p
df
2A.1.a.2
WVC Certificate and Degree list
2A.1.a.3
TMC Certification Goals
http://www.westvalley.edu/classes/programs/inde
x.html
http://www.westvalley.edu/committees/accreditat
ion/2013/evidence/2a/tmc_certification.pdf
2A.1.a.4
Puente Project
http://westvalley.edu/services/academicsuccess/puente/index.html
2A.1.a.5
SUCCESS Program
http://westvalley.edu/services/academicsuccess/puente/index.html
2A.1.a.6
CalWORKs
http://westvalley.edu/services/academicsuccess/calworks/index.html
2A.1.a.7
TRiO Program
http://westvalley.edu/services/academicsuccess/trio/index.html
2A.1.a.8
Honors Transfer Program
http://westvalley.edu/services/academicsuccess/trio/index.html
|Standard II: Student Learning Programs and Services 141
[West Valley College Self Evaluation Report] March 2014
2A.1.a.9
Labor Market Report
http://www.westvalley.edu/committees/accreditat
ion/2013/evidence/2a/labor_market_report__10_
15_13.pdf
2A.1.a.10
Advising Committee Meetings
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/2a/Advisory_Committee_Mee
tings
2A.1.a.11
Program Review Data
http://westvalley.edu/committees/programreview/documents/program-review-data-wvc.pdf
2A.1.a.12
Institutional Effectiveness Framework
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/recommendations/Institutiona
l_Effectivenss_SS_Team_11-6-12.pdf
2A.1.a.13
Student Success Team
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/2b/Student_Success_Act_Impl
ementation_Update_10-17-13.docx
2A.1.a.14
Integrated Planning Team meeting
notes
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/2a/Integrated_Planning_Team
_Meeting_Notes.pdf
2A.1.a.15
Educational And Facilities Master Plan
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/2a/Integrated_Planning_Team
_Meeting_Notes.pdf
2A.1.a.16
WVC Fact Book
http://www.westvalley.edu/faculty/_files/bondinge/fact_book_2013_master_doc_12032013.pdf
2A.1.a.17
Accreditation Employee and Student
Surveys
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/3a/accreditation_survey_empl
oyee_final_7312.pdf
Standard IIA.1.b
The institution utilizes delivery systems and modes of instruction compatible with
the objectives of the curriculum and appropriate to the current and future needs
of its students.
Descriptive Summary
When developing instructional delivery modes, faculty and staff focus on the
quality, accessibility, and accountability of student programs and services as a
structural and practical means for successfully achieving curricular learning
outcomes.
Originating from the college's mission, college decisions regarding multiple delivery
systems and course offerings are consistent with the prescribed course and
|Standard II: Student Learning Programs and Services 142
[West Valley College Self Evaluation Report] March 2014
program offering priorities of the California Community College system and the
Student Success Act of 2012.
West Valley College faculty and staff developed a vast range of instructional modes
of delivery with quality, accessibility and accountability for student programs and
services as a structural and practical means for successful learning outcomes of
course curriculum.
Starting from the college mission, West Valley College’s decision making on multiple
delivery systems and course offerings is based on the California Community College
course offering priorities and Student Success Act of 2012 prescribed course and
program offering priorities. The college’s Performance Goals Committee and
Division Chairs Council carefully analyze these priorities and identify courses and
their delivery methods per department and division when developing the schedule
of courses. (2A.1.b.1) The delivery system and methods of instruction offered are
influenced by multiple factors such as transfer institutions, student needs and
demands, employee and advisory committees, industry requirements, and survey
results from the program themselves.
The college’s Curriculum Committee (CC) ensures that the proposed course outline
requires the instructor to describe and explain all methods of instruction and how
the methods reflect an understanding of differing student learning styles. CC then
reviews the course content – including delivery methods – and provides feedback to
ensure the instruction is appropriate to the students’ learning objectives. A
Distance Learning Addendum approval is required for any new hybrid or Distance
Learning course as well as all five-year reviews. (2A.1.b.2) The process is initiated
by the faculty and department who wish to offer the course involving Distance
Learning; the faculty initiator consults with college’s Distance Learning Coordinator
(who is a member of the CC) and the division representative of the CC to prepare
the Distance Education Addendum form for the CC’s approval. In compliance with
the state and federal guidelines and requirements, the curriculum documents
(course outline and addendum form) clearly specify what delivery methods will be
used for the course and how the goals and objectives are met through technologymediated facilitation and other alternative delivery modes.
In the 2013-14 West Valley College Catalog, computer icons are placed next to
courses that are offered in a Distance Education modality indicating to the student
that the course can be offered in either face to face or Distance Learning format.
(2A.1.b.3)
|Standard II: Student Learning Programs and Services 143
[West Valley College Self Evaluation Report] March 2014
The Curriculum Committee is composed of faculty representatives from each
academic division, the Articulation Officer, Curriculum Chair, Technical Reviewers (2
faculty), Distance Learning Coordinator, Vice President of Instruction, Dean of
Instruction and Student Success, and Administrative Analyst of Instruction for
technical and clerical support. (2A.1.b.4) The CC meets on a weekly basis
throughout the semester alternating between the technical review committee and
the CC to discuss and approve new course initiations and reviews. The Distance
Learning Coordinator provides consultations on the appropriate and effective use of
technology and instructional design, and offers student service and support.
In the spring of 2013, the distance education teaching modality was utilized in
12.3% (147 sections) of the total courses offered, with the majority of courses,
87.7% (1047 sections), being offered face-to-face. (2A.1.b.5) There has been a 6.3%
increase in the number of distance education course taught at the college since
2007. In 2007–2008, the number of Full-time Equivalent Students (FTES) enrolled in
distance education courses was 11.4% of the credit total. In 2012 – 2013, Distance
Learning FTES increased to 17.7%.
Self-Evaluation
The college meets this standard. The college has a strong Distance Education
Committee comprised of Instructional Technology staff, faculty members
experienced in using technology in teaching, administrators, and the Distance
Education Coordinator. (2A.1.b.6) The committee meets regularly to provide
guidance and feedback on policies and practices developed and implemented in the
services provided by the Instructional Technology department. The committee also
reviews regulation changes, compliance issues, and identification of necessary
guidelines for implementation. The college uses ANGEL as the course management
system which is used widely not only for instruction purposes but also for various
group work and projects within the participatory governance constituencies and
committees.
The Distance Education Coordinator offers regular training workshops on how to
develop and teach using the ANGEL system. (2A.1.b.7, 8) The Coordinator also
offers individual consultations on instructional design, the effective use of
technology, accessibility and other issues related to technology-mediated teaching
and learning. The Coordinator is a member of the Curriculum Committee and
provides direct guidance, quality assurance, and compliance matters regarding the
method of instruction for each course that is reviewed by the CC.
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Faculty use a variety of applications to supplement or conduct their courses,
including ANGEL, faculty websites, video streaming, and third-party resources such
as publishers’ websites. They can use any or a combination of resources to enhance
or teach online, hybrid, and face-to-face courses.
The Distance Learning Committee continues to work with faculty and student
services departments on campus to improve the quality of services and support for
students. During 2011-12, all telecourses were converted to a more interactive
online format. This format improves the regular, effective contact between faculty
and students in these courses.
As student and faculty demand for technology grows, the college continues to add,
refresh, and expand smart classrooms. With the passage of the 2012 Measure C
bond, the college will experience ongoing facility upgrades, modernization, and new
building in the areas of Applied Arts and Sciences, Student Services, Library,
Learning and Tutorial Center, and Fine and Performing Arts. As the college
continues to implement smart and technology-mediated classrooms in the
modernized and new buildings moving forward, the network capacity, wireless
services, and overall technology infrastructure must be regularly upgraded to
support such increased technology needs for the college.
Actionable Improvement Plans

Develop a technology infrastructure plan with the District’s Information
Technology department to ensure that the operational capacity supports a
steady increase of smart and technology-mediated classrooms and offices.
Evidence
2A.1.b.1
Performance Goals Committee
and Division Chairs Council
meetings re: curriculum and
modes of instruction
http://www.westvalley.edu/committees/Accreditation/20
13/evidence/2a/PGC_Meeting_Discussions_on_Scheduling
_Priorites.pdf
2A.1.b.2
DE Addendum Form
http://www.westvalley.edu/committees/Accreditation/20
13/evidence/2a/de_addendum_form.png
2A.1.b.3
Distance Learning
http://www.westvalley.edu/committees/Accreditation/20
13/evidence/2a/2A1b3_201314_WVC_Catalog_distance_learning.pdf
2A.1.b.4
Curriculum Committee
http://www.westvalley.edu/committees/Accreditation/20
13/evidence/2a/1314_Curriculum_Committee_Membership.pdf
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2A.1.b.5
Spring 2013 Online Courses
http://www.westvalley.edu/committees/accreditation/20
13/evidence/2a/2013_spring_online-tv_schedule.pdf
2A.1.b.6
Distance Education Committee
http://www.westvalley.edu/committees/Distance_Learnin
g_Committee/members.html
2A.1.b.7
Best Practices in using ANGEL
http://www.westvalley.edu/elearning/angel/practicesfaculty.html
2A.1.b.8
ANGEL and Distance Learning
Workshops
http://www.westvalley.edu/elearning/faculty/training.ht
ml
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Standard IIA.1.c
The institution identifies student learning outcomes for courses, programs,
certificates, and degrees; assesses student achievement of those outcomes; and
uses assessment results to make improvements.
Descriptive Summary
The identification, assessment and use of Student Learning Outcomes for
improvement of student learning and student success has been a key commitment
of the college in fulfilling both its Planning Agenda from 2011 Midterm Report and
the requirements mandated by the Accreditation Commission of Community and
Junior Colleges (ACCJC) to be at the Proficiency level by fall 2012. The college
successfully submitted the ACCJC Student Learning Outcome assessment report to
ACCJC on March 15, 2013 which includes all evidence for meeting the requirements
of the Proficiency level status. (2A.1.c.1) Since the midterm report, the college
focused on creating and strengthening an institutional framework and process
where the SLO/A and Assessment processes are integrated with the Program
Review and Budget development and allocation processes.
During 2010-11 year, the SLO/A and Assessment Committee and Program Review
Committee consisted of faculty, staff, and administrators focused on ensuring that
each entity developed a clear tool, process, and college-wide schedule (or
assessment cycle) that was derived from the college mission and in alignment with
the development and assessment of annual Goals and Objectives. (2A.1.c.2) In fall
2012, all active courses, programs, certificates, and degrees contained SLO/As and
assessment was conducted. By spring 2013, all instructional, student services, and
administrative programs conducted comprehensive and/or annual Program
Reviews.
With the support of the Academic Senate, the Curriculum Committee has been
requiring all course and program submissions to include clearly stated SLO/As and
assessment mechanisms in CurricuNet for the committee’s review and approval. In
the 2013-14 West Valley College Catalog, program level SLO/As are clearly
articulated so that students can easily understand and be aware of the goals and
purposes of the certificates or degrees. (2A.1.c.3)
A positive and productive dialogue about student learning outcomes is occurring on
campus throughout the implementation process. Using the results of SLO/A
assessment, the Student Learning Outcome Committee and programs across
campus are discussing ways to improve teaching and learning via collaborative
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approaches and innovative pedagogy such as shared learning communities for
students. With the state’s implementation of the Student Success Scorecard in
spring 2013 (2A.1.c.4), campus-wide dialogue led by the Academic Senate,
SLO/Assessment Committee, Program Review Committee, and Student Success Act
Team expanded. Faculty and staff incorporated the Scorecard data with SLO/A
assessment results, as well as Program Review college-wide themes; this has
evolved into a professional development commitment to improve teaching and
learning that directly results in student success.
To ensure college-wide involvement and consistent understanding of the process
and participation in the SLO/Assessment process, the SLO/Assessment Committee
in conjunction with the Program Review Committee within the framework of
Integrated Planning and Resource Allocation conducted consistent workshops and
presentations at All College Day for the past two years. (2A.1.c.5) In addition,
SLO/Assessment and Program Review Committee Chairs frequently visited
participatory governance committees, constituency groups, and Division Chair
Council to provide updates and progress made, as well as encouraged open
dialogue about the results of assessment and identification of gaps. (2A.1.c.6)
Self-Evaluation
The college meets this standard. The college has responded to ACCJC, team
recommendations, and 2011 planning agenda recommendations for SLO/As and
Assessments. In 2012-2013 year, the college made a firm commitment to improve
its Integrated Planning and Resource Allocation process. In fall 2012, the college
created an Institutional Effectiveness organizational model in which the Integrated
Planning and Resource Allocation, Student Success Act activities, and Accreditation
were and continue to be the three main institutional priorities for ensuring
institutional effectiveness. In order to address the college's institutional
effectiveness framework, the SLO/Assessment Committee Chairs, Program Review
Chair, Director of Research and Institutional Effectiveness, Vice President of
Instruction, Vice President of Administrative Services, and Dean of Instruction and
Student Success met regularly during the 2013 spring and fall semesters, to
authentically integrate the planning process. (2A.1.c.7) At the Fall 2013 All College
Day, this team introduced the integrated SLO/Assessment, Program Review, and
Budget development and planning schedule along with a streamlined timeline that
ensures effective, logical and timely planning that is informed by college-wide
needs. (2A.1.c.8)
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The Student Success Act Team (an integrated team of the Basics Skills Advisory,
Student Equity and Access, and Matriculation Committees) was formed in spring
2012 and continues to fine-tune its function, roles, and responsibilities for the
implementation of the Student Success Act of 2012 for a Student Success and
Support Program. This faculty led task force, supported by administration, has as
one of its focuses a conversation about effective pedagogy, teaching and learning,
and a culture of inquiry. The results of SLO/Assessment and Program Review will be
a major component in this conversation also.
Actionable Improvement Plans
None.
Evidence
2A.1.c.1
March 15, 2013 SLO/A Report to
ACCJC
http://www.westvalley.edu/committees/Student_Learni
ng_Outcomes/Documents/Committee_Documents/slore
portfinal.pdf
2A.1.c.2
Master Program Review & SLO
Assessment Schedule
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/recommendations/Master_Program_Revie
w_and_SLO_Assessment_Schedule_01-072014_External.pdf
2A.1.c.3
WVC Catalog – Program Level
SLO/As
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/2A1c3_2014_catalog_page22.pdf
2A.1.c.4
Student Success Scorecard
http://scorecard.cccco.edu/scorecardrates.aspx?CollegeI
D=493
2A.1.c.5
All College Day SLO Presentations
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/All_College_SLO_Presentations/
2A.1.c.6
Participatory Governance
Dialogues re: Integrated Planning
and Resource Allocation Model
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/Participatory_Governance_Dialogues_o
n_Integrated_Planning_Model
2A.1.c.7
Integrated Planning and Resource
Allocation Map
http://www.westvalley.edu/committees/Accreditation/in
tegrated_planning_diagram.html
2A.1.c.8
Master SLO/A Assessment and
Program Review Calendar
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/recommendations/Master_Program_Revie
w_and_SLO_Assessment_Schedule_01-072014_External.pdf
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Standard IIA.2
The institution assures the quality and improvement of all instructional courses
and programs offered in the name of the institution, including collegiate,
developmental and pre-collegiate courses and programs, continuing and
community education, study abroad, short-term training courses and programs,
programs for international students, and contract or other special programs,
regardless of type of credited awarded, delivery mode or location.
Descriptive Summary
All courses offered by West Valley College, regardless of the type of credit awarded,
delivery mode, or location, maintain high quality and undergo periodic review that
assures continuous, sustainable, improvement to the standard and quality. The
college offers a wide variety of courses that enable two-year transfer and career
technical education leading to an Associate in Arts or Associate in Science degree,
as well as courses that lead to various Certificates of Achievement. As of fall 2013,
West Valley College also offers Associate Degrees in Transfer (ADT) in
Administration of Justice, Anthropology, Art History, Studio Arts, Psychology,
Sociology, Communications Studies, Early Childhood Education, Mathematics,
English, Political Science, Theater Arts, Business Administration, Music, and History.
(2A.2.1) West Valley College ADTs will enable students who are in these programs
to be guaranteed admission to certain California State Universities. The college has
met the State Chancellor’s Office requirement of 80% completion of the ADT
degrees for which the college currently has Associate of Arts or Science degrees by
fall 2013. (2A.2.2, 2a) The college also offers many outstanding services and
programs to community members of all ages and interests. The West Valley College
Community Education Program offers a wide-range of fee-based courses to meet
the needs of the community at large. (2A.2.3) West Valley College’s College for Kids
summer program marked its twenty-second year last year. The program serves
more than 350 6th to 9th graders with a broad range of enrichment courses that
challenge students in academic components, as well as providing creative and
interesting elective courses in areas such as art, business, drama, music, and sports.
(2A.2.4)
The West Valley College Campbell Center is the location of several West Valley
College contracts and programs. The Title IV-E Training and Education contract,
Foster Kinship Care and Education Program, Instructional Service Agreements,
Workplace Learning Resource Center Grant and Contract Education are all located
in the Campbell Center. The center has an office with four staff and three
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classrooms. The three classrooms are utilized every weekday, evenings and
weekends. In addition to the training and education that take place in the three
classrooms, West Valley College credit based courses are provided onsite several
evenings per week. The facilities are well utilized by training and education;
approximately ten times per year additional rooms are rented in order to facilitate
all of training needs of the programs and contracts at the Center.
Title IVE Collaborative
Since 2005 West Valley College has provided training and education to those
who work directly with vulnerable children and families in Santa Clara County.
Participants include foster and adoptive parents, social workers, staff of
community based organizations, staff of residential treatment facilities,
children’s mental health workers and many other professionals and students in
pursuit of a social work certificate or degree are eligible for free training. In
2012/13 there were more than 3600 hours of Title IV-E funded training held at
the Center. (2A.2.5)
Foster Kinship Care and Education
The West Valley College Foster Kinship Care and Education (FKCE) Program
collaborates closely with Santa Clara County Social Services Agency and
providers of services for foster youth, foster families and adoptive families as
well as the statewide network of FKCE Programs. Santa Clara County pre and
post licensed Foster and adoptive parents and prospective parents are served
by this contract. In 2012/13 the West Valley College FKCE program trained 914.5
hours: 567 pre-service training hours and 347.5 in-service training hours.
Training is conducted in English, Spanish and Vietnamese in to meet the diverse
needs of Santa Clara County families and children.
Workplace Learning/Grants
The Workplace Learning Grant was competitively awarded to West Valley
College one year ago. The grant extension ends in September 2013. The West
Valley College Workplace Learning Resource Center is part of the West Valley
Mission Community College District that serves Silicon Valley, South San
Francisco and the surrounding communities. The Center collaborates with
clients, industry leaders and community college faculty to develop programs
that meet the current and future training needs of the region.
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The center creates custom high-quality and affordable training programs that
meet the needs of their clients and often leverage resources from the
community college district and local businesses. The center is also an active
member of the Silicon Valley business community and is involved in several
initiatives and professional organizations and collaborations.
Training topics include:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Workplace Basic Skills
Working in and Leading teams
Leadership and Management
Customer Service
Generational & Cultural Diversity
Creativity and Critical Thinking
English as a Second Language
Business Math
Business Communications
Instructional Services Partnerships
West Valley College has Instructional Services Agreements with local law
enforcement to provide relevant training to law enforcement officers.
Administration of Justice Courses 160 J, G, and K are credit based courses that
provide relevant education and training to officers. This program serves law
enforcement officers of Santa Clara Police Department, Santa Clara County
Office of the Sheriff, Santa Clara County Custody and Corrections and Santa
Clara County Probation Department.
West Valley College Credit Based Courses
West Valley College credit based courses have been offered at the Campbell
Center each semester, in fall and spring semester of the last year there have
been credit based courses four evenings per week. The academic departments
of Psychology, Speech, Child Studies, and Philosophy have held courses at
Campbell Center. These courses are often high in enrollment and students are
pleased to attend courses located at the Campbell Center.
The college engages in ongoing, purposeful assessment of programs in regards to
quality, effectiveness, relevance, and other outcome measures. In addition to the
systematic review of courses conducted by the Curriculum Committee, due to the
severe state-wide budget reductions occurring in the past three years, the college
faced a new challenge in rethinking its focus and priority for the instructional
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courses and programs offered at the college while addressing the fiscal reduction
through workload reduction. The faculty-led Performance Goals Committee (PGC)
and Division Chair Council Committees (DCC) were tasked to lead this process on
behalf of the college. During 2012-2013 year, PGC and DCC set priorities for the
course and program offerings based on the California Community College’s mission
(GE/transfer, CTE, and Basic Skills) and the focus of the Student Success Act of 2012.
As a result, an extensive course analysis was conducted in each department
identifying “core”, “elective”, and “stand-alone” courses. (2A.2.6) Parallel yet in
conjunction with this process, the Office of Instruction conducted a comprehensive
catalog analysis using the same criteria. (2A.2.7) Faculty in PGC and DCC used such
information and focused first on offering “core” courses to a major, certificate, or
degree across the board. The “elective” courses were considered carefully with
implications and possible negative impact that may be caused if not offered. “Stand
alone” courses were discouraged from being offered. In spring 2013, PGC and DCC
added to these criteria for prioritization the courses that are part of the Associate
Degree for Transfer (ADT) so as to ensure course offerings that promote students to
a timely and successful completion of the degree for transfer. (2A.2.8)
The Curriculum Committee reengineered its approval process starting in 2011-12 by
adding a technical review committee review process prior to the Curriculum
Committee to ensure quality, improvement, and accuracy of all courses and
programs. The Distance Education Coordinator was added to the Curriculum
Committee membership to assure rigor, federal and state compliance, and quality
assurance in all distance learning courses. A comprehensive course recency analysis
began in fall 2012 that continues to review and assess quality and rigor of each
course.
Self-Evaluation
The college meets this standard. Course and program quality begins with the
creation of appropriate, high quality programs and courses. West Valley College is
responsive to student and community needs. For example, work to maintain
articulation with transfer institutions is continuous: advisory boards guide
certificate programs, labor market information assures program goals, industry
needs, and job attainment opportunity for students; and Community and Contract
Education respond to community needs.
Program Review is conducted college-wide as part of the Integrated Planning and
Resource Allocation framework, from individual programs through departments
and divisions. The Performance Goals Committee and Division Chairs Council use
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assessment information from the Integrated Planning and Resource Allocation
process (Program Review and Student Learning Outcome Assessment) to evaluate
their effectiveness.
Actionable Improvement Plans

Expand enhanced non-credit courses (in progress)
Evidence
2A.2.1
WVC Degrees
http://westvalley.edu/classes/programs/index.h
tml
2A.2.2
ADT Certification
http://www.westvalley.edu/committees/accredi
tation/2013/evidence/2a/tmc_certification.pdf
2A.2.2a
CCCCO ADT Status Report – September
24, 2013
http://www.westvalley.edu/committees/Accredi
tation/2013/evidence/2a/ADT_Status_Report_9
_24_13.pdf
2A.2.3
Community Education Program
http://register.asapconnected.com/CoursesInde
x.aspx
2A.2.4
College For Kids
http://www.summercollege4kids.org/
2A.2.5
Campbell Center Annual Report 2012-13
http://www.westvalley.edu/committees/accredi
tation/2013/evidence/2a/campbell_center_ann
ual_report_fy_1213.pdf
2A.2.6
Department Course Analysis form
http://www.westvalley.edu/committees/Accredi
tation/2013/evidence/2a/Department_Course_A
nalysis_Form.pdf
2A.2.7
Catalog Analysis
http://www.westvalley.edu/committees/accredi
tation/2013/evidence/2a/
core_elective_stand_alone_courses.xlsx
2A.2.8
PGC and DCC ADT criteria
http://www.westvalley.edu/committees/Accredi
tation/2013/evidence/2a/PGC_discussions_on_p
rioritizing_ADT_courses.pdf
Standard IIA.2.a
The institution uses established procedures to design, identify learning outcomes
for, approve, administer, deliver, and evaluate courses and programs. The
institution recognizes the central role of its faculty for establishing quality and
improving instructional courses and programs.
Descriptive Summary
The college utilizes multiple established procedures to design and develop courses,
SLO/As and their assessments, as well as approval, administration, delivery, and
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evaluation of courses and programs. The college maximizes the existing
participatory governance structure to promote collaboration and teamwork
between the faculty and the Curriculum Committee (CC), which consists of
representatives from every division, the college Articulation Officer, Distance
Learning Coordinator (faculty), Vice President of Instruction and Dean of Instruction
and Student Success. (2A.2.a.1)
The curriculum review and approval process occurs in identifiable stages and is
faculty driven. Faculty with subject matter expertise develop curriculum, and work
with CC division representatives and the Division Chair and/or Dean to prepare the
materials for initial review by the Curriculum Technical Committee—consisting of
the Curriculum Chair, Administrative Analyst for Instruction, two faculty members,
Dean of Instruction and Student Success. Faculty are cognizant of the overall
institutional mission, the focus of the annual goals and objectives, and course and
program offering priorities set by the Performance Goals Committee (PGC) and
Division Chairs Council (DCC) while developing and revising courses. The Division
Chairs, Division Deans, Administrative Analyst, and Curriculum Technical Committee
provide technical and other necessary resources for faculty during their process of
developing courses. The Curriculum Technical Committee meets weekly with
faculty who are proposing course revisions or new courses prior to the CC meeting.
On an as needed basis, the Articulation Officer and Distance Education Coordinator
join the Curriculum Technical Committee to support reviewing of the proposed
items. In addition, the Vice President of Instruction facilitates a weekly meeting
with the Curriculum Chair, Dean of Instruction and Student Success, and
Administrative Analyst for Instruction to review the agenda and any issues to be
discussed, resolved, and to problem solve course management related issues. State
regulations relative to curriculum and instruction, compliance issues, and new Title
5 regulation implementation are also discussed and planned in this meeting.
The initial review process primarily provides faculty with helpful technical and
administrative support, as well as a final review process that assists in preparing for
a smooth approval process at the Curriculum Committee. In the case of courses for
Career Technical Education (CTE), the Curriculum Technical Committee assists
faculty proposers with accurate and relevant labor market information data for
inclusion in the course outlines. Faculty developing the curriculum then present it
to the CC where questions are addressed, meaningful and student-centered
discussion occurs, and is followed by the approval of the curriculum by vote.
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West Valley College utilizes CurricUNET as the main source of its course
management and approval process. While the college struggles with uncontrollable
technical glitches caused by the Governet software application, the Curriculum
Chair has developed a positive rapport with the staff at Governet to problem solve
issues as they arise. The college continues to customize CurricUNET to be in
alignment with quality assurance as prescribed by the Curriculum Committee—
including rapidly changing and newly added Title 5 regulation changes. Each fall
semester, the Curriculum Committee Chair and Vice President of Instruction
coordinate a mini-training for individuals (and their back-ups) who are a part of the
approval process. (2A.2.a.2) This training outlines in each step in the CurricUNET
system course approval process and clarifies each individual’s roles and
responsibilities, as well as accountability for timely review and approval (or
disapproval with comments) of the courses or programs at hand.
Course revision takes place on a regular cycle. In light of the Associate Degree for
Transfer (ADT) development process begun in 2011-12 and additional criteria
included in this process in 2012-13, the Curriculum Committee began the rigorous
process of course recency review and analysis. (2A.2.a.3) This process led to many
successful clearances for the Course Identification Descriptor (C-ID) that were
required for courses to be included in any ADT degrees. As a result, West Valley
College has 15 ADT degrees for 2013-14 academic year. (2A.2.a.4) The Curriculum
Committee will continue to work with department faculty to complete course
recency analysis in 2013-14. (2A.2.a.5)
A significant recent addition to the curriculum process is the mandatory
incorporation of Student Learning Outcomes (SLO/As) and Assessment. The West
Valley College Student Learning Outcome and Assessment (SLO/A) Committee,
working with faculty, leads the process of SLO/A development and assessment for
courses, certificates, and degrees. Faculty include SLO/As and assessments
methods in CurricUNET for their course outlines. In addition SLO/As are also
included in course syllabi for students. The Curriculum Committee only approves
courses that meet the high standards as described above in the Curriculum
Committee approval process which includes SLO/A and assessment methods.
Self-Evaluation
The college meets this standard. The Curriculum Committee, a subcommittee of the
Academic Senate, encourages faculty to create and revise their processes to ensure
that the matriculation needs of students are met. While faculty are solely
responsible for the content of their course outlines, the Curriculum Committee
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[West Valley College Self Evaluation Report] March 2014
provides essential checks and balances to ensure that they are written in
accordance with the mandates for Title 5 and has established clear guidelines for
developing outlines. The Curriculum Committee extensively reviews each new
course as well as existing courses submitted for revisions. Timeline for revisions of
existing courses are clearly indicated in the Curriculum Committee website and
CurricUNET front page, as well as Program Review website link. (2A.2.6) At All
College Day, the Curriculum Committee provides workshops to faculty on
CurricUNET, regulation changes, and newly updated resources that they can review
and utilize on the CurricUNET and Curriculum Committee website. (2A.2.7)
During the course outline review, the Curriculum Committee verifies that the
SLO/As for the courses are in line with the course objectives in the outline. The
committee also ensures that the SLO/As and course objectives are in alignment
with the assignments and methods of evaluation listed in the course outlines. This
review ensures a smooth progression from the SLO/As to the assessment cycle.
Significant progress has been made in establishing the Student Learning Outcomes
and Assessment Cycle process since West Valley College’s last Self Study. All
courses, certificates, and degrees have SLO/As and have been assessed at 100%
level, meeting the Accreditation Commission of Community and Junior Colleges
(ACCJC) requirement of being at the Proficiency level by fall 2012.
Beginning in spring 2013, the college’s Integrated Planning and Resource Allocation
Team—consisting of the SLO/Assessment Chairs (faculty and staff), Program Review
Chair (faculty), Director of Research and Institutional Effectiveness, Vice President
of Administrative Services, Dean of Instruction and Student Success, and Vice
President of Instruction—began intentional work to authentically integrate
schedules, tools, and college-wide dialogue on planning and resource allocation.
The preliminary plan was introduced to the college at the fall 2013 All College Day.
(2A.2.8)
Actionable Improvement Plans

As planned, ensure a successful and timely establishment of the Budget and
Resource Advisory Council (BRAC) as part of the college’s Integrated Planning
Process.
Evidence
2A.2.a.1
Curriculum Committee
Membership
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/1314_Curriculum_Committee_Membership.pdf
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2A.2.a.2
Curriculum Approval Process
Training
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/CurricUNET_Approval_Process_Quick_
Sheet_for_Approvers.pdf
2A.2.a.3
Course Recency Review
http://www.westvalley.edu/committees/accreditation/2
013/evidence/2a/2013_14_course_recency_list_09_09_1
3.pdf
2A.2.a.4
WVC Program List
http://westvalley.edu/classes/programs/index.html
2A.2.a.5
Course Recency Review
http://www.westvalley.edu/committees/accreditation/2
013/evidence/2a/2013_14_course_recency_list_09_09_1
3.pdf
2A.2.a.6
Course Review Timeline
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/Curriculum_Review_Dates.pdf
2A.2.a.7
Curriculum Workshops
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/ACCJC_Status_Report_SLO_Implement
ation/14_All_College_Day_Schedules/acd2013_schedule.
docx
2A.2.a.8
Integrated Planning and Resource
Allocation Presentation – All
College Day Fall 2013
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/ACCJC_Status_Report_SLO_Implement
ation/13_All_College_Day_Presentation_on_Integrated_
Planning_Spring_2013/
Standard II.A.2.b
The institution relies on faculty expertise and the assistance of advisory
committees when appropriate to identify competency levels and measurable
student learning outcomes for courses, certificates, programs including general
and vocational education, and degrees. The institution regularly assesses student
progress towards achieving those outcomes.
Descriptive Summary
Competency levels and measurable student learning outcomes (SLO/As) are created
by faculty who teach the courses with the assistance of the Department Chairs and
the Curriculum Committee Division liaison. In addition, the Student Learning
Outcomes Committee was created by the Academic Senate to provide oversight
and guidance in the areas of



Improving creation of, and revisions to, Student Learning Outcomes
Facilitating the assessment of these outcomes by faculty members
Integrating assessment into Program Review
The committee members include one faculty member from each division and
representatives from students, Student Services, Administrative Services, and the
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Academic Senate. They work in coordination with the Dean of Instruction and
Student Success, and the Director of Research and Institutional Effectiveness.
Faculty representatives have attended workshops to help them develop or improve
assessment strategies for evaluating student achievement. (2A.2.b.1) The
Curriculum Committee assists all faculty members who wish to create new courses
or update existing courses with the development or improvement of course and
program SLO/As.
The Curriculum Handbook provides the principal guidelines used by the college for
the development, approval, administration, and evaluation of curricula. (2A.2.b.2)
Nearly all of the college’s curricular changes are initiated and designed by individual
faculty members and their departments. All new and modified courses and
programs proceed through systematic processes for evaluation and approval. The
Curriculum Committee undertakes these responsibilities and plays the pivotal role
in the evaluation and approval of proposed curriculum. Non-credit courses for
apportionment must also meet approval standards set by the Curriculum
Committee.
Periodic evaluation of departmental course offerings is carried out through a
detailed and comprehensive program review process. A Program Review
Committee was created by the Academic Senate to oversee the process. All of the
college’s programs and services are reviewed annually. (2A.2.b.3)
For departments with advisory committees, the advice of advisory board members
is used to determine the vocational competencies that should be addressed by the
specific course.
All departments that award vocational certificates have advisory committees that
meet at least once a year. Committee members generally include employers,
employment recruiters, graduates, current students, program instructors, college
administrators, and other members of the community. Advisory committees have a
variety of responsibilities that include:



Assessing the effectiveness of the program in terms of curriculum,
objectives, and achievement of student learning outcomes; the needs of the
community; and graduate performance
Assisting the program in securing competent instructors
Informing the program about changes and trends in the field
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


Assisting the program in assessing the job market and in exploring and
developing career opportunities for graduates
Publicizing the program and securing community cooperation and interest
Evaluating the adequacy of library and technology resources
Changes recommended by advisory boards are documented in the meeting minutes
of the various departments. (2A.2.b.4) A list of the members of each program's
advisory board is published in the annual WVC college catalog. (2A.2.b.5)
The following are examples of advisory board recommendations and resultant
changes:
Health Care Technologies was advised by its board to provide training in
electronic medical records (EMR), as the federal government has now
mandated the use of this technology by any health care provider that
accepts Medicare under the American Recovery and Reinvestment Act of
2009. Based on this directive, a new course was created and put through
the Curriculum approval process. The course, HTECH 44, provides students
with instruction on eClinicalWorks (one of the leading EMR software
programs in health care). This is now part of the certificate requirement for
Medical Assisting and Clinical Assisting programs.
Fashion Design was advised by the employers on its board that they were
unable to find certain technological skills in their job applicants. The
program developed a new Technical Design course focusing on these skills
thereby making its students more employable.
Business was advised by its Board to develop a Project Management
certificate, so students will be equipped with the necessary skills for
effectively managing a project from start to finish. This State Approved
Certificate is now in place. (2A.2.b.6)
Faculty expertise is maintained and assured in a variety of ways. Most programs
and departments meet regularly throughout the semester. The purpose of these
meetings is to discuss program goals, course content, overall curriculum planning,
instructional methodology, and assessment.
West Valley's faculty must meet the minimum qualifications set by the state of
California and the West Valley Community College District. Most faculty members
who teach in vocational areas exceed the minimum qualifications by holding a
|Standard II: Student Learning Programs and Services 160
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Master's degree, PhD, or JD. Several faculty members have professional
certification in their areas of instruction and several years of experience working in
their areas of expertise.
Instructors are committed to maintaining currency in their respective industries.
Several maintain personal and institutional memberships in professional
organizations. Faculty stay current in their fields by reading professional and
government publications and by attending workshops and regional and national
conferences. Many associate faculty members are working professionals. Their
expertise in the classroom and input during faculty meetings help to keep their
programs current. The college routinely provides a variety of professional
development workshops to faculty members. These include specific activities on
professional development days, scheduled workshops, and the ongoing new faculty
orientation program that is provided to all first-year contract faculty members.
(2A.2.b.7)
The college evaluates the effectiveness of learning at each level by tracking
successful course completion, retention, and certificate and degree completion.
(2A.2.b.8) In addition, the Early Progress Alert system informs students about their
mid-semester academic progress and assists them in accessing support to improve
their possibilities for success. (2A.2.b.9) Support services include counseling,
tutoring, special accommodations, assessment, and financial aid. In addition,
students on probation or dismissal are invited to attend Back to Success workshops.
Several departments also have course sequences with prerequisites to assure that
students have the skills necessary to progress in the program and succeed in
obtaining a degree or certificate.
The college reviews the data from the Accountability Reporting for the California
Community Colleges (ARCC) and Student Success Scorecard to evaluate its
performance against state-wide educational outcomes. (2A.2.b.10) The college
reviews this data to identify areas of strength and areas for improvement
particularly in the areas of student progress and achievement.
Self-Evaluation
The college meets this standard.
All departments are committed to keeping their programs up-to-date to assure that
students are well-prepared to meet the needs of the business community.
Programs take steps to implement the recommended changes and improvements
suggested by their advisory committees and other faculty members.
|Standard II: Student Learning Programs and Services 161
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Actionable Improvement Plans
None.
Evidence
2A.2.b.1
Assessment Workshops
http://westvalley.edu/committees/Accreditation/2013/e
vidence/2a/All_College_SLO_Presentations
2A.2.b.2
WVC Curriculum Handbook
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/Curriculum_Handbook_2002.pdf
2A.2.b.3
Department Program Reviews
http://westvalley.edu/committees/programreview/index.html
2A.2.b.4
Advisory Board Minutes
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/BUS_Advisory_Board/
2A.2.b.5
Advisory Board Members from
2013-14 WVC Catalog p. 19
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/2A2b5_2014_catalog_page19.pdf
2A.2.b.6
Project Management Certificate
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/2A2b6_2014_catalog_page45.pdf
2A.2.b.7
Professional Development
Workshops
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/PDC_Workshops/
2A.2.b.8
Course, Certificate and Degree
Completion Data
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/instructional_data_set_page3.pdf
2A.2.b.9
Early Alert Letter
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2a/2A2b9_Early_Alert_letter_F13_sk1.pdf
2A.2.b.10
Student Success Scorecard
http://scorecard.cccco.edu/scorecardrates.aspx?CollegeI
D=493 - home
Standard IIA.2.c
High-quality instruction and appropriate breadth, depth, rigor, sequencing, time
to completion, and synthesis of learning characterize all programs.
Descriptive Summary
An extensive hiring process, a thorough four-year Tenure Review process, and
subsequent periodic evaluations by students, peers, and administrators ensure high
quality instruction. All tenured faculty and contract faculty are evaluated every
three academic years. Temporary faculty and part-time faculty are evaluated once
every six semesters once Re-Employment Preference (REP) is granted. REP is
granted to associate faculty upon successful evaluation results during his/her first
(or second), third (or fourth), and fifth (or sixth) semesters. Details of the
procedures for evaluations and the guidelines and criteria used for evaluation are
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available in the Collective Bargaining Agreement (Association of College Educators:
ACE). Policies and procedures for associate faculty hiring have been designed to
extend these standards to the associate faculty. (2A.2.c.1) Classified professionals
contribute to effective pedagogy as instructional assistants and lab
assistants.(2A.2.c.2)
Evaluation of probationary faculty employees for tenure follow guidelines that are
separate from those discussed above. Tenure-track faculty are evaluated during
the four-year tenure-review process, at three distinct intervals. Each tenure-track
faculty member is evaluated by her/his respective tenure review committee
through a rigorous process and schedule outlined in the Collective Bargaining
Agreement.
The appraisal of instruction in online courses, including student surveys, has been
developed in response to the 2011 midterm recommendation led by the West
Valley College Distance Learning (DE) Committee in conjunction with the Academic
Senate. The online evaluation methodology used is consistent with the way faceto-face courses are evaluated. (2A.2.c.3) In addition, the online evaluation tool
includes mechanisms that ensure quality assurance of online courses such as
regular and effective contact. The DE committee committed to support faculty by
providing various resources regarding effective and successful teaching and learning
through online courses. The DE committee produced an easy to understand and
use “Check List for Effective Online Course Instruction” in fall 2013, as well as a fiveminute training video to ensure high standard of online instruction is practiced
across campus. (2A.2.c.4, 5) In the meantime, the online evaluation tool is
encouraged for faculty to utilize as resources and guidelines when conducting
evaluation.
The college has excellent resources to support a faculty member’s efforts at
designing and teaching effective and interactive online courses. The distance
education department offers ongoing training and one-to-one assistance with the
college’s course management system, ANGEL Learning, as well as other aspects of
distance education. (2A.2.c.6) The Distance Learning Coordinator also offers faculty
training in Distance Learning Course Design. The college’s Fox Center is equipped
with video and audio editing technology so that instructors can film themselves or
their classes and this content can be uploaded in online courses. There are many
opportunities for enriching online courses so that courses can be robust and rich
with varied and interactive content.
|Standard II: Student Learning Programs and Services 163
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Degree and certificate programs at West Valley College conform to California
Education Code requirements and support the mission of the college. Degree
programs in transfer and career technical programs are designed by departmental
faculty who, in many cases, receive input from community industry advisers
appropriate to each field of study. The breadth and depth of college programs are
demonstrated by offering 54 associate degrees, 15 associate degrees for transfer
(as of fall 2013), 65 transcriptable certificates (2A.2.c.7) and 1,140 active courses as
well as through a comprehensive articulation process. The college has extensive
articulation agreements including majors and lower division courses, general
education patterns and course-to-course agreement with all CSU and UC campuses,
and 58 private and/or out-of-state four-year institutions. (2A.2.c.8) The curriculum
development process ensures rigor and sequencing of courses. The procedure for
initiating new or revised course outlines of record is structured and outlined on the
CurricuNet site developed in accordance with the criteria in the Program and
Course Approval Handbook (April 10, 2013 edition with revisions) (2A.2.c.9)
published by the State Chancellor’s Office and the spring 2008 publication by the
Academic Senate for California Community Colleges The Course Outline of Record
Curriculum Reference Guide. (2A.2.c.10)
The courses require consultation with and approval by the appropriate department
faculty members, chair(s), and division chair(s) in consultation with the division
Curriculum Committee representatives. The division Curriculum Committee
representatives, as well as division chair(s) ensure that proposed new courses and
revisions are in alignment with the institutional mission and priorities: offering
courses based on the California Community College priorities (General
Education/Transfer, Associate Degree for Transfer, Career Technical Education, and
Basic Skills) and Student Success and Support Programs (offering courses that
students need to complete their educational plans). The curriculum, Committee at
large ensures appropriate breadth, depth, rigor and adherence to college and state
guidelines in course outlines in its review and approval process.
In several disciplines, faculty develop courses taught in sequence with each
succeeding course progressing and building on content and rigor from the previous
course. Such courses generally require a minimum performance standard of grade
C or higher for a student to enroll in the next course in the sequence. As a result,
course outlines for such courses are developed with pre-requisites and/or corequisites that are also evaluated by the Curriculum Committee. In such cases,
faculty initiators are required to submit content review criteria adhering to one of
two levels of scrutiny. (2A.2.c.11) Level 1 scrutiny is for pre-requisite outside the
|Standard II: Student Learning Programs and Services 164
[West Valley College Self Evaluation Report] March 2014
discipline for the target course, and Level 2 scrutiny is for pre-requisite outside the
discipline for a transferable course. The content review criteria examine the
appropriateness of the pre-requisites, and comparisons are drawn to equivalent
courses at CSUs and UCs for their pre-requisite requirements.
High-quality instruction in Career Technical Education (CTE) programs is ensured by
the oversight of advisory committees comprised of business and industry leaders,
as well as college faculty and administrators. (2A.2.c.12) These committees, during
their annual meetings, make certain that course offerings in their programs are
aligned with the current trends in regional and global industry and economics.
The evaluation of online courses has become a systematic institutional process that
enables the college to provide faculty with valuable feedback. In so doing, it fosters
the college’s ability to refine its distance education program by embracing the most
appropriate pedagogical and technological approaches for engaging our students.
Self-Evaluation
The college meets this standard. High-quality instruction begins with high-quality
instructors. All instructors are encouraged to advance themselves professionally by
enrolling in credit coursework at an accredited colleges or university, participation
in conferences or workshops, and engaging in appropriate professional activities or
projects. Faculty are provided support for professional growth activities by the
Professional Development Committee and college administration. (2A.2.c.13) The
college’s rigorous hiring and tenure review process have produced a qualified,
engaged and highly effective faculty, helping to ensure instructional quality,
breadth and depth, rigor, sequencing, progress to completion and synthesis for
students.
Breadth, depth and rigor in course content delivered by high-quality faculty are
guaranteed through a comprehensive course curriculum review process under the
purview of the Curriculum Committee. The review process focuses on course rigor
and sequencing, and the development of courses that meet appropriate standards
and reflect advice from community advisors.
Successful development of the 15 new Associate Degrees during for Transfer (ADT)
in the 2011-2012 and 2012-2013 academic years is a result of West Valley College’s
current high-quality curriculum, degrees, and sequencing of courses.
The issue of “time to completion” can be complex in community college. While
moving efficiently and expeditiously through the lower division program is a goal
|Standard II: Student Learning Programs and Services 165
[West Valley College Self Evaluation Report] March 2014
for many of our students, the college also serves many students for whom such an
approach is not ideal or even possible. The college recognizes that appropriate
time to completion for such students may be significantly longer than two years.
Faculty are in the process of addressing such challenges through research and
discussion around innovative and effective teaching and learning, pedagogy and
instructional methodology (such as accelerated instruction) so as to assist students
to succeed in each course and lead them to reduced time to completion.
In addition, the college has developed an implementation plan for “Student Success
and Support Programs” to be an integrated mechanism to support student success
to reduce time to completion. (2A.2.c.14)
Actionable Improvement Plans
Complete the approval process with the Faculty Association (ACE) and the District
on online evaluation.
Evidence
2A.2.c.1
ACE Contract Article 112
http://www.westvalley.edu/committees/accreditatio
n/2013/evidence/2a/ace_article_112.pdf
2A.2.c.2
Instructional and Lab Assistant Job
Descriptions
http://www.westvalley.edu/committees/accreditatio
n/2013/evidence/2a/instructional_assistant.pdf
2A.2.c.3
Online Evaluation Methodology
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/2a/2A2c3_DL_faculty_eval_form
_rev_Nov-8-012.pdf
2A.2.c.4
Online Course Checklist
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/recommendations/Online_Learning
_Checklist_inal_Nov.6-2013.pdf
2A.2.c.5
Distance Education Training
Videos
http://westvalley.edu/elearning/index.html
2A.2.c.6
Distance Education Training
http://westvalley.edu/elearning/faculty/training.html
2A.2.c.7
2013-2014 Program List
http://westvalley.edu/classes/programs/index.html
2A.2.c.8
Articulation Agreements
http://westvalley.edu/services/academicsuccess/transfercenter/articulation/index.html
2A.2.c.9
Program and Course Approval
Handbook
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/2a/Handbook_5thEd_BOG_Approv
ed.pdf
2A.2.c.10
The Course Outline of Record
Curriculum Reference Guide
http://www.westvalley.edu/committees/accreditatio
n/2013/evidence/2a/ace_cor_reference_guide.pdf
2A.2.c.11
Curriculum Course Content Review
http://www.westvalley.edu/committees/accreditatio
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Criteria
n/2013/evidence/2a/curriculum_content_review_crit
eria.pdf
2A.2.c.12
CTE Advisory Meeting Minutes
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/2a/Advisory_Committee_Meetings
2A.2.c.13
Professional Development
Committee Workshops
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/2a/All_College_Day_Brochure_201
1.pdf
2A.2.c.14
Student Success and Support
Programs Implementation Plan
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/2b/Student_Success_Act_Impleme
ntation_Update_10-17-13.docx
Standard IIA.2.d
The institution uses delivery modes and teaching methodologies that reflect the
diverse needs and learning styles of its students.
Descriptive Summary
The college addresses the diverse needs and learning styles of its students by
providing a variety of delivery modes, teaching methodologies, and support services
that address the learning needs of its students. Instruction is offered in semesterlength lecture/lab courses, short courses, directed study courses, off-campus
courses, courses offered in a language other than English, online and hybrid courses
and technology-mediated course that supports students with disabilities.
The teaching methodologies are selected by faculty based on the appropriateness
of course content and the diversity of student learning styles (visual, aural, and
kinesthetic). Instruction is offered across the curriculum to address these three
basic modalities.
Face-to-face classes continue to be the most common mode of instruction at West
Valley College, and many faculty have developed pedagogical practices to increase
student learning and success.
Teaching methods employed by instructors at the college include demonstrations,
experiments, field trips, guest speakers, hands-on learning, internet enhancement,
captioning, streaming, lectures and group discussions, project-based learning,
thematic-approach learning, tutors, portfolios, practicum/internships, research,
student participation, student reports, projects, and presentations, web research,
collaborative learning, real-world experience, and problem-based leaning. The list
expands. The Curriculum Committee’s new course outline form requires faculty to
identify the teaching methodologies that will be used to review identified delivery
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methods and provides feedback to ensure the instruction is appropriate to the
students’ learning objectives. (2A.2.d.1) Teaching effectiveness is evaluated in the
peer observation including appropriate methods of instruction and
recommendations for improvements are made.
Distance Learning courses offer students an alternative to traditional classroom
studies. Courses are designed to accommodate both students who prefer classes
that do not require on-campus contact with faculty and classmates. There are
numerous courses offered online or through hybrid delivery. (2A.2.d.2) To ensure
Distance Learning faculty have the necessary tools for course and student success,
WVC Distance Learning coordinator provides online course instruction for faculty
who prepare to teach Distance Learning courses. (2A.2.d.3)
Special programs such as the Puente and SUCCESS programs are designed to meet
the needs of culturally-specific students utilize instructional pedagogy that are
culturally-responsive, as well as culturally relevant models.
Puente Program
The Puente Program prepares students to compete academically in a university
environment. It emphasizes the Mexican- American/Latino experience through
English writing, counseling, and mentoring components.
The Puente Program integrates:





Two-semester English 905 & 1A linked classes.
Two semester Counseling classes.
Individual academic, personal, and career counseling.
Transfer information, university tours, student motivational and transfer
conferences, and assistance with the transfer process.
Personal mentor relationships with professionals from the MexicanAmerican/Latino community
SUCCESS Program
SUCCESS provides counseling, instruction and mentoring programs that emphasize
the African American experience and build community among students. The
program focuses on implementing West Valley Colleges’ Strategic Goals.
The SUCCESS program:

Offers linked English 905 and 1A courses, Counseling 5 and 12C.
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



Encourages enrollment in History 12, English 12, and Counseling 50.
Provides students with college, peer and community mentors.
Connects students with support services on campus and with transfer
institutions.
Provides cultural events, social outings and visits to transfer institutions.
First Year Experience Program
The ‘First Year Experience’ (FYE) program at West Valley College is a learning
community designed for students who want to move forward with their college
goals and who welcome additional support and guidance. FYE consists of students
who, after taking the WVC Assessment, place into English 905, Read 961 and Math
103.
The fall schedule consists of these three classes as well as an English 990 lab and a
Counseling 2 class. Most of the students in the program are recent high school
graduates, but other interested students are welcomed. Classes are in a Monday –
Thursday daytime schedule. This block schedule approach provides an opportunity
to develop strong support and connections with other students, instructors and
support services.
FYE students receive the focused attention which contributes to college success.
These integrated classes are a great way to learn about college while developing
success oriented strategies leading to graduation and transfer.
TRiO Program
The West Valley TRiO program is a federally funded program, focused on increasing
the graduation and transfer rates for low-income, first generation and/ or disabled
students by providing support and resources to assist students in attaining their
academic and career goals.
Services provided include:






Personal, career and academic counseling
Priority registration
Additional tutoring services
Financial aid and Scholarship assistance
College visits
Workshops on transfer, career, and financial literacy
|Standard II: Student Learning Programs and Services 169
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Disability and Educational Services Program
The Disability and Educational Services Program (DESP) offers supported education
services to students with various disabilities. Students are provided with the
opportunity to experience a safe beginning or re-entry to college through
attendance in specially designed courses on college orientation. In accordance with
federal legislation (section 504 and 508 of the Federal Rehabilitation Act of 1973
and the American with Disabilities Act of 1990) and Title 5 of the State of California
Education Code, the college provides reasonable academic adjustments to students
with verified disabilities in order to create an educational environment where they
have equal access to instruction. A variety of services are available to ensure equal
access including academic and vocational counseling, interpreting or captioning
services, mobility assistance, provision of print materials in alternate formats,
tutorial assistance, and individual adaptive assistance as needed.
Specialized courses offered through DESP include classes for students with learning
disabilities, speech/language impairments, visual limitations, hearing impairments,
and mobility limitations. Specific courses in adaptive physical education, assistive
computer technology, and learning strategies are offered to accommodate students
with various needs.
Veterans Program
West Valley College provides comprehensive support for the men and women who
have served our country. Services provided to veteran students include:



Educational Benefits assistance through a specialized Financial Aid staff
Veteran Specific Orientation
Counseling and DESP Services through specialized counselors
Veteran’s Resource Center - The Veterans Resource Center (VRC) is located in the
Campus Center below the WVC Bookstore. The VRC at WVC provides a space for
veterans to gather, socialize and form relationships with other veterans. This space
is a hub for veterans programming efforts that can include connections with
veteran task force members and access to veteran’s resources provided by the
college. Resources for veterans include:




3 computers for veteran student use
Free Printing
Networking
Veterans Club
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




Resources
Newsletters
Events
Bus Passes
Free Coffee
Middle College Program
The Middle College Program is a joint venture with the Campbell Union High School
District and the Los Gatos – Saratoga Joint Union High School District. The program
is a high school alternative for juniors and seniors from these two high school
districts. It offers students with college potential the opportunity to complete their
high school requirements on the West Valley campus.
Designed to provide a supportive yet challenging college setting, the program
enables students to take college level courses while completing high school
graduation requirements. This new academic environment provides students with
an opportunity to stimulate their academic development and spark their quest for
learning.
Tutorial Services in the Library and Learning Resource Center, Math Resource
Center, Trio Program, and CalWORKs serve to address the diverse needs and
learning styles of students.
Self-Evaluation
The College meets this standard. The many programs and services the college offers
attests to the commitment West Valley College has in meeting the diverse needs
and learning styles of its students, providing a variety of delivery modes, teaching
methodologies and pedagogies, as well as support services that address the
learning needs of all students. The Curriculum Committee monitors and evaluates
appropriateness of teaching methods employed in the classroom. Faculty and
students evaluations evaluate the effectiveness of these methods as well. The
integration of student learning outcomes assessment cycle will also enhance the
evaluation of teaching methodologies and delivery modes.
Actionable Improvement Plans
None.
Evidence
2A.2.d.1
Course Outline Form
http://www.westvalley.edu/committees/Accreditation/2013/eviden
ce/2a/Soc_001_COR.pdf
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2A.2.d.2
Fall 2013 Online Classes
http://www.westvalley.edu/committees/accreditation/2013/eviden
ce/2a/online_classes_fall_2013.pdf
2A.2.d.3
Distance Education
Training
http://westvalley.edu/elearning/faculty/training.html
Standard IIA.2.e
The institution evaluates all courses and programs through an on-going
systematic review of their relevance, appropriateness, achievement of learning
outcomes, currency, and future needs and plans.
Descriptive Summary
The major responsibility for evaluation of courses and programs rests with the
faculty; approving and evaluating the curricula are the responsibilities of the
Curriculum Committee, which is a subcommittee of the Academic Senate. The
college made major progress in 2012-13; the West Valley College Integrated
Planning and Resource Allocation process streamlined the course revision process
based on recency (5 years for non-CTE courses and 2 years for CTE courses) and was
fused with the SLO/A and Assessment process. (2A.2.e.1) With the recent successful
effort in developing a total of 15 Associate Degrees for Transfer (ADTs) as of fall
2013, faculty began engaging in further scrutinized evaluation of course outlines to
be in alignment with the Course Identification Descriptor (C-ID) under the
leadership of the Curriculum Committee. (2A.2.e.2) Based on the college-wide
course outline review calendar, the Curriculum Committee facilitates the review
process based on the priority.
In order to evaluate the achievement of the Student Learning Outcomes (SLO/As)
and assessment process, the college made significant improvements in the last few
years. SLO/As for all courses are now published in the course outlines through
CurricuNet. The Master Program Review and SLO/A Assessment schedule which is
an integrated calendar of Program Review and SLO/A Assessment cycle per course,
programs, non-instructional programs, and services ensure ongoing systemic review
occurs. (2A.2.e.3)
All programs are expected to conduct a comprehensive Program Review biannually,
followed by an update the next year, with the purpose of striving for continuous
improvement and planning for the future. The Master Program Review and SLO/A
Assessment schedule indicates which courses and programs are due for
comprehensive review and which are due for an update review. The reviews and
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updates are submitted initially to the Program Review Committee for review and
feedback, once the review is finalized with feedback then it goes to the Academic
Senate and College Council for their approval. One criteria used to evaluate the
reviews and updates is examination of the Program Level Outcomes Assessment
Cycle in each program.
Self-Evaluation
The college meets this standard. All courses and programs offered at West Valley
College and all programs in the college are rigorously evaluated. The appropriate
administrators, faculty and staff review Career Technical Education (CTE) programs
annually as per California Code of Regulations, Title 5 (section 51022). Education
Code (Section 78016), and this Standard. The regular evaluations of CTE program is
also required by the Carl D. Perkins Career Technical Education Act of 2006, Title IC,
Section I35 (B) 6.
The college established a five-year cycle of evaluation for courses via course
outlines. The college is in the process of major course and program analysis under
the leadership of the Curriculum Committee. Faculty are engaged in deactivating
and revising courses according to this evaluation cycle. Programs are also reviewed
via a Program Review process annually either in a comprehensive or update format.
Both course and program review cycles are critically examined for SLO/A and the
assessment of SLO/As. All course outlines now incorporate SLO/As, and the
Curriculum Committee evaluates the course outlines for appropriate alignment of
the course objectives with the SLO/As.
Actionable Improvement Plans

The Academic Directions Committee was formed by the Academic Senate in
January 2013 to review struggling programs and help viable programs with
an action plan to improve their enrollment and completion rate. (2A.2.e.4)
Evidence
2A.2.e.1
Course Revision Schedule
http://www.westvalley.edu/committees/Accreditation/2013/evi
dence/2a/13-14_Course_Revision_Schedule_one.pdf
2A.2.e.2
Revised and Submitted C-ID
courses
http://www.westvalley.edu/committees/Accreditation/2013/evi
dence/2a/C-ID_list.docx
2A.2.e.3
Master Program review and
SLO/A Assessment Calendar
http://www.westvalley.edu/committees/Accreditation/2013/evi
dence/recommendations/Master_Program_Review_and_SLO_A
ssessment_Schedule_01-07-2014_External.pdf
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2A.2.e.4
Academic Directions
Committee
http://www.westvalley.edu/committees/Academic_Directions/
Standard IIA.2.f
The institution engages in ongoing, systematic evaluation and integrated
planning to assure currency and measure achievement of its stated student
learning outcomes for courses, certificates, programs including general and
vocational education, and degrees. The institution systematically strives to
improve those outcomes and makes the results available to appropriate
constituencies.
Descriptive Summary
The college’s Integrated Planning and Resource Allocation process is cyclical, logical,
and methodical. The process is thoughtfully and carefully diagrammed so as to
inform the college community of the process. (2A.2.f.1) Participatory governance
groups actively contributed to conversations about the design and implementation
of the college’s Integrated Planning and Resource Allocation process, so it
effectively addresses student learning outcomes (SLO/As) for all programs, degrees,
and certificates. (2A.2.f.2)
SLO/A assessment results are integral to college-wide institutional planning and
resource allocation. The college cycle is as follows:
•
•
•
•
SLO/A assessment results at the course and program levels highlight
instructional needs and impediments for students success
The course and program level results are refined into targeted improvement
plans
The improvement plan recommendations are summarized in Program
Review reports that include funding requests
The college’s Vice President of Administrative Services facilitates budget and
allocation requests and leads a comprehensive college-wide budget plan.
The current Integrated Planning and Resource Allocation process responds to
student learning outcome requests by allocating funds and making improvements
as needed. For example, professional development funding has been allocated, so
ten faculty members will have the opportunity to participate in an OnCourse
National Conference in Irvine, California in late April, 2013. The conference will
focus on strategies for facilitating and enhancing student success outcomes. The
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conference attendees plan to utilize the new strategies in their classes and to
conduct professional development training to disseminate their new knowledge to
other college faculty members. (2A.2.f.3)
The results of student learning outcome assessments for SLO/As, PLOs, and ILOs are
available locally in department chair SLO/A binders and globally on the institutional
research page of the WVC website. (2A.2.f.4)
Self-Evaluation
The college meets this standard.
Actionable Improvement Plans
None.
Evidence
2A.2.f.1
Memorandum: Budget
Planning, FY 2013-2014, RE:
Integrated Planning and
Resource Allocation Model for
Budget Allocation, March 2013
http://www.westvalley.edu/committees/Accreditation/2013
/evidence/3d/fy13-14_budget_process.pdf
2A.2.f.2
College Council Minutes
http://www.westvalley.edu/committees/Accreditation/2013
/evidence/1a/College_Council_Integrated_Planning_Discussi
on_11.8.13.pdf
2A.2.f.3
On Course Training conference
http://www.westvalley.edu/committees/Accreditation/2013
/evidence/2a/On_Course_Training_Conference.pdf
2A.2.f.4
Institutional Researcher’s page
on college website
http://www.westvalley.edu/about/research.html
Standard IIA.2.g
If an institution uses departmental course and/or program examinations, it
validates their effectiveness in measuring student learning and minimizes test
biases.
Descriptive Summary
Two programs at WVC use course examinations for assessing Student Learning
Outcomes. The Math Department uses departmental course examinations for
assessing student learning outcomes. When student learning outcomes need to be
assessed for a class:
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The SLO/A assessment questions are determined and sent to all faculty in
the department for review. Questions are revised according to the feedback
received from the faculty.
• The agreed upon questions are placed on the final exam for every section of
the course. Instructors follow a set grading rubric for those questions.
(2A.2.g.1)
• The results are reported and aggregated. Comments received by faculty
from the SLO/A assessment forms are used to guide future department
meetings and curriculum changes.
Park Management uses three tests that are standardized material from outside
agencies. These include:
•
• Powersaws Class (National Wildland Fire Coordinating Group)
• Wildland Fire Class (National Wildland Fire Coordinating Group)
• Wilderness First Responder Class (US Department of Transportation)
The use of these exams from specialized agencies minimizes biases while measuring
the skills students are required to master upon course completion.
Self-Evaluation
The college meets this standard. Through the use of standardized questions and
exams, grade norming rubrics, and reported results, the college minimizes bias and
validates the effectiveness of departmental course exams.
Actionable Improvement Plans
None.
Evidence
2A.2.g.1
Math SLO/A Assessment Instructions
and form
http://www.westvalley.edu/committees/accreditatio
n/2013/evidence/2a/math_slo_assessment_instructi
ons_form.pdf
Standard II.A.2.h
The institution awards credit based on student achievement of the course’s stated
learning outcomes. Units of credit awarded are consistent with institutional
policies that reflect generally accepted norms or equivalencies in higher
education.
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Descriptive Summary
The grading policies and the criteria for awarding credit for courses are stated
clearly in the college catalog. (2a.2.h.1) Course outlines of record, for new or
revised curricula submitted to the Curriculum Committee, must establish behavioral
objectives and a record of the methods of evaluating the objectives, including a
document establishing which pre-requisites and/or advisories and other conditions
of enrollment address the adequacy of preparation of students. The awarding
credit is based upon the student’s successful demonstration of achievement of the
course’s stated learning outcomes. West Valley College courses are required to
have a syllabus that outlines the course content and grading policy as they are
stated in the course outline of record. The Curriculum Committee review of courses
ensures that units of credit are awarded according to the Carnegie unit standard in
compliance with Title 5. At West Valley College, one unit of course work
corresponds to one hour of classroom work in lecture classes and one unit of course
work corresponds to three hours of classroom work for laboratory classes. (2A.h.2)
Self-Evaluation
The college meets this standard. Course outlines of record, which are developed by
the faculty and reviewed by the Curriculum Committee, provide detailed
information regarding number of hours of instruction for a particular course per
week and per semester. The Curriculum Committee evaluates this information for
consistency across courses, based on course objectives, content, methods of
evaluation and compliance with Title 5. Course outlines of record currently are
required to align course SLO/As with objectives, methods of evaluation and indicate
detailed criteria for evaluation of each course assignment. This information is
transferred to students through the course syllabi, which each instructor makes
available to the students. Syllabi are reviewed during faculty evaluations and
during the Tenure Review process to ensure that they are consistent with campus
policies, and that they accurately reflect the content, activities, and assessment
methods of the course.
Actionable Improvement Plans
None.
Evidence
2A.2.h.1
WVC College Catalog - Grading
Policies p. 186-7
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/2a/2A2h1_2014_catalog_page186.pdf
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2A.2.h.2
Art 31 Course Outline of Record
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/2a/art_31a_cor.pdf
Standard IIA.2.i
The institution awards degrees and certificates based on student achievement of a
program's stated learning outcomes.
Descriptive Summary
Program Learning Outcomes (PLOs) are clearly identified for all students. PLOs are
easily visible in the college catalog in the pertinent section for each program.
(2A.2.i.1) Pursuant to the Student Success Act of 2012, counselors and student
service representatives meet with new students during an orientation in which
students are informed about the college’s program offerings and their outcomes.
After the orientation, new students meet with counselors to develop individual
educational plans that specify the programs’ intended learning outcomes. (2A.2.i.2)
Faculty and department chairs communicate with students about the outcomes
students will be able to accomplish upon successful program completion.
Each program sets benchmark success and completion standards that students
must fulfill in order to meet the program’s requirements for earning an approved
certificate or degree. (2A.2.i.3) The department chair for the program verifies
students’ success in relevant course work and then approves certificate and degree
paperwork. All degrees and certificates are then signed by the division chair and
college president. Based on a careful process of evaluation and scrutiny, degrees
and certificates are awarded based on students’ achievement of stated program
level learning outcomes.
Self-Evaluation
The college meets this standard.
Actionable Improvement Plans
None.
Evidence
2A.2.i.1
West Valley College Catalog
http://www.westvalley.edu/committees/Accreditation
/2013/evidence/2a/2014_Catalog_page22.pdf
2A.2.i.2
Student Education Plan
http://www.westvalley.edu/committees/Accreditation
/2013/evidence/2b/Blank_Ed_Plan.xlsx
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2A.2.i.3
Program Level Outcome
Summaries
http://www.westvalley.edu/research/Documents/SLOPLO_Assessment_Results/
Standard IIA.3
The institution requires of all academic and vocational degree programs a
component of general education based on a carefully considered philosophy that
is clearly stated in its catalog. The institution, relying on the expertise of its
faculty, determines the appropriateness of each course for inclusion in the general
education curriculum by examining the stated learning outcomes for the course.
General education has comprehensive learning outcomes for the students who
complete it, including the following:
a. An understanding of the basic content and methodology of the major
areas of knowledge: areas include the humanities and fine arts, the natural
sciences, and the social sciences.
b. A capability to be a productive individual and lifelong learner: skills include
oral and written communication, information competency, computer
literacy, scientific and quantitative reasoning, critical analysis/logical
thinking, and the ability to acquire knowledge through a variety of means.
c. A recognition of what it means to be an ethical human being and effective
citizen; qualities include an appreciation of ethical principles;
interpersonal skills; respect for cultural diversity; historical and aesthetic
sensitivity; and the willingness to assume civic, political, and social
responsibilities locally, nationally, and globally.
Descriptive Summary
The college is committed to providing all students with foundational general
education courses that underpin its academic and Career Technical Education (CTE)
degree programs. The 2013-14 college catalog indicates that the college is
dedicated to student learning and success as stated in its mission statement and
further supported via the consistency of its values and the richness of its general
education curricular offerings. (2A.3.1)
The college mission statement is clearly visible to students on page 3 of the catalog:
“The West Valley College community supports students along their pathways to
reach transfer and career goals in an environment of academic excellence.” (2A.3.2)
The catalog further emphasizes the importance of general education as a
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[West Valley College Self Evaluation Report] March 2014
component of its degree programs by supporting students through the necessary
steps for completing a General Education Certification. Students are advised that
careful educational planning and counselor consultations will enable them to
complete their general education transfer requirements and their general
education requirements for an associate degree awarded by West Valley College.
(2A.3.3)
Stemming from thoughtful and strategic planning—and guided by faculty expertise
in pedagogy and academic discipline areas—faculty, counselors, the Office of
Instruction, the Curriculum Committee, and the Students Learning Outcomes
Committee review and revise stated learning outcomes in order to focus course and
program emphasis on the community college mission of transfer, career and
technical education, basic skills, and students success.
The college engages in a rigorous and regular curricular process that supports the
streamlined development of courses and programs that are pedagogically sound
and in accordance with California state laws, student needs, and labor market
demands. In conjunction with division, department chairs, and Curriculum
Committee representatives, faculty launch new courses and programs in their
disciplines by providing clearly stated student learning outcomes for all general
education courses. The Curriculum and Student Learning Outcome Committees
review the student learning outcomes and make recommendations for revisions, as
appropriate.
The college’s general education curriculum is founded on the college’s institutional
learning outcomes:
Institutional Learning Outcomes:
1.
2.
3.
4.
5.
6.
7.
8.
Critical Thinking and Information Literacy
Quantitative and Qualitative Reasoning
Effective Communication
Technological Competency
Personal Responsibility
Social Responsibility
Global Awareness and Diversity
Creative Problem Solving
The Academic Senate approved the college’s institutional core competencies and
related SLO/As in March 2010. (2A.2.3.4) They were first published in the 2010-11
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[West Valley College Self Evaluation Report] March 2014
catalog. In order to maintain more consistency in the vernacular used by ACCJC, the
core competencies are now called Institutional Learning Outcomes.
The
institutional learning outcomes are displayed in the 2013-14 college catalog.
(2A.3.5)
Self- Evaluation
The college meets this standard. The college’s philosophy of general education
stems from the college’s mission statement that informs institutional, program, and
student learning outcomes. Faculty involvement in determining these outcomes has
been ongoing, consistent, and significant.
Actionable Improvement Plans
None.
Evidence
2A.3.1
West Valley College Catalog, page 3
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/2a/2A31_201314_WVC_Catalog_page3.pdf
2A.3.2
West Valley College Catalog, page 3
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/2a/2A31_201314_WVC_Catalog_page3.pdf
2A.3.3
West Valley College Catalog, page 5
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/2a/2A33_201314_WVC_Catalog_page5.pdf
2A.3.4
Academic Senate Approval
http://www.westvalley.edu/wvcas/documents/Sen
ate_Minutes_And_Agendas/20092010_Academic_Year/2010_Spring/02-232010_WVCAS_Meeting_Summary_Approved.pdf
2A.3.5
West Valley College Catalog
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/1a/2014_Catalog_page3.pdf
Standard IIA.4
All degree programs include focused study in at least one area of inquiry or in an
established interdisciplinary core.
Descriptive Summary
West Valley College offers both Associate of Art and Associate of Science degrees.
Each program leads to a degree and includes one area of focused study in an
established interdisciplinary core. Recipients of a degree from West Valley College
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[West Valley College Self Evaluation Report] March 2014
are required to complete all General Education (GE) requirements (25 semester
units) and complete all the requirements of the major with a grade of “C” or better;
in total a minimum of 60 degree-applicable semester units must be completed by
the students to obtain a degree. A complete list of the focused area of study is
available in the catalog (2A.4.1)
In an establishment of SB 1440, the Student Transfer Achievement Reform Act, and
SB 1415, the Common Course Number System Act (C-ID), the college has developed
a total of 15 Associate Degree for Transfer (ADT) as of fall 2013 (2A.4.2, 3), meeting
the state requirements of establishing 80% of an existing AA or AS degrees at the
college. (2A.4.4) West Valley College’s ADTs include: Administration of Justice,
Anthropology, Art History, Business Administration, Communications Studies,
English, Early Childhood Education, History, Mathematics, Music, Political Science,
Sociology, Studio Art, Psychology and Theater Arts. Each degree requires students
to obtain 60 total units of lower division courses in a given discipline with a “C” or
better grade in order for them to successfully transfer to California State
Universities with a guaranteed admission status.
Self-Evaluation
The college meets this standard. West Valley College offers 68 associate degrees
and prides itself on the rich array of option for students including 15 approved
ADTs. Transfer degree majors prepare students for upper division work in a
particular subject matter. Career degree majors prepare students for immediate
employment and/or upgrading of their employment skills and include specialized
occupational courses. Career degree majors may also prepare students for upper
division work in a particular subject matter (i.e. Business Administration).
Actionable Improvement Plans
None.
Evidence
2A.4 1
West Valley College Catalog
http://www.westvalley.edu/committees/Accreditation/2013/e
vidence/2a/2014_Catalog_page15.pdf
2A.4 2
ADT List
http://westvalley.edu/classes/programs/index.html
2A.4 3
ADTs in Catalog Addendum
http://www.westvalley.edu/committees/Accreditation/2013/e
vidence/2a/2014__addendum_page13-30.pdf
2A.4.4
CCCCO ADT Status Update
http://www.westvalley.edu/committees/Accreditation/2013/e
vidence/2a/ADT_Status_Report_9_24_13_page4.pdf
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Standard 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 licensure and
certification.
Descriptive Summary
West Valley College offers career technical education (CTE), formally known as
vocational programs, in 65 fields. (2A.5.1) Programs are offered in a broad range of
disciplines and prepare students for the full spectrum of employment opportunities
in the greater Bay Area and throughout California. Program offerings can be
broadly divided into seven major areas:
•
Applied Arts and Sciences (Engineering, Architecture, Fashion Design,
Interior Design, Computer Animation, Digital Media, Photography)
•
Business and Accounting, Entrepreneurship
•
Child Development and Education
•
Computer Information Systems (Programming and Systems Administration)
•
Park Management
•
Health Careers (Health Technologies, Health Education, Medical Assistance)
•
Justice and Legal (Paralegal Studies, Administration of Justice, Court
Reporting)
West Valley College awards multiple levels of certificates and associate degrees in
arts and sciences. The certificate programs are divided into two categories;
Certificate of Specialization (fewer than 18 units – not noted on college transcripts)
and Certificate of Achievements (more than 18 units –noted on transcripts).
Associate in Arts and Sciences degrees require 18 or more units in specialization
plus GE for minimum of 60 units. All certificate and degree CTE programs have
been reviewed and approved by the Curriculum Committee, Academic Senate, and
the WVMCCD Board of Trustees, and the Bay Area Community College Consortium
who represent the California Community College Chancellor’s Office prior to the
submission to the State Chancellor’s office for approval. These approved programs
are inventoried with the California Community Colleges Curriculum Inventory.
When applicable, programs are required by private industry accreditation and the
Carl D. Perkins Career & Technical Education Act (Perkins IV) to track graduate
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[West Valley College Self Evaluation Report] March 2014
employment and to survey employers and graduates as to whether the program is
adequately preparing its students for employment. (2A.5.2) The process assures
that graduates meet employment or industry standards and requirements.
Programs are created and/or revised to ensure that graduates meet applicable
minimum standards required by law and industry standards. To assist in the
acquisition and demonstration of technical and professional competencies, most
programs require students to complete an internship. Internships are permitted
only after students have met a certain number of prerequisites, so they have
sufficient skills and knowledge to benefit from the experience. This also assures that
the student will provide a valuable service to the internship supervisor. In many
cases the student will be offered employment or a good reference from the
supervising employer.
Interior Design, Child Studies, Park Management, Engineering, and Architecture also
have programs designed for students who plan to transfer to four-year institutions
to complete their degrees. (2A.5.3) Currently, the Paralegal Program is working on
creating an articulation agreement with a four-year legal studies Bachelor’s degree
program. The program has for several years advised all incoming students who do
not already possess a four-year or higher degree to obtain a transferable degree (in
any area) while completing paralegal courses. This advice is based on industry
preferences; employers are looking for candidates with both a BA or BS degree and
a paralegal certificate.
Some programs such as Interior Design, Child Studies, Park Management, and
Architecture support both transfer and career tracks. Other programs such as Child
Development and Real Estate prepare students for external certification or
licensure. (2A.5.4)
The college’s career programs all have degree and certificate requirements stated in
the college catalog. Student competence in these programs is generally measured
and documented through conventional grading. Many of the programs also require
a student portfolio. The portfolio is designed to represent a student’s
accomplishments in his or her classes and also may be further used by the student
to demonstrate his or her abilities in pursuit of a career.
Self- Evaluation
The college meets this standard. In concert with the recently revised the Scorecard
data, the college’s CTE programs track student completion rates of each program.
(2A.5.5)
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Most career programs have a highly-developed system for evaluating whether their
programs are preparing students to meet technical and professional competencies.
At a minimum, each program conducts regular advisory committee and faculty
meetings, comparing student achievements with the SLO/A established for the
program. In addition, many programs conduct regular student, graduate, and
employer surveys as required by their external accreditation. Those programs which
prepare students for external certification or licensure have systems in place to
assure that the students are adequately prepared.
The college routinely documents the technical and professional competence of its
career program students and graduates through grade results, student portfolios,
and feedback from employers.
Action Plan
None.
Evidence
2A.5.1
West Valley College Catalog, pg. 10
http://www.westvalley.edu/committees/Accre
ditation/2013/evidence/2a/2014_Catalog_page
10.pdf
2A.5.2
Program Graduate Employment Surveys
http://www.westvalley.edu/committees/Accre
ditation/2013/evidence/2a/CTE_Program_Grad
uate_Employment_Surveys
2A.5.3
CTE Transfer Programs
http://www.westvalley.edu/committees/Accre
ditation/2013/evidence/2a/CTE_Transfer_Progr
ams.pdf
2A.5.4
CTE Certification and Licensure
http://www.westvalley.edu/committees/Accre
ditation/2013/evidence/2b/child_development
_licensure.pdf
http://www.westvalley.edu/committees/Accre
ditation/2013/evidence/2a/2014_catalog_page
46.pdf
2A.5.5
CTE Completion Rates
http://www.westvalley.edu/committees/Accre
ditation/2013/evidence/2a/CTE_Completion_R
ates.pdf
Standard II.A.6
The institution assures that students and prospective students receive clear and
accurate information about educational courses and programs, and transfer
policies. The institution describes its degrees and certificates in terms of their
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[West Valley College Self Evaluation Report] March 2014
purpose, content, course requirements, and expected student learning outcomes.
In every class section, students receive a course syllabus that specifies learning
objectives consistent with those in the institution’s officially approved course
outline.
Descriptive Summary
West Valley College recognizes the importance of providing students with accurate,
accessible and up-to-date information that will help them understand and meet
requirements for degrees, certificates and transfers. The college provides extensive
information through a variety of methods and media, including the catalog, printed
schedule, and the website. Course syllabi describe course methods and objectives
and provide a contract between students and their faculty. (2A.6.1)
Self-Evaluation
The college meets this standard. Students are most concerned with obtaining clear,
accurate, and understandable information about programs that will enable them to
plan and complete course sequences leading to degrees, certificates and transfer.
Starting in 2011-2012 academic year under the new Chief Instruction Officer, the
college began a comprehensive and thorough examination and analysis of active
courses, certificates, and degrees that are in the catalog and course outlines of
record. Curriculum Committee and department faculty, counseling department,
transfer center staff, and publication team worked diligently and collaboratively to
accomplish this important task. As a result, the West Valley College Catalog
includes clear and accurate information about educational courses and programs
including 15 newly developed Associate Degrees for Transfer as of fall 2013.
(2A.6.2) All certificate and degree programs that appear in the catalog include a
clear description and state expected student learning outcomes along with the
course requirements. There is an icon next to each course that designates that it
can be offered with a distance education modality. All distance education courses
have gone through a proper review and approval process by the Curriculum
Committee specifically developed for the distance learning instructional modality.
(2A.6.3)
When developing degree and certificate programs, West Valley College focuses on
compatibility with similar programs and on articulation with programs into which
students will transfer. Course sequences are designed to ensure that students
obtain not only the required courses, but also the knowledge and skills necessary
for success. Program and course descriptions are the core of this effort. During the
past few years the college drastically improved the process for approving new and
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[West Valley College Self Evaluation Report] March 2014
revised course outlines. The new model focuses on linking defined learning
outcomes with specific course content, knowledge and skills to appropriate and
measurable student outcomes.
Actionable Improvement Plans

Continue to review syllabi for consistency with appropriate standards as part
of SLO/A assessment scheduled activities.
Evidence
2A.6.1
Course Syllabus Example
http://www.westvalley.edu/committees/Accreditation/201
3/evidence/2a/Course_Syllabus_Example.pdf
2A.6.2
Catalog Addendum with new
ADTs
http://www.westvalley.edu/committees/Accreditation/201
3/evidence/2a/2014__addendum_page13-30.pdf
2A.6.3
Course Outline of Record DE
approval
http://www.westvalley.edu/committees/Accreditation/201
3/evidence/2a/ACCC_DE_Approvals.pdf
http://www.westvalley.edu/committees/Accreditation/201
3/evidence/2a/Distance_Learning_Coordinator_Review_an
_Approval_of_Curriculum.pdf
Standard II.A.6.a
The institution makes available to its students clearly stated transfer of credit
policies in order to facilitate the mobility of students without penalty. In accepting
transfer credits to fulfill degree requirements, the institution certifies that the
expected learning outcomes for transferred courses are comparable to the
learning outcomes of its own courses. Where patterns of student enrollment
between institutions are identified, the institution develops articulation
agreements as appropriate to its mission.
Descriptive Summary
The print and online versions of the West Valley College catalog describe the
required courses for its degree and certificate programs. Individual departments
and programs may also have their own flyers and brochures describing program
requirements.
The Transfer Center, Articulation Services, and Counseling Department at WVC
provide students with various services to assist them in the transfer-of-credit
process. These services include information about articulation agreements,
assortment of college catalogs from various academic institutions, workshops and
drop-in advising. The Transfer Center provides Information Sheets describing CSU
|Standard II: Student Learning Programs and Services 187
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GE, IGETC, AA and AS-T degrees, AA and AS degrees and admission requirements
for various majors including pre-law, pre-dental, and pre-veterinary. (2A.6.a.1) The
same information is also available on the college website. Each division initiating
potential transfer curricula and the articulation officer at the college ensure that
course offerings correspond with coursework at other institutions.
As part of its transfer services mission, WVC has established formal articulation
agreement/transfer agreements with all CSU and UC campuses, and 58 private
and/or out-of-state four-year institutions. Students have access to the Assist.org
database to view specific articulation agreements between the three higher
education segments through the WVC Transfer Articulation webpage. (2A.6.a.2)
These agreements are coordinated through the Articulation Officer in the
counseling department. These agreements include course-to-course articulation,
major-to-major articulation and general education course and pattern articulation.
West Valley College currently holds general education reciprocity agreements with
9 other community colleges to accept the general education of these colleges “as
completed.” The process for obtaining a Certification of Completion WVC’s general
education is described in the college catalog. The participating institutions include:









Gavilan College
San Jose City College
Evergreen Valley College
DeAnza College
Foothill College
Chabot College
Las Positas College
Ohlone College
Mission College
West Valley College students who wish to transfer to a four-year college or
university can find detailed information regarding the transfer process, course
numbering system, and articulation agreements in the college catalog. (2A.6.a.3)
WVC participates in ASSIST (Articulation System Stimulating Inter-Institutional
Student Transfer. ASSIST is web-based and provides articulation and transfer
information between colleges. The WVC Articulation Officer submits courses to
ASSIST. In addition, with the recent requirement to develop Associate Degrees for
Transfer, the WVC Articulation Officer sends courses to Course Identification
|Standard II: Student Learning Programs and Services 188
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Descriptor (C-ID) approval to ensure equivalency of courses to CSU comparable
courses.
Students may earn credit by examination in accordance with the CA Code of
Regulations, title 5 Section 55753. Students must meet the criteria listed in the WVC
catalog to request credit by examination and the course for which the student is
requesting credit by examination must be designated as challengeable by exam by
the department chair. (2A.6.a.4) WVC also grants college credit toward at AA/AS
degree to students who earn scores of 3, 4, or 5 on advanced placement
examinations given by the College Entrance Examination Board. (2A.6.a.5) How
placement credit is awarded is clearly explained in the WVC catalog.
The WVC Transfer Center provides information regarding requirements for transfer,
including lower division transfer requirements, general education certification for
transfer students, transfer admission guarantee guaranteeing qualified students
admission to select UC and CSU, and the Transfer Alliance Program in person; such
information is readily available both in the printed catalog and online. (2A.6.a.6)
The Transfer Alliance Program is a collaborative program with University of
California, Los Angeles (UCLA) where qualified WVC students are given priority
consideration for admission to UCLA College of Letters and Science. Students are
encouraged to meet and work with a counselor regularly to obtain step-by-step and
updated transfer information and guidance.
In accordance with Title II of the Carl D. Perkins Career Technical Education Act of
2006, West Valley College develops articulation agreements with secondary CTE
programs at local high schools and occupational centers. Faculty from each
segment meet and jointly review course curriculum to determine if content and
program objectives align. Once this is established, a 2+2 Articulation Agreement is
developed.
To receive official transfer credit at West Valley College for foreign coursework, a
student must provide a foreign transcript evaluation report. (2A.6.a.7) Students
must order these from a third-party agency. The agency requires the student’s
official transcript from their home institution and for a fee the agency prepares a
transcript report that is evaluated by the college’s Admissions and Records Office.
The college will accept foreign transcript reports from any current member of the
National Association of Credential Evaluation Services. (2A.6.a.8)
Veterans who have a minimum of 90 days of active duty may receive credit for
military service by completing a Petition for Military Credit Form available from the
|Standard II: Student Learning Programs and Services 189
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Financial Aid Office. The amount of credit awarded is based on the Guide to
Evaluation of Education Experiences in the Armed Forces. (2A.6.a.9)
Self-Evaluation
The college meets this standard. It has effective procedures for establishing transfer
of credit from accredited institutions and communicating this to students. West
Valley College is committed to facilitate student transfer to CSU, UC, California
independent colleges and universities, and out-of-state institutions. By fall 2013,
the college established a total of 15 Associate Degrees for Transfer (ADT) where
students are offered more focused and timely transfer options and choices.
Students have multiple resources available to them that will aid in a smooth
transfer process and provide the most current information. These include:






The College Catalog and Addendum
The Counseling Department
The Transfer Center
TAA/TAG program with select colleges and universities
ASSIST - a statewide network of articulated courses of which WVC is a
member
C-ID website
The college relies on both the accreditation status and articulation agreements to
ensure comparability of learning outcomes between courses accepted in transfer
and those offered at West Valley College.
Actionable Improvement Plans
None.
Evidence
2A.6.a.1
Transfer Center
http://westvalley.edu/services/academicsuccess/transfercenter/
2A.6.a.2
WVC Transfer Articulation
webpage
http://westvalley.edu/services/academicsuccess/transfercenter/articulation/index.html
2A.6.a.3
College Catalog – Transfer
Information
http://www.westvalley.edu/committees/Accreditation/201
3/evidence/2a/2A6a3_2014_catalog_page4.pdf
2A.6.a.4
Credit by Exam
http://www.westvalley.edu/committees/Accreditation/201
3/evidence/2a/2A6a4_2014_catalog_page7.pdf
|Standard II: Student Learning Programs and Services 190
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2A.6.a.5
Advance Placement Credit
http://www.westvalley.edu/committees/Accreditation/201
3/evidence/2a/2A6a5_2014_catalog_page11.pdf
2A.6.a.6
Transfer Center
http://westvalley.edu/services/academicsuccess/transfercenter/index.html
2A.6.a.7
Foreign Transcript Credit
http://westvalley.edu/services/academicsuccess/international/intagencies.html
2A.6.a.8
National Association of
Credential Evaluation Services
http://www.naces.org/
2A.6.a.9
Guide to Evaluation of
Education Experiences in the
Armed Forces
http://www.acenet.edu/news-room/Pages/How-to-usethe-Military-Guide.aspx
Standard IIA.6.b
When programs are eliminated or program requirements are significantly
changed, the institution makes appropriate arrangements so that enrolled
students may complete their education in a timely manner with a minimum
disruption.
Descriptive Summary
West Valley College is committed to providing programs that address the needs of
students and that align with the college’s mission and Educational Master Plan. The
college is also committed to ensuring program quality irrespective of budget
reductions. In the event that a college program undergoes a change that would
affect students already in the program, students are notified of these changes or
closures in advance. The college offers required courses so that continuing
students will be allowed to finish the program according to the catalog description
existing at the time of their initial enrollment as long as they have been
continuously enrolled and working toward an objective of transfer, degree, or
certificate within the program. In some cases, students could be offered
alternatives such as course waivers and substitutions.
In light of the budget reductions experienced most recently since 2011-12 and
anticipated further reductions for 2014-15 academic year, the West Valley College
Academic Senate developed a Program Discontinuance Policy in April 2013.
(2A.6.b.1) In addition, the Academic Direction’s Committee (ADC) (2A.6.b.2) was
established under the auspice of the Academic Senate starting in spring 2013.
Programs that are struggling with enrollment, not currently supported by the
student demand, industry and market needs, or growth, and those not in alignment
|Standard II: Student Learning Programs and Services 191
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with the current mission or priorities of the college are reviewed by this group. ADC
makes recommendations to the existing programs so the programs can be
revitalized and/or rejuvenated. There are currently five programs under review and
the final reports are to be submitted to the Academic Senate in March 2014.
(2A.6.b.3)
Self-Evaluation
The college meets this standard.
The college recognizes and adheres to the catalog rights students have in ongoing
programs. Catalog rights indicate that students are eligible to graduate under the
requirements in the catalog that was in effect at the time of their initial enrollment,
as long as he or she has maintained continuous enrollment and has been working
toward an objective of transfer degree, or certificate within the program. Students
also are eligible to use the requirements that are in effect at the time they
graduate, whether or not they maintain continuous enrollment. These rights are
published in the college catalog. (2A.6.b.4)
Actionable Improvement Plans
None.
Evidence
2A.6.b.1
Program Discontinuance
Policy
http://www.westvalley.edu/committees/accreditation/2013/eviden
ce/2a/approved_program_discontinuance_policy_spring_2013.pdf
2A.6.b.2
Academic Directions
Committee
http://www.westvalley.edu/committees/Academic_Directions/
2A.6.b.3
ACD Presentation to the
Academic Senate
http://www.westvalley.edu/committees/accreditation/2013/eviden
ce/2a/09.24.13_wvcas_meeting_minutes_approved.pdf
2A.6.b.4
Catalog Rights
http://www.westvalley.edu/committees/Accreditation/2013/eviden
ce/2a/2A6b4_2014_catalog_page4.pdf
Standard IIA.6.c
The institution represents itself clearly, accurately, and consistently to prospective
and current students, the public, and its personnel through its catalogs,
statements, and publications, including those presented in electronic formats. It
regularly reviews institutional policies, procedures, and publications to assure
integrity in all representations about its mission, programs, and services.
|Standard II: Student Learning Programs and Services 192
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Descriptive Summary
The college presents itself clearly, accurately, and consistently in all materials, both
in print and online. The college communicates with students about the college, its
mission, and the programs and services available to them through its catalog,
program-specific brochures, college website, social media, and public forums.
The college communicates with the campus community about news and issues of
interest to its employees through a variety of methods that include E-mail, division
or department meetings, committee meetings, and public forums.
The college communicates with the public about the college, its mission, and news
and issues of interest to the community served by the college. These methods of
communication include the college website, social media, press releases, and
public/community forums.
Each year the college updates its catalog in time for the new fiscal year (July) and
makes it available in print and electronic formats. The printed schedule of classes is
distributed each semester and covers every upcoming academic session. It is also
available on-line. The college continues to mail the printed schedule out to the
surrounding community with a strategic focus on areas and households who have
family members who may be interested in taking West Valley College courses. In
addition, the college focuses on mailing the printed schedule to students who are
part-time status with the college to promote their continued enrollment with the
college.
The catalog is reviewed and produced yearly and distributed to the entire college
community, feeder high schools, and, upon request, the community. The Vice
President of Instruction convenes a schedule and catalog development team each
semester. Schedule guidelines and timelines are published to the campus
community, and reviews are conducted by department and division chairs,
department Senior Office Coordinators, the Office of Instruction, and other
personnel with specific reviewing and editing assignments to ensure accuracy.
(2A.6.c.1) In light of recent increased legislative mandates, Title 5 changes, and
other regulatory changes in curriculum, course offerings, and student services, this
team accurately to captures all changes in the college catalog and schedule both in
printed and online formats.
The college publishes information on student achievement on its web site. The
Office of Institutional Research and Planning publicizes information about student
success
and
retention
compared
to
the
state
average
at
|Standard II: Student Learning Programs and Services 193
[West Valley College Self Evaluation Report] March 2014
http://www.westvalley.edu/about/achievement.html. This information is updated
annually. The “Scorecard” information for West Valley College published by the
California Community College Chancellor’s office is also posted on the front page of
the website as required. (2A.6.c.2)
All board policy chapters were revised during fall 2011. A Policy Ad Hoc Committee
was formed to facilitate and coordinate the revision. The Committee worked with
the Chancellor, Special Assistant to the Chancellor, the Community College League
of California (CCLC) Special Consultant for the Policy and Procedure Service, legal
counsel, and key management staff to analyze the West Valley Mission Community
College District (WVMCCD) Policy Manual (2A.6.c.3) and the CCLC Model Service
Policy (2A.6.c.4). Input was sought from key district leaders, participatory governing
bodies, and the Board of Trustees. The revised board policy chapters were
approved by the WVMCCD Board of Trustees in January, 2012. Board policy was
revised to align with the Community College League of California Model Policy
Manual to ensure District compliance with federal, state, and local laws and
regulations and alignment with the policies of the majority of community college
districts within the state. The Board of Trustees is committed to utilizing the CCLC
schedule of updates for regular review and revision of District policies and
procedures. After receipt of the updates, appropriate District administrators,
faculty, and/or staff will review the CCLC recommended revisions or new policies
and procedures and consider revision of WVMCCD policy and procedure changes.
AP 2410 of the WVMCCD Board Policies and Administrative Procedures calls for
regular review, stating, “Administrators have an on-going obligation to review and
when appropriate, recommend the revision of policy and procedures in their areas
of responsibility.” During 2013-2014 year, the review is scheduled for October
2014.
Self-Evaluation
The college meets this standard. Through the catalog, website, and other materials,
the college represents itself clearly, accurately, and consistently to students and the
community. The catalog is reviewed annually for any needed revisions, as described
here and in Standard IIB.2, and the website and other materials are updated
regularly to ensure that the mission, programs, and services are described and
explained appropriately.
Actionable Improvement Plans
None.
|Standard II: Student Learning Programs and Services 194
[West Valley College Self Evaluation Report] March 2014
Evidence
2A.6.c.1
WVC Catalog and Schedule
Guides and Timelines
http://westvalley.edu/committees/Accreditation/2013/evid
ence/2a/Catalog_Schedule_Guides_Timelines/
2A.6.c.2
Student Success Scorecard
http://scorecard.cccco.edu/scorecardrates.aspx?CollegeID=
493
2A.6.c.3
WVMCD Board Policies
http://wvm.edu/documents.aspx?fid=26324&doc=26745&y
ear=0&excludeyear=1
2A.6.c.4
CCLC Policy And Procedure
Service
http://www.ccleague.org/i4a/pages/index.cfm?pageid=331
2
Standard IIA.7
In order to assure the academic integrity of the teaching-learning process, the
institution uses and makes public governing board-adopted policies on academic
freedom and responsibility, student academic honesty, and specific institutional
beliefs or worldviews. These policies make clear the institution’s commitment to
the free pursuit and dissemination of knowledge.
Descriptive Summary
Governing board policies and administrative procedures addressing issues of
academic freedom and responsibility, including student academic honesty are
developed with participatory governance groups, most importantly by the
Academic Senate. Board Policies and related administrative procedures are
published on the WVMCCD website. (2A.7.1, 2) Examples include:






Academic Freedom (BP 4030) (2A.7.3)
Grading (BP AP 4230) (2A.7.4)
Academic Standards (BP AP 4220) (2A.7.5)
Student Code of Conduct (BP AP 5500) (2A.7.6)
Student Discipline Procedures (AP 5520) (2A.7.7)
Student Rights and Grievances (AP 5530) (2A.7.8)
Policies are provided to students in the College Catalog, WVC website, and Student
Portal.
Self-Evaluation
The college meets this standard. Policies regarding academic freedom and
responsibility and student academic honesty are established and thoroughly
reviewed. They are written and available in the West Valley College Class schedule,
|Standard II: Student Learning Programs and Services 195
[West Valley College Self Evaluation Report] March 2014
catalog, and course syllabi. (2A.7.9) The policies are reflective of the college’s
Mission Statement also found in the publications listed and on the college website.
(2A.7.10) District board policies and the Faculty Association collective bargaining
agreement include academic freedom rights and responsibilities and are published
and available on the respective websites.
Actionable Improvements Plan
None.
Evidence
2A.7.1
Board Policies on WVMCD
website
http://wvm.edu/documents.aspx?fid=26324&doc=26745&y
ear=0&excludeyear=1
2A.7.2
Administrative Procedures on
WVMCCD website
http://wvm.edu/documents.aspx?fid=26324&doc=26746&y
ear=0&excludeyear=1
2A.7.3
Academic Freedom
http://www.westvalley.edu/committees/accreditation/201
3/evidence/2a/bp_ap_4030.pdf
2A.7.4
Grading
http://www.westvalley.edu/committees/accreditation/201
3/evidence/2a/bp_ap_4230.pdf
2A.7.5
Academic Standards
http://www.westvalley.edu/committees/accreditation/201
3/evidence/2a/bp_ap_4220.pdf
2A.7.6
Student Code of Conduct
http://www.westvalley.edu/committees/accreditation/201
3/evidence/2a/bp_ap_5500.pdf
2A.7.7
Student Discipline Procedures
http://www.westvalley.edu/committees/accreditation/201
3/evidence/2a/ap_5520.pdf
2A.7.8
Student Rights and Grievances
http://www.westvalley.edu/committees/accreditation/201
3/evidence/2a/ap_5530.pdf
2A.7.9
WVC Catalog – page 174-188
http://www.westvalley.edu/committees/Accreditation/201
3/evidence/2a/2A79_2013-14_WVC_Catalog_page174188.pdf
2A.7.10
Mission Statement on web
http://www.westvalley.edu/mission.html
Standard IIA.7.a
Faculty distinguish between personal conviction and professionally accepted
views in a discipline. They present data and information fairly and objectively.
|Standard II: Student Learning Programs and Services 196
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Descriptive Summary
Faculty adhere to course content material that has been approved by the
Curriculum Committee. Each course is outlined in great detail and dictates the
content material and framework faculty is assigned to teach.
In return, as outlined in the College Catalog, faculty have academic freedom on
classroom material which is deemed appropriate under the framework of the
approved course curriculum. (2A.7.a.1)
The faculty Association Collective
Bargaining Agreement specifies the need for objectiveness in the instructor’s selfresponsibility and course material, in which the instructor must refrain from
demonstrating his/her individual interest.
Faculty are expected to distinguish between their personal convictions and
professionally accepted views in their discipline. This is a practice of professional
conduct as outlined in Board Policy 4030 (2A.7.a.2), and Academic Senate
Constitution, Article II (2A.7.a.3) where the language in each source is drawn from
statements of the American Association of University Professors concerning
academic freedom and professional ethics.
Academic responsibility is incorporated into performance evaluations as a criteria
for appraisal of faculty members in Association of College Educators articles
26A.4.2(b) and 112.4.2(B)– “Each member shall foster an environment that protects
academic freedom within the college community.” (2A.7.a.4, 5)
Self-Evaluation
The college meets this standard. Should a question arise pertaining to an
instructor’s individual conviction in regards to course material and instruction,
policy and procedures are outlined in the ACE contract under article 26A.7 – 13, and
112.8.
Actionable Improvement Plans
None.
Evidence
2A.7.a.1
WVC College Catalog – Academic
Freedom
http://www.westvalley.edu/committees/Accreditatio
n/2013/evidence/2a/2A7a1_2014_catalog_page180.
pdf
2A.7.a.2
Board Policy, Administrative
Procedure 4030– Academic Freedom
http://www.westvalley.edu/committees/accreditatio
n/2013/evidence/2a/bp_ap_4030.pdf
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2A.7.a.3
Academic Senate Article II
http://westvalley.edu/wvcas/documents/freedom.ht
ml
2A.7.a.4
ACE Article 26A.4.2(b)
http://www.westvalley.edu/committees/accreditatio
n/2013/evidence/2a/ace_article_26a.4.2.b.pdf
2A.7.a.5
ACE Article 112.4.2(B)
http://www.westvalley.edu/committees/accreditatio
n/2013/evidence/2a/ace_article_112.4.2.b.pdf
Standard IIA.7.b
The institution establishes and publishes clear expectations concerning student
academic honesty and the consequences for dishonesty.
Descriptive Summary
The college has established expectations of student academic honesty. These
expectations and the consequences for dishonesty are clearly delineated and
available in the following:




Annual College Catalog under “Rights and Responsibilities” – hardcopy and
posted online (2A.7.b.1)
Faculty Handbook – Section 6: Faculty Rights & Responsibilities, Maintaining
Honest Academic Conduct – hardcopy and posted online. (2A.7.b.2)
Board Policy 5500 which establishes that academic dishonesty establishes
good cause for discipline. (2A.7.b.3)
Student Code of Conduct: 5520 Student Discipline Policy (Student Services
website under District Policies). (2A.7.b.4)
In addition, instructors include reference to the policies and consequences in their
course syllabi. (2A.7.b.5)
Self-Evaluation
The college meets this standard. Clear expectations regarding academic honesty are
established, reviewed, and published. Recent considerations of academic honesty
have focused on the use and misuse of online materials. As such, the college now
makes Turnitin plagiarism software available to instructors to assist in determining
plagiarism.
Actionable Improvement Plans
None.
|Standard II: Student Learning Programs and Services 198
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Evidence
2A.7.b.1
WVC College Catalog 2013-14
http://www.westvalley.edu/committees/Accreditation
/2013/evidence/2a/2014_catalog_page181.pdf
2A.7.b.2
WVC Faculty Handbook - Section 6
http://www.westvalley.edu/committees/Accreditation
/2013/evidence/2a/Faculty_Handbook_Complete_201
0-2011_section6.pdf
2A.7.b.3
WVMCCD Board Policy 5500
http://www.westvalley.edu/committees/accreditation
/2013/evidence/2a/bp_ap_5500.pdf
2A.7.b.4
Student Code of Conduct
http://westvalley.edu/services/policy/conduct.html
2A.7.b.5
Course Syllabi
http://www.westvalley.edu/committees/Accreditation
/2013/evidence/2a/Course_Syllabus_Example.pdf
Standard IIA.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 worldviews,
give clear prior notice of such policies, including statements in the catalog and/or
appropriate faculty or student handbooks.
Descriptive Summary
West Valley College strives to instill an appreciation of all perspectives and points of
view. The Board of Trustees has established policies regarding key issues of
conduct in areas such as antidiscrimination, drugs and alcohols, sexual harassment,
and smoking on campus, published on the district website. (2A.8.1) The policies are
also represented on the college website (2A.8.2), WVC Faculty Handbook (2A.8.3),
and in the College Catalog: p. 174-188 (2A.8.4).
The district provides training sessions on compliance with State and Federal
Employment Laws, Education Code, and Board Policies. For more information see
Standard IIIA.5.
Self-Evaluation
The college meets this standard. West Valley College is a public non-sectarian
institution and therefore promotes the acceptance and exploration of a wide
variety of perspectives and points of view. In areas in which legal and other factors
are relevant, such as sexual harassment, numerous policies, procedures and
(training) programs have been made available to employees.
Policies are distributed widely, and new faculty and staff receive thorough
orientation to those policies and procedures.
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Actionable Improvement Plans
None.
Evidence
2A.8.1
WVMCCD Board Policies website
http://www.westvalley.edu/committees/Accreditati
on/2013/evidence/2a/BP_chapter3.pdf
2A.8.2
WVC District Policies webpage
http://westvalley.edu/services/policy/index.html
2A.8.3
WVC Faculty Handbook
http://westvalley.edu/documents/faculty_resources
/Faculty_Handbook/Faculty_Handbook_Complete_2
010-2011.pdf
2A.8.4
WVC College Catalog 2013-14, pg.
174-188
http://www.westvalley.edu/committees/Accreditati
on/2013/evidence/2a/2014_catalog_page174188.pdf
Standard IIA.8
Institutions offering curricula in foreign locations to students other than U.S.
nationals operate in conformity with standards and applicable Commission
policies.
West Valley College does not offer curricula in foreign locations.
|Standard II: Student Learning Programs and Services 200
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Standard IIB: Student Support Services
The institution recruits and admits diverse students who are able to benefit from
its programs, consistent with its mission. Student support services address the
identified needs of students and enhance a supportive learning environment. The
entire student pathway through the institutional experience is characterized by a
concern for student access, progress, learning and success. The institution
systematically assesses student support services using student learning outcomes,
faculty and staff input, and other appropriate measures in order to improve the
effectiveness of these services.
Descriptive Summary
West Valley College is an open access institution with students from over 25
countries. The college uses multiple measures to identify and address the needs of
its student body and the surrounding community. Student demographic, success,
completion, persistence, and retention data, community data projections from the
Educational and Facilities Master Plan 2009, along with data from Program Reviews
and SLO/A assessment results inform the annual Goals and Objective development
and assessment process.
In accordance with Title 5 California Code of Regulations and Board Policy, West
Valley College ensures student access to college through open access admission.
(2B.1) As indicated in the college catalog and on the college website, the college
admits any applicant (subject to residency requirements) who meets one of the
following requirements:




Has a high school diploma
Has a General Education Diploma
Has a proficiency certificate
It is at least 18 years old and shows evidence of being able to benefit from
the instruction offered by the college
A complete explanation of residency requirements is available on the Admissions
and Records webpage. (2B.2)
High school students who have completed their sophomore year and the
concurrent enrollment form may apply to register as special part-time students in a
maximum of 8 units per semester. (2B.3) High school students may enroll in classes
that are for enrichment, are Career Technical or are not offered at their high
schools. They may not enroll in ESL, Basic Skills, Guidance, Skills or other restricted
courses. Assessment tests are required for high school students who wish to enroll
in English, math, or science classes that have prerequisites. High school students
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are exempt from the orientation and counseling components of the matriculation
process. These policies also apply to Middle College students. Middle College
allows high school students to enroll in 6-11 units of college level courses that count
toward high school graduation. (2B.4)
International students must provide proof that they have completed high school in
their home countries and proof of English language proficiency as minimum
requirements for admission to the college. (2B.5)
West Valley College has a demonstrated a commitment to student support services
that address students’ needs and enhance a supportive learning environment.
From application process through graduation and transfer, Student Services help
students to achieve their educational and career goals. (2B.6) Programs that serve
as entry points to and pathways through the college are indicated below and
described throughout this section.
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Admissions and Records
Assessment Testing
Career Programs Center
Office of Student Development and Campus Center
Counseling and Advising
Extended Opportunity Programs and Services (EOPS)
Disability and Educational Support Program (DESP)
Financial Aid and Student Financial Assistance
Health Services
International Student Programs
Outreach
Transfer Center
Puente Program
SUCCESS program
The college is committed to provide Student Services programs that meet students’
needs and achieve academic success. For example the Puente Project, SUCCESS
Program, and First Year Experience are programs that promote access to college,
academic success, and support student retention.
In concert with the establishment of SB 1456, Student Success and Support
Programs in 2012, West Valley College institutionalized “Student Success” as one of
the three institutional priorities through participatory governance process. (2B.7) In
the 2011-2012 academic year consistent with the “Student Success
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Recommendations”, the college began integrating the following existing
committees: Basic Skills Advisory, Student Equity, Access, and Success, and
Matriculation. An external facilitator led a retreat for 50 committee members
where they developed a Strategic Vision Statement for the integrated “Student
Success” Team. (2B.8) As of fall 2013, the Student Success Team is led by a group of
“Core” Transitional Team members consisting of Instructional and Student Services
faculty and administrators. The team developed a recommended sustainable
organizational framework based on the Student Success Strategic Vision to ensure
that the Student Success and Support Program mandates are efficiently and
effectively institutionalized in time for and beyond the state-mandated fall 2014
implementation timeline. (2B.9) The Student Success Core Transitional Team’s
recommendations have been vetted through the participatory governance process
and a faculty coordinator and Student Success Work Group have been identified for
the spring 2014 semester. In addition to developing and institutionalizing the
organizational framework for Student Success and Support Program
implementation process, the Student Success Core Transitional Team is responsible
for overseeing the technical implementation of the Assessment/Orientation and
Educational Plan. Counseling faculty leaders in conjunction with the relevant
Student Services programs and personnel developed a comprehensive technical
implementation plan in time for fall 2014. (2B.10)
The college and Student Services are dedicated to continuous quality improvement
by actively engaging in the Student Learning Outcome and Assessment, and
Program Review processes as part of the college’s Integrated Planning and
Resource Allocation process. (2B.11) Student Services departments followed the
SLO/A and assessment cycle per the Program Review and SLO/A Assessment Master
Schedule calendar and 100% of the programs produced SLO/A by fall 2012.
Self-Evaluation
The college meets this standard.
West Valley College is well equipped and ready for a full and successful
implementation of the Student Success and Support Programs (SB 1456) with a
newly identified organizational structure. Both the sustainable organizational
structure and a comprehensive technical implementation plan of SB 1456 will
strengthen West Valley College’s commitment to ensuring student success.
Actionable Improvement Plan:
None.
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Evidence
2B.1
Open Admission
http://westvalley.edu/committees/Accreditation/2013/ev
idence/2b/2B1_201314_WVC_Catalog_open_admission.pdf
2B.2
Admissions and Records Webpage
http://www.westvalley.edu/admissions/
2B.3
Concurrent Enrollment
Requirements
http://www.westvalley.edu/admissions/outreach/#tabs-2
2B.4
Middle College Requirements
http://www.westvalley.edu/admissions/outreach/#tabs-3
2B.5
International Student
Requirements
http://www.westvalley.edu/services/academicsuccess/international/
2B.6
Student Services Homepage
http://westvalley.edu/services/index.html
2B.7
Institutional Effectiveness
Framework
http://www.westvalley.edu/committees/Accreditation/20
13/evidence/recommendations/Institutional_Effectivenss
_SS_Team_11-6-12.pdf
2B.8
Student Success Team Vision
Statement
http://www.westvalley.edu/committees/Accreditation/20
13/evidence/2b/Student_Success_Strategic_Visioning_Re
treat_5-25-12.pdf
2B.9
State 2014 Student Success and
Support Program timeline
http://www.westvalley.edu/committees/Accreditation/20
13/evidence/2b/SB1456_Implementation_Timeline_Stude
nt_Success_Support_Program.pdf
2B.10
Student Success Team Technical
Implementation Plan
http://www.westvalley.edu/committees/Accreditation/20
13/evidence/2b/Student_Success_Act_Implementation_U
pdate_10-17-13.docx
2B.11
Master SLO/A and Program
Review Calendar
http://www.westvalley.edu/committees/Accreditation/20
13/evidence/2b/Master_Program_Review_and_SLO_Asse
ssment_Schedule_01-07-2014_External.pdf
Standard IIB.1
The institution assures the quality of student support services and demonstrates
that these services, regardless of location or means of delivery, support student
learning and enhance achievement of the mission of the institution.
Descriptive Summary
West Valley College offers a wide array of high quality student support services that
enhance student learning and achievement. Students may obtain student support
services information both in person and on the college’s website. In collaboration
with the Vice President of Student Services, administrators of the respective
Student Survives areas are responsible for ensuring the quality of services and
connecting program goals to the college’s mission and annual Goals and Objectives.
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Coordination of services via discussions that occur in regularly scheduled Student
Services Council meetings and also via more informal contact among the college's
student services professionals.
West Valley College recognizes the important role student support services and
programs provide in assisting its communities with access and in supporting student
success. The college’s mission statement commits to supporting student learning
and establishes services and programs that align with its mission and serves the
needs of the diverse student population.
Admissions and Records
The Admissions & Records Office provides application assistance and information,
residency determination, processes official and unofficial transcript requests,
evaluates degree and certificate requests, creates student identification cards in
addition to many other services.
Assessment
The West Valley College Assessment Department uses standardized placement tests
combined with multiple measures to assess students’ skill levels in English, ESL,
reading, and mathematics. Assessment also supports counseling courses by
facilitating students’ access to and reports for the Strong Interest inventory and the
Myers Briggs Type Inventory (MBTI).
Career Programs Center
The Career Programs Center, located in the Applied Arts and Sciences Building,
Room 35, provides information on degree and certificate programs with career
emphasis. Brochures, major sheets, and information packets for career programs
are available.
Office of Student Development and Campus Center
The Campus Center is the heart and information hub of the campus community and
serves as the welcoming “living room” environment for students, faculty, and staff.
The Center houses a variety of student support services including, the Campus
Information Desk, Event Center, Coffee House, Student and Faculty Dining, Viking
Bookstore, Art Gallery, Global Citizenship Center, Associated Student Government,
Veterans Resource Center, TRIO, Center for Student Involvement, Leadership,
Volunteerism, Engagement & Resources (SILVER) as well as many indoor and
outdoor conference and meeting room venues.
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Center for Student Involvement, Leadership, Volunteerism, Engagement &
Resources (SILVER)
Focused on student support and retention, the SILVER Center promotes student
involvement and civic engagement through campus events and service learning
activities sponsored by the Event Program Board as well as leadership development
via student clubs and organizations. Opportunities for student involvement include
participation in student events, student employment on the Event Program Board,
student leadership in our campus Associated Student Government, Inter-Club
Council, or with over 35 student clubs on campus. Students are able to complete
“community service” hours as part of their required coursework with the SILVER
Center.
Counseling Center
WVC maintains a Counseling Center staffed by competent, highly-trained and
diversely experienced counselors, located behind Administration & Records.
Counselors are also located in the Disability and Educational Support Program
(DESP), Extended Opportunity Program and Services (EOPS), Educational Transition
Program (ET - Adult Reentry), Career Programs Center, and at the P.E. Department.
The primary goal of the College’s Counseling Department is to provide
opportunities for students to clarify their values and goals, to make decisions and
develop self-confidence, self-direction and self-esteem. Toward this goal, the
following programs and services are offered:
Academic Counseling
Academic counseling includes educational goal-setting, exploring
educational options and opportunities, evaluating educational potential, and
providing the student with clear, concise and up-to-date educational
information.
Career Counseling
Career counseling provides the student with an opportunity for clarification
and integration of career and educational goals, study of careers and lifestyles, vocational and career testing, and presentation of resource speakers,
special career counseling events and career decision making courses.
Personal Counseling
Personal counseling is provided on a limited basis to students who seek
assistance in resolving personal, relational, self-identity, or health-related
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problems which are limiting or interfering with the student’s ability to
successfully pursue a college education.
Career Development and Counseling Courses
A variety of counseling courses covers such topics as College Survival Skills,
Careers and Lifestyles, Job Search Methods, Study Skills, Cross Cultural
Perspectives, and a wide range of personal growth subjects including
communication. The courses offer students an opportunity to explore
academic, career and personal development within a structured group
setting.
Online Counseling
West Valley College offers online counseling through its
askcounseling@wvm.edu email account. Students (both distance education
and on-campus) have the option of conducting their advisement sessions via
email exchanges with our dedicated online counselor, Wanda Wong. Wanda
serviced 526 students in the 2012-13 academic year through this service and
conducted educational planning, personal counseling and success
counseling through this modality.
Extended Opportunity Programs and Services (EOPS)
EOP&S offers educational and financial support services to students who have
historically experienced language, social and economic barriers. Students must
meet the state mandated educational and financial disadvantage criteria to be
considered eligible. The intent, purpose, and resources of EOP&S are aimed at
assisting students to achieve their academic and career goals.
CARE is a program designed to help single parent students succeed in college. CARE
students must be at least 18 years of age and single heads of household. The
student or their child, who must be under 14 years of age, must be receiving
CalWORKS/TANF/AFDC. All CARE students are also EOPS eligible.
Services include:
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Book vouchers and grants
Priority registration
Academic, career and personal counseling
Assistance with the transfer process
University application fee waivers
Additional tutoring hours
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Referrals to special programs and resources
Peer advising
Emergency loans
Multi-cultural awareness and social activities
Disability and Educational Support Program (DESP)
The primary purpose of DESP at West Valley College is to facilitate the success of
students with disabilities in classes and programs. A variety of services and special
classes are provided in an effort to equalize educational opportunities for students
as they move toward their educational or vocational goals. Course offerings are
listed under Disability and Educational Support Program and Physical Education in
this catalog.
Support Services
Support services are provided on an individual needs basis.
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Interpreters / Real-Time Captioning
Counseling
Note takers
Alternate media / e-text
Specialized equipment
Readers
Registration priority
Mobility assistance
Braille transcription
Test-taking assistance
Specialized counseling is available to assist students with the college application
and registration process and to provide academic, career and personal counseling
to aid student success.
Learning Disability Services
Assessment of learning problems and courses for students with learning disabilities
are offered.
Adapted Physical Education
Physical education courses designed for students with disabilities are listed under
Physical Education in the catalog.
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DSPS Computer Lab
Computer assisted instruction and evaluation and training in the use of computer
technology are available.
Mobility Services
An access tram is available on a limited basis to provide on-campus transportation.
Financial Aid and Student Financial Assistance
Student financial assistance opens the door to post-secondary education for many
whom could not otherwise afford its cost. The purpose of financial aid is to assist
eligible students in meeting education costs while attending school. Financial
“need” is the difference between the school’s Cost of Education and the resources
available to the student commonly termed EFC (Expected Family Contribution).
Financial aid assistance comes in the form of gift aid (grants and scholarships) and
self-help aid (jobs/loans).
Health Services
WVC Student Health Services is designated to facilitate the physical, emotional, and
social well-being of students to increase their potential for educational success.
Services include personal and crisis counseling, limited medical treatment,
contraceptive counseling, screenings for blood pressure, vision, hearing, pregnancy
and tuberculosis, health assessment, education and referrals to community
resources.
Services are provided by a team of health professionals including registered nurses,
mental health counselors, and consulting physicians. Special programs and activities
are conducted to address issues related to sexuality, substance abuse, HIV and
other high risk health concerns.
Telephone advice to off-campus students is available. In addition, students can get
information from the Health Services webpage.
International Student Program
The International Students Office facilitates the application process and the
transition to studying in the United States. To be admitted to the college a student
must achieve a minimum TOEFL score: 500 (paper based), 173 (computer based), or
61 (internet based). IELTS, ITEP and Step Eiken are also accepted in lieu of TOEFL.
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Please contact department for cut scores. The international student advisors hold
orientations at the start of the semester to acclimate the students to the American
Educational system and to review and assist students in registration. International
student advisors assist currently enrolled international students with such concerns
as academic matters, immigration regulations, and personal concerns.
Outreach
The Outreach Office at West Valley College serves prospective students and existing
students by introducing them to information and resources that will help improve
their college experience and help eliminate obstacles to educational opportunity.
The Outreach team shares information on college planning, admission
requirements, degree and certificate programs, guaranteed transfer programs,
financial aid, campus life, student services, and much more. Campus tours and high
school visits are arranged through the Outreach Office.
Transfer Center
The Transfer and Career Center is located in the Counseling building. The Center
provides resources for students who want to transfer to 4-year schools and tools to
assist with their major and career exploration.
Transfer Center Resources:
•
•
•
•
•
•
Free UC and CSU application workshops;
Access to online tools that outline the courses and requirements necessary
to transfer Information regarding TAGs (Transfer Admission Guarantees) to
UC, CSU, and Private Universities;
Handouts that outline the UC & CSU GE requirements.
An annual Transfer Day that hosts over 40 college and university
representatives (every fall semester)
Campus visits from four-year universities (including individual appointments
with university representatives)
Counseling appointments available
Puente Program
The Puente Program prepares students to compete academically in a university
environment. It emphasizes the Mexican-American/Latino experience through
English writing, counseling, and mentoring components. The Puente Program
integrates:
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Two-semester English 905 & 1A linked classes.
Two semester Counseling classes.
Individual academic, personal, and career counseling.
Transfer information, university tours, student motivational and
transfer conferences, and assistance with the transfer process.
Personal mentor relationships with professionals from the MexicanAmerican/Latino community.
SUCCESS Program
SUCCESS is a counseling, instruction, and mentoring program that emphasizes the
African American experience and builds community among students. The program
focuses on implementing West Valley Colleges’ Strategic Goals. The SUCCESS
program:
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Offers linked English 905 and 1A courses, Counseling 1, 5, and 12B.
Encourages enrollment in History 12, English 12, and Counseling 50.
Provides students with college, peer, and community mentors.
Connects students with support services on campus and with
transfer institutions.
 Provides cultural events, social outings, and visits to transfer
institutions.
In addition to the regularly scheduled SLO/A and Program Review for each of the
Student Services program and services, West Valley College has conducted various
student surveys both formal and informal to determine the needs of on-campus,
off-campus, and distance-learning students. The most notable and recent surveys
include 2012 Student Survey Report (2B.1.1) and Point of Service Survey Summary
(2B.1.2) that informed the college relative to students’ perspectives and
experiences of the services we provide. Student Services programs developed
Student Learning Outcomes (SLO/As) and assessment related to their unique
service and student population needs. Student Services programs also submit an
annual program review with SLO/As as part of the college’s Integrated Planning and
Resource Allocation process. (2B.1.3)
Student Services is committed to utilizing multiple technology-oriented
communication tools in order to increase communication with students, faculty,
and community at large: website, WVC portal, online counseling, online orientation,
Distance Learning Committee, Saturday orientations, evening hours, assessments at
various high schools, AskWVC, Student Services Day, Online Course Module/Angel
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in order to maximize student learning and offer student access or accommodation
in both face-to-face and online environments.
Self-Evaluation
The college meets this standard. The college created a Student Services Day that
takes place early in each fall semester as a means to showcase all student service
departments and services that students can access. The West Valley College
Distance Learning Committee meets regularly to discuss critically important topics
not only applicable to instructional but also to online student services.
AskWVC email gives West Valley College students the convenience of asking any
questions at any time and from any location; hyperlinks are provided on the bottom
of the left navigation panel on most webpages. Students are responded to with
necessary information, direction, and/or assistance in a timely fashion.
Students Services has enhanced and further utilized the available functions of the
Portal system on the college’s website so as to provide critical information, access
to services, and support student learning and achievement. The Portal allows
Student Services department, such as the ones described in the “Descriptive
Summary” section, to increase the efficiency of operations, integrate “anytimeanywhere access” platforms for information delivery, communicate with specific
student populations, and provide assistance to complete the student’s educational
goals. The Portal also accommodates the student’s registration, student account
balance management, contact information, academic standing, financial aid status
and award notification, announcement message board and calendar of events.
Financial Aid enhanced the Academic Appeals process by offering online services
with an online counseling module.
Actionable Improvement Plans

Continue to execute an implementation of online CCC apply application in
collaboration with the District’s Information Technology department.
Evidence
2B.1.1
2012 Student Survey
http://westvalley.edu/committees/Accreditation/documents/sur
veys/accreditation_student_survey_report__07_12.pdf
2B.1.2
Point of Service Survey
http://www.westvalley.edu/committees/Accreditation/2013/evi
dence/2b/ss_pos_survey_report_2012.pdf
2B.1.3
Master Program Review and
SLO/A Schedule
http://www.westvalley.edu/committees/Accreditation/2013/evi
dence/2b/SS_SLO_WV_Fall_2012_Final_Report.pdf
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Standard IIB.2
The institution provides a catalog for its constituencies with precise, accurate, and
current information concerning the following:
a. General Information
•
Official name, address (es), telephone number(s), and web site address of
the institution
• Educational mission
• Course, program, and degree offerings
• Academic calendar and program length
• Academic Freedom statement
• Available student financial aid
• Available learning resources
• Names and degrees of administrators and faculty
• Names of Governing Board members
b. Requirements
• Admissions
• Student fees and other financial obligations
• Degree, certificates, graduation and transfer
c. Major policies affecting students
• Academic regulations, including academic honesty
• Nondiscrimination
• Acceptance of transfer credits
• Grievance and complaint procedures
• Sexual harassment
• Refund of fees
d. Location or publications where other policies may be found
Descriptive Summary
The college ensures that clear, comprehensive and accurate information is
published in its annual catalog, including general material, requirements, policies
and website links for extensive additional information. The catalog is published
annually in time for the new fiscal year starting July for the upcoming academic
year.
With the leadership of Curriculum Committee members, Student Services
departments, and the Office of Instruction, subject area experts carefully review
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and update all catalog information prior to production. Division and Department
Chairs are included in the review process. The printed catalogs are distributed
campus-wide according to programs, offices, divisions, and departments. The
completed catalog is available in print from the Bookstore and online in both
searchable pdf and flipbook (with a variety of features including hyperlinks as well
as search, full screen and zoom features, a linked table of contents, and print
options) versions—allowing for complete or selective printing. Archived copies are
available in the library and online. (2B.2.1)
The WVC Catalog provides important information to students on college programs
and services, requirements for degrees, certificates, and transfers, course
descriptions, policies and procedures, and all additional items required under this
standard. Information in the college catalog is thorough, accurate, and current.
The website has become a much more important source of information for students
in recent years, and a great deal of additional information including timely updates
on college news and events, as well as regulatory changes are regularly shared with
students through this medium.
In addition to publishing the major policies affecting students in the catalog, West
Valley College also maintains webpages containing these policies and to meet other
regulations, e.g. the Student’s Right to Know and Jeanne Clery Act statistics. These
may be found on the Student Services: Student Right to Know and Student Services:
District Policies webpages.
Location or publications where other policies may be found
Other district polices may be found on the district website. (2B.2.2) District policies
are divided into 7 chapters as follows:
Chapter 1 – The District
Chapter 2 – Board of Trustees
Chapter 3 – General Institution
Chapter 4 – Academic Affairs
Chapter 5 – Student Services
Chapter 6 – Business and Fiscal Affairs
Chapter 7 – Human Resources
Self-Evaluation
The college meets this standard. The college has developed a successful quality
control process to regularly review and update the catalog content. Each year prior
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to the printing of the new college catalog, the current year’s information listed
above is sent to each relevant program, or department for review and update. Each
area is responsible for changes (additions or deletions) to the narrative text that is
to be included in the next version of the college catalog. All content is then edited
and checked for accuracy prior to publication.
Based on the 2012 Student Survey, a majority of student respondents (74%)
strongly agreed or agreed the college provides students with clear and accurate
information about courses, programs, requirements, student policies, and transfer
policies. A lesser majority of 67% strongly agreed or agreed that degree and
certificate requirements are clearly described in the college catalog. (2B.2.3)
Actionable Improvement Plans
None.
Evidence
2B.2.1
2013-2014 College Catalog and
Catalog Archive
http://www.westvalley.edu/catalog
2B.2.2
District Policy
http://wvm.edu/documents.aspx?fid=26324&doc=26745&year=0
&excludeyear=1
2B.2.3
2012 Student Survey
http://www.westvalley.edu/committees/Accreditation/2013/evid
ence/2b/2B23_accreditation_student_survey_report__07_12_pag
e9.pdf
Standard IIB.3
The institution researches and identifies the learning support needs of its student
population and provides appropriate services and programs to address these
needs.
Descriptive Summary
West Valley College is committed to the learning support needs of students as they
matriculate from application, assessment, educational planning, registration, and
orientation through graduation or the earning of a degree or certificate. Student
needs are analyzed through comprehensive Program Reviews, and Annual Program
Review updates, research, division and departmental meetings, and Student
Services Council meetings, all of which provide insight into what is needed to
promote and continue support to students.
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The college-wide Program Review process provides and continuously refines
procedures that enable the systematic evaluation of programs to continuously
improve student learning. Each Program Review includes student success data
provided by the Office of Institutional Research. (2B.3.1) Program Review assures
that student learning is linked to and is at the forefront of campus resource
allocation as part of the Integrated Planning and Resource Allocation.
Self-Evaluation
The college meets this standard. Through Program Review data, research and
ongoing informal meetings and discussions, the college identifies and provides
services to support students as they matriculate. Coordination of outreach,
application, registration, assessment testing, educational planning/counseling and
orientation exemplify ways in which the college purposefully works to ensure
student success.
In the recent series of unprecedented severe state budget reductions resulting in
workload reduction, as well as regulatory changes in title 5 in repeatability, familycourse designation, and a heavy priority placed on the Associate Degree for
Transfer (ADT), the student population we serve has changed. As the California
Community College’s priority changes in this manner and as described in the
Student Success and Support Programs (SB 1456) (2B.3.2), the college is constantly
reviewing data in regards to student profile, achievement data (success,
persistence, and retention rates), career technical skills that lead to jobs available in
the market through Program Review, Assessment of Student Learning Outcome,
and the Student Success Team in terms of opening extensive discussion on
innovative teaching and learning that support and lead students to succeed.
West Valley College’s early alert system informs the college about students need for
academic and educational support at the beginning of each semester (5 th week).
As a result, students are informed of multiple forms of assistance and support they
could obtain in the early part of the semester to avoid an unsuccessful outcome.
(2B.3.3)
Disabled Educational Student Programs (DESP), EOPS, International Student
Programs, Math Resource Center, English Writing Center, Tutoring Center, the
Puente Project, SUCCESS program, TRiO program, and Veteran’s program are
examples of programs that have identified and met the needs of students in specific
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population groups. These programs constantly assess their service to students and
make improvements and adjustments as needed.
Actionable Improvement Plans
None.
Evidence
2B.3.1
Program Review Data Sets
http://www.westvalley.edu/committees/Accredi
tation/2013/evidence/2b/Program_Review_Data
_2013_Communication_Studies.pdf
2B.3.2
Student Success and Support Programs
(SB1456)
http://www.westvalley.edu/committees/Accredi
tation/2013/evidence/2b/SB1456_Implementati
on_Timeline_Student_Success_Support_Program
.pdf
2B.3.3
Early Alert
http://www.westvalley.edu/committees/Accredi
tation/2013/evidence/2b/Early_Alert
Standard IIB.3.a
The institution assures equitable access to all of its students by providing
appropriate, comprehensive, and reliable services to students regardless of service
location or delivery model.
Descriptive Summary
The core mission of the Outreach Office is to recruit and attract students from
diverse backgrounds to West Valley College, support prospective students in their
transition from high school to college, and work in collaboration with college
programs and services, local high schools and communities to promote college
access and success. In addition, advisory board members for Career and Technical
Education (CTE) programs provide valuable industry and career trend information,
as well as future industry needs to program faculty on a regular basis. CTE programs
use such feedback and conduct a “Career Night” each semester as a mechanism to
recruit diverse students to their programs in demand. (2B.3.a.1)
In 2010, the college began offering a New Student Convocation for nearly 425
incoming freshmen. Students are actively recruited to attend this important event
that establishes students' first impression of their college experience. At the
Convocation, students learn about the college's academic expectations and the
numerous opportunities available for student involvement. Student Services
programs such as Admissions and Records, Financial Aid, Health Services, the
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Transfer Center, and Student Government present information about their
programs to incoming students. (2B.3.a.2)
Printed materials, including booklets, brochures, and flyers are used to inform and
educate prospective students and parents. In addition, students have access to the
college’s portal, website, email, phone, and in-person to obtain information and
learn about the enrollment and matriculation process, academic programs, transfer
process, support services, financial aid, and a wide range of options and
opportunities available to them at West Valley College.
The college website enables students to find comprehensive information explaining
the various services and resources available to them. The college recently switched
its web platform to OU Campus, a content management system, which allows
department chairs, faculty, and Student Services programs to make necessary
changes to the area web pages in order to increase accuracy and available
information on academic programs and student services. In this process,
information is evaluated and updated regularly by the appropriate individuals based
on student feedback. (2B.3.a.3, 4, 5) After evaluation of web services, changes are
made to support students’ needs. For example, the counseling department has
revised the website to provide information regarding academic advising, career
counseling, personal counseling, and frequently asked questions. (2B.3.a.6) The
counseling department also offers Saturday orientations to new students and
athletes in addition to online counseling.
The WVC Portal allows the various Student Services departments to provide
“anytime-anywhere access” platforms for information delivery, communication
with their specific student population, and provide assistance to complete the
student’s educational goals. (2B.3.a.7)
AskWVC@westvalley.edu email gives West Valley College students the convenience
of asking questions at any time and from any location with a 24 hour response time.
The college utilized this system to ensure that all questions are answered for
students regardless of time or location of the questions.
The Financial Aid Office provides presentations and workshops on and off-campus
at various times to provide equitable access to all students regardless of their
economic backgrounds. The Financial Aid Office commits to utilizing a variety of
communication methods to make comprehensive information available to all
students via a telephone tree, the college website, and the WVC Portal. (2B.3.a.8)
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Self-Evaluation
The college meets this standard. The Outreach Office collaborates with
departments throughout the college help ensure access to all students, particularly
those from historically underrepresented populations. The college mission, which
was revised in the fall of 2011, clearly established that the college will continuously
reflect on and assess the college’s annual goals and objectives.
Based on the
mission, the college worked steadily to provide access to all members of the
community and in turn offer programs and services to meet the needs of a diverse
student population. This work is an unending process and will continue with the
revised 2009 Educational and Facilities Master plan.
Actionable Improvement Plans


Consistent with the college’s Student Success and Support Program
implementation plan, expand online course support/workshops
Develop a plan for Adult Education Consortium Program (SB 86) offerings.
Evidence
2B.3.a.1
Career Night Program
http://www.westvalley.edu/committees/Accreditation/2013
/evidence/2b/career_day_night.pdf
2B.3.a.2
New Student Convocation
http://westvalley.edu/committees/Accreditation/2013/evide
nce/2b/New_Student_Convocation
2B.3.a.3
Accreditation Student Survey
http://westvalley.edu/committees/Accreditation/documents
/surveys/accreditation_student_survey_report__07_12.pdf
2B.3.a.4
Student Services Point of
Service Survey
http://westvalley.edu/committees/Accreditation/documents
/surveys/ss_pos_survey_report_2012.pdf
2B.3.a.5
Facebook Quick Survey
http://www.westvalley.edu/committees/Accreditation/2013
/evidence/2b/aftrn_classes_srvy_031313.png
2B.3.a.6
Counseling Webpage
http://westvalley.edu/services/academicsuccess/counseling/index.html
2B.3.a.7
My West Valley-Mission
Portal
https://mywvm.wvm.edu/CookieAuth.dll?GetLogon?curl=Z2
F&reason=0&formdir=6
2B.3.a.8
Financial Aid Webpage
http://westvalley.edu/services/financialaid/index.html
Standard IIB.3.b
The institution provides an environment that encourages personal and civic
responsibility, as well as intellectual, aesthetic, and personal development for all
of its students.
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Descriptive Summary
West Valley College provides a tolerant and supportive environment that
encourages personal and civic responsibility, as well as intellectual, aesthetic, and
personal development for all of its students. Students are provided with a wealth
of opportunities to learn about current issues and participate in the WVC
community through educational programs, student services, participatory
governance, and college events and activities.
The college’s institutional learning outcomes focus on personal responsibility.
(2B.3.b.1) Institutional Learning Outcome V. Personal Responsibility, states “The
student will be able to: A. assess his or her knowledge, skills, and abilities to set
achievable goals; B. Manage personal health and/or well-being; c. Demonstrate
dependability, reliability and accountability.” Each institutional learning outcome is
mapped to individual course outcomes which are assessed and the results of which
are reviewed and discussed by campus faculty as part of the college’s Integrated
Planning and Resource Allocation process ensuring sustainable continuous quality
improvement.
West Valley College (WVC) provides comprehensive student support services
focused on student growth, development, and success. Our institutional mission
statement succinctly underscores this core value and intentionally emphasizes the
support provided to students who are journeying towards transfer and career goals.
Student Development oversees the Student Life Program Board, Veterans Resource
Center, Global Citizenship Center, Associated Student Organization, Inter-Club
Council and student clubs. Over 40 events and programs are offered through
Student Development that promote personal and civic responsibility, intellectual,
aesthetic, and personal development. The Student Program Board plans and
implements six events a month to benefit the WVC student population. Each event
supports a theme to benefit the overall growth and development of the student
community. The Program Board delivered 38 events and was also responsible for
running the Campus Center Concierge Desk. A brief description of the program
themes and a listing of their programs follows. Over 4,000 students attended
Student Life events.
Six Student Learning & Development Program Themes
Veteran Support
This Program Board Member is a veteran and advocates for
the other student veterans on campus, helps students in the
Veterans Resource Center, and connects students with
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resources both on and off campus to allow the veteran
students to succeed and puts on events that connect
veterans.
Global Citizenship & Cultural
Diversity
This Program Board Member worked with the Global
Citizenship Center to deliver events that support students
becoming global citizens and recognizing cultural diversity.
Leadership
This Program Board Member created events to encourage
students to become student leaders on campus and develop
their skills.
Service Learning & Volunteerism
This Program Board Member connected students with
opportunities to volunteer within the community, and
promoted opportunities to learn while serving the
community.
New Student College Integration
This Program Board Member planned events that welcomed
new students into the campus and allowed them to connect
with other students.
Involvement & Engagement
This Program Board Member was responsible for getting
students involved and engaged with large-scale events
happening on campus.
Student Development & Success
This Program Board Member focused on providing students
with opportunities to learn ways to develop their life and
study skills to support continued student success.
Veteran Support Programs-Total students reached: 582






Veterans Mixer/25 people
Veteran’s Day Celebration/200 people
Veteran’s Panel Discussion/130 people
Toys for Tots/200 people
Game Console Day/12 people
Paintball/15 people
Global Citizenship & Cultural Diversity Programs-Total students reached: 452






Day of the Dead/150 people
World Aids Day/150 people
Vietnam Movie - The Vertical Ray of the Sun/35 people
Black History/32 people
Woman’s History Month Tea Party/60 people
Take Back The Night/25 people
Global Entrepreneurship Week -Total students reached - 445
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


Extreme Entrepreneurship Tour/270 people
Global Trade Presentation/ 50 people
Startup Cup Awards Celebration/125 people
Leadership Programs-Total students reached: 104



Advocacy/15 people
ASO & ICC mixer/30 people
National African American Read-In/59 people
Service Learning & Volunteerism Programs-Total students reached: 308





Service Learning Resource Fair/150 people
Stanford Blood Drive/80 people
Campus Clean-up/40 people
Cancer Awareness/23 people
Composting Workshop/15 people
New Student College Integration Programs-Total students reached: 925






Welcome Week-Xbox Kinect Dance Central & Otter Pops/100 people
Karaoke & choir/300 people
Holiday Bash/150 people
Board Game Day/15 people
Open Mic/60 people
Nowruz Iranian New Year/300 people
Involvement & Engagement Programs-Total students reached: 1255
 Welcome Week-Get Connected Rock Wall & Jousting/550 people
 Welcome Week-Live Bands/80 people
 Movie Showing Food Inc. & Trail Mix Buffet/150 people
 Welcome Week-Watermelon Eating Contest/50 people
 Halloween/125 people
 West Valley Trivia/50 people
 Skate Show/250 people
Student Development & Success-Total students reached: 375

Student Support Programs Introduction/5 people
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



Student Services Day/350 people
Planning and Budgeting Workshop/5 people
Time Management Workshop/10 people
Test Taking 101/5 people
The Global Citizenship Center (GCC) is housed in the WVC Campus Center.
(2B.3.b.2) Not only does it serve as a meeting venue for internal and external
campus groups, it serves as the “home base” for the Global Citizenship Committee
and the Global Citizenship student club. The mission of the Global Citizenship
Committee is to facilitate a campus-wide commitment through curriculum,
activities, and professional development. (2B.3.b.3) It was a banner year for Global
Citizenship which sponsored and co-sponsored events and activities that foster
personal and civic responsibility intellectual, aesthetic, and personal
development. (2B.3.b.4)
Event Name
Attendance
Host Cristina Garcia
150
Jennifer Siebel Newsome’s Miss Representation
90
Persian New Year
180
Connected: An Autobiography about Love, Death &
Technology
145
Women’s History Month Tea
48
Mini-Salzburg Leadership Conference
25
Climate Change Symposium
198
The 21st Century Educational Institution: Global
Citizenship, Civic Engagement, and Student Success
70
The “F-Word”: Feminisms Around the World
160
Jiro Dream of Sushi Movie (Global Citizenship
Student Club)
32
Graduation Stoles for GCC Student Club
12
GC Pipeline Project
30
12 Events
1,140 participants attended
The focus for the committee in the 2013-14 academic year includes the
implementation of a campus community read program, both fall and spring
semester books and inviting the authors to campus to further discuss the two
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books. This past spring semester, passive programming and education was also a
part of the Global Citizenship Center offerings. The display boards were utilized to
highlight and increase awareness regarding the impact of AIDS globally, understand
African-American cultures throughout the world, Earth Day and the issue of Human
Trafficking for Women’s History Month. These education displays were researched,
designed and completed by Student Development staff members. This year, Global
Citizenship tackled the challenging topics of current events in Cuba, how women
are portrayed in the media and, relational connections, climate change,
homelessness, civic engagement, feminism around the world, and African-American
and Asian cultures.
The ASO has provided opportunities for thoughtful and engaging discussion
regarding the qualities of their learning environment and how student learning
outcomes have influenced the teaching-learning environment and West Valley
College. The Co-Chairs of the Student Learning Outcomes committee visited with
ASO and solicited their opinions regarding the strengths and weaknesses of the
college-wide SLO/A process. The majority of students appreciated that SLO/A’s
were at the top of their course syllabus, instructors gave them a week-by-week
schedule in which they could follow relative to lesson plans, and that a well thought
out syllabus helped students be accountable for their own learning, completing
assignments, and readying to projects and exams. A good learning environment to
them, was structured, and provided the opportunity for faculty to give students
feedback. They believed that this kind of structured and facilitated learning
environment could be achieved in on-line formats too. They stated that lab classes
tended to be less structured with syllabus and faculty feedback. Students stated
they appreciated Angel as a communication medium in which students and faculty
could discuss classroom content, assignments, and get questions answered. A good
learning environment was one in which all faculty used Angel to
communicate. Students indicated that there is inconsistency in the faculty use of
Angel. Additionally, students wanted to learn how to use Angel via their
faculty. The student group did indicate that there was inconsistency in faculty
explaining the determined SLO/A’s for each of their courses. Some included in the
syllabus and discussed them at the beginning of the class and others just listed
them in the syllabus. They preferred for the faculty to consistently approach this
with a more formal presentation of the SLO/A’s at the first class session. They
desired their faculty to be “transparent” and “expose” students to
SLO/A’s. Students wanted to know the implications for faculty in the event that
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there were “No SLO/A’s” on the syllabus and no formal presentation of them within
the first two class sessions. (2B.3.b.5)
All West Valley College students are members of the Associated Student
Organization. ASO is the student governing body with responsibilities for
representing students (civic responsibility) of the college. (2B.3.b.6) Its members,
both elected and appointed, have many opportunities as student leaders to actively
shape the college community and develop leadership and life-skills through
purposeful training and workshops. To that end, ASO has accomplished much in the
past two years including:
1. Continued to finance and operationally support inexpensive access to
textbooks through the expansion of the Books for Food program.
2. Spearheaded the creation of a newspaper club and provided funding to pay
for the release of the first WVC newspaper in 4 years.
3. Sent 10 West Valley students to participate in an annual march in
Sacramento to raise awareness of the need for state legislators to support
higher education funding.
4. Increased collaboration between the Associated Student Organization
officers and all of the student clubs which resulted in expanded participation
at student life activities and events.
5. ASO implemented a ridesharing program set to go into effect in fall ’13 to
address traffic and parking issues that have been raised by many members
of the student body.
Inter-Club Council (ICC) is the governing body that oversees roughly 30 student
clubs and organizations that are chartered at West Valley College. (2B.3.b.7)
Students involved in West Valley College ICC and club system demonstrate a
personal commitment to the mission and purpose of their respective club and see
club membership as a way to be actively involved in their campus community
through co-curricular initiatives within Student Development and the Campus
Center. Over 300 student leaders are learning crucial personal skills as well as have
the chance to meet and work with different people. There was an increase in the
number of chartered student clubs from 26 to 30 over the past few years with a
number of student groups that are religious, international and/or culturallyfocused. What follows is a listing of the clubs chartered in 2012-13 and a list of
highlighted activities sponsored by the ASO, ICC, and respective clubs.
30 Student Clubs:
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African American
Student Union
Environmentally
Sustainable Campus
Club
Alpha Gama Sigma
American Institute of
Architecture Students
Asian Pacific American
Students
Finance and Investing
Club
Puente Club
Political Action Club
Spirit Team
Tennis Club
USGBC Student Group
Global Student Club
Bio-Medical Club
Veterans Club
Hillel
Blade Runners
Voices Literary Club
Human Rights
Business Club
WVC Improv
Interior Design
Ceramic Art Guild
WV Viking Helm
Christians on Campus
Computer Science
Fashion Design and
Apparel Club
Philosophy Club
Middle College Club
NAMI on Campus
Oasis
Major ASO/ICC Events:
Event Name
Student Services/Club Showcase
Welcome Week Watermelon Contest
AIAS Pinkberry Fundraiser
AGS Blood Drive
Global Citizenship Club Movie
Prop 30 Open Mic
Halloween Bash
Thanksgiving Feast
Finals Survival kit
Ceramic Art Guild Fundraiser(F)
Ceramic Art Guild Fundraiser(Spr)
Spring Fling
Battle of the Bands
Dodge ball Tournament
AGS Blood Drive
Rock the Valley
16 Events
Attendance
350
60
22
100
25
75
200
160
500
60
60
225
70
30
80
100
2,117 students attended
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Some concrete examples of (but not limited to) activities, programs, and services
WVC provide that foster and enhance a learning environment that promotes such
personal attributes are described below:
Personal Responsibility:
WVC provides an intentional and concrete opportunity for students to understand
the meaning of Personal Responsibility. At the beginning of every fall semester,
incoming freshman students attend the WVC New Student Convocation. A keynote
speaker opens the event with a motivational message revealing the “Five Secrets to
College Success”—all elements focused on personal responsibility—based on the
book The 4 Secrets to College Life Success. How to thrive in your life during and after
college by Clint Pardoe. This unique approach to the typical orientation model
expands upon the Convocation models at primarily four-year institutions. It calls into
focus five success-oriented themes: (1) self –responsibility =being college ready; (2)
student success is holistic =being healthy and well in body and mind; (3)
collaboration=It takes a Village; equity and diversity is embraced=you are not alone;
and (5) as a forward thinking college we plan for your success=your destination is your
goal and our goal is to help you get there. At the closing of the Convocation,
participants receive a “Convocation Passport” (2B.3.b.8) which outlines key student
support services events for them to attend within the first few months of the fall
semester where they continue to engage in events and activities that foster their
learning environment and sense of personal responsibility as college students and
as a citizen of the community.
The key activities and events included are:
1.
2.
3.
4.
5.
6.
7.
8.
Acquire Student ID Card
Meet with a Counselor/Get your Educational Plan
Attend the campus-wide Student Support Services Showcase
Attend Career Day
Attend Transfer Day
Visit Tutoring Services
Visit the Library
Attend a campus “Student Success” workshop offered through Student Life,
Health Services, Transfer Center, or Global Education
Annual Student Support Services Showcase Day in each semester continues to be a
priority event for supporting student development and growth both in the
classroom and outside of the classroom. (2B.3.b.9)
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More than 30 Student and learning support service programs showcase their
services, events, and programs by providing information tables in the Campus
Center building which has been modernized in 2011. The Campus Center’s open
environment entices students to gather there naturally where they interact with
their peers, faculty, and staff.
Health Services has not only long provided an array of clinical services for students
but was also recently awarded grant funding to enhance awareness activities and
training to highlight mental health support offerings for students. Throughout the
academic year, Health Services promote student health and wellness through a
variety of “Awareness Week” marketing and workshop activities that pertain to
stress management, sleep deprivation, eating healthy, anxiety and depression, the
impact of drug and alcohol use, and domestic violence among others. Information
is distributed to students in on-line formats, with informal and passive tabling
efforts, and with active presentations and training that students can elect to attend.
Additionally, Health Services works with the Associated Student Organization
Health and Wellness Committee utilizing a peer education approach for outreach to
the student population promoting the importance of learning how to take personal
responsibilities around overall health. (2B.3.b.10) Most recently the Health Services
department provides the Student Health 101 webzine featuring articles to help
students with stress, sleep habits, nutrition, studying tips, and more. (2B.3.b.11)
In 2012-13, the TRiO program initiated two student success cohort groups within
their program focused on men and women attending WVC on focused topics. All
men are welcome to participate in “Men Valuing Progress” or “Women Valuing
Progress” support groups whereby students can share their academic, social, and
personal challenges and barriers they face, as they pursue their educational
dreams. Weekly meetings attract anywhere from 20-25 participants who often
disclose personal challenges and triumphs with their peers. (2B.3.b.12)
As part of the college’s priority to focus on professional development for student
learning and student success, the college funded the training of faculty in the On
Course method of student empowerment. This nationwide holistic pedagogical
movement trains educators on how to empower students to take responsibility for
their own success in their learning process. Faculty learn how to design learnercentered educational experiences and how to design classroom experiences such
that students feel they are in full control of their learning and hold full responsibility
for their learning success. Staff and administrators are taught how to provide
services and support in a way that doesn’t enable passive behavior, but rather puts
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the responsibility for success in the students’ hands. During spring 2013, the college
successfully supported 18 faculty across campus to participate and be trained in this
pedagogy. (2B.3.b.13)
Civic Responsibility
Campus student engagement and civic responsibility are cornerstones in the
student experience at WVC. Students are presented with a plethora of options for
involvement including student government, student clubs and organizations,
service learning activities, student life events, participatory governance groups, the
sustainability committee, and through a variety of special program leadershiporiented field-trips. Student participation in all of these endeavors has shown an
increase, and all facets of the campus community support, encourage, and
appreciate student involvement. The Associated Student Organization is active in
campus operations where student leaders hold positions in all of our college and
district participatory governance groups including the Board of Trustees,
District/College Councils, Academic Senate, Curriculum Committee, Facilities and
Safety Advisory Council, as well as hiring committees. Here, students learn skills in
communication and public speaking, time management, cooperation and
collaboration, conflict resolution, and more importantly responsibility for others as
they make critical decisions on behalf of the student population. Through our 33
chartered student clubs and organizations, students can join and be involved in
clubs that match their own personal interests.
After completing the “Broadening Student Life” survey effort, in 2010, the Office of
Student Life assumed the responsibility of providing oversight for the service
learning component that would achieve a number of student outcomes: (1) to
provide activities for students who were required to fulfill 20 to 30 hours of service
as part of faculty requirements in their parent courses, and (2) to offer activities for
those students who valued community service and desired activities supplied both
on and off campus with surrounding agencies. (2B.3.b.14)
The WVC Sustainability Committee provides an overall environmental awareness
and consciousness of our college environment and beyond. This newly established
committee continues to integrate their affiliations across campus to promote
sustainability-conscious actions. (2B.3.b.15)
Student cohorts from Puente, EOP&S, Care, CAL Works and ASO participate in
student leadership conferences held regionally and state-wide during the academic
year. Students learn by participation and experience from these leadership
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opportunities how to be a civic leader not only for their constituencies but for the
global community. Students also learn about how to become a social change agent
as a leader to promote student equity and success.
West Valley College’s Global Citizenship Committee, incepted in February 2007,
confirms the college’s commitment to providing an environment that encourages
personal and civic responsibility, as well as intellectual, aesthetic, and personal
development for students, faculty, staff, and administrators. Led by its mission
statement, “The WVC Global Citizenship Committee facilitates campus-wide
commitment to global citizenship through curriculum, activities and professional
development,” the committee promotes awareness by functioning as a resource
where students, faculty, staff, administrators and the surrounding community find
information and participate in diverse multicultural activities. In addition, the
committee further supports the processes by which students learn about
interdependence in the world and prepare for successful integration into varied
societies. The committee’s series of lectures, speakers, panel discussions, film, and
dialogues around diverse, international, and multicultural topics thus far elicit
valuable opportunities provided for the college community and beyond to develop
awareness, as well as personal and civic responsibilities within our community and
in the larger community. Global Citizenship Committee’s past and current activities
and events are accessible on the WVC website. (2B.3.b.16)
The West Valley College institutional learning outcomes under “VI. Social
Responsibility: The student will be able to: A. Demonstrate an awareness of civic,
political, and/or social issues and explain the role of the individual in addressing
these issues; B. Apply ethical principles to personal, academic, professional and/or
community issues.” (2B.3.b.17) West Valley College places a premium on civic
engagement and responsibility as demonstrated through the Global Citizenship
Committee activities, Sustainability Committee activities and the institutional
learning outcomes.
Intellectual Development
All courses offered at WVC promote intellectual development of students through
rigorous review by the Curriculum Committee. The college’s instructional and
student services programs support the development of intellectual competencies
through a variety of learning environments. There are courses that specifically
address this core: the Counseling 005 course, College Success, Counseling 012,
Careers and Lifestyles, and Counseling 050: Cross Cultural Perspectives all support
the mission of the college and aid new students in developing key academic and
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study skills to be successful in an academic and learning institution. These courses
also raise awareness of equity, social justice, and the broad implications of culture
and our society.
Extended Opportunity Programs and Services (EOP&S) and Peer Assisted Learning
(PAL) Academy promote intellectual development through student participation at
seasonal leadership conferences as well as a variety of workshops with speakers.
(2B.b.18) Students can build intellectual competency through our Math Resource
Center, Library, and Tutoring Centers, which are designed to aid students in
mastering research and inquiry skills, improving literacy levels, and providing added
support to bolster classroom success.
The Global Citizenship Center, housed in the Campus Center, promotes
understanding and awareness of the role of citizens in the global community.
Through co-curricular workshops, movies, symposiums, panels, and featured
keynote speakers, students have increased their knowledge in the areas of global
concerns including energy and climate change, global feminism, and homelessness
and displacement.
Aesthetic Development
In concert with the beautiful landscape, nature and outdoor environment that WVC
enjoys, the college offers variety of teaching and learning related activities and
events that support one’s aesthetic development.
The West Valley College Art Gallery, also housed in the Campus Center, offers
seasonal gallery receptions that showcase the coursework of students, artwork by
staff and faculty. Art department faculty collaborate with Campus Center staff and
WVC community to promote aesthetic development through this venue. Special
holiday projects are completed through Student Services and Instructional faculty
and highlights art that depicts the importance of societal issues such as Dia de los
Muertos, Dr. Seuss’ Birthday, and World AIDS Day. (2B.3.b.19) Beyond the new Art
Gallery, art is displayed throughout many facilities on campus as a way to celebrate
aesthetic appreciation and make our college community environment even more
conducive to effective teaching and learning. The Music department performs
concerts to support music appreciation by the college and surrounding community.
(2B.3.b.20) Every spring the West Valley College Musical Theater department
presents a musical production in collaboration with the West Valley College
Foundation to raise awareness of the music dance and theater programs along with
funds to support them. (2B.3.b.21)
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Personal Development
West Valley College Professional Development Committee and participatory
governance constituencies support personal and professional development of all
employees and students. Where available and possible, each group select
conferences and/or leadership training that are in alignment with the college’s
mission and priority and send members to participate.
Self-Evaluation
The college meets this standard. The Office of Student Life systematically assesses
student support services to improve its effectiveness. All Student Services
programs and services have an established SLO/A and Assessment cycle to allow
them to evaluate their outcomes in a systemic manner.
The Global Citizens Committee continues to provide wide-range of social, cultural,
gender, equity, and multicultural issues for the college in a variety of formats where
personal and civic responsibilities are challenged and promoted.
The New Student Convocation received one of two Student Success Awards from
the California Community College Chancellor’s Office. The Convocation is seen as a
way to maximize resources while providing student with a year-long experience
promoting student involvement in their educational success. (2B.3.b.22)
Actionable Improvement Plans
None.
Evidence
2B.3.b.1
ILO Master List
http://westvalley.edu/committees/Accreditation/ilos.ht
ml
2B.3.b.2
Global Citizenship Center
Webpage
http://westvalley.edu/committees/Global_Citizenship/
members.html
2B.3.b.3
Global Citizenship Committee
Webpage
http://westvalley.edu/committees/Global_Citizenship/a
ctivities.html
2B.3.b.4
Global Citizenship Events
Webpage
http://westvalley.edu/committees/Global_Citizenship/g
lobal_events.html
2B.3.b.5
ASO and SLO/A committee
discussions re:SLO/As and
students
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/2b/aso_first_quarter_SLO/A_guiding_di
scussion_questions-comments.pdf
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2B.3.b.6
Associated Student Organization
webpage
http://westvalley.edu/studentactivities/aso.html
2B.3.b.7
Inter-Club Council webpage
http://westvalley.edu/studentactivities/icc.htm
2B.3.b.8
Convocation Passport
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/2b/invite_card_convocation_2012.pdf
2B.3.b.9
Student Services Showcase memo
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/2b/student_services_showcase.pdf
2B.3.b.10
Wheel of Wellness Memo
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/2b/wheel_of_wellness.pdf
2B.3.b.11
WVC Student Health 101
http://readsh101.com/westvalley.html
2B.3.b.12
Men Valuing Progress and
Women Valuing Progress
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/2b/Womens_Mens_Group_Annoucnce
ment.pdf
2B.3.b.13
On Course Conference Agenda
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/2b/on_course_training_2013.pdf
2B.3.b.14
Broadening Student Life Survey
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/2b/broadening_student_life_survey_res
ults.pdf
2B.3.b.15
Sustainability Committee
http://www.westvalley.edu/committees/Sustainability/
2B.3.b.16
Global Citizenship Committee
http://westvalley.edu/committees/Global_Citizenship/a
ctivities.html
2B.3.b.17
ILOs
http://westvalley.edu/committees/Accreditation/ilos.ht
ml
2B.3.b.18
EOPS
http://westvalley.edu/services/academicsuccess/eops/index.html
2B.3.b.19
WVC Art Gallery
http://westvalley.edu/academics/fine_arts/art/art_galle
ry.html
2B.3.b.20
Music Department Performances
http://westvalley.edu/academics/fine_arts/music/
2B.3.b.21
2013 Musical Gala
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/2b/sweet_charity.pdf
2B.3.b.22
Student Convocation Award
http://www.westvalley.edu/committees/Accreditation/
2013/evidence/2b/convocation_award.pdf
Standard IIB.3.c
The institution designs, maintains and evaluates counseling and/or academic
advising programs to support student development and success and prepares
faculty and other personnel responsible for the advising function.
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Descriptive Summary
West Valley College designs, maintains, and evaluates counseling and advising
programs. In order to better serve students through a variety of programs,
counseling and advising are offered not only in Counseling but throughout the
college: Athletics, CalWorks, DESP, EOPS, Freshman Year Experience (FYE),
International Student Program, Middle College, Puente, SUCCESS, and Trio
program. In collaboration with the Dean of Instruction and Student Success and
Vice President of Student Services, coordinators in their respective program areas
provide leadership for and coordination of counseling and advising services.
Through comprehensive Program Review and assessment of Program Learning
Outcomes (PLOs), counseling and advising services will continue to be regularly
evaluated and improved. (2B.3.c.1) Counseling and advising services contribute to
student development through academic, transfer, career, and personal counseling.
Counseling faculty and staff understand the important connection in delivering
counseling and advising services to traditional, nontraditional and special
populations of students. As the student population changes and its need for
services change, adjustments are made in counseling and advising services to
accommodate those needs both in person and online formats. For example,
counseling targeted by the College’s annual Goals and Objectives (Strategic
Planning) include the Puente Project and SUCCESS. Counseling services have also
expanded to address the needs of veterans and students who seek mental health
counseling through Health Services. In addition, the college continues to evolve in
its process of planning a successful implementation of educational plan
development through orientation, counseling, and advising per the Student Success
Act of 2012 or Student Success and Support Programs. (2B.3.c.2)
Counseling services supports the diverse population and needs of the student
population at West Valley College. (2B.3.c.3) The counseling and advising
component provides academic advice as well as academic and educational planning
opportunities for all students.
The counseling department has day and evening hours available throughout the
week and bilingual counselors are available as well. The department does not offer
any weekend counseling hours/appointments due to staff shortages. However, the
counseling and advising are offered in drop-in, half hour, and hour long
appointments. Students can make appointments over the phone and in person,
and reminder phone calls are made by an automated system to the student the day
before the appointment.
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Counselors have expertise in academic, career, transfer and personal counseling
with designated counselors specializing in specific areas such as Honors, Puente,
Success, First-Year Experience, EOPS, Veterans, TRiO, and the DESP program. Basic
Skills students are provided with specialized counseling through the following
programs:
First Year Experience includes a mandatory College Success Counseling course and a
counselor dedicated to working with First Year Experience students. All First Year
Experience students are basic skills students as they must assess into a basic skill
level Math and English class in order to qualify for the program. (2B.3.c.4)
The CalWORKs program has a counselor assigned to work only with CalWORKs
students. (2B.3.c.5) Basic Skills students in CalWORKs are identified following
assessment. Basic Skill students and all students in CalWORKs are monitored for
progress and completion and are seen three times over the semester.
Additional resources are recommended as needed, such as tutoring or interpreting
services if the student is a basic skills ESL level student. CalWORKs has a second
layer of intervention because the Santa Clara County caseworker can be called in to
provide additional resources if needed which can be extremely helpful for Basic
Skills students.
EOPS follows the model of “intrusive counseling” as they require students to see
their counselor three times per year so that interventions can be provided as soon
as students need help. (2B.3.c.6) This is particularly important with Basic Skills
students. EOPS offers the PAL Academy, a specialized tutoring program for basic
skill level math students conducted in the EOPS office. EOPS also offers support for
transportation and purchase of textbooks.
Evaluations for counseling services are conducted in a number of ways. Point of
Service surveys are given to determine student satisfaction with the services they
are receiving. (2B.3.c.7) Faculty evaluations of counselors are given twice a year for
the first two years of the tenure process and once a year during the last two years.
Evaluations and student surveys are conducted once every 3 years for counselors
who have achieved tenure. Student Learning Outcomes and assessment (SLO/A)
have been developed for all counseling services and classes to aim sustainable
continuous quality improvement of services and programs. The assessment of
SLO/As assists in the on-ongoing evaluation process of services and classes.
Counselors conduct student orientations that cover but are not limited to,
educational planning, transfer information, career programs and student support
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services. Evaluations are conducted for sampled orientations. With the enactment
of the Student Success Act of 2012, West Valley College will provide mandatory
orientations for all nonexempt students starting fall 2014.
Counselors teach courses that include career exploration, study skills, college
success, personal development, and cultural diversity. Eight of the counseling
courses are transferrable to the CSU system and one is currently transferrable to
both the CSU and UC systems. Courses are evaluated by students when an
instructor is in the evaluation process and courses are also observed by faculty. All
counseling courses have developed SLO/As and assessments which serve as
ongoing evaluation and improvement process for the department.
Students in basic skills or who are undecided are encouraged to take Counseling
courses such as Counseling 002: Academic and Personal Planning, Counseling
012012C: Careers and Life Styles, Counseling 018: Job search methods or attend
workshops through our Transfer Center as well as Career Programs. These courses
provide a framework for students to explore their personal qualities and skills while
identifying possible career paths. Additionally they help assist students with
important skills required for college success such as study skills, stress
management, time management, and increasing self-confidence.
West Valley College provides campus wide events in which counselors participate,
such as Student Services Day, Transfer Day, an Early Admission Program for feeder
high schools which includes Orientation, Parent Boot Camp, and Convocation for
incoming students. These events support enhancement of student development
and success.
West Valley College believes quality research is an important component to
understanding and developing sound practices that serve our students while readily
illustrating the efficacy of these services. Through the analyzing and reporting of
data on student retention, persistence, course completions, educational goals,
transfers, etc., an informed plan may be created to address gaps in student
achievement. Balancing with the quantitative data, a focus group to poll students
on their perception of student services and counseling service delivery was formed
by our Associated Student Organization in 2011-12. (2B.3.c.8) Student Services
faculty met with the student officers of the ASO to discuss the results of this focus
group and to determine ways to ensure smooth delivery of services to the students
and to provide a welcoming environment for students when they enter the
counseling area.
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The Early Alert program conducted each semester informs the college with valuable
information on students needing immediate counseling and advising on their
progress. (2B.3.c.9)
The integration of Mental Health with Health Services while maintaining
collaboration of referral services with all other student support programs has
provided a network of mental health support for graduate college students in need
of temporary crisis attention and brief therapy. Health Services maintains extensive
personal counseling support services on campus, using supervised student interns
to provide short term supportive and behavioral counseling to students
experiencing difficulties. This program has received statewide recognition as an
innovative model for delivering mental health services on a community college
campus. In addition, Health Services provides health advising and special events to
support student health and wellness such as smoking cessation workshops,
depression screening, domestic violence awareness, and suicide prevention. These
workshops are open to all college stakeholders and serve as a means of educating
our community on important health awareness issues.
Health Services received a grant through the California Community College Student
Mental Health Program to create the WVC Mental Health Initiative: introspection,
integration and innovation. (2B.3.c.10) The initiative is a three pronged approach to
addressing mental health issues on the WVC campus. WVC Health Services has
initiated many activities as part of this important initiative (2B.3.c.11):
1. Education, Training and Resource Development

August 2012 – launched Kognito Online Training - ongoing

August 2012 – All College Day Suicide Prevention Training

October 2012 – Depression Screening Day

October 2012 – “Wong Flew Over the Cuckoo’s Nest” presentation

December 2012 – QPR Training at SJCC

January 2013 – All College Day Civility Workshop

February 2013 – NAMI “In Our Own Voice”

April 2013 – Wheel of Wellness Event

May 2013 – National College Health Assessment

August 2013 – All College Day Mental Health Showcase
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
October 2013 – Send Silence Packing

Peer Resource Development
2. Assessment and Intervention

Mental Health Services Advisory Committee

Behavioral Assessment and Intervention Plan

Students of Concern Process Map

Monthly Tracker

Quarterly Summary Report

Incident Report Form
3. Integrated Clinical and Mental Health Care

Participated in National College Depression Partnership (NCDP)

All students screened for depression during initial visit

Mental Health referral initiated if indicated

Home of Mental Health Graduate Internship Program
West Valley College is committed to embracing student development and success
from a holistic view. The Mental Health Services Advisory Committee (MHASC) is
multidisciplinary and consists of interested faculty, Health Services staff, Student
Services staff, and campus police, who meet weekly to discuss and develop
intervention plans for issues related to the emotional well-being of our students.
Seamless collaboration between student services and instruction is one of the
critical success elements in supporting and enhancing student development and
success. The Counseling department holds a weekly meeting where the Student
Services Division Chair acts as a direct liaison bringing and disseminating critical
information to and from student services and instruction. In addition, the Student
Services Council consisted of coordinators, directors, and department chairs within
Student Services meet bi-monthly to discuss issues relative to counseling, advising,
matriculation, and other critically important topics for student development and
success.
The Matriculation Advisory Committee produced the Matriculation Plan for 2012-13
positioning the college to fully implement the Student Success Act of 2013
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requirements. (2B.3.c.12) This committee is now the Matriculation task Force and
is part of the newly formed Student Success The Vice President of Student Services
attends pertinent trainings and regional matriculating meetings and disseminates
this information regularly back to the campus. Through the Matriculation Task
Force, on-going, campus-wide training sessions are conducted to provide
matriculation information to faculty, staff and administrators. Ongoing, campuswide training sessions to provide matriculation information to faculty, staff and
administrators:
 Flex day presentations to all campus on Student Success Act
 Flex day meetings with Student Services Division where matriculation
information is disseminated
 Flex day meetings with Division Chair Council where matriculation
information is disseminated
 Ongoing meetings with Student Services Division where matriculation
information is disseminated
 Ongoing meetings with Division Chair Council where matriculation
information is disseminated
Counseling staff are well trained and qualified professionals. Through the Student
Services bi-annual retreat, as well as counseling meetings, counselors are trained
with new initiatives, regulations, legislative mandates, and other student
development and success related interventions, methods of instruction, and
advising tips. New Counselor Training is provided when the counselors are hired.
Assigned mentors meet with them throughout their first year of employment to
help familiarize the new employee with information necessary to perform their job
duties and to understand the tenure process. In addition, new counselors will
shadow more experienced counselors and/or observe the classes of seasoned
counselor/instructors. Course syllabi are shared with newly hired counselors, as is
counseling information and protocols, during the mentor meetings and counseling
in-service meetings. Counselors attend CSU and UC transfer workshops twice a
year to receive updated information to facilitate the transfer counseling that
students need. All College Day, which takes place two times per year on the first
day of each semester, further serves to provide training for faculty through inservice presentations.
Self- Evaluation
The college meets this standard. The quality and design of counseling services are
assured through the mission of the college as well as WVC’s annual goals and
|Standard II: Student Learning Programs and Services 239
[West Valley College Self Evaluation Report] March 2014
objectives (Strategic Plan) development process as well as regular and systematic
assessment. Many of the goals of counseling are informed by the Matriculation
Plan which was updated during 2012-13 academic year. Each of these reports
contained components to assess current services and implement changes where
necessary. Steady progress has been made with the planning agenda and goals laid
out in the reports. In addition, the counseling department executes SLO/A and
assessment as part of the Integrated Planning and Resource Allocation process to
aim for sustainable continuous improvement cycle of their operation.
Actionable Improvement Plans
None
Evidence
2B.3.c.1
Student Services Program Review
http://www.westvalley.edu/committees/Accr
editation/2013/evidence/2b/SS_SLO_WV_Fall
_2012_Final_Report.pdf
2B.3.c.2
Student Success Implementation Plan
http://www.westvalley.edu/committees/Accr
editation/2013/evidence/2b/Student_Success
_Act_Implementation_Update_10-17-13.docx
2B.3.c.3
Counseling webpage
http://westvalley.edu/counseling/
2B.3.c.4
First Year Experience Flyer
http://www.westvalley.edu/committees/Accr
editation/2013/evidence/2b/First_Year_Experi
ence_Flyer_Fall_2013.pdf
2B.3.c.5
CalWORKs
http://westvalley.edu/services/academicsuccess/calworks/
2B.3.c.6
EOP&S
http://westvalley.edu/services/academicsuccess/eops/index.html
2B.3.c.7
Student Services Point of Service Survey
http://www.westvalley.edu/committees/Accr
editation/2013/evidence/2b/ss_pos_survey_r
eport_2012.pdf
2B.3.c.8
Broadening Student Life Survey
http://www.westvalley.edu/committees/Accr
editation/2013/evidence/2b/broadening_stud
ent_life_survey_results.pdf
2B.3.c.9
Early Alert Data
http://www.westvalley.edu/committees/Accr
editation/2013/evidence/2b/Early_Alert
2B.3.c.10
Mental Health Initiative Presentation
http://www.westvalley.edu/committees/Accr
editation/2013/evidence/2b/Mental_Health_I
nitiative_Presentation.pdf
2B.3.c.11
Health Services Activities
http://westvalley.edu/services/student-
|Standard II: Student Learning Programs and Services 240
[West Valley College Self Evaluation Report] March 2014
development/health/index.html
2B.3.c.12
Matriculation Plan 2013-13
http://www.westvalley.edu/committees/Accr
editation/2013/evidence/2b/Matriculation_Pl
an_rev_Spring_2013.pdf
Standard IIB.3.d
The institution designs and maintains appropriate programs, practices, and
services that support and enhance student understanding and appreciation of
diversity.
Descriptive Summary
West Valley College has a long-standing commitment to diversity, as evident in the
college’s strategic goals, and Institutional Learning Outcomes. As identified in the
WVC Institutional Learning Outcomes: VII. Global Awareness and Diversity, the
college strives to ensure that students will be able to:
a) Explain the sensitivity and skills needed to live and work in diverse local and
global communities and
b) Explain how one or more of the following affects life experiences and social
responsibilities: ability, race, ethnicity, class, gender, sexuality, and other
markers of social identify.
WVC’s academic framework and student services support stem from these
principles.
To earn an associate degree from West Valley College, students must complete a
three-unit Area F cultural diversity course. A wide range of courses in varied
disciplines across college contain instructional contents and educational activities
that raise awareness and appreciation of diversity, including gender, race, age,
ethnicity, disability, sexual orientation, language, religion, and socio-economic
status.
The West Valley College Global Citizenship Committee (a sub-committee of the
WVC Academic Senate) founded the WVC Citizenship Center in January 2007.
(2B.3.d.1) The center promotes global awareness by functioning as a resource
where students, faculty, staff, administrators, and the surrounding community find
information and participate in diverse multicultural activities. It further helps to
implement the Student Equity Plan, to address issues of recruitment, retention,
persistence and success, and facilitates needed conversations about diversity within
the United States. The center’s programs support the processes by which students
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[West Valley College Self Evaluation Report] March 2014
learn about interdependence in our world and prepare for successful integration
into varied societies. The Global Citizenship Committee constantly enriches the
campus through a variety of activities, some of which include a panel of Egyptian
scholars who spoke of the recent events in Egypt, a screening of Miss
Representation with a conversation with director Jennifer Siebel Newsom, a
conversation with Cuban author Christina Garcia, and a faculty presentation of
volunteer efforts through Habitat for Humanity. (2B.3.d.2)The Global Student Club
also holds events on campus that embrace the diverse nature of our students. Such
events include a presentation titled “Global Visions of Beauty” and an open
microphone evening of legends from around the world. Faculty ensure that
students are the center at these multicultural, international, and diverse events and
activities. Participation in such events and activities is often tied to their
coursework. Thoughtful and reflective discussion led by faculty or peers occurs in
respective classrooms relative these topics to enhance awareness and appreciation
of diversity.
The college designed an institutional approach to creating educational experiences
for students that are critical to their understanding and appreciation of diversity
and multicultural issues.
In 2007-2010, West Valley College and San José State University students had the
unique opportunity to spend one semester at Brazilian universities located in the
States of Minas Gerais and Amazonas. (2B.3.d.3) The California-Brazil Business &
Education Consortium fosters the advancement of technical expertise and cultural
understanding to help prepare students to work in an international context and
contribute to their long-term involvement in trade between the U.S. and Brazil. The
program is funded by FIPSE, Fund for the Improvement of Postsecondary Education,
in the U.S. Department of Education, and CAPES, in Brazil's Ministry of Education.
In 2010, The WVMCCD Board of Trustees designated funding for WVC to recruit and
increase number of international students. A counselor who serves the
international student population travelled extensively to Asia and successfully
recruited students, an effort that raised West Valley College’s international student
population to 90; although in 2012 the number has dropped to 62. (2B.3.d.4)
Global Education is closely connected to the achievement of the underrepresented
population at West Valley College. In fall 2011, at All College Day, the WVC
president presented data showing the achievement gap between the Latino, African
American and American Indian student populations and the White and Asian
student populations both statewide and at WVC. (2B.3.d.5) It was clear that the
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[West Valley College Self Evaluation Report] March 2014
same achievement gap that exists in the state exists at WVC, and this achievement
gap occurs in all departments at WVC. This data prompted the creation of the
Student Equity, Access, and Success (SEAS) committee. WVC staff and faculty
volunteered to serve on this committee, and the membership represents different
ethnicities from all areas of campus. This committee is charged with keeping
student diversity and equity issues at the forefront of college practices.
At WVC, the Puente Program helps decrease this achievement gap for many Latino
students. Puente is a year-long learning community composed of counseling and
English courses. Although the program is open to all students, the counseling and
English courses are taught with a Latino emphasis, making the learning community
more attractive to Latino first-generation college students who may otherwise feel
displaced and marginalized on a college campus where they are an ethnic minority.
Puente is a bridge program designed to assist underrepresented college students in
developing college skills, personal empowerment, and career exploration, with the
end goal of having students transfer to a 4-year university and return to the
community as leaders and mentors. The Puente Program fosters an increasingly
diverse and inclusive learning community by communicating and building better
relationships with the communities it serves; decreasing systemic financial,
geographic, academic, physical, personal, and cultural barriers to make the campus
more accessible and inviting; and preparing and encouraging students to contribute
successfully to our contemporary, multi-cultural society.
The SUCCESS Program serves the purpose of recruiting and retaining African
American students and assisting in their efforts to succeed at the college. This helps
the college-wide goals related to maintaining diversity in the student population
and in the college’s curriculum. While the program is open to all students
at West Valley and indeed does serve others, it is especially committed to the
college’s students of African descent. The intention of the program is to meet some
of the specific needs of our African American student population in order to ensure
more successful outcomes in their academic careers. Many of the African American
students who enroll in the program are first-generation college students, and many
face other significant socio-economic limitations that would make a successful
journey through college extremely difficult. The SUCCESS Program offers special
support services to these African American students, and other underrepresented
students, and it fosters inclusion.
All student services programs at WVC provide access, retention, and support
services for students from multi-cultural and economically disadvantaged
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[West Valley College Self Evaluation Report] March 2014
backgrounds. WVC receives a TRiO grant from the U.S. Department of Education to
increase low income, first-generation college students’ chances of staying in
college, graduating, and going on to a four-year university. The WVC TRiO Program
sponsors MVP (Men Valuing Progress), a support group specifically for males, and a
similar Women’s Support Group. Through spring 2012, WVC supported the
Educational Transition for Women and Men (ET) adult re-entry program that
provided counseling for adult students, most of whom were over age 25 and had a
break in their formal education. Due to budget reductions, the ET program was
dissolved. Many ET students now receive support through the TRiO program. The
Extended Opportunity Programs and Services (EOP&S), Cooperative Agencies
Resources for Education (CARE) and CalWORKS programs serve many students from
multi-cultural backgrounds. Faculty and staff assist students in Spanish, Farsi, and
Vietnamese. West Valley College is committed to helping active duty members of
the military, veterans of military service and their spouse or dependents attain their
educational goals. The WVC Veteran's Task Force created a Veterans Resource
Center to provide support for its Veteran students. All support programs advocate
for participants and raise awareness for students and employees about the barriers,
academic needs, accomplishments, and contributions of diverse populations at
West Valley College.
The college’s student activities program provides rich opportunities for students to
plan, develop, and implement activities that advance understanding and
appreciation of diversity. Following is a sample of the activities: Veteran’s Open
House, Disability Awareness, Holocaust Remembrance Day, Women’s History Tea
Party, Health Awareness, Autism Awareness, Black History Month, Chinese Lantern
Festival, Global Student Club World Legends, Social Justice Event, and Dia de Los
Muertos. As an affiliate of the Student Senate, the Inter-Club Council (ICC) serves as
the representative governing group for all chartered clubs on campus. A variety of
chartered clubs gives students the opportunity to share cultural experiences and
values with other students. Club membership is inclusive, non-discriminatory, and
open to all students who desire to participate. Clubs having a central focus on
cultural appreciation include: Global Student Club, African American Student Union,
Gay-Straight Alliance, and Oasis Christian Fellowship. (2B.3.d.6)
West Valley College takes a team approach in its outreach endeavors. The
Outreach Department plays a central role in promoting a diverse, accessible, and
welcoming learning environment. The outreach staff specifically reach out to
underserved populations in East San Jose, a largely Latino area, and other targeted
high schools in Santa Clara County. The outreach office partners with the Disability
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and Educational Support Program office in hosting an annual information night, “On
To College Night,” for students with disabilities and their parents to learn about the
support programs in place at the college. Outreach is very active in partnering with
California Student Opportunity and Access Program (Cal SOAP), an organization that
places college counselors in schools that traditionally have seen low numbers of
graduates enroll in college. Recruiters stress to potential students that a West
Valley College education will enrich their lives in a learning community that
embraces their unique experiences, knowledge, and accomplishments. High school
outreach activities include group presentations about admissions, registration, and
financial aid and an annual on-campus High School Day. These activities are
designed to address academic, cultural, geographical, financial, physical, and
personal barriers that may prevent students from accessing or even envisioning a
community college education. A bilingual EOP&S recruiter also visits East San Jose
high schools and assists students with college and EOP&S applications, registration,
financial aid processes, and referrals to student services programs. The WVC
Outreach Office, in partnership with Boynton High school, also provides a K -16
learning program to assist students with behavioral/discipline challenges to get
back on track to graduate and enroll in college.
West Valley College further serves a diverse demographic through its online course
offerings. The college steadily increased course offerings in online mode that
address issues of diversity for those students who are not able to physically be on
campus. WVC has had a 6.3% increase in distance education FTES as a percentage
of total FTES. In 2007-2008, our distance FTES was 11.4% of our credit total. In
2012-2013, it had increased to 17.7%.
Self-Evaluation
The college meets the standard. In fulfilling its Institutional Learning Outcomes and
Goals and Objectives of 2013-2014, WVC provides services, programs, and events
that help students to understand and appreciate the diversity of the world in which
they live. In addition the diversity of the staff, faculty, and administrators, along
with the student centered collaborative work in which they engage, provides a daily
example of the value of – and appreciation for – diversity which is a hallmark of
WVC.
Actionable Improvement Plans
None.
|Standard II: Student Learning Programs and Services 245
[West Valley College Self Evaluation Report] March 2014
Evidence
2B.3.d.1
Global Citizenship Committee
http://www.westvalley.edu/committees/Global_Ci
tizenship/activities.html
2B.3.d.2
WVC Global Citizenship Center Activities
http://westvalley.edu/committees/Global_Citizens
hip/global_events.html
2B.3.d.3
California-Brazil Business & Education
Consortium Program
2B.3.d.4
International Program Numbers –2013
Fact Book; page 18
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/2b/2B3d4_fact_book_2013_p
age18.pdf
2B.3.d.5
Fall 2011 All College Day Presentation –
Achievement Gaps
http://www.westvalley.edu/committees/Accredita
tion/2013/evidence/2b/SEAS_All_College_Day_Equ
ity_Breakouts_Data_August_2011.xlsx
2B.3.d.6
Inter-Club Council List of Clubs
http://westvalley.edu/studentactivities/docs/currn
ent_club_list11_7_13.pdf
http://ca-brazil.blogspot.com/
Standard IIB.3.e
The institution regularly evaluates admissions and placement instruments and
practices to validate their effectiveness while minimizing biases.
Descriptive Summary
The college recognizes the importance of evaluation and planning in the cycle of
improvement. WVC regularly evaluates its admission instruments and practices to
make certain they are effective and to minimize bias. Toward those goals, both
West Valley and Mission College implemented CCC Apply as the electronic
admission application platform for the district in 2001. (2B.3.e.1) Student Services
programs, including Admission and Records, conduct program reviews on an
established annual (comprehensive one year and update the other year) cycle,
providing an additional opportunity for evaluation and discussion of instruments
and practices needing improvement. In addition, Admissions and Records
developed Program Learning Outcomes and a meaningful plan to assess them.
(2B.3.e.2) Specific work in the Admissions, Assessment, Placement, and Evaluation
areas are noted below.
Admissions: The Admissions and Records Office (A&R) begins the matriculation
process, starting with information provided to students through our Outreach
Office.
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Individual staff members in the Admissions & Records Office speak Spanish,
Russian, Farsi, Vietnamese, and French. They are available to converse individually
with students in their language of choice and assist them with the application
process. In addition, the DESP Office has special software to assist visually impaired
students view the college application
Students have the option of completing a paper application (in person, mailed or
faxed) or an electronic application through the California Community College Apply
(CCCApply) system which is accessible from the WVC website. (2B.3.e.3 ) The paper
application is reviewed annually in order to verify that our application meets the
required state reporting standards. The Admissions and Records Office also reviews
and updates the CCC Apply module, so students receive the appropriate response
letters via email.
Electronic applications are processed using an interface created by the District’s
Information Systems (IS). New applicants receive an immediate confirmation email,
followed by a separate email that includes their identification number and steps for
registering within 24-48 hours. Students that choose to complete the paper
application can submit it in person, fax or mail. (2B.3.e.4) Paper applications are
also processed within 48 hours, and students who submit paper applications
receive their student identification number immediately Such timely responses to
students’ applications enables their matriculation process to work efficiently where
students proceed to the orientation process in a timely fashion. International (F-1)
students have additional admission documentation requirements.
These
requirements are reviewed annually and updated as necessary.
The Assessment Center regularly evaluates its placement instruments to ensure
they are in compliance with state requirements.
All non-exempt students
complete placement testing for Reading, English, Mathematics and English as a
Second Language (ESL). This is provided in large group sessions April through August
and November through January. Small group testing is also available in the
Assessment Center Monday-Thursday afternoons. Schedules are published on
www.westvalley.edu/assess and in the schedule of classes, and posted in the
Counseling Center. Assessment accommodations are provided for any student who
presents a special need that may invalidate assessment results if the assessment
were to be given in the standard manner. Accommodations are authorized by DESP
and may include modifications in timing, location, and/or manner of administration.
(2B.3.e.5)
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Scores of 3, 4, and 5 on Advance Placement Tests can be sent to the Admissions and
Records Office in order to grant the student credit and placement into particular
courses. Transcripts of previous coursework taken from an accredited institution
will also be accepted as a placement instrument into courses with prerequisite
requirements. Students having already earned an Associate Degree or higher are
also granted certain placement into courses based on their achievement.
Multiple measures are used in conjunction with raw test scores for placements in
English, ESL, Math, and Reading. The multiple measures may include high school
coursework, high school GPA, recency of previous classes, and/or grades in previous
coursework. Multiple measures also include other factors that may affect the
selection of courses that are appropriate for the student, such as study habits,
certainty of educational goals, specific skills, emotional well-being, employment,
family or other commitments, health, motivation, self-assessment, and education
history. The counseling staff uses multiple measures as outlined in the college
catalog. (2B.3.e.6) A challenge process provides students the opportunity to appeal
course placements and to provide additional supporting documentation to the
relevant academic department for a decision to approve or deny the challenge. The
Assessment Center and tools used for multiple measures are regularly evaluated
through Program Learning Outcome and assessment process to ensure that tools
are effectively and accurately evaluating student’s performance.
Assessment instruments are used only for the purposes for which they were
developed and validated. In conjunction with guidelines provided by the test
publishers and California Community College Chancellor’s Office (CCCCO) standards,
the college prepares locally developed documentation about cut scores, norming,
and bias predictions. (2B.3.e.7) The validated placement assessments serve to fulfill
prerequisites for English, Reading, Math and ESL courses.
The college uses the MDTP (math), CTEP (reading and writing), and CELSA (ESL)
placement tests that are on the CCCCO list of approved instruments. The locallydeveloped ESL Holistic Essay was submitted to the CCCCO in Spring 2012 for reapproval and received full approval effective until 2018. In light of the
implementation of Student Success Act of 2012, the college quickly moved to
change the instruments to electronic ACCUPLACER tests as valid instruments for
assessment effective spring 2014. (2B.3.e.8) During the fall 2014, Vice President of
Student Affairs and Assessment Coordinator led the process to make such a shift.
Annual placement data are reviewed to assist the college in enrollment
management planning. Data is also used to evaluate the placement process and to
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make curricular decisions. Consequential validation research was completed for
Reading in fall 2012. Because of the small number of students, research will
continue in spring 2013. Validation research was conducted in spring 2013 for
English and Math. The consequential validation research will be used in conjunction
with the disproportionate impact research conducted in spring 2012 to determine
how placement into WVC courses is aligned with student success. Discussions about
the results will occur in spring 2013 with the English, Math, and Reading
departments and will provide the basis for recommendations for changes in
curricula, placement testing, or other interventions.
Self-Evaluation
The college meets this standard. Admission and placement instruments are
evaluated and validated regularly.
Actionable Improvement Plans
None.
Evidence
2B.3.e.1
CCC Apply
https://secure.cccapply.org/Applications/CCCApply/custom
_logons/logon.asp?nextpage=/Applications/CCCApply/CCCA
pply1.asp?application_id=1693
2B.3.e.2
Admission & Records SLO and
Assessment
http://www.westvalley.edu/committees/Accreditation/201
3/evidence/2b/A&R_Program_Learning_Outcomes.pdf
2B.3.e.3
Assessment Webpage
http://www.westvalley.edu/assess
2B.3.e.4
WVC Paper Application
http://www.westvalley.edu/committees/Accreditation/201
3/evidence/2b/paper_application.pdf
2B.3.e.5
DESP Assessment
Accommodation
http://westvalley.edu/services/academicsuccess/desp/workshop.html
2B.3.e.6
Multiple Measures
http://www.westvalley.edu/committees/Accreditation/201
3/evidence/2b/multiple_measures.png
2B.3.e.7
Assessment Validation Research
http://www.westvalley.edu/committees/Accreditation/201
3/evidence/2b/assessment_research_spring_2013.pdf
2B.3.e.8
ACCUPLACER Test
http://www.westvalley.edu/committees/Accreditation/201
3/evidence/2b/Accuplacer_Implementation_Notes_Timelin
es.pdf
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Standard IIB.3.f
The institution maintains student records permanently, securely, and
confidentially, with provision for secure backup of all files, regardless of the form
in which those files are maintained. The institution publishes and follows
established policies for release of student records.
Descriptive Summary
West Valley College follows the state requirements regarding the treatment of
student records consistent with the California Education Code sections 76220 and
76232. In addition, district Board Policy 5040 requires the college to maintain
students’ educational records in accordance with the Family Educational Rights and
Privacy Act (FERPA) of 1974. (2B.3.f.1)
In compliance with these policies, a schedule for the retention, scanning in
electronic format, and destruction of student records is maintained by Admissions
and Records (A&R). (2B.3.f.2) Provisions are made for secure backup of all files
including network backups, electronic document imaging, and student data. All
student records files are backed up daily and backup procedures are documented
electronically and in hard copy. Admissions and Records personnel are trained to
ensure that administrative procedures are understood and practiced to maintain
student records securely and according to regulations. Standard practices are
followed for securing student files and limiting access to authorized staff. Varying
levels of access to student records are established based on the employees’ needto-know as a function of position, job duties, and responsibility. Within the
Colleague system, password access is tightly protected through strictly enforced
protocols. Additionally the ANGEL course management system keeps the student
e-mail addresses confidential.
To ensure security of the student records, the district’s IS has deployed a multilayered approach for network security and backup of college network-related data
and resources. The IS department is responsible for the Wide Area Network (WAN)
and Local Area Network (LAN). IS is also responsible for the Student Information
System used at WVC. In the event of a suspected security breach, IS follows a set of
detailed procedures to assess the situation, create an action plan, and perform a
post incident report. (2B.3.f.3) The district network has border routers and firewalls
performing security inspections.
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State and federal programs such as Disability and Educational Support Program
(DESP), Extended Opportunity Programs and Services (EOP&S), CalWORKS, TRiOStudent Support Services and various Student Services departments such as Health
Services, Counseling, Financial Aid, and the Office of the Vice President each handle
student records based on mandated requirements that are pertinent to each
department and/or for the specific student cohort in addition to BP 5040.
Self-Evaluation
The college meets this standard. With clearly identified Board Policy (5040) relative
to secure maintenance of student records, the college practices accordingly to
maintain student records permanently, securely, and confidentially. The college
works in conjunction with the district’s IS department to ensure that the secure
backup of all files, regardless of the form is maintained. The process for
maintenance and/or release of student records is published in the catalog, website,
and communicated in person at the Admissions and Records office, as well as each
categorical program office.
Actionable Improvement Plans
None.
Evidence
2B.3.f.1
Family Educational Rights and Privacy
Act (FERPA) of 1974
http://www.westvalley.edu/services/policy/ferp
a.html
2B.3.f.2
Transcripts and Student Records
http://westvalley.edu/committees/Accreditatio
n/2013/evidence/2b/District_Information_Servi
ces_Data_Backup_Procedures.pdf
2B.3.f.3
IS Security Breach Procedures
http://www.westvalley.edu/committees/Accred
itation/2013/evidence/2b/Security_Breach_Pro
cedures.pdf
Standard IIB.4
The institution evaluates student support services to assure their adequacy in
meeting identified student needs. Evaluation of these services provides evidence
that they contribute to the achievement of student learning outcomes. The
institution uses the results of these evaluations as the basis for improvement.
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Descriptive Summary
West Valley College Student Services has an established practice of completing
Program Reviews that inform planning and decision-making. As part of the
college’s Integrated Planning and Resource Allocation process and established cycle
of evaluation, Student Services ensures that Program Reviews are completed in a
timely fashion so that feedback and dialogue can occur within the Student Services
Council to make sustainable continuous improvements. (2B.4.1) In addition,
Student Services has conducted a number of evaluation and assessment activities
that are central to evaluating student needs for effective delivery of program and
services. Research has mainly been conducted via on-line or paper-pencil surveys,
and large and small focus groups. (2B.4.2)
Under the umbrella of the college’s Integrated Planning and Resource Allocation
process, the Program Review process is initiated and coordinated by the Program
Review Committee. Once Student Services Council discusses the Program Reviews,
the information goes back to Program Review Committee for feedback, then
become part of the annual report to the Academic Senate and then to the College
Council. As part of the non-instructional Program Review process, the Student
Services Council along with each Student Services department executes its Program
Review in the following areas:











Description and mission of the program
Program Effectiveness and Efficiency and research tools
External Influence to the program (Federal, State regulation, impact, for
example)
Student Success Act of 2012:
o Student readiness
o Support for entering students
o Incentivize successful student behaviors
o Improvement of the education of Basic Skills students
o Resource alignment with Student Success Act of 2012
Comparable programs and data at other institutions state-wide
Program Learning Outcomes
Institutional Learning Outcomes
Connection of program/services to the PLO and ILO
College Mission and Program mission
Outcome assessment of the program/services in the past 3 years
Identified improvements per discussion
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

Established goals based on the identified discussion
Identification of institution-level needs
Quantitative measures are included to provide insight on how the program/services
are aligned with its mission and is meeting student needs. Program Reviews allow
Student Services to evaluate, discuss, plan, and allocate resources based on these
reviews. Program Review is well integrated with the Student Learning Outcome
and Assessment process which allows its evaluation process to be thorough,
systematic, and in consistent with the college’s Integrated Planning and Resource
Allocation process.
Self-Evaluation
The college meets this standard. Through the Program Review and SLO/A process,
Student Services Council, department and program meetings, and feedback from
students and other college constituencies, program improvements are made to
better serve students.
All Student Services and staff achieved 100% execution of both Program Review and
SLO/A and actively engaged in the ongoing Assessment cycle for continuous quality
improvements.
Actionable Improvement Plans
None.
Evidence
2B.4.1
Master Program Review and
SLO/A Assessment Calendar
http://www.westvalley.edu/committees/Accreditation/2013/
evidence/2b/Master_Program_Review_and_SLO_Assessment
_Schedule_01-07-2014_External.pdf
2B.4.2
Student Services Surveys
http://westvalley.edu/committees/Accreditation/2013/eviden
ce/2b/Student_Services_Surveys
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Standard IIC: Library and Learning Support Services
Library and other learning support services for students are sufficient to support
the institution's instructional programs and intellectual, aesthetics, and cultural
activities in whatever format and wherever they are offered. Such services include
library services and collections, tutoring, learning centers, computer laboratories,
and learning technology development and training. The institution provides
access and training to students so that library and other learning support services
may be used effectively and efficiently. The institution systematically assesses
these services using student learning outcomes, faculty input, and other
appropriate measures in order to improve the effectiveness of the services.
Standard IIC.1
The institution supports the quality of its instructional programs by providing
library and other learning support services that are sufficient in quantity,
currency, depth, and variety to facilitate educational offerings, regardless of
location or means of delivery.
Relying on appropriate leadership, expertise of faculty and classified professionals,
the college Library and other learning support services provide an imperative part
of a student-centered approach by creating an effective learning environment that
supports students with academic excellence which is consistent with the West
Valley College’s mission.
In 2011-2012, the Library and Supervised Tutoring Program strategically
reorganized its structure to be more closely aligned with the Student Success Act.
The Dean of Instructional Technology assumed responsibility for overseeing the
Library and Tutorial Program in spring 2012. As of spring 2014, with the retirement
of this Dean, the college reorganized its administrative structure and the Library
and Tutorial Program began reporting to the Dean of Instruction. The Library and
Tutorial Program continues to function effectively in collaboration with campuswide department faculty and support services staff providing quality and variety of
educational offerings to the students.
Library
The West Valley College Library serves a fundamental role on campus in providing
student support for student learning and success. As many as 8,400 students visit
the library weekly (2C.1.1). In order to successfully achieve the Student Learning
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Outcomes of the program, the library provides a variety of learning spaces,
electronic equipment such as PCs, experienced library staff, and access to
information in a variety of mediums. With the passage of Measure C in 2012, the
Library and Learning Center building is slated for construction in 2018 where service
and pedagogical need driven planning and designing will take place during 20142015 academic year.
Facilities and Equipment
The library is located in the Library building in the north side of the college. This 41
year old 39,550 square-foot facility with a seating capacity of approximately 500
provides ample space for individual or group learning experiences including 8 study
rooms, 36 computers for student use, 6 TV/DVD/VCR player stations and other
audio equipment for student use, and one technology-enhanced classroom for
orientations with 29 laptop computers. The Library is equipped with a wireless
network available to all facility users. In 2010, the library purchased new furniture
and a display case for the front section of the library. With the addition of the DRIP
Coffee Café, also in 2010, the library has become a more inviting place for students
to study and collaborate
Services
Librarians are responsible for selecting materials and resources, maintaining the
collection, and supervising equipment use. The collection development librarian
has primary responsibility for the collection content with final approval from the
Dean of Instruction. Librarians receive information about student learning needs by
working closely with instructional faculty and accepting suggestions for purchases,
working closely with students with course assignments/research at the reference
desk, and serving on the curriculum committee providing library support.
Technical services include acquisitions, cataloging, processing and budget managing
for all library resources.
The Library Reserve Collection supports the curriculum and contributes to student
success by making course materials available (on a limited basis) to
students. Depending on the number of copies of textbooks (funded by the ASO)
we have for an individual course, students can borrow the book for up to two hours
at a time for use in the Library or borrow it overnight and return it the next
day. Instructors are encouraged to donate or loan course textbooks to augment the
limited selection purchased through the Reserve Book Program. The library keeps a
tally at the beginning of every semester of those textbooks requested that we don’t
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have on reserve. We attempt to get a copy of the book from the instructor or if
that is unsuccessful, we have some limited funds to purchase some textbooks
(2C.1.2).
The library participates actively in the Books for Food Program sponsored by the
Associated Student Government. At the beginning of every semester, students can
trade in 10 -30 cans of food for the right to borrow a textbook for the entire
semester. Students are asked to donate their books to the program at the end of
the semester. These books in turn become part of the Books for Food Program and
are thus reused. All of the food is then donated to Second Harvest Food Bank of
Santa Clara County. The library is responsible for processing the books, collecting
the vouchers from the students after they bring the food to the ASO, and collecting
the books at the end of the semester. In fall 2013, there were a total of thirty-four
courses that participated in the Books for Food Program (2C.1.3).
Circulation Services involve the circulation of library materials, reserve, interlibrary
loans, instructional media, and DVDs. It also includes the allocation of group study
rooms to students, picking up materials used in the library, and shelving books and
other resources. The circulation staff consists of two library media technicians with
primary responsibility for its functions; two additional library media technicians
who provide backup and support; a few student workers; and one librarian who is
responsible for circulation functions as well as having other library responsibilities.
The circulation staff is often the first point of contact with the campus community.
Circulation staff typically handles circulation of materials, interlibrary loans,
overdue and billing notices, computer problems, printer/copier issues, and security
gate issues
Material and Resources
The library collection consists of over 100,000 volumes, 15,000 audio visual items,
and 81 current subscriptions. The library provides 24/7 access to more than 12 fulltext database/electronic resources including EBSCO Host, ABC -CLIO, Facts – onFile, and Grove Art online. These databases provide access to millions of articles
from journals, magazines, newspapers, and other reference works. The Library also
provides 24/7 access to over 13,000 electronic books (e-books) through ebrary, and
the EBSCO ebook Collection (accessible through the online catalog). Instructions for
accessing the library and extended catalogs are available on the library website.
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Learning Center
Tutoring Program and Services
The centralized Tutoring Program and Services is located adjacent to the Library and
is managed by the Tutorial Program Coordinator. The college’s supervised Tutoring
is coordinated by a faculty Tutorial Coordinator to ensure all regulatory mandates
for the Supervised Tutoring are met in conducting and providing Tutoring services
for the college. Tutoring Program and Services provides free tutoring services and
support, student workshops, and independent and group study in various subjects
for registered WVC students. The Tutoring program, also recruits and trains new
student tutors each semester, providing job opportunities for students during their
academic time at WVC.
Writing Center
The Writing Center provides free peer tutoring for any writing assignment in any
discipline at West Valley College. Peer Tutors are mentored and evaluated by
Faculty Supervisors who also provide short workshops and instruction, as needed,
to assist students and peer tutors alike in improving upon their writing skills. From
the time LS110E/apportionment funding was first granted to the Writing Center in
the fall 2011 until November of the Fall 2013 semester, enrollment has increased by
over 425% (from 74 students to over 400, and climbing). The Writing Center also
serves students in over 20 disciplines on campus, with roughly 70% of the students
served coming from Language Arts. As we continue offering this free service, we
hope to grow in the number of students, disciplines, and courses served in coming
semesters, and will keep recruiting, training, and supporting new peer tutors as well
in an effort to strengthen their teaching and communication skills and our service as
a whole. (2C.1.4)
Math Resource Center (MRC)
The MRC provides peer and instructor tutoring in all topics of math (with limited
help on some classes, such as Statistics). The Center has ten computers for students
to work on online math homework, with an additional two side rooms for group
study. Students are asked to log in when they enter the MRC in order to track their
time spent there: in the fall of 2012 student time totaled 2531 hours, and in the
Spring of 2013 students spent a total of 2979 hours. (2C.1.5)
ESL Lab and World Languages Lab
The ESL Skills Lab offers students in English as a Second Language classes a variety
of opportunities and materials to practice English. The ESL Skills Lab, located in the
WVC Library, is open to any student in any ESL class. Teachers may also bring entire
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classes into the lab for practice. The ESL Skills Lab is coordinated by a certificated
ESL Instructor, (Instructional Lab Faculty), and is open for student use 18 hours per
week (Monday-Thursday). Students receive guidance and assistance from a
certificated ESL instructor as needed to facilitate student learning. However, the lab
is primarily an independent, individualized learning environment. With the
guidance of the lab coordinator, students may choose from a variety of materials to
enable them to practice grammar and writing such as 1) writing sentences
and/or paragraphs and/or 3-5 paragraph essays using the Focus of Grammar series,
a computer and writing-prompt program; and 2) practicing editing through books
such as The Article Book, Better Writing Through Editing, or Self-Correcting
Compositions; 3) reading comprehension; and 4) listening skills.
Unlike the World Language Center, which has 37-computers and no room for other
activities, the ESL Skills Lab has groups of tables, some computers, but mostly
comfortable areas where students can work on their own or join conversation
groups. Conversation groups are facilitated by an ESL faculty member or the lab
coordinator and are offered to ESL students 5 times a week for 30- to 45-minutes
each. Ten to 12 students are often divided in conversation groups to discuss current
events or other topics and learn the art of small talk with fellow WVC students of
different nationalities.
The statistics on student involvement at the ESL Skills Lab are tracked through SARS.
In Fall 2012, the ESL Skills Lab was used a total of 1,510 hours, a total of 1,281
individual visits and in Spring 2013, the ESL Skills Lab was used a total of 1,600
hours, a total of 1,326 individual visits (2C.1.6). Originally, this lab was designed for
students’ hours-by-arrangement requirements for specific classes in the ESL
curriculum, but as of Fall 2013, all attendance statistics are collected for ESL
students’ use enrolled in any ESL class.
The WVC World Languages Center is a technology-based learning lab in which
students of various languages (English as a Second Language, Spanish, French,
Russian, German, Chinese and Japanese.) Students can learn and practice a new
language at their own pace. The lab provides 37-work-stations with languagelearning software, online language programs, and access to all the audio material
for their textbooks. Moreover, the lab uses the unique Sanako language lab
software, which allows language teachers to design activities that increase
students’ listening comprehension and speaking practice. Some of the functions of
the system are as simple as being able to listen to individual students’ speech
(without walking around the room), make corrections or comments directly to
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individual students quickly and easily, to more sophisticated functions such as
electronically linking pairs or groups of students, sending a model recording or
recording students' speaking (individually or in groups), and demonstrating the
target language in video and audio formats at all students’ stations. Students can
also work individually to digitally compare their speaking ability to that of a native
speaker.
The World Languages Center is staffed by an Instructional Lab Technician, (80% of
full-time, 30 hours per week), who works closely with the ESL and World Languages
department faculty. The lab is used as an open lab and a classroom lab throughout
the day, Monday-Friday. Teachers are able to bring their entire class into the lab for
intense practice or testing. In addition, the WLC has been used for various student
and faculty workshops on a variety of software programs.
In fall 2012, the WLC served 273 students who completed 7279 hours. Seventy-one
percent of these completed more than the required 27 hours (part of hours-byarrangement requirements for their classes.) In spring 2013, the hours-byarrangement requirement was replaced by web-based, publisher-created materials
for most of the foreign language students, except Russian and Japanese. The ESL
classes with hours-by-arrangement continued through spring 2013. In spring 2013,
the WLC served 229 students, for a total of 6528 hours. Currently, the World
Languages Center keeps track of whole-class and individual students’ attendance
with the SARS check-in system. (2C.1.7)
The Technology Center
With the removal of Hours by Arrangement (HBA) instruction from all Career
Technical Education courses in 2012, the Technology Center located in the Applied
Arts and Science building was converted into regular instructional classrooms. In
anticipation of the 2018 Library and Learning Center building construction, building
planning and design includes discussion among faculty of college-wide
supplemental instruction needs, accelerated and collaborative learning models, and
new pedagogy that will assure student success.
Self-Evaluation
The college meets this standard. The Library and Learning Resources Center (LRC)
supports the cultural, intellectual, and aesthetic qualities for the College and the
surrounding community. The Library and LRC attempt to meet the highest priorities
within the limitations of the budget. Despite recent serious budget cuts, library
staff succeeded in selecting and maintaining materials and electronic resources to
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support student learning needs with input from faculty, students, surveys, and
statistics.
Actionable Improvements Plan

Plan for Library and LRC/Tutorial Programs and Services building design
based on the teaching and learning, support services, and pedagogical needs
based on student success.
Evidence
http://www.westvalley.edu/committees/Accred
itation/2013/evidence/2c/20122013_Gate_Count_Library.pdf
2C.1.1
2012-2013 Gate Counts
2C.1.2
Library Course Reserves Form for
Faculty
2C.1.3
Books for Food Inventory List, Fall 2013
http://www.westvalley.edu/committees/Accred
itation/2013/evidence/2c/Books_for_Food_Inve
ntory_List_Fall_2013.pdf
2C.1.4
Writing Center Statistics
http://www.westvalley.edu/committees/Accred
itation/2013/evidence/2c/Writing_Center_Stats
_Fa13.pdf
2C.1.5
Math Resource Center Statistics
http://www.westvalley.edu/committees/Accred
itation//2013/evidence/2c/Math_Resource_Usa
ge_2012-2013.pdf
2C.1.6
ESL Skills Lab Statistics
http://www.westvalley.edu/committees/Accred
itation//2013/evidence/2c/ESL_Lab_Stats_2012
-2013.pdf
2C.1.7
World Languages Lab Statistics
http://www.westvalley.edu/committees/Accred
itation/2013/evidence/2c/world_languages_lab
_statistics_2012-2013.pdf
http://westvalley.edu/library/reserves.html
Standard IIC.1.a
Relying on appropriate expertise of faculty, including librarians and other learning
support services professionals, the institution selects and maintains educational
equipment and materials to support student learning and enhance the
achievement of the mission of the institution.
Descriptive Summary
The Library provides resources and services relevant to general information needs;
intellectual, personal, and profession growth; cultural development and activities of
the college and community. The library Collection Development Policy guides the
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librarians in the selection, evaluation, and deselection of materials (2C.1.a.1). The
librarians are largely responsible for selecting and purchasing library materials
based on need or recommendation. Faculty, staff, and students are encouraged to
suggest library materials for purchase. Librarians work closely with instructional
faculty regarding suggested collection purchases. The library works with learning
support labs and services to procure and circulate materials specific to the needs of
those programs, such as ESL and Basic Skills materials.
Working with students and serving on the Curriculum Committee, the Textbook
Access Project, and other campus-wide committees allows the library staff to stay
informed on the information needs of the campus. The purchase of LibGuides has
allowed the library to develop web-based research tools specifically tailored to
subject courses and our growing number of online courses. (2C.1.a.2) The Library
maintains a computer lab for conducting research, as well as audiovisual equipment
for listening and viewing learning materials. There is also a document print station
in the library.
The library collection consists of over 100,000 volumes, and added 2,184 books in
2011-2012. There are 15,000 audiovisual items, and 81 current subscriptions. The
library provides 24/7 access to more than 12 full-text databases/electronic
resources including EBSCO Host, ABC-CLIO, Facts on File, and Grove Art Online.
(2C.1.a.3). These databases provide access to millions of articles from journals,
magazines, newspapers, and other reference works. The Library also provides 24/7
access to over 10,000 electronic books (e-books) through ebrary and EBSCO ebook
Collection (accessible through the online catalog). (2C.1.a.4)
Beginning with the spring 2014 semester, the library will be offering the EBSCO
Discovery Service. This will allow our students and faculty to search a majority of
the library’s content with one search. The Discovery Service will simultaneously
search our book collection, all our EBSCOHost databases as well as some nonEBSCO content making it easier and faster for our students to meet their research
needs.
The depth and quality of the collection and services available on site to students,
faculty and staff are greatly enhanced by the library’s participation in the Link+
consortium. (2C.1.a.5) Materials from approximately 60 consortium member
libraries—18 million titles, 25 million items— may be requested and are delivered
within three days to the circulation desk for pickup by the requesting student, staff,
or faculty member. In 2012-2013, the library borrowed 3,038 books from other
Link+ libraries and filled 2,537 inter-library loan requests to other Link+ libraries.
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The library collection’s strengths are also indicated by the corresponding number of
loans made to other libraries. (2C.1.a.6)
Each full-time librarian is assigned a section of the collection to evaluate for
currency and relevancy to the college’s current curriculum. Interaction with faculty
regarding research assignments provides the librarians with the essential
framework for acquiring resources relevant to their course and assignments. Any
faculty member proposing a new course or revising an existing one must identify
the current correction of the text books via Curriculum Committee. In addition, the
librarian who sits on the Curriculum Committee recommends additional materials
as necessary. This allows the library to be proactive in its support of new
curriculum.
Circulation staff notifies the librarians when materials have been long overdue,
damaged, lost or missing. This allows the librarian to decide whether a
replacement is necessary and/or to purchase additional titles related to the field. In
addition, librarians evaluate the circulation of their designated subject areas to
determine which areas have high or low circulation.
Self-Evaluation
The college meets this standard. The library continues to provide quality service
and resources despite the ongoing financial difficulties faced by the state and
college by selecting and maintaining material to support students’ learning needs.
By participating in Link+, the library is able to provide students with access to a
greatly expanded collection of books that could never be purchased locally.
The Supervised Tutorial Center maintains a strong presence on campus serving
diverse students learning needs. More than 150 sections of subject matters are
supported by the services that Center provides. Along with the Supervised Tutoring
Center, subject-focused Writing Center and Math Resource Centers are established
in the same manner that meets the Title 5 supervised tutoring requirements. The
Center collaborates with many categorical programs and other support programs
across campus. (2C.1.a.7)
The ESL and World Languages Labs serve a wide range of ESL students who come to
West Valley, from those who are just starting their college career to those who are
ready to transition to traditional college level classes. Lab coordinators and
instructors help students one-on-one at both labs. Some more advanced students
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also take advantage of the Writing Center and register for LS110 to help them with
their more advance writing skills. (2C.1.a.8)
Actionable Improvement Plans
None.
Evidence
2C.1.a.1
Library Collection Development
Policy
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2c/3.1_policy_selecting_materials_for_libr
ary.pdf
2C.1.a.2
LibGuides Link
http://libguides.westvalley.edu/index.php
2C.1.a.3
WVC Library databases page
http://westvalley.edu/library/databases/index.html
2C.1.a.4
EBSCO Ebook Collection
http://0ehis.ebscohost.com.library.wvmccd.cc.ca.us/eds/search/
basic?sid=e9a23871-261f-471b-bfb172bf033cb486%40sessionmgr114&vid=1&hid=109
2C.1.a.5
Link+ Service
http://westvalley.edu/library/linkplus.html
2C.1.a.6
2012/2013 Library Collections
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2c/2008-13_Library_Statistics_Totals.pdf
2C.1.a.7
Tutorial Center Statistics
http://www.westvalley.edu/committees/Accreditation//
2013/evidence/2c/Tutorial_Usage_Mini_Report_20122013.pdf
2C.1.a.8
Writing Center Course
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2c/Writing_Center_Course.pdf
Standard II.C.1.b
The institution provides ongoing instruction for users of library and other learning
support services so that students are able to develop skills in information
competency.
Descriptive Summary
The primary goal of the library is to provide a learning environment that promotes
students’ acquisition of information competency skills. Library faculty members
teach information competency/literary skills, which include the ability to access,
retrieve, analyze, evaluate, and apply information and to document sources.
Information competency instruction is provided through the Library 004:
Information Competency courses.
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Beginning in 2002, the Information Competency Task Force, a shared governance
body created by the Academic Senate, began a program to build a incremental
development of information competency graduation requirement. The first stage
was the successful deployment in 2005 of Library 004 – Information Competency, a
one-unit course in which students learn how to find, evaluate, synthesize, and
communicate information. In addition, students learn about the ethical use of
information and also the use of citation styles (2C.1.b.1). As of fall 2013 the course
demand continues to be strong as ten sections are offered each semester, and four
to five intersession sections every year. The college continued to focus on Library
004 (information competency) course to be the main venue to ensure students
develop skills in information competency.
Reference Desk Service (Individualized Assistance):
Professional Librarians are assigned to the Reference Desk during all library
operating hours to provide instruction in using the catalog, the research databases,
and to assist students in accessing the print resources and services available to
them at the library.
The type of reference instruction offered varies according to the information need
of the student being served:
•
•
•
Students with little or no experience with libraries or students who require
instruction in basic library skills receive instruction in how to search the
online catalog and interpret the contents of a bibliographic record; learn
how the items in the library are arranged and learn how to use a call
number to locate library materials. Students also learn how to use the
most appropriate technology (email, printing, download, and photocopy)
for extracting the information they need.
Students who come to the library to engage in research learn how to
select a manageable research topic; refine their topics if and when
necessary, craft a research topic; and identify the concepts relevant to
their queries; they learn how to build search terms and construct queries
that are most appropriate for the information source being used.
Students who use library reference services are also able to develop their
critical thinking skills: students learn how to apply criteria to evaluate the
quality of information (credibility, reliability, relevance, and authorship)
which helps then identify the value and difference of potential information
resources.
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Library Orientation
The library also introduces information competency skills through library
orientations. These 1.5-hour workshops are scheduled for subject discipline classes
and focus on developing research skills based on the particular class’s research
project. A total of eighty-seven orientations to over 2,700 students (2C.1.b.2) were
taught in the 2011-2012 academic year, a record number for the library. Librarians
at the reference desk also teach students multiple aspects of the research process,
along with how to retrieve and critically evaluate information via the online catalog
and online databases.
Critical thinking and information literacy is an institutional learning outcome for the
college. The assessment of student learning outcomes in Library 004 and library
orientations is in place. The student learning outcome for Library 004 is for
students to produce and evaluative an annotated bibliography on a topic of their
choice. A comprehensive assessment report for Library 004 was last completed in
spring 2011 (2C.1.b.3). A rubric is used to grade the bibliographies and to measure
how well students accomplish the specific performance indicators.
The library also conducts post-orientation surveys on a periodic basis (2C.1.b.4).
Students are asked to self-assess their knowledge of specific learning objectives
before and after the orientation. In addition, librarians are regularly observed at
the reference desk as part of the faculty evaluation process. An observation and
feedback form is completed and reviewed with the observing faculty member.
Self-Evaluation
The college meets this standard.
The library has succeeded in extending its reference services to users beyond the
library’s physical space via electronic communication. The outreach librarian meets
with online instructors to demonstrate access to the college’s electronic resources.
At the request of individual instructors, a LibGuide is created for a specific course.
This acts as the “front door” to the library for our online students. Students can
request assistance by a librarian through our “Last Resort” contact form which is
checked throughout the day.
Course-related orientations have become more in demand in the last few years.
Offering tailored rather than general instructional session orientations requires
more intensive preparation time for the librarians but these sessions are more
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effective. Students respond more positively and are more engaged when the
content of a session is relevant to their specific research assignments.
Actionable Improvement Plans
 The college plans to address how best to infuse information competency
into an overall teaching and learning context to ensure that students learn
such skills and knowledge.
Evidence
2C.1.b.1
Library 4 Course Outline
http://www.westvalley.edu/committees/Accreditation/2013/e
vidence/2c/Library_004_COR.pdf
2C.1.b.2
Library Orientation
http://westvalley.edu/library/orientations.html
2C.1.b.3
SLO/A Assessment for
Library 4
https://www.surveymonkey.com/sr.aspx?sm=k7j4naZ9_2fdR3
xOPF5RInvQR_2fgwoM_2fyyMf2W3rR7Ou3w_3d
2C.1.b.4
Post Orientation Survey
http://www.westvalley.edu/committees/Accreditation/2013/e
vidence/2c/slo_survey_for_orientation_2012.pdf
Standard II.C.1.c
The institution provides students and personnel responsible for student learning
programs and services adequate access to the library and other learning support
services, regardless of their location or means of delivery.
Descriptive Summary
The institution provides students and personnel responsible for student learning
programs and services adequate access to the libraries and other learning support
services. Library staffing consists of four full-time faculty librarians, four full-time
library technicians, several part-time faculty and student workers, depending on
budget availability. The Library and the Reference Desk are open during the fall and
spring semesters, Monday through Thursday, 8:00 a.m. to 7:30 p.m., Friday 8:00
a.m. to 12:00 p.m., and Saturday 12:00 to 4:00 p.m.
Library materials consist of non-circulating reference materials, the circulating
general collection (print and non-print), reserve materials based on our curriculum
and electronic databases. (2C.1.c.1) Electronic resources, such as e-books and
periodical databases, are accessible to off-campus students, faculty, and staff via
the library’s website. Students are able to access print books in the Mission College
collection by requesting delivery via our shared catalog system. Collections outside
the district are available through the Link+ Consortium, an inter-library loan
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program consisting of academic and public libraries located in California and
Nevada. Access to these collections for distance learners is made easier through the
Link+ “visiting patron and pickup anywhere” option.
Despite statewide cuts to Instructional Equipment and Library Materials IELM and
Telecommunications and Technology Infrastructure Program (TTIP) funds for
community college libraries, WVC database offerings have grown since 2007 thanks
to the negotiating efforts of the Community College Library Consortium (CCLC). In
2011, the CCLC was able to secure a statewide subscription to Academic Search
Premier, a periodical database, allowing the remaining budget to be pinpointed for
the purchase of databases that would assist our curriculum in a number of different
subjects. These sources are available 24/7 for faculty, staff and student use via the
Web. Online databases are listed below and those that were acquired in the last six
years are marked with an asterisk:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Academic Search Premier (EbscoHost)*
Literary Reference Center
CQ Researcher
Facts on File
American Indian Experience*
Issues: Controversy and Society*
Ebrary (e-books)*
CollegeSource Online
Ferguson’s Career Guidance Center*
CountryWatch
Rand California
Oxford Art Online
AccessScience*
Auto Repair Reference Center*
The following databases will be added in spring 2014 with the new EBSCO Discovery
System:
• Academic Search Complete
• Biography Reference Center
• Business Source Complete
• Career Library
• Entrepreneurial Studies Source
• International Bibliography of Theatre & Dance with FT
• Points of View Reference Center
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•
•
•
Science Reference Center
Vocational Studies Complete
Literary Reference Center Plus
Library services are posted online at http://www.westvalley.edu/library/. The
library has a prominent link on the college’s main webpage. Other remote access
points include:

A link to library resources from all ANGEL courses, the college’s distance
learning course management system. All faculty and students have access
to ANGEL whether their class is in person or online.
 West Valley College Portal (WVCPortal) under the “Support Services” area
 E-mail reference and telephone reference
 Library research guides (LibGuides) specifically tailored for certain classes
and subject areas
The library takes a proactive approach in developing tutorials for distance learning
students. Short video tutorials are available on how to search the online catalog
and more popular databases. These can be viewed at our YouTube channel:
http://www.youtube.com/user/wvclibrary/videos?view=0. These videos are being
incorporated into subject and class specific research guides for distance learning
students.
The Library is part of the campus-wide wireless network. This has allowed students
with mobile devices to easily connect to services and has extended our on-campus
reach. In addition, it has alleviated the lines to access our 29 public computers. In
addition, the Library also has a smart classroom, which is used primarily for the
library orientations. Currently, we have 29 Apple laptop computers available for
students enabling them to have hands-on practice with a librarian available to
demonstrate and answer individual questions.
Wireless printing is available for students from the public computers and their own
laptops. The library has one laser printer with a dedicated computer for requesting
the printouts. Two photocopy machines are also available for students to use. The
photocopy machines and printer are rented from Pinnacle. The company pays for
all of the supplies and maintenance of the machines.
Disabled student access is available via an adjustable computer table and two
disability-accessible computers, a scanner with special needs software, and closedcircuit television magnifier reader for print. The disability accessible computers are
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equipped with Jaws, Kurzeil 3000 and Dragon Naturally Speaking. In addition all of
the library videos are captioned and created using Section 508 compliant software.
The library is comprised of three other learning resource areas: The Writing Center,
ESL Skills Lab, and Tutorial Services. The Writing Center is open to all students on
campus who need assistance with their writing, reading, studying, and keyboarding
skills. Students can register for a free half unit class called LS110: Supervised
Tutoring with an instructor’s referral. The ESL Skills Lab is open to English as a
Second Language student on campus who require assistance with grammar,
vocabulary, listening, reading, spelling, and writing. Students register for a half unit
ESL 975 class and come to the lab for two hours every week for the entire semester.
The Tutorial Center is open to all enrolled students on campus. Depending on the
subject to be tutored, the student can take advantage of drop-in tutoring for Math,
Chemistry, Physics or Economics. Students share the tutors who are on duty with
the other students in the drop-in area. Students can also schedule individual
tutoring or group tutoring in a number of other subjects. All of these areas are
accessible to students with disabilities.
Each of these learning services collects data on service usage and subsequently
adapts their schedules according to their findings. The Library uses usage data to
determine when to be open and what services to provide. (2C.1.c.2) Data collected
by Tutorial Services help in identifying where to market their offerings, what
services to offer, and when to schedule tutors for specific courses. (2C.1.c.3)
Services are publicized via websites, postings in the WVC Catalog, and fact sheets
distributed across services.
Self -Evaluation
The college meets this standard. At the time of the last self-study, the Library had
four service points: Circulation, Reference, Periodicals and Audio/Visual. The
Periodicals Desk was closed in 2010 and the photocopier machines and printers that
were next to the Periodicals Desk were moved to the Audio/Visual area, reducing
the number of staff needed, but maintaining as much convenience as possible for
the students. The library staff has leveraged social media, online services, and free
or inexpensive software to promote our services to students, faculty and staff,
regardless of their location or means of delivery.
While comments on the Student Accreditation Survey identified the need for more
open hours, 67% agreed or strongly agreed that library resources and services are
appropriate to support students’ educational goals. (2C.1.c.4)
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Actionable Improvement Plans
None.
Evidence
2C.1.c.1
Library Website
http://www.westvalley.edu/library/
2C.1.c.2
Library Services
http://westvalley.edu/library/index.html
2C.1.c.3
Tutorial Analysis
http://www.westvalley.edu/committees/Accreditation//2
013/evidence/2c/Tutorial_Usage_Mini_Report_20122013.pdf
2C.1.c.4
Student Accreditation Survey
pg11
http://www.westvalley.edu/committees/Accreditation/2
013/evidence/2c/Accreditation_Student_Survey_Report_
2012_page11.pdf
Standard II.C.1.d
The institution provides effective maintenance and security for its library and
other learning support services.
Descriptive Summary
The 41 year old library building is located in the north central part of the campus.
(2C.1.d.1) The Library building contains several departments/units: Digital Music
Classroom, ESL Skills Lab, Library, Printing Services, Tutorial Services, Writing
Center, and TV Office. (2C.1.d.2) Each department/unit maintains key access to its
own non-public areas. The sprawling building can be split into geographical areas:
east and west. On the east side of the building the following are located: Digital
Music Classroom, Printing Services, TV Studio, and the Writing Center computer
labs all have doors that are locked during non-business hours. On the west side of
the building are the ESL Lab, Library, and Tutorial Services. Tutorial Services has a
public entrance that is located on the outer part of the building, while an interior
door is used to enter the Library from within the Tutorial Services area. The ESL Lab
is entirely open to the building interior with entrances and exits leading to both the
Writing Center and the Library. The Library’s two entry points are the shared
entrance with the ESL Lab/Library Audio-Visual area and the main entrance. The
shared entrance has a 3M™Library Detection System (electromagnetic). Books and
items with the 3M™ tattle tape stripes, if not desensitized during checkout sound
an alert if the patron leaves through the gate with the items. During closed hours
this entrance is cordoned off by a one-foot high expandable wooden gate with a
hook latch.
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The institution provides increased security for critical learning services areas on
campus which house expensive and/or critical equipment: specifically the systems
utilized are video recording and monitored security alarms. In the east side of the
Learning Resource Center a monitored security alarm system, as well as a video
recording system is utilized to protect the Digital Music Classroom, TV
Studio/Control Room, and AV support areas. These areas (east side of Library) not
only house expensive computers and video editing equipment, but also high-end TV
studio cameras and racks of AV/Video equipment/servers. The security alarm
systems are contracted primarily through Sonitrol, which not only triggers an alarm
when a door is opened without turning off the alarm, but also has microphones to
listen in on activity after an alarm has been triggered.
Public access computers located in rooms that cannot be locked are secured to
tables; laptops are locked within a Breford TL474LL/A 32 Laptop Mobility Cart and
behind the locked smart classroom door when not in use. Student computers are
maintained and updated by Instructional Technology Support Services (2C.1.d.3),
while staff computers are maintained by the district Information Systems Support
staff. (2C.1.d.4) Computers are obtained through campus technology upgrade
programs and also the WVC Integrated Planning and Resource Allocation process
which includes budget and resource allocation based on SLO/A Assessment and
Program Review. (2C.1.d.5) Library student, staff computers, and computer systems
are maintained by the systems librarian in conjunction with the district Information
Systems Support staff.
Access to library subscription services is restricted to authorized users through a
proxy service provided by Innovative Interfaces Inc. (III), an integrated library
system.
The Library and Writing Center utilizes Pinnacle Printing Services for student
printing and photocopying. Printers, copy machines, and the computer print
point/server are maintained by Pinnacle.
There is currently no dedicated safety phone in the library building. In spring 2012,
the Student Health Services Community Resource Coordinator presented “Assisting
Emotionally Distressed Students” for library staff. During fall 2012, library staff
participated in a “Shooter on Campus” training session presented by the District
Emergency Services Coordinator. The training session was held in the library
classroom and other library building units were invited to participate. In spring
2013, the library will participate in a Triage Workshop to be held in the library
classroom, other library building units will also be invited.
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While the Library and Learning Resource Center are slated for construction in 2018,
most of the chairs are original to the 41-year old building and greatly in need of
replacement. In 2011, the Library received a Land Corporation grant to create a
modern space for group activity in the north entrance area. With the grant, the
furniture was replaced with updated and functional furniture for students. In
addition, a corner section of the north entrance flooring was replaced with linoleum
to creating a casual café area where students may congregate. The college plans to
ensure that sustainable and effective maintenance, as well as security for the new
Library and Learning Resource Center be the highest priority for the new building
construction plan.
Self-Evaluation
The college meets this standard. Library and Learning Resource Center staff has an
integral role in noticing any issues or problems with the library building. The staff
maintains open communication with Campus Police, Campus Maintenance
Department and Campus Custodians whenever issues or problems arise.
Security is maintained for the Library and Learning Resource Center, and its
collections, through staff oversight and a variety of electronic safeguards, including
locking systems, sensors and passwords.
Actionable Improvement Plans
None.
Evidence
2C.1.d.1
Campus Map
http://westvalley.edu/maps/kiosk/
2C.1.d.2
Library map
http://westvalley.edu/library/map.html
2C.1.d.3
Instructional Technology
Support Services
http://www.westvalley.edu/academics/instru_tech/
2C.1.d.4
District Information Systems
Department
http://wvm.edu/group.aspx?id=174
2C.1.d.5
Integrated Planning and
Resource Allocation Diagram
http://www.westvalley.edu/committees/Accreditation/integr
ated_planning_diagram.html
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Standard II.C.1.e
When the institution relies on or collaborates with other institutions or other
sources for library and other learning support services for its instructional
programs, it documents that formal agreements exist and that such resources and
services are adequate for the institution's intended purposes, are easily accessible,
and utilized. The performance of these services is evaluated on a regular basis.
The institution takes responsibility for and assures the reliability of all services
provided either directly or through contractual arrangement.
Descriptive Summary
The Library relies on several library vendors to support library services. The Library
maintains and reviews written contractual agreements annually. Vendors are
evaluated at the time of renewals or if issues are raised (by staff or students) with
the service, this is done during departmental meetings. (2C.1.e.1)
Among the vendors are Innovative Interfaces Inc., Online Computer Library Center,
Link+, the Community College Library Consortium, Pinnacle, Califa Library Group,
the National Cooperative Purchasing Alliance, and Drip Coffee.




Innovative Interfaces Inc. (III): the vendor that supplies the electronic
circulation system for the Library, providing public access to the catalog and
databases from both on and off-campus. III also stores data and automated
system backup on their server. This technology allows the Systems Librarian
to do annual upgrades and to capture various usage statistics for analysis
and planning.
Online Computer Library Center (OCLC): the non-profit organization
provides cataloging records that make inter-library searches and requests
possible. OCLC is also a research organization providing useful statistics and
billing information on a monthly basis.
Link+: The WVC Library is a member of a consortium of 61 (currently)
participating libraries in California and Nevada. If an item is unavailable
locally, patrons may check the Link+ catalog and request the item from one
of the Link+ libraries, which is then received in 2 – 4 business days. The
library keeps statistics on materials borrowed and loaned to other Link+
libraries. Library faculty and staff participate in user group meetings.
The Community College Library Consortium (CCLC): the Library’s
resource for most of the electronic databases and periodicals. During the
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



last year of state-wide budget cuts, CCLC was able to broker a contract with
EBSCO, an electronic database subscription service, for the community
colleges in the consortium at a discounted fee. The Acquisitions Librarian
monitors the subscriptions and licensing agreements with CCLC and collects
and reviews monthly usage statistics.
Pinnacle: the vendor provides two photocopiers (including toner and
paper), two networked and Wi-Fi printers, change machine, and copy-card
dispensers for students to use. The company owns and maintains the
equipment, collecting the revenues. Statistics kept by Pinnacle are faxed to
the Library monthly. If revenues exceed 130,000 copies, the excess is sent by
check to the WVC Library, which helps to defray other overhead costs.
Califa Library Group: Houses the WVC digitized archives. The library
received a start-up grant in 2010-11 to train our archives librarian, purchase
a scanner and supplies, and pay for the initial cost of uploading 200 images
onto the Califa website. Connect to our digitized archives via our Archives
page: http://westvalley.edu/library/archives/
The National Cooperative Purchasing Alliance (NCPA): is a national
government purchasing cooperative working to reduce the cost of goods
and services for public and educational agencies. One of our suppliers of
library materials is contracted with the NCPA, allowing us to make purchases
at a discounted price.
Drip Coffee: In September 2011, Drip Coffee café was set up in the library,
which has helped to attract students to the library and eliminated the need
for them to trek across campus for a beverage or snack. The library receives
a percentage of the Drip income.
Self -Evaluation
The college meets this standard. Vendors are evaluated at the time of renewals, or
if issues are raised (by staff or students) with the service evaluation is done during
departmental meetings. (2C.1.e.1) All contractual agreements are functioning well,
evaluated annually, and are adequate for the Library’s needs.
Actionable Improvement Plans
None.
Evidence
2C.1.e.1
Pinnacle Discussion
http://www.westvalley.edu/committees/Accreditation/2013/evidenc
e/2c/030311_Library_Staff_Meeting-Pinnacle_Example_Summary.pdf
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Standard II.C.2
The institution evaluates library and other learning support services to assure
their adequacy in meeting identified student needs. Evaluation of these services
provides evidence that they contribute to the achievement of student learning
outcomes. The institution uses the results of these evaluations as the basis for
improvement.
Descriptive Summary
Tutorial Services and the Library complete reviews through the formal West Valley
College program review process. The Library and Tutoring Services also develop
student learning outcomes and use institutional research data to assess their
services. The program review process specifically addresses access, use, and
relationship to intended student learning outcomes. Tutorial Services completed its
non-instructional program review in October 2010, (2C.2.1) and the Library also
completed both non-instructional and instructional program reviews in 2010 and
2013. (2C.2.2, 3)
With the closing of the Technology Center in May 2013, a hardware and software
migration was planned and executed. Computers with specialized software such as
AutoCad, AutoDesk, C++, Nutritionist Pro and others were moved to the Tutorial
Center. The library received twelve computers with Microsoft Office and internet
access to help alleviate lines for public computers. This sharing of the Technology
Center assets has helped to consolidate the areas on campus where students could
go to get assistance with class work. The old Technology Center was across campus
whereas now these services are under one roof—The Learning Resource Center.
The Library uses surveys, comment cards/e-mails, and other statistics to evaluate its
services. Tutorial Services conducts end-of-the-year surveys and gathers service
usage data. This data includes information on student success and retention and
assesses where the demand for Tutorial Services is greatest. (2C.2.4)
Surveys are the most comprehensive method of assessing use, access, satisfaction,
and student learning. The most recent library surveys were carried out during the
2012-13 academic year. The student survey was distributed to approximately 9,663
students who had provided the college with e-mail addresses; a total of 830 surveys
were returned for an eight percent return rate. Of the 830 responses, 551 (66%)
take in-person classes only, 224 (27%) take a combination of in-person and online
courses, and 55 (7%) take online classes only. Of the respondents who used and
rated library services on campus, 71 percent agreed or strongly agreed that the
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levels of service at the circulation desk were satisfactory, and 64 percent agreed or
strongly agreed that the levels of service at the reference desk were satisfactory.
(2C.2.5)
At the same time, the faculty and staff library survey was administered. It was
distributed to all faculty and staff having a district e-mail address. The survey went
out to full-time and part-time faculty and staff; seventy-nine surveys were returned.
Overall, faculty and staff respondents were highly satisfied with various library
resources and services. In almost all cases, 50% to 60% indicated they either
“Strongly Agree” or “Agree” that they were satisfied and 40% to 50% indicated “No
opinion or not applicable.” Strongest levels of satisfaction were applied to services
provided by library media technicians (71%), services provided by faculty librarians
(71%), Book Checkout Desk Service (60%), handling of reserve materials (56%) and
online catalog (52%). In addition, many of the comments were in praise of library
staff and showed a high level of gratitude for the services that are provided by the
library. Comments also indicated a need for a newer, brighter space and better
training of associate librarians at the reference desk and for those associates that
give orientations. (2C.2.6)
During October-November, 2012, surveys evaluating student learning outcomes
from the library orientations were distributed to 174 students following their class
orientations. Responses were received from 151 of the 174 for an 86 percent return
rate. All students were “Very confident” or “Somewhat confident” that they could
locate books through the West Valley Library Catalog (100%) or Link+ (96%),
periodical articles using Academic Search Premier (95%) and web sites (98%).
Students appeared to be less confident about their ability to evaluate web pages
with 56 percent indicating “Very confident”; 34 percent indicating “Somewhat
confident”; and nine percent “Not very confident.” This confidence level is
attributable to the fact that very few students seem to have been introduced to the
ideas and methods for critically evaluating web pages. Students were also less
confident that they understood when and how to cite sources with 50 percent
stating they were “Very confident”; 34 percent “Somewhat confident”; 14 percent
“Not very confident”; and two percent stating they were “Not at all confident.”
Time for most orientations does not allow for a thorough teaching of citing sources,
which probably accounts for any indications of lagging confidence. Beginning in
spring 2013, the library orientation format changed. Laptops on loan from the Fox
Center were utilized to create a more interactive learning environment. The
orientations are now a mix of lecture and hands-on practice. Students have the
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opportunity to start their research, and the librarian is available to answer students’
questions as they arise. (2C.2.7)
Student learning outcomes assessment for tutorial services yielded positive results.
The assessment indicated that tutors do not merely give answers to students.
Rather, they guide students in the learning process. Results indicated that students
excel at learning actively and learning independently. They become more efficient
learners as demonstrated through retention and success rates as well as improved
grades. (2C.2.8)
The combined analysis of program review information, usage data, and surveys
resulted in modifications in service, thus improving the connection between
learning services and intended student learning. Staff members regularly review
goals and objectives and establish new goals, as needed, based on these inputs and
others. Evaluations, whether by comment cards, e-mails, or surveys, are received
from faculty, staff, and students. Although comment cards and e-mails can be sent
by anyone, including the community in general, surveys provide the library and
other learning resources the opportunity to solicit information from specific groups
as needed. The faculty appraisal process that involves observations and student
evaluations also generates feedback and suggestions for improvement.
Self-Evaluation
The college meets this standard. The Library and Tutorial Center use the results of
the program review process, evaluations, usage data, and surveys as a basis for
improvement. Student Learning Outcomes (SLO/As) exist for library instruction and
orientations and for Tutorial Services. SLO/As have not been developed for other
library services.
Action Plan
None.
Evidence
2C.2.1
Tutorial Services Program
Review
http://www.westvalley.edu/documents/faculty_resources/Progr
am_Review/2010-2011_Academic_Year/NonInstructional_Programs/Tutorial_Services/Tutorial_Svcs_Prog_R
ev_10-11.pdf
2C.2.2
Library Non-instructional
Program Review
http://www.westvalley.edu/documents/faculty_resources/Progr
am_Review/2009-2010_Academic_Year/2009-2010_NonInstructional_Programs/Library/
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2C.2.3
Library Instructional
Program Review (p. 176)
http://www.westvalley.edu/committees/Accreditation//2013/ev
idence/2c/instructional_program_review_submissions_page176.
pdf
2C.2.4
Tech Center Usage Data
2007-2012
http://www.westvalley.edu/committees/Accreditation/2013/evi
dence/2c/tech_ctr_usage_data-2007-2012.pdf
2C.2.5
2012 Library Survey Results
Full Report
http://www.westvalley.edu/committees/Accreditation/2013/evi
dence/2c/library_survey_2012_FINAL.pdf
2C.2.6
2012 Faculty/Staff Library
Survey results
http://www.westvalley.edu/committees/Accreditation/2013/evi
dence/2c/library_faculty_staff_survey_results_12-13.pdf
2C.2.7
2012 Library Orientation
Survey Results
http://www.westvalley.edu/committees/Accreditation/2013/evi
dence/2c/library_student_orientations_survey_results_1213.pdf
2C.2.8
Tutorial Services 1010-2011
Program Review and SLO/A
http://www.westvalley.edu/documents/faculty_resources/Progr
am_Review/2010-2011_Academic_Year/NonInstructional_Programs/Tutorial_Services/
|Standard II: Student Learning Programs and Services 278