ACCREDITATION MID-TERM REPORTS B ASED ON M ARCH 2016 ACCJC C - - PowerPoint PPT Presentation

ACCREDITATION MID-TERM REPORTS

Educational Programs and Institutional Effectiveness January 22, 2020

BASED ON MARCH 2016 ACCJC COMPREHENSIVE VISITS

Recent Accreditation Chronology

March 2016

• Comprehensive visits took place March 7-10, 2016
• ACCJC evaluation teams validated the colleges’ Institutional Self Evaluation Report (ISER)

and developed evaluation reports, including commendations and recommendations June 2016

• ACCJC reviewed the visiting teams’ evaluation reports and issued action letters

June 2016 to October 2017

• Colleges and ESC developed responses to accreditation recommendations for compliance

October 2017

• Follow reports, addressing compliance recommendations, submitted to ACCJC on Oct. 1, 2017

January 2018

• ACCJC removed Southwest from warning and reaffirmed accreditation
• ACCJC reaffirmed accreditation for City, East, Harbor, Mission, Pierce, Trade-Tech, Valley, and

West

• All compliance recommendations deemed to be satisfied

October 2017 to January 2020

• Colleges prepare accreditation mid-term reports

January-February 2020

• LACCD BOT approves college mid-term reports

March 2020

• Colleges submit mid-term reports to ACCJC

2

Results of March 2016 Comprehensive Visits

• Recommendations for Improvement
• Highlights areas of practice for which attention is needed
• Institutions are expected to consider the ACCJC advice

and report on actions taken in response to the team's recommendations

• Failure of an institution to act on these recommendations

will not constitute a deficiency in meeting standards or requirements of the ACCJC

• Colleges and District previously addressed all

compliance recommendations and only need to address improvement recommendations in mid-term reports

3

Summary of Accreditation Improvement Recommendations

4

Recommendation Area D C E H M P S T V W

Assessment of learning outcomes/ Learning assessment process

     

Professional Learning

   

Use of data and evidence/ data disaggregation

 / 

Distance Education

   

Technology support and continuity

  

Communication of data, policies,

• utcomes and reports

    

Integrated planning/evaluation of planning or mission

  

Budget and resource allocation model/ Total Cost of Ownership/ Facilities maintenance

   

Evaluation of student and academic support services or administrative services

 

Participatory governance

  

Hiring Process



Enrollment management



Financial Liabilities and audit findings



Student engagement and student leadership



Los Angeles City College: Recommendations for Improvement

5 Recommendation College Response

• 2. Broadly

communicate the results of all its assessment and evaluation activities

• All governance committees continue to use SharePoint for posting minutes, agendas,
• utcomes, documents, and reports.
• All governance committees engage in annual assessments and share their findings with

parent committees.

• The College Council and Academic Senate engage in an annual summary that describes how

each committee recommendation resulted in improved College operations.

• Campus climate survey results are shared and discussed in governance committees and

during professional development activities.

• 3. Review course

and program level alignment of student learning outcomes

• As part of comprehensive program review, departments verify that they are compliant in

having each Course-Level Student Learning Outcome (CSLO) mapped to their Program Student Learning Outcomes (PSLOs) and Institutional Student Learning Outcomes (ISLOs).

• The SLO coordinator will continue to work with individual units to ensure continued alignment
• f CSLOs and PSLOs.
• 4. Develop and

implement an enrollment management plan

• The College approved an Enrollment Management Plan in Spring 2017. The plan is assessed

and updated annually.

• Implementation is ongoing and has been supported through these and other actions:

Restructuring the Enrollment Management Committee (EMC) in Fall 2016 to focus on enrollment, retention, and marketing; creating the Marketing Team as a subcommittee of EMC in Spring 2017; and providing annual enrollment management reports and plans to the District.

• 6. Full review of final

budget allocation mechanism

• The College is working with the District Budget Committee (DBC) and District leadership to

develop a new budget allocation model, which includes the debt repayment policy.

• As of Spring 2019, the College has a net debt repayment owed of $4,400,853. Per District

policy, in 2018-19 the debt repayment was suspended for one year when the College hired a new President. In 2019, the DBC approved an allocation model to distribute general fund unrestricted resources.

• As part of the recommendation, debt repayment will be 1% of the allocated budget,

approximately $600,000 annually, as compared to the current model of 3% of the allocated budget.

East Los Angeles College: Recommendations for Improvement

6 Recommendation College Response

• 2. Clearly define

institutional cycles for all types of

• utcomes

assessment

• The College incorporated non-instructional areas into three-year assessment cycles, similar to

the existing policy governing assessment procedures.

• Non-instructional areas of the institution, including administrative areas, developed a mission and

goals, confirmed contexts and outcomes, and created appropriate assessment methods and evaluation rubrics.

• The College maintains clear three-year cycles of outcomes assessment, including annual data

analysis and discussion for both instructional and non-instructional areas.

• 3. Ensure the college

goal progress is routinely monitored and evaluated

• The College adopted eLumen in 2016, an online outcomes assessment and program planning

management system, for major planning processes.

• The College uses eLumen for both learning outcomes assessment and the Annual Update Plan

(AUP). Each AUP in eLumen requires departments or units to annually assess their program

• utcomes and analyze student program completion.
• The AUPs are reviewed annually by the Program Review and Viability Committee (PRVC). This

committee reviews, assesses, and provides feedback on the department or unit recommendations developed at the start of the 6-year Program Review cycle in 2013.

• 6. Establish an

evaluation process for professional development programs

• The College commits resources to developing and supporting the Office of Professional

Development, which facilitates professional development efforts for all employee groups.

• The College’s Integrated Professional Development (PD) Strategic Plan details the clear

alignment between professional growth efforts, college initiatives, and broader college goals.

• Adopted by the ELAC Shared Governance Council in September 2016, the PD Plan describes

multiple levels and time frames of systematic evaluation in four key PD areas: teaching and learning; service and support; effective leadership; and community building.

• Data sources for the assessment and evaluation include Annual Update Plans' Professional

Development section, Administrative Unit Outcomes (annually), and event or program surveys (each term or per event).

• The Professional Development Committee established a well-rounded membership in which

each employee group (faculty, staff, and administrators) is proportionately represented.

Los Angeles Harbor College: Recommendations for Improvement

7 Recommendation College Response

• 1. Disaggregate

learning outcomes at the program and institutional levels

• Through the Harbor Assessment-based Planning System (HAPS) process, the disaggregated data

from programs is reviewed through annual unit planning/program review to identify and record improvement activities.

• Data from student services/programs, such as Asian Pacific Islander, Champs, EOPS, STEM,

UMOJA, and Harbor Advantage that address equity gaps has been disaggregated at the program level.

• Disaggregated ISLO Results came from The Los Angeles Community College District Student

Survey.

• 2. Revisit the tools

and processes it uses for program review

• Comprehensive Program Review (CPR), Annual Program Review (APR), and the unit planning cycles

were aligned demonstrating that review of data in the unit plans provide the basis for the annual and comprehensive program review.

• Harbor’s online, Assessment-based Planning System (HAPS) records all Assessment and Unit

Planning/Program Review results, which are used as the basis of data analysis and unit planning college wide, which includes all instructional programs and operational units.

• At the end of the three-year cycle, the Annual Program Review/Unit Planning summary forms the

basis of the next cycle of mission review and strategic planning.

• The College plans to transition from conducting Annual Program Review/Unit Planning and

Comprehensive Program Review to eLumen in the next 3 years, while continuing to use the HAPS to record the data.

• 3. Increased use of

assessment of

• utcomes in

planning

• Assessment results are recorded and used to develop improvement actions, which detail the

activities, timelines and responsible parties that will address the results of the review. All College plans are based on the assessment of two outcomes: Student Achievement (Strategic Goals) and Student Learning (ISLOs).

• Validated unit plans are the basis of the annual resource allocation process.
• Annual updates provide the college with progress on achieving the Strategic Educational Master Plan

and the college mission. This process to inform strategic planning and will improve this process based on feedback provided from the Assessment Committee, Academic Senate, and College Planning Council.

Los Angeles Harbor College: Recommendations for Improvement

8

Recommendation College Response

• 4. Develop a

comprehensive, integrated professional development plan

• The Professional Development and Staff Development committees discussed suggestions to help the college

move towards coordinating training and maximizing resources for professional development. These recommendations were integrated into a new professional development plan draft.

• The College will continue to work on the details of the Professional Development Plan with feedback and

approvals from the Academic Senate and College Planning Council.

• 5. Additional Distance

Education training for faculty

• The Distance Education Coordinator provided more training in Canvas and online teaching pedagogy. The

College plans to continue to allocate more resources to this area to support the program and improve the Distance Education website.

• The Online Education/Canvas website was updated to include contact information for a 24-hour Canvas

Support Hotline available to assist students and faculty members with distance education questions and links to information for students and faculty with login procedures and tutorials.

• In Summer 2019, the Curriculum chair coordinated efforts to review various curriculum databases to verify

course and program information.

• Programs in need of Substantive Change Approval have been identified, and the College will work towards

completing and submitting the required forms to the ACCJC.

• 6. Coordinate and

strengthen tech support services

• Currently, there is a need for three critical hires in the College Information Systems Department. There are also

three other positions that are needed, but are also unfilled.

• The positions were approved by the Budget Committee in June 2019, Human Resources Committee in June

2019 and the College Planning Council in August 2019 and are in the process of waiting for final approval from the college President.

• The draft of the 2019-2023 Technology Plan includes recommendations from the Technology Advisory

Committee (TAC) to coordinate and strengthen Tech support services to support instructional and campus support services.

• 7. Resolve the debt to

the district with guidelines of the LACCD Resource Allocation Model

• The nine college presidents proposed a revision to District policy that would change the debt repayment for

colleges in deficient from 3 percent per year to 1 percent per year, based on the college’s overall budget. For Harbor College, this change would mean that instead of paying the District $1,080,000 per year, the payment would be $360,000 per year.

• The proposal was supported throughout the District governance process, moving from the Chancellor’s

Cabinet to the Executive Committee of the District Budget Committee, to the District Budget Committee, to the Chancellor, and finally to the Board of Trustees, which approved the policy change on September 4, 2019. This change is effective for the 2019-2020 college budget.

Los Angeles Mission College: Recommendations for Improvement

9

Recommendation College Response

• 1. Simplify planning

documentation and procedures

• In Spring 2016 the Integrated Planning Committee (IPC) was established to oversee the realignment of college

planning.

• During Fall 2016, IPC began its efforts by aligning the activities and objectives in each of the four existing

master plans with the College’s Strategic Master Plan (SMP) goals.

• In early 2018, a new integrated planning model was developed to simplify and streamline the College’s

planning documentation and procedures. The new model aligns LAMC’s Integrated SMP with the District Strategic Plan and the State Chancellor’s Office plans and initiatives, and it additionally incorporates substantial feedback from the campus community and committees. Under the new model, instead of maintaining separate master planning documents, the goals/objectives are completely integrated and are housed within the SMP. Each shared governance planning committee is responsible for creating annual activities to support goal/objective attainment of the Integrated SMP.

• During Fall 2019, the shared governance committees launched their first round of activity planning. Approved

activities will populate the Integrated SMP, be reviewed annually for progress, and updated as necessary.

• In Spring 2020, Integrated SMP activities requiring funding will be prioritized and forwarded to the Budget and

Planning committee for resource allocation consideration.

• 5. Develop a process for

reviewing instructional department websites

• During Spring 2016, a review of the website was concluded which led to the development of a template for

each discipline webpage. Improvements were made which include the current session class schedule, faculty contact information, summaries of programs, and where applicable, Career Technical Education information.

• During Spring 2017, a checkbox was added to all Academic disciplines’ annual program review documentation

to indicate that their specific unit’s webpage had been reviewed and updated during that program review cycle.

• During Spring 2018, the IT department began converting college websites to Kentico which allowed respective

departments/committees to update their pages and also allows them to update information on their sites on the

• fly. Going forward, periodic reminders will be sent to responsible parties to review their webpages, and

webpages will be scanned for old content that may need to be removed or updated.

• In Spring 2019, the College adopted a Jargon Reduction Audit report from an outside firm to eliminate any

academic jargon from its websites that might be confusing and replace it with simplified translations.

• 7. Follow through on its

Actionable Improvement Plan to better assess technology-related needs of the College

• The College developed a process for determining technology-related needs based on user data. The process

includes conducting student and staff/faculty focus groups to further explore and assess the technology needs

• f the campus. The focus group results are reviewed in tandem with survey data to create recommendations

for the Technology Committee for consideration. Several useful recommendations put forward thus far include: Improving the search engine; simplifying website navigation, providing better access to counseling resources; designing a readily available, accurate campus map; prominent email access; and a mobile phone app. Findings from this process aided in updating the Integrated SMP and the Technology Replacement Plan (TRP).

Los Angeles Pierce College: Recommendations for Improvement

10 Recommendation College Response

• 1. Consult both internal

and external data in reviewing the LAPC mission statement

• The process for updating the Los Angeles Pierce College (LAPC) mission statement included participation

from a wide circle of individuals and groups.

• In August 2016, campus leaders solicited feedback from the Woodland Hills/Warner Center Neighborhood

Council to engage the local community in the mission of the College.

• PCC initiated a task force to ensure that varied voices were heard. The Associated Student Organization

(ASO) president is a member of PCC, and therefore, participated in the conversations that transpired at these participatory governance meetings, thereby providing the student voice.

• 2. Provide continuing

professional development

• pportunities to faculty

and staff

• Los Angeles Pierce College (LAPC) maintains a commitment to using assessment data to improve all

aspects of the campus’ programs, especially the Annual Program Plan (APPs), and the College has used this recommendation as spring board for overall improvement with assessment and data.

• Beginning Fall 2017, the data has been presented through interactive online dashboards. The Dean of

Institutional Effectiveness provides trainings throughout the academic year to further the conversation of effective use and interpretation of data and the APP process.

• At the 12th Annual Pierce College Student Success Conference on February 2, 2018, a break-out

session, “Data Walk,” was devoted on how to read, interpret, and use data.

• The Student Services Division (SSD) continues to facilitate professional learning opportunities to ensure

faculty and staff in the area have the knowledge, skill, and support to incorporate data into APPs.

• 3. Expand outcome

process to include presentation of learning

• utcomes across the

campus

• The College Outcomes Committee (COC) communicates and disseminates information regarding
• utcomes to the campus community, including the Academic Senate bimonthly.
• In November 2017, the General Education Learning Outcomes (GELOs) were reclassified as the Program

Learning Outcomes (PLOs) for the General Studies program and named PLOs-GE, which created the need for more open dialogue of Course Student Learning Outcomes (CSLOs), Institutional Learning Outcomes (ILOs), and Program Learning Outcomes (PLOs).

• As the College progresses through its four-year cycle of ILO assessment, prior improvement plans will be

addressed as subsequent reports are created and reviewed.

• 4. Expand the analysis of

Distance Education success and retention data

• In order to improve success in distance education (DE), various committees on campus have discussed

DE success and retention.

• Information is shared with the campus community through the Office of Institutional Effectiveness website

and presentations from the Distance Education Coordinator (DEC).

• The Annual Program Plan (APP) for PierceOnLine, the College’s distance education office, includes an

analysis of success and retention data.

Los Angeles Pierce College: Recommendations for Improvement

11 Recommendation College Response

• 5. Ensure all Student

Service programs develop and assess student learning

• utcomes
• The Vice President of Student Services presented a plan to the College Outcomes Committee

(COC) to provide information on student services learning outcomes (SSLOs) and service area

• utcomes.
• The Student Services Division (SSD) has developed outcomes for all areas, and these SSLOs

and SAOs are in eLumen.

• The SSD managers actively discuss the value of outcomes in the managers’ meetings.
• The SSD plans to provide annual professional development opportunities to all employees.
• 6. Include IT staff in

technology planning related to building and construction

• The College has worked to create an open dialogue between the local Information Technology

(IT) staff, the campus community, Los Angeles Community College District (LACCD), as well as construction personnel via the bond project (BuildLACCD).

• IT staff regularly participates in BuildLACCD Construction Project Team (CPT) meetings to

discuss coordination efforts for the bond projects.

• The College recognizes how the direct involvement of IT in these areas has improved and

continues to improve all stages of these projects.

• 9. Continue to develop

the student’s voice & engagement in the shared governance process

• The Associated Student Union (ASO) selects students to represent the student voice in the

shared governance process at LAPC.

• For the 2017-2018 academic year, ASO representatives attended five of the College’s eight

participatory governance committee meetings at more than half the meetings.

• Students also actively participate in the Academic Senate and are mentored through the ASO.

Los Angeles Southwest College: Recommendations for Improvement

12 Recommendation College Response

• 2. Engages students

and classified staff in planning

• The College has made progress in ensuring that students and classified staff are included in the

process of increasing institutional effectiveness.

• Campus committees solicited participation from the members of the Associated Students Organization

(ASO). Student membership became standard on the following committees: Curriculum, Academic Technology, Student Learning Outcomes, College Council, Student Success, Budget Committee, Education Master Plan, Facilities Planning, Strategic Planning and Campus Technology.

• The College implemented a plan to engage classified staff in the continuous and systematic evaluation

and planning process. The College recognizes that Classified Staff are critical to the optimal functioning of the college and must be included in the evaluation and planning processes.

• In addition to the collegial consultation meetings with classified professionals and students, the

President’s Office hosted the Employee Recognition Day on Thursday, May 16, 2019. This large, employee recognition event provided food, awards, and engaging activities to ensure that all employees felt recognized.

• 9. (1) Institute a work
• rder system; (2)

address the Work Environment Committee recommendations; (3) ensure adequate Maintenance and Operations staffing; and (4) ensure higher visibility of campus security

• Item 1: The College has worked with the District Office to train Maintenance and Operations (M&O)

staff on the work order (CMMS) system. The M&O Department reviews the work order system and assigns the work orders on a daily basis. Also, there are simplified screens to improve the productivity

• f the CMMS system.
• Item 2: To address classroom temperatures, the College has completed some HVAC upgrades.

Elevator maintenance contracts have been established for all elevators on campus. To address the recommendation related to the provision of a safe work environment, the College has worked with the ESC to develop and implement a District-wide Emergency Response Plan, including checklists for specific types of incidents.

• Item 3: To ensure the needs of evening classes, LASC has scheduled M&O staff up to 11:00 pm. The

staff can and do respond to any issues that arise during evening classes.

• Item 4: In response to requests for increased visibility for campus security, the Sheriff’s Department

has increased campus foot and bike patrols throughout the day and evening. Further, the ESC has implemented a comprehensive physical security project across all nine colleges that addresses classroom locks (in process); electronic controls for external building doors; camera systems; campus lighting and security telephones.

Los Angeles Trade-Technical College: Recommendations for Improvement

13 Recommendation College Response

• 2. Develop new

methods for calculating institution-set standards of completion & transfer rates

• A primary objective for revising the College’s method for setting and calculating institution set-standards (ISS)

and inspirational goals (IGs) was to raise performance benchmarks, within reasonable limits, to a level that would ensure and promote greater student achievement.

• Another objective for revising the College’s method for setting and calculating standards and goals was to

achieve alignment between ACCJC metrics and both the California Chancellor’s Office Vision for Success Goals, Student Success Funding Formula, and the Los Angeles Community College District’s strategic goals.

• There was broad-based discussion using the College’s shared governance committee structure to approve the

calculation methods/metrics and establish institution-set standards and aspirational goals.

• 4. Engage in regular
• versight of course

syllabi for distance education courses

• The College has taken a trident approach to improving the regular oversight of course syllabi (and the information

contained therein) for both in-person and distance education courses by: (1) increasing faculty awareness of syllabi requirements through policy implementation; (2) providing professional development for distance education faculty on syllabi requirements and best practices; and (3) conducting regular oversight of syllabus requirements by department chairs and administrators.

• The policy was updated to include additional information for distance education courses, which includes the

LATTC Comprehensive Course Syllabus Checklist that provides guidelines for information required on syllabi.

• 5. Revamp fact

sheets for gainful employment programs

• With the organization of all LATTC programs of studies into nine pathways, the College developed a separate

website for each pathway that contains links to information on each program (e.g., program descriptions, course requirements, etc.) and a fact sheet for each gainful employment program.

• However, since this team recommendation was made, the federal government developed new requirements for

gainful employment that went into effect on July 1, 2019, and the Department of Education has released new guidance that would repeal these requirements which are set to go into effect on July 1, 2020.

• Colleges may choose to implement the 2020 regulations early, bypassing the previous 2019 requirements, and

proceed without providing the required formal communications about gainful employment to incoming students. LATTC will be an early implementer of the 2020 requirements.

7 .Perform an analysis of library usage

• The College consistently captures and analyzes library data to show patterns of use and help in decision-making

aimed at meeting student needs.

• In addition, library faculty contributes data to national, state, and local statistics-gathering projects through annual

surveys from the Association of College and Research Libraries (ACRL), Integrated Postsecondary Education Data System (IPEDS), and the Council of Chief Librarians, California Community Colleges (CCL). Combined, these data provide a comprehensive library profile that guides decision-making, contributes to student success, and improves effectiveness.

• The library will be developing a student survey Fall semester 2019 and then will conduct a needs/gap
• analysis. The needs/gap analysis will provide the basis for the development of a 3-5 year library staffing and

resource plan that will be completed by the end of Spring semester 2020.

Los Angeles Valley College: Recommendations for Improvement

14 Recommendation College Response

• 1. Analyze learning
• utcomes using

meaningful demographic disaggregation

• Since 2017, the College has systematically analyzed student learning outcomes

(SLO) assessment results by meaningful demographic disaggregation and by instructional delivery method to enhance dialogue and prompt appropriate action.

• The disaggregation process is applied equally for online, hybrid, and face-to-face

courses, as all courses are assessed at the section level in eLumen (our SLO software system), which provides the mechanism by which the results of SLO assessment are linked to resource allocation.

• Further consideration of SLO assessment results occurs at Outcomes Assessment

Committee (OAC) meetings. Each year, the members read all the SLO program review modules and prepare a summary report.

• Equity gaps are identified and addressed through program review and College
• planning. In addition to utilizing state data, the College produces internal data

through surveys and focus groups on a variety of topics.

• The data from surveys is often used for service outcomes assessment, grant

evaluation, program improvement, and other areas of planning.

• 2. Increase

accessibility of transfer-of-credit policy

• LAVC publishes its procedures for accepting transfer credit completed at other

colleges and universities and outlines them in the Catalog and on the public website.

• Procedures for transferring credit are not only described for accredited United States

institutions, but also for military study, Advanced Placement, College Level Examination Program, International Baccalaureate, and Foreign Transfer Credit.

Los Angeles Valley College: Recommendations for Improvement

15 Recommendation College Response

• 3. Develop a total cost
• f ownership model
• The process of responding to this recommendation began with an examination of the total cost of
• wnership (TCO) model at Los Angeles Southwest College, a sister college in the LACCD.
• The Vice-Presidents of Administrative Services, along with the College Facilities and Information

Technology (IT) Directors, then developed a total cost of ownership plan for facilities and IT at LAVC, and any staffing costs associated with these two areas.

• The TCO for facilities consists of three components: operating costs, repair costs, and

amortization.

• Both the TCO models for facilities and IT are easily connected to our program review process

through the staffing, facilities, and technology modules.

• The College will publicize the newly developed TCO structure through participatory governance

and incorporate this information into our existing prioritization process.

• 4. Increase

professional development

• pportunities for

classified staff and faculty

• LAVC is currently overhauling its professional development offerings and structure for delivery, in
• rder to better integrate previously disparate efforts into a comprehensive professional

development plan.

• An IEPI Steering Committee was established and worked with the Partnership Resource Team

assigned to the campus. One objectives is developing an integrated professional development plan and providing a needs assessment on additional professional development required to mirror and support identified State initiatives and College strategic goals (i.e. Guided Pathways, Equity) that impact all employee groups.

• The College performs an annual assessment of professional development needs through its

program review.

• The Professional Development Director works with the administration to identify available

categorical and grant funds to subsidize additional trainings that are not already accessible through

• ther initiatives.
• The College’s ultimate goal is to find opportunities for integration for professional development

across all constituencies.

West Los Angeles College: Recommendations for Improvement

16 Recommendation College Response

• 1. Practices that allow

for routine evaluation

• f course-level data

during the Program Review

• During the 2015-16 to 2017-18 academic years, West created a standard data

pack each year, with the data disaggregated at the program, division, discipline and course levels, in addition to other characteristics.

• During the 2018-2019 academic year, significant changes were made to the

way data was being disseminated campus-wide. In addition, an abbreviated version of the data was provided in data dashboard form.

• The Office of Institutional Effectiveness is beginning the process of building

multiple data dashboards as a way to track relevant outcomes and key performance indicators. In addition to local data, external data from the Chancellor’s Office will be provided campus wide to provide a more comprehensive assessment of how the college is performing state-wide.

• 2. Ensure that syllabi

consistently and accurately contain student learning

• utcomes
• The Curriculum Committee established a faculty workgroup to develop and

implement a process to include a standardized course syllabus template that aligns to the Course Outline of Record (COR).

• The Office of Academic Affairs maintains a spreadsheet each semester to

monitor submission of course syllabi, which is disseminated to Division Chairs and Office of Instruction Deans. The collected syllabi are stored in a shared drive, organized by semester and then by course number.

• Division Chairs assess the course syllabi as part of the faculty evaluation

process.

• The Academic Senate President has committed to the effort by announcing the

importance of accurate syllabi at Senate meetings, first in May 2019, to be continued monthly.

West Los Angeles College: Recommendations for Improvement

17 Recommendation College Response

• 3. Ensure that all

distance education (DE) courses include a completed DE Addendum

• The Distance Learning (DL) Office evaluated the status of all online courses during the 2016

– 2017 academic school year. The process ensured that all online and hybrid courses approved by the Curriculum Committee had a distance education addendum on file with the Course Outline of Record (COR).

• To maintain the integrity of the DE addenda for all courses, the DL Office has created a

systematic process to ensure that the DE addenda are updated regularly and that they meet the criteria mentioned above. This included the development of a new DE Addendum that combines the former DE Approval Form and the DE Delivery Strategies form into one document.

• Furthermore, a Distance Education Committee member was added as a voting member of

the Curriculum Committee. This person reviews DE Addenda to ensure that addenda are aligned with the COR.

• 4. Implement a formal

process for evaluating the administrative structure

• The College is engaged in a process resulting from an Institutional Effectiveness Partnership

Initiative (IEPI) assessment to develop and implement a sound process to evaluate and improve the administrative structure.

• Based on PRT feedback, a college leadership retreat incorporating all managers and

administrators was held June 15-16, 2017. That retreat focused on the organizational structure of the College.

• The group considered various permutations of the College’s administrative structure that

would best support the College’s mission. The Chancellor approved a new organizational structure for the College.

• Changes to the administrative structure are made as challenges, issues, and opportunities

are surfaced. The College organization chart is updated annually to reflect changes made as a result of this evaluation process.

DISTRICT : Recommendations for Improvement

18

Recommendation District Response

• 5. Implement a District

position control system

• The District agrees with the need for a streamlined position control system. To address this need, the

District has developed a short-term solution and long-term plan.

• In the 2016-2017 fiscal year, the District offered a retirement incentive. The purpose of the incentive

was to control staffing costs, allow for restructuring of staffing to meet current institutional needs and to provide opportunities for staff and faculty diversification.

• The District has also begun work towards the development of improved technology systems to

automate the position control process.

• 7. Develop and publicize a

plan to fully fund the Other Post Employment Benefit Liability

• The District has reviewed the recommendation for improvement and has determined that the current

process meets the District’s needs in addition to legal requirements.

• The District conducts regular reviews of its Other Post Employment Benefit (OPEB) Liability. The last

actuarial study dated July 1, 2017 determined that the liability is currently funded at 14.29 percent.

• The District continues to meet the standard by regularly conducting actuarial plans based on

accounting standards and allocating appropriate resources to manage current and future liabilities.

• 9. Review the membership
• f institutional governance

committees

• The District has systemic processes to evaluate the manner in which committees and governance

structures are achieving their goals, which includes regular evaluation of committees through an annual review cycle.

• In addition, the District conducts a biennial survey of governance representatives, which includes

questions on appropriate representative of each constituent group

• The District has formal processes for input from all constituent groups. The District will continue its

process of regular evaluation and make changes deemed necessary based on data and collective feedback from all constituency groups.

• 12. Expand efforts to

communicate decisions made in the institutional governance process

• District has adopted BoardDocs, a software service that provides a system for developing and posting
• nline agendas and minutes. The system also allows public users to track decisions live during

governance meetings.

• Following the successful adoption at the Board level, the District is expanding use to all governance

groups.

• The District will also be redesigning its websites to enhance communication.
• The District will continue its regular review of governance and decision-making to determine whether

these efforts have resulted in the expected improvements.

19

Questions