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Standard II. Student Learning Programs

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Standard II. Student Learning Programs STANDARD II: Student Learning Programs & Support Services Standard II: Student Learning Programs & Support Services The institution ofers instructional programs, library and learning support services, and student support services aligned with its mission. The institution’s programs are conducted at levels of quality and rigor appropriate for higher education. The institution assesses its educational quality through methods accepted in higher education, makes the results of its assessments available to the public, and uses the results to improve educational quality and institutional efectiveness. The institution defines and incorporates into all of its degree programs a substantial component of general education designed to ensure breadth of knowledge and to promote intellectual inquiry. The provisions of this standard are broadly applicable to all instructional programs and student and learning support services ofered in the name of the institution. Standard II.A - Student Learning Programs Standard II.A.1 All instructional programs, regardless of location or means of delivery, including distance education and correspondence education, are ofered in fields of study consistent with the institution’s mission, are appropriate to higher education, and culminate in student attainment of identified student learning outcomes, and achievement of degrees, certificates, employment, or transfer to other higher education programs. (ER 9 and ER 11) Evidence of Meeting the Standard The Foothill College mission statement declares the following: Believing a well-educated population is essential to sustaining and enhancing a democratic society, Foothill College ofers programs and services that empower students to achieve their goals as members of the workforce, as future students, and as global citizens. We work to obtain equity in achievement of student outcomes for all California student population and are guided by our core values of honesty, integrity, trust, openness, transparency, forgiveness, and sustainability. Foothill College ofers associate degrees and certificates in multiple disciplines, and a baccalaureate degree in dental hygiene. Foothill College ofers instruction leading to achievement in basic skills, transfer, and career preparation, with a diversity of delivery methods including, online, hybrid, and on-campus classroom instruction. Students may receive instruction at the Foothill main campus in Los Altos Hills and the new Sunnyvale Center campus in Sunnyvale, which began operation in September 2016. The College also ofers a robust selection of online course options, with 662 courses approved for online delivery [II.A-1]. Regardless of location or mode of instruction, Foothill College ensures that students receive the equivalent high quality instruction, services, and resources. Foothill College Institutional Self-Evaluation 2017 PAGE 117 Sunnyvale Center In May 2016, the Accrediting Commission for Community and Junior Colleges (ACCJC) accepted Foothill College’s substantive change proposal to relocate its Middlefield Campus to the Sunnyvale Center [II.A-2]. The Commission also required a site visit within six months of operation, which took place in February 2017. The Sunnyvale Center ofers the same range of student services and resources as the main campus [II.A-3] [II.A-4, page 22-27]. Alignment to Core Mission All Foothill College oferings, regardless of location or means of delivery, align with the core mission goals and maintain high quality through the following processes: Curriculum Review and Oversight: Foothill College relies primarily on faculty for curriculum review and oversight. The central group responsible for oversight is the College Curriculum Committee (CCC), which is a subcommittee of the Academic Senate. Established Procedures for New Programs: Foothill College has an established procedure for creating new programs for transfer or workforce, both of which are prominent in the College’s core mission [II.A-5]. After receiving the proposal from discipline faculty, the division dean submits the plan to the appropriate Core Mission Workgroup (either transfer or workforce) for review and recommendation. The proposal then moves to the vice presidents and ultimately to the Planning and Resource Council (PaRC) for review and recommendation to the College president, who makes the final decision whether or not to proceed. Once approved, the formal application to the state is prepared and sent to the CCC for final approval before moving to the district Board of Trustees and then the state. Once approved by the Board, workforce programs undergo additional review and approval by the Bay Area Community College Consortium (BACC) to analyze regional need and capacity. Proposals for all new courses, whether face-to-face or online, follow a similar path to approval, with the CCC determining the submittal data required in order to evaluate a course [II.A-6, II.A-7]. These criteria include proposed transferability, as well as identification of the degree(s) and/or certificate(s) to which the new course would be added. Using the online curriculum management system (C3MS) faculty can provide a proscribed list of information regarding a course that, when approved, becomes the Title 5 course outline of record (COR). Each COR is reviewed by discipline faculty at minimum every five years, or more frequently if a change(s) is/are proposed in the course; these reviews are vetted by each division’s curriculum committee. Review and Evaluation: Using a systematic series of evaluations, each instructional program at Foothill College that grants a degree or certificate completes an annual program review every year and a comprehensive program review every three years [II.A-8, II.A-9, II.A-10]. These evaluations require faculty, staf and administrators to review and explain how the program supports the College mission, College master plan, and student learning outcome achievement. Program faculty thereafter identify goals and resource requests to continue to improve the program [II.A-11]. In addition, workforce and career programs at Foothill College have advisory boards that consult with faculty on curriculum to ensure quality and applicability for currency and rigor. Program review serves as the basis of the resource allocation process [II.A-12]. Foothill College Institutional Self-Evaluation 2017 PAGE 118 Certificates, Degrees, and Transfer Foothill College ofers 31 certificates of achievement and 73 associate degrees, including 21 associate degrees for transfer [II.A-13]. The College also ofers one Bachelor of Science degree in Dental Hygiene. All degrees and certificates of achievement are consistent with the College’s mission statement, and are designed to help students become “members of the workforce, future students (transfer) and global citizens.” Foothill students can choose from 18 degrees that may be completed entirely online or in combination with on-campus and hybrid classes [II.A-14]. With transfer being one of the College’s core mission goals, Foothill College currently has articulation agreements with 21 California State Universities (CSU) and all 10 University of California (UC) campuses [II.A-15]. The College also has articulation agreements with many private and out-of- state colleges and universities including Santa Clara University, University of the Pacific, University of Southern California, Biola University, and many others [II.A-16, II.A-17, II.A-18, II.A-19]. Foothill articulates many courses through the Course Identification Numbering System (C-ID) statewide program. To facilitate student success in achieving their educational goals, students may complete a Transfer Admission Guarantee (TAG) with 19 diferent universities, seven UCs, two CSUs, and 10 private universities [II.A-20]. As a result of these eforts, Foothill has one of the highest CSU transfer rates in the state. Courses are articulated to transfer institutions with no distinctions made about their mode of delivery. Regardless of modality, all Foothill College courses meet the same standards of rigor and quality. Foothill College has adopted institution-set standards for job placement rates. These are reviewed by PaRC on an annual basis. In 2015, Foothill was placed on “enhanced monitoring” because its methodology resulted in standards below 40% for some programs (mostly due to the small number of data points for some programs). As a result, PaRC engaged in discussion about applying a new methodology to set appropriate job placement rate standards, including a minimum floor of 50 percent. [II.A-21] Bachelor’s Degree In response to changing educational demands in the field, dental hygiene faculty applied to be one of the pilot program colleges in California to ofer a bachelor’s degree. In May 2015, the ACCJC accepted Foothill College’s substantive change proposal for a Bachelor of Science degree in Dental Hygiene [II.A-22]. The College admitted its first cohort of students to this program in fall 2016. The program is consistent with the College’s mission to provide workforce training and opportunities for students, and the faculty have ensured that the courses in the program maintain the rigor and standards of both lower division and upper division work. The program requires 86-quarter units of general education across both lower and upper division courses and 100-quarter units in the dental hygiene major and has been approved by the State Chancellor’s ofce in June 2016 [II.A-23, II.A-24]. Faculty in the program have done much research and careful evaluation of
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