Institutional Self Evaluation Report in Support of Reaffirmation of Accreditation
Presented to Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges January 2013
Copper Mountain Community College District
6162 Rotary Way
Joshua Tree, California 92252
Board of Trustees
Liz Meyer, President; Eva Kinsman, Vice President; Dick Rogers, Clerk;
Greg Gilbert, Trustee; & Mary Lomardo, Trustee
Copper Mountain College
Dr. Roger Wagner, Superintendent/President Table of Contents ______
Certification of Institutional Self Evaluation Report………………….…A 3-4
Introduction…………………………………………………………..….…..1–16
Mission and Vision Statement and Core Values……………………………...….……..1
History of the College….……………………………………………………….……..2-4
Institutional Organization……………………………………………………………….5
Demographics……………………………………………..………………………....6-16
The Current State of the College……..………………………………………..6-7
Economic Base: Copper Mountain College – Morongo Basin….……….…...8-9
The College…………………………………………………….….…...... 10
Student Demographics…………………………………………..………….11-12
Community (Morongo Basin) Demographic Data…………………………….13
Student Success and Achievement…………………………………………………14-16
Organizational Charts………………………………………………………17-28
Organization of the Self Evaluation…………………………………….....29-34
Accreditation Timeline……………………………………………………………..29-30
Accreditation Steering Committee Members………………………………………….31
Accreditation Standard Committee Members………………………………………32-34
Certification of Compliance with Eligibility Requirements………………35-41
Certification of Compliance with Commission Policies…………………..42-46
Progress on 2007 ACCJC Recommendations…………………………...... 47-51
Standard I: Institutional Mission and Effectiveness………………………52-73
Standard I.A. Mission……………………………………………………………….52-57
Standard I.B. Improving Institutional Effectiveness……………………………….58-70
Standard I References………………………………………………….……………71-73 Table of Contents cont.
Standard II: Student Learning Programs and Services…………………..74-139
Standard II.A. Instructional Programs……………………………………………....74-102
Standard II.A. References………………………………………………………….103-105
Standard II.B. Student Support Services…………………………………………..106-125
Standard II.B. References………………………………………………………….126-128
Standard II.C. Library and Learning Support Services………………………….…129-137
Standard II.C. References………………………………………………………….138-139
Standard III: Resources…………………………………………………...140-195
Standard III.A. Human Resources…………………………………………………140-157
Standard III.A. References…………………………………………………………158-160
Standard III.B. Physical Resources………………………………………………..161-169
Standard III.B. References………………………………………………………..…….170
Standard III.C. Technology Resources…………………………………………....171-177
Standard III.C. References……………………………………………………..……….178
Standard III.D. Financial Resources…………………………………………...….179-193
Standard III.D. References………………………………………………………...194-195
Standard IV: Leadership and Governance………………………………196-221
Standard IV.A. Decision Making Roles and Processes………………………..….196-205
Standard IV.B. Board and Administrative Organization……………………...…...206-218
Standard IV References…………………………………………………………….219-221
Glossary of Acronyms and Abbreviations Used in the Self Evaluation…222-227
Map of Copper Mountain College Campus…………………………………...228
Mission & Vision Statement & Core Values
MISSION STATEMENT Our Mission is to provide access to educational opportunities for diverse desert communities through a comprehensive curriculum and a passion for the success of every individual student.
VISION STATEMENT Copper Mountain College will be the educational and cultural center of the Morongo Basin. Through cooperative efforts with the community and within the college, we will develop innovative curricula matched to the needs of our students to prepare them to achieve their educational, employment, and life-long learning goals.
CORE VALUES Mutual Respect: to work in a spirit of cooperation and collaboration. Ethical Behavior: to demonstrate through personal action that people should relate to each other in accordance with the accepted principles of right and wrong. Service: to help others become morally and ethically wiser, freer in thought, and better able to serve. Integrity: to act ethically and honestly toward our students, colleagues, and community in order to hold their trust and to be true to our word. Collaboration: to work together to shape the future of the college. Accountability: to accept responsibility for our actions. Commitment: to work actively in promoting the academic, social, and economic well-being of the students and communities we serve.
1 History of the College
2011 Fall Registration on the Marine Base
Until 1967, residents of the Morongo Basin seeking vocational training or college level courses commuted down the narrow Morongo grade to distant institutions, the closest being the College of the Desert located in Palm Desert and operated by the Coachella Valley Community College District, 55 miles away and in a different county. Eventually, the Coachella District extended an invitation to Morongo Basin residents to become a part of the District. In September 1966, local residents voted to accept the invitation. In the fall of 1967, the College of the Desert began to offer a schedule of evening college courses in the Morongo Basin, taught mainly in local schools. The high desert program grew quickly in course offerings, students, and staff, expanding its work to include the nearby Marine Corps Air Ground Combat Center. Classes were held in a variety of rented facilities, including Quonset huts, scattered across the Morongo Basin. Administrative offices were located in a vacant Catholic school. Sensing a potentially strong service area, the Coachella Valley District, later known as the Desert Community College District, had the foresight to purchase 120 acres near Copper Mountain in unincorporated Joshua Tree for future campus development. The purchase of property gave local residents hope that they might eventually have their own college. Accordingly, the vision for a college grew and volunteers began to develop plans for making it happen. Two immensely important elections occurred in the late 1970s, one boosting the prospects of a real community college campus in the Morongo Basin, the other capable of preventing it. The pro-campus campaign was encouraged by the election in November 1977 of Twentynine Palms resident Virnita McDonald to the Board of Trustees of the Coachella Valley Community College
2 District. Mrs. McDonald was the first Morongo Basin candidate elected to the predominantly Coachella Valley governing board. She ran on the platform of building a campus in the Morongo Basin. Her election indicated that the need for a Morongo Basin campus was widely understood. The new Board of Trustees promptly set aside $343,000, intended to be the first of a series of expenditures to build it. The following election brought a different message. California’s voters overwhelmingly approved an amendment to the State Constitution called “Proposition 13,” that, among other things, eliminated the ability of local school districts to decide on their construction needs and to tax local property owners to pay for them. Not deterred, the District spent the next two years determining how to build the campus. A water well was drilled on the site in 1980, revealing a substantial amount of good water. In addition, Commanding General Glasgow of the Marine Corps Air Ground Combat Center assigned his troops a “training exercise,” grading the site at no cost to the District, saving an estimated $100,000. With no options for state funds, the movement to raise private funds emerged out of necessity. The Friends of Copper Mountain College, founded in 1981, launched a fundraising campaign that ignited a fire of enthusiasm for the project in the local communities. The Soroptimist Club sponsored a radio-thon, and the three Rotary Clubs pledged $100,000. Both efforts were successful and sparked many other community groups and individuals to follow suit with other pledges and gifts. Since 1982, the Friends of Copper Mountain College have disbursed well over 2.5 million dollars, raised by the residents of Morongo Basin communities for projects and programs in support of the College. In addition to fundraising in the traditional sense, the Board of Trustees authorized the sale of Certificates of Participation that the Friends of Copper Mountain College marketed. A total of $850,000 was raised in this manner. Groundbreaking for Phase I was held in February 1983, and the new campus opened in April 1984 with a student enrollment of 3,800. The initial buildings included administrative office space, a small bookstore, temporary space for a library and student services programs, and classrooms arranged around an open courtyard with interconnecting walkways joining the structures. Morongo Basin residents are extremely proud that they built the first and only community college with private funds. Despite the new campus, more than 40% of the classes were held off campus in Yucca Valley and Twentynine Palms high schools, the Marine Corps base, and various leased facilities including community centers and fire stations. It quickly became apparent that more space was needed, and a clearly defined vision for a second phase emerged. Phase II was completed in 1988 and added computer and language labs, faculty offices, special rooms for art instruction, and more general purpose classrooms to handle the rapidly increasing demand. This time, the Friends raised 10% of the construction dollars, with the state funding the rest. By summer 1993, Phase III of the campus was completed, including the college library, Student Services building, and a dining facility. The bookstore located in Phase III was completed in December 2007. The partnership between the College and the Marine Corps Air Ground Combat Center has created educational opportunities at the base in Twentynine Palms. The Base Programs Office
3 provides education and support services to military students, military family members, and civilians. In November 2004, voters in the Copper Mountain Community College District continued to demonstrate their overwhelming approval of “their” College by approving a $19.7 million general obligation bond. Funds from Measure C supported construction of new facilities, remodeled existing ones, and made improvements to the College infrastructure. Construction has been completed on a 37,000 square foot Multi-Use Sports Complex. The accompanying outdoor fields and courts have been placed on hold until the fiscal situation improves. The expansion and remodeling of Student Services and library buildings were completed in 2011 and 2013 respectively. The expansion of the recently remodeled nursing lab supports the registered nursing program.
4 Institutional Organization
Riley Walters, Student Government leading pledge at 2012 Graduation
Copper Mountain Community College District is led by a five-member Board of Trustees that oversees the quality, integrity, and fiscal stability of the College. Board members are elected for four year terms by the Morongo Basin community. In addition, an Associated Student representative sits on the Board and is elected by his/her student body. The Board of Trustees meets once a month in a public meeting. An allotted time during the meeting is given for the public to speak. The Board of Trustees schedules study sessions when needed. Agendas for the Board of Trustees meetings are posted based on the Brown Act for public viewing.
5 Demographics
Celina Huerta Adult Education 2012 Graduate
The Current State of the College
The mission of the College is to provide access to educational opportunities for diverse desert communities through a comprehensive curriculum and a passion for the success of every individual student. To that end, each degree and certificate program is designed to prepare the student with options to either transfer or obtain meaningful employment. The college offers twenty-seven transfer programs, seven non-transfer programs, and nine certificates in a variety of career and technical programs leading to employment.
The College has experienced significant changes over the past five years, both internally due to notable transitions in senior leadership, as well as externally due to state and local economic challenges. In July of 2007 the College’s second Superintendent/President resigned, leaving the college with a Vice President of Student Services who had been in place for only three months. The Vice-President for Finance and Administrative Services and the Vice President for Academic Affairs were on their first day on the job. All three of the vice presidents came from states outside of California. An Interim Superintendent/President was hired and served until July of 2008, when the current Superintended/President was hired. Since 2008 the senior leadership team has been significantly reorganized and reduced in size:
• The position of Academic Dean was eliminated and replaced with three Division Chairs and a Nursing Coordinator. • An Associate Dean position at the Base Programs Office was eliminated and replaced with a Faculty Coordinator. • The Vice President for Finance and Administrative Services position was eliminated.
6 • The Director of Human Resources was reclassified as Human Resource Manager. • The Director of Marketing and Public Information was reclassified as Public Relations and Events Specialist.
7 Economic Base: Copper Mountain College – Morongo Basin
The economic base of the Morongo Basin which constitutes the College’s service area is comprised largely of tourism and government agencies. The largest employer, the Marine Corps Air Ground Combat Center, has over 1,600 civilian employees with an annual payroll of nearly $65 million. This does not include an active military population of just over 10,000 with a payroll of nearly $337 million. The most recent Combat Center Community Impact Assessment placed the total annual economic impact of the base at $623 million. The regional economic profile of the College District is represented below in the form of data derived from local profile reports compiled by the Southern California Association of Government’s (SAG) Regional council and published in May of 2011. Data from these reports provides the broadest perspective on the region, excluding the unincorporated regions of the Morongo Basin.
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9 The College Copper Mountain Community College is consistently the smallest, single-college District in the California Community College System. Prior to 1999, Copper Mountain was a campus of the Desert Community College District. The College District was established in 1999 as a result of legislation introduced by State Senator James Brulte. In June of 2001 Copper Mountain College was granted full accreditation status by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges. Since its separation from the Desert Community College District, Copper Mountain College has seen its FTES fluctuate from a peak of 2,022 in 2001-2002, to its current 1,708. Much of this can be attributed to state funding issues and the deployment cycle of military personnel aboard the Marine Corps Air Ground Combat Center who have deployed to the wars in Iraq and Afghanistan. During this same time period, full-time tenure track faculty has grown from 24 in 2001 to 41 in 2012; classified staff has grown from 51 to 63, while administrators have declined from a high of 16 to the current nine.
The College has experienced periods of both growth and decline in the overall budget during the past eight years. Workload reductions and continuing demand for services have reduced reserves from a high of 22.9% to a projected 8% for FY 2012/13. This planned and controlled spending down of reserves has allowed the College to provide a full range of services and classes to its students. While financial forecasters are predicting a recovery, the College has taken action to stop any further reductions to its reserves.
12,000,000 10,000,000 8,000,000
6,000,000 Unrestricted Revenues 4,000,000 Expenditures 2,000,000 0 2004- 2005- 2006- 2007- 2008- 2009- 2010- 2011- 05 06 07 08 09 2010 2011 2012
10 Student Demographics The demographics of the College’s student population have remained relatively consistent in terms of gender and age; however, there has been a noticeable increase in the percentage of students of color, specifically African-American, Hispanic, and Filipino students.
Student Race/Ethnicity Data
Student Gender Data
11 Student Age Distribution Data
Enrollment of minority students at Copper Mountain College surpasses the percentages of minority populations in the community. As an example, African-American students represent over 7% of the student population but only make up 4% of the Morongo Basin population.
12 Community (Morongo Basin) Demographic Data
Morongo Basin Ethnicity
Morongo Basin Gender
Morongo Basin Age
13 Student Success and Achievement Student success and achievement are the central themes of the College’s Mission and the Strategic Plan. Data are collected, reported, and reviewed through the program review process to continually evaluate the effectiveness of courses, programs, and services. Basic skills remains an institutional priority, and completion rates during the past three years rose by nearly four percentage points. However, the latest ARCC report indicates that completion rates have fallen by 3%. The reason for this decline is an issue that will be explored by the CMC community.
Annual Course Completion Rates for Basic Skills
Program completion rates and the annual graduation rates have shown a steady increase since 2009, with a gain of nearly 3% during the last three years for both categories.
Annual Program Completion Rates
14 Annual Graduation Rates
The College’s awarding of degrees and certificates has increased from year to year, with the most current year being the highest at 171 and 39 respectively.
Awards – Degrees and Certificates
Transfer rates have declined since 2008-2009 as students find it to be increasingly more difficult to get into any of California’s public four-year institutions. Persistence and retention rates have remained largely unchanged over the past three academic years.
Transfer to the UC or CSU System
15 Persistence
Retention Rates Term-to-Term
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28 Accreditation Timeline
The accreditation process at Copper Mountain College is a very organic procedure that draws upon the knowledge and expertise of a wide variety of College staff. Since CMC is a very small college, there are many opportunities for collaboration on a weekly basis, as College personnel interact with each other on formal and informal levels. While other schools may employ various committees for specific tasks, Copper Mountain College staff attempt to operate as efficiently as possible by combining related functions. For example, the College Council is both the planning body as well as the venue for participatory dialogue at the College. In the spring 2012 semester, the Council devoted a portion of each meeting to a scrutiny of the ACCJC Eligibility Requirements. The Accreditation Liaison Officer regularly attends College Council meetings, as well as weekly meetings of the Academic Affairs Council. Five College staff have served collectively on close to two dozen ACCJC evaluation teams, and have attended all the appropriate trainings provided by the Commission. In these ways, College staff work together to ensure that the accreditation process at CMC reflects the genuine striving of the college to hold to the qualitative standards put forth by the Commission.
June 2007: ACCJC reaffirmed accreditation, with the requirement that the College complete a Progress Report with Visit for March 2008. March 2008: ACCJC Visit to CMC. June 2008: ACCJC placed the College on Warning, with a Progress Report focusing on Recommendations 1, 2, 3, and 7 due for a March 2009 visit. March 2009: ACCJC Visit to CMC. June 2009: ACCJC continued the College on Warning, with a Focused Midterm Report with Visit due in March 2010. The Commission found that while Recommendation 7 was fully met, Recommendations 1, 2, and 3 were only partially met. March 2010: ACCJC Evaluation Team visits the College. June 2010: ACCJC removed the College from Warning, finding that Recommendations 1, 2, 3, and 7 were fully met. March 20, 2010: CMC staff attended ACCJC training in Newport Beach, CA. Fall 2011 – Spring 2012: All-Staff Day presentation on the accreditation process and request for volunteers to serve on Standard Committees. March 9, 2012: CMC staff attended ACCJC Accreditation Training at Mesa College. Spring 2012: College Council examined two to three Eligibility Requirements at Council meetings.
29 Fall 2012: Standard chairs conducted meetings with their committees and jointly wrote their Standard responses. Each draft was reviewed by the ALO and returned to the committees for further revisions. In the late fall of 2012, the drafts were sent out to all members of the College staff for comments and accuracy checks. The ALO met with all the Standard chairs to incorporate the suggestions when relevant. January 2013: All-Staff Day session on Accreditation progress. January 2013: Completed Self Evaluation mailed to ACCJC.
30 Accreditation Steering Committee Members
Standard IA and IB: Dr. Roger Wagner, Superintendent/President Standard IIA: Dr. Wei Zhou, Vice-President for Academic Affairs Standard IIB: Gregory Brown, Vice-President for Student Services Standard IIC: Carolyn Hopkins, Chief Librarian Standard IIIA: Andrea Riesgo, Chief Human Resources Officer Standard IIIB: Dan Cain, Chief of Campus Facilities Standard IIIC: Steve Kemp, Director of Information Systems Standard IIID: Meredith Plummer, Chief Business Officer Standard IV A and IVB: Dr. Roger Wagner, Superintendent/President Accreditation Liaison Officer: Cathy J. Itnyre
31 Accreditation Standard Committee Members
Standard I A & B Roger Wagner, Ph.D.. Superintendent/President Jolie Alpin, Classified Senate President (Public Relations and Event Specialist) Amy Crowe, Student and President of Beta Rho Pi Chapter of Phi Theta Kappa Cathy Itnyre, Faculty (Philosophy & History) Eva Kinsman, Board of Trustees Member Melynie Schiel, Faculty (Economics and Business) and President of the Academic Senate
Standard IIA Wei Zhou, Ph.D., Vice-President for Academic Affairs Christi Blaukamp, Coordinator of Registered Nursing Glenda Case, Division Chair of Math and Science Joe DeSantis, Division Chair of Humanities Debbie Elmore, Administrative Assistant I Lisa Hinton, Administrative Assistant to Vice-President for Academic Affairs Carolyn Hopkins, Chief Librarian Jason Hotch, Program Assistant for Curriculum Cathy Itnyre, Accreditation Liaison Officer Lisa Larson, Catalog Specialist David Norton, Coordinator of Developmental Education Deborah Pfeiffer, Administrative Assistant I Melynie Schiel, Division Chair of Career & Technical Education Kathy Wahl, Coordinator of Vocational Nursing
Standard IIB Gregory Brown, Vice President for Student Services Cathy Allen, Faculty (Art) Jolie Alpin, Classified Senate President (Public Relations and Event Specialist) Cary Alstadt, Faculty (Counselor) Andrea Armstrong, Faculty (Counselor) Kristal Avila, ACCESS/EOPS staff Marybell Barnes, Student Worker Amy Barrow, Student Worker Lynda Burns, Admissions & Records Staff Paige Campbell, Student Worker Gregg Chesterman, Faculty (Counselor) Amy Crowe, Student (Phi Theta Kappa) John Dotson, Student Services Hannah Gibson, Student Worker Summer Grenzow, Student Worker James Griffin, Student Worker Glenda Haislip, ACCESS/EOPS Staff Gina Hannah, Student Worker
32 Jackie Hanselman, ACCESS/EOPS Coordinator Brian Heinemann, Financial Aid Director Pam Hoyt, Financial Aid Staff Steven Kemp, Director of Information Services Brent Long, Information Services Staff Delores McCloskey, Admissions & Records Staff Thea McCracken, Student Worker Chatel McKettrick, Student Worker Aimee McKeever, Student Worker David Norton, Faculty (Learning Lab) Claudia Mondragon, Student Worker Maria Perez, ACCESS/EOPS staff Jackie Pilayan, Student (Phi Theta Kappa) Janie Ramstorf, Administrative Assistant in Student Services Patrick Reindel, Student Services Receptionist Scott Relerford, Student (Phi Theta Kappa) Vicky Saloman, Faculty (Counseling) Christina Sanchez, Student Worker Kasidy Schaub, Admissions & Records Staff Katharine Sexton, Student Worker David Shook, Financial Aid Staff Roseanna Speer, ACCESS/EOPS Staff Amalia Valdez, Admissions & Records Staff Raelene Wharf, Admissions & Records Staff Al Whitehurst, Information Services Staff Adia Wright, Admissions & Records Staff
Standard IIC Carolyn Hopkins, Librarian Cathy Allen, Faculty (Art) Mark Cooper, Student Joseph DeSantis, Faculty (Speech) Shannon Frechette, Library Technician Paul Friedt, Faculty (Automotive) Dena Gast, Library Specialist Cathy Inscore, Library Specialist Cassie Nafziger, Library Technician David Norton, Coordinator of Developmental Education Clayton Steenberg, Faculty (Criminal Justice)
Standard IIIA Andrea Riesgo, Chief Human Resources Officer Shirley Art, Payroll Specialist II Tracy Bentley, Human Resources Specialist II Glenda Case, Faculty (Psychology) Dena Gast, CSEA President Carolyn Hopkins, Faculty Association President Carollyn Merritt, Human Resources Student Worker
33 Standard IIIB Dan Cain, Chief of Campus Facilities James Bingham, Student Worker Victoria DeSoto, Administrative Assistant I
Standard IIIC Steve Kemp, Director of Information Systems Gary Bernard, Information Systems Robert Buscher, Information Systems Elaine Harman, Information Systems Jeremy Jones, Information Systems Brent Long, Information Systems Al Whitehurst, Information Systems Rene Willard, Information Systems
Standard IIID Meredith Plummer, Chief Business Officer Jolie Alpin, Classified Senate President (Public Relations and Event Specialist) Lisa Cutler, Adjunct Faculty (Reading) Debbie Dielemann, Accounts Payable Specialist Brian Heinemann, Director of Financial Aid Lynn Lee, Fiscal Services Accountant Lindsey Longshore, Student Worker Ilona Mercier, Fiscal Services Specialist Mary Kay Nicola, Administrative Assistant – Fiscal Services
Standard IV A & B Roger Wagner, Ph.D, Superintendent/President Jolie Alpin, Classified Senate President (Public Relations and Event Specialist) Adam Falossi, Student Trustee Cathy Itnyre, Accreditation Liaison Officer Eva Kinsman, Member of Board of Trustees Melynie Schiel, Division Chair of Career & Technical Education
34 Certification of Compliance with Eligibility Requirements
1. Authority: The institution is authorized or licensed to operate as an educational institution and to award degrees by an appropriate governmental organization or agency as required by each of the jurisdictions or regions in which it operates. Copper Mountain Community College District (CMCCD) is part of the California Community College System, which consists of 112 public two-year institutions authorized by the State of California to offer instruction at the lower division level and to award the Associate degree. On a state level, the system is governed by the Board of Governors of the California Community Colleges. On a local level, the College operates under the authority of a locally elected Board of Trustees. The College is accredited by the Accrediting Commission for Community and Junior Colleges (ACCJC) of the Western Association of Schools and Colleges (WASC).
2. Mission: The institution’s educational mission is clearly defined, adopted, and published by its governing board consistent with its legal authorization, and is appropriate to a degree- granting institution of higher education and the constituency it seeks to serve. The mission statement defines institutional commitment to achieving student learning. The College‘s educational mission is defined by the regulations and laws of the State of California and contained in part or whole in the California Education Code and in Title 5 of the California Code of Regulations and further defined by the College’s locally adopted mission statement. The College’s current mission statement was developed through a broad-based participatory governance process and was adopted by the Board of Trustees in October of 2012. The mission statement is reviewed on an annual basis and contains the principal elements of student learning through access and success: “Our mission is to provide access to educational opportunities for diverse desert communities through a comprehensive curriculum and a passion for the success of every individual student.” This statement is published in the College Catalog and in many of the College’s planning documents.
3. Governing Board: The institution has a functioning governing board responsible for the quality, integrity, and financial stability of the institution and for ensuring that the institution’s mission is being carried out. This board is ultimately responsible for ensuring that the financial resources of the institution are used to provide a sound educational program. Its membership is sufficient in size and composition to fulfill all board responsibilities. The governing board is an independent policy-making body capable of reflecting constituent and public interest in board activities and decisions. The boards adheres to a conflict-of-interest policy that ensures that potential interests are disclosed and that they do not interfere with the impartiality of governing body members or outweigh the greater duty to secure and ensure the academic and fiscal integrity of the institution. The Board of Trustees consists of five members elected at-large by the citizens of the District. In addition, a student trustee is elected by the student body. The Board approves the District’s annual budget and reviews the budget on a monthly basis during its regular monthly meeting. The board receives monthly reports and
35 updates from the Vice President of Academic Affairs and the Academic Senate on academic issues, and takes appropriate action on program and curriculum as recommended by the Academic Senate and Curriculum Committee.
4. Chief Executive Officer: The institution must have a chief executive officer appointed by the governing board, whose full-time responsibility is to the institution, and who possesses the requisite authority to administer board policies. The college chief administrator may not serve as the chair of the governing board. The Superintendent/President serves as the chief executive officer for the College and is responsible for the development of all programs and services and for the administration and operation of the College. The Superintendent/President was appointed by the Board of Trustees after a nationwide search. The Superintendent/President does not sit on the Board of Trustees as a voting member but attends and participates in all board meetings as the College representative. The Superintendent/President holds the necessary credentials to meet the minimum qualifications to serve as a faculty member, administrator, and chief executive officer in the California Community Colleges.
5. Administrative Capacity: The institution has sufficient staff, with appropriate preparation and experience to provide the administrative services necessary to support its mission and purpose. In addition to the Superintendent/President, the College has five full-time administrators and appropriately trained and qualified staff personnel to provide the administrative services necessary to support the mission and purpose of the College. The College has a sufficient number of administrators to manage the College’s programs and services effectively. All administrators are selected using appropriate statewide minimum qualifications and district guidelines and have the education and experience needed to perform their assigned duties.
6. Operational Status: The institution is operational, with students actively pursuing its degree programs. The College operates year-round with three academic terms: two primary academic terms, eighteen weeks in length, and one summer term of five weeks. Schedules of course offerings are published in the College Catalog and twice a year in concert with the upcoming Spring and combined Fall/Summer schedules. The traditional Fall and Spring semester student enrollment (i.e., headcount) ranges from 1,500 to 2,100.
7. Degrees: A substantial portion of the institution’s educational offerings are programs that lead to degrees, and a significant proportion of its students are enrolled in them. The College offers twenty-seven different transfer Associate degrees, seven non-transfer Associate degrees, and twenty Certificate programs. Each degree programs entails coursework in general education, a major area, and electives. Certificates require focused coursework in the specific field of study. A significant proportion of the College’s courses satisfy requirements for one or more of the offered Associate or Certificate programs. In addition, the College offers thirty-three basic skills courses that are not degree-applicable. These courses serve the needs of students who are underprepared in the foundational skill areas of mathematics, reading, and writing, or those who have special learning needs.
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The College’s Catalog lists the degrees and certificates offered and the course and credit requirements for each.
8. Educational Programs: The institution’s principal degree programs are congruent with its mission, are based on recognized higher education field(s) of study, are of sufficient content and length, are conducted at levels of quality and rigor appropriate to the degrees offered, and culminate in identified student outcomes. At least one degree program must be of two academic years in length. The College’s Associate degrees are designed to be two-year programs of study. The certificates of achievement and the certificates of proficiency can range from one semester to two years, based on the program requirements. Each is congruent with the mission of the institution and the primary mission of the California Community Colleges. Associate degrees are awarded in recognized higher education disciplines as well as interdisciplinary fields of study (e.g., mathematics, English, anthropology, natural science, and liberal arts). Certificates of achievement are primarily awarded in career and technical disciplines that contribute to workforce development and vocational preparation. Appropriate rigor and quality are assured through the College’s curriculum development, review, and approval process, and the systematic assessment of student learning outcomes. Departmental dialogue and subsequent Curriculum Committee review shape both the program content as well as the intended outcomes for degrees and certificates. Each degree and certificate is reviewed on an annual basis through the program review process, and information gathered during this process, including student learning outcomes, is used to improve programs. A key element in the program review is the requirement that faculty examine and comment on measures of student learning at the course and program level.
9. Academic Credits: The institution awards academic credits based on generally accepted practices in degree-granting institutions of higher education. Public institutions governed by statutory or system regulatory requirements provide appropriate information about the awarding of academic credit. The credit awarded for courses reflects generally accepted standards in higher education. The College uses the Carnegie unit standard, which was developed as a measure of the amount of time a student is required to participate in each course in order to receive credit. This measure conforms to state regulations regarding the awarding of credit as described in Title V of the California Code of Regulations. The specific number of units awarded is based upon the scope of course content (as reflected in the course outline of record and quantified by the number of hours the course meets) as well as the type of instruction involved, such as lecture and/or lab.
10. Student Learning Achievement: The institution defines and publishes for each program the program’s expected student learning and achievement outcomes. Through regular and systematic assessment, it demonstrates that students who complete programs, no matter where or how they are offered, achieve these outcomes. Student learning outcomes have been developed for 100 percent of the courses and programs offered by the College and are published in the official Course Outlines of Record. Additionally, student learning outcomes are assessed on an annual basis by both full-time and adjunct faculty.
37 The review of student learning outcomes and assessments are also included as part of the annual program review process.
11. General Education: The institution defines and incorporates into all of its degree programs a substantial component of general education designed to ensure breadth of knowledge and promote intellectual inquiry. The general education component includes demonstrated competence in writing and computational skills and an introduction to some of the major areas of knowledge. The College requires recipients of all Associate degrees to complete a general education pattern that includes demonstrated competence in core instructional areas, including English and mathematics. For most degrees this can be satisfied by following the IGETC transfer patter, the CSU Certification transfer pattern, or the local Copper Mountain College degree pattern. All of the College’s general education requirements are intended to provide a broad and integrated introduction to the skills, knowledge, and insights that are the foundation of a college education. Each course that meets these requirements has defined learning outcomes and a level of rigor appropriate for degree-applicable courses.
12. Academic Freedom: The institution’s faculty and students are free to examine and test all knowledge appropriate to their discipline or areas of major study as judged by the academic/ educational community in general. Regardless of institutional affiliation or sponsorship, the institution maintains an atmosphere in which intellectual freedom and independence exist. The College protects freedom and communicates expectations regarding academic responsibility as evidenced by the adoption of Board Policy 4030 which states: “The Copper Mountain Community College District supports the PRINCIPLE of academic freedom. College faculty and students must be free to cultivate a spirit of critical inquiry and scholarly pursuit within a collegial atmosphere that demonstrates respect for the opinions of others. The oral and written discussion of concepts and topics should involve a free and uncensored exchange of ideas. Our college believes in the development of the whole person within an environment where respect for the ideas and traditions of others is UPHELD.”
13. Faculty: The institution has a substantial core of qualified faculty with full-time responsibility to the institution. The core is sufficient in size and experience to support all of the institution’s educational programs. A clear statement of faculty responsibilities must include development and review of curriculum as well as assessment of learning. As of fall 2012, the College employed 35 full-time teaching faculty. This number is 240% of the State required full-time faculty obligation of 14.6 FTEF for an institution of this size. The number of full-time faculty is adequate to meet the needs of the instructional programs and student support services. To augment this core of full-time teaching faculty, nearly 100 adjunct faculty members are utilized. This allows the College to offer a broad selection of courses and programs and to meet the needs in specific disciplines for which a full-time faculty load is not practical. Faculty responsibilities are detailed in Board Policy and job descriptions and include an expectation that both full-time and adjunct faculty will be involved in the development and review of curriculum as well as the evaluation and assessment of learning.
38 14. Student Services: The institution provides for all of its students appropriate student services that support student learning and development within the context of the institutional mission. The College provides a wide range of student services and activities that support student learning and development within the context of its mission. Recognizing that student success and achievement will be enhanced through assisting students with the challenges presented in pursuit of their academic goals, the College provides a broad range of academic and student support services including, but not limited to, new student orientation, academic counseling, career counseling, transfer planning services, financial aid, veterans assistance, tutoring, services for students with disabilities, and support services for students where English is their second language. These services are augmented by a host of student clubs and a variety of special events and cultural activities to round out the College experience for the students.
15. Admissions: The institution has adopted and adheres to admission policies consistent with its mission that specify the qualifications of students appropriate for its programs. As a California Community College, Copper Mountain College is an open access institution. The College Catalog and Board Policy 5010, states that the District shall admit high school graduates or the equivalent thereof. Non-high school graduates over eighteen years of age who are judged capable of profiting from instruction also may be admitted. Certain students who are enrolled in high school may be admitted as part-time students, upon the recommendation of the high school principal and with parental approval. Admissions criteria and information are also published in the College Catalog.
16. Information and Learning Resources: The institution provides, through ownership or contractual agreement, specific long-term access to sufficient information and learning resources and services to support its mission and instructional programs in whatever format and wherever they are offered. The College’s Greenleaf Library provides resources, equipment, and services in support of the informational, instructional, and learning needs of students, faculty, staff, and the community. The Library’s collection consists of more than 12,000 books in print, 85,000 e-books, 69 periodicals in print, 11,000 electronic periodicals, and hundreds of audio visual titles. The Library is located in a newly remodeled and expanded 17,000 square foot facility which offers spacious study areas, and several group and quiet study rooms. Learning support services are also provided through thirty computer stations and the Tutoring Center, which is located in the Greenleaf Library.
17. Financial Resources: The institution documents a funding base, financial resources, and plans for financial development adequate to support student learning programs and services, to improve institutional effectiveness, and to assure financial stability. The College budget is adopted annually by the Board of Trustees in a public meeting and is available for public inspection prior to and following board approval. The annual budget is developed from the prior year’s base with additional resource allocation. Resources are allocated to meet programmatic and legal requirements to help ensure quality and effective academic programming and educational support services. These assurances are secured through the integration of budget allocation with program review and strategic planning goals and
39 recommendations. The College operates within its adopted budget and is audited each year for compliance with grant and categorical requirements and generally accepted accounting procedures. The College is financially stable.
18. Financial Accountability: The institution annually undergoes and makes available an external financial audit by a certified public accountant or an audit by an appropriate public agency. The College annually undergoes and makes available to the public an annual external audit of all financial documents by an independent, certified public accounting firm that has expertise in public higher education. The Copper Mountain College planning process reflects realistic assessments of financial resources availability, development of local resources, partnerships, and expenditures. The report of the accounting firm is reviewed each year by the Board of Trustees. The report is available for public inspection and appropriate documentation is provided to the State of California. Findings in the report are addressed in a timely manner, and copies of prior year reports and responses are maintained in District files for subsequent inspection. The results of the audit are submitted to the Commission as part of the College’s annual report.
19. Institutional Planning and Evaluation: The institution systematically evaluates and makes public how well and in what ways it is accomplishing its purposes, including assessment of student learning outcomes. The institution provides evidence of planning for improvement of institutional structures and processes, student achievement of educational goals, and student learning. The institution assesses progress toward achieving its stated goals and makes decisions regarding improvement through an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation, and re-evaluation. The Copper Mountain College mission statement directs the educational purposes of the institution and is the basis for an integrated and systematic planning process. The College uses an annual integrated planning cycle that systematically evaluates and responds to change and process improvement as time and resources allow. The College reviewed and updated its Educational Master Plan in 2010 and is currently in the process of publishing a new Master Plan that will take the College to 2016. While the Educational Master Plan has historically been developed on a six-year cycle, a three-year plan is being adopted to stagger major institutional and external reporting documents. All planning is grounded in program review outcomes and recommendations that include the results of Student Learning Outcome and/or Administrative Unit Outcome assessment. The Strategic Plan is reviewed annually, and progress toward the achievement of objectives is assessed and communicated to the College community. Responsibility for institutional planning and evaluation is college-wide. Several participatory governance committees participate in the recommendation process including the College Council (which serves as the College’s Planning Council), the Academic Senate, Faculty Association, Classified Employees Association and Senate, and the Managers Council.
20. Public Information: The institution provides a catalog for its constituencies with precise, accurate, and current information concerning the following: general information, requirements, major policies affecting students, and locations or publications where other policies may be found.
40 Accurate and current information is published in the College Catalog, Schedules of Classes, and other College documents. Included in these documents is general information regarding the College, admissions requirements, student fees, program and course offerings, and major policies affecting students. Both the Catalog and Schedule of Classes are available online through the College’s website. Also available on the website is information regarding admissions, registration, course and program offerings, financial aid, student support services, and other pertinent resources for students.
21. Relations with the Accrediting Commission: The institution must provide assurance that it adheres to the eligibility requirements and accreditation standards and policies of the Commission, describes itself in identical terms to all its accrediting agencies, communicates any changes in its accredited status, and agrees to disclose information required by the Commission to carry out its accrediting responsibilities. The institution must comply with Commission request, directives, decisions and policies, and must make complete, accurate, and honest discloser. Failure to do so is sufficient reason, in and of itself, for the Commission to impose a sanction, or to deny or revoke candidacy or accreditation. The College represents itself honestly and truthfully to the Commission and adheres to the eligibility requirements and policies of the Commission. The College conducts the self-study and accreditation process in accordance with the standards, guidelines, and practices set forth by the Commission. Further, the College complies with all Commission requests in a timely and appropriate manner, including the submission of comprehensive and mid-term reports, and follow-up reports as required.
41 Certification of Compliance with Commission Policies
Policy on Distance and on Correspondence Education
• Development, implementation, and evaluation of all courses and programs, including those offered via distance education or correspondence education, must take place within the institution’s total educational mission.
• Institutions are expected to control development, implementation, and evaluation of all courses and programs offered in their names, including those offered via distance education or correspondence education. The Copper Mountain College Faculty Handbook implements California Title 5 and the Distance Education Guidelines for the California Community Colleges. The requirements for the development, implementation, and evaluation of courses and programs offered online are not distinguished from traditional courses and programs. Distance education courses are offered as a supplement to traditional courses and no programs rely on online courses for program completion. In addition to the Faculty Handbook, the Copper Mountain College Participatory Governance document outlines the Academic Senate’s responsibilities in the development, implementation, and evaluation of courses and programs. The Curriculum Committee is a subcommittee of the Faculty Senate and its primary purpose includes the evaluation of new courses, degrees, and certificate proposals, including their appropriateness for delivery in a distance education format.
• Institutions are expected to have clearly defined and appropriate student learning outcomes for all courses and programs, including those delivered through distance education or correspondence education. All courses offered through distance education at Copper Mountain College are approved through the same Curriculum Committee process as traditional courses. This process includes the presentation of SLOs as part of the Course Outline of Record, which must be approved by the Curriculum Committee and the Board of Trustees.
• Institutions are expected to provide the resources and structure needed to accomplish these outcomes and to demonstrate that their students achieve these outcomes through application of appropriate assessment. Resources are allocated to support distance education courses as part of the same allocation process for all programs and services. Specific support for the assessment of SLOs in online courses is a feature of the Blackboard Learning Management System utilized by the College. This system includes a variety of features to facilitate the learning process, including: student to faculty and student to student dialogue; quiz and assessment tools; tracking features that monitor individual student engagement; and grade book management that collects and reports student progress. Significant resources have been allocated to provide thirty new computers which are available on campus for students to participate in online courses, and a wireless network is available on most areas of the campus.
42 At a minimum, faculty teaching in the online environment are required to attend or have attended workshops leading to certification in online instruction. Faculty are working with Academic Affairs to adopt a single certification program that will be approved as the College’s standard for online instructors.
• Institutions are expected to provide the Commission advance notice of intent to initiate a new delivery mode, such as distance education or correspondence education, through the Substantive Change process.
• Institutions are expected to provide the Commission advance notice of intention to offer a program, degree or certificate in which 50% or more of the courses are via distance education or correspondence education, through the Substantive Change process. For purposes of this requirement, the institution is responsible for calculating the percentage of course that may be offered through distance or correspondence education. Copper Mountain College does not have any correspondence education courses or programs; existing distance (online) courses are limited in number and do not represent 50% of any program or certificate.
• Institutions which offer distance education or correspondence education must have processes in place through which the institution establishes that the student who registers in a distance education or correspondence course or program is the same person who participate every time in and completes the course or program and receives the academic credit. Each student, upon admission to the college, is assigned a unique Student ID, which is used for registration and tracking student records. This ID is also the student’s distinctive user-ID for online correspondence. Unique passwords are also assigned and employed as a means to assure the academic integrity of online courses.
Policy on Institutional Compliance with Title IV
• Institutions participating in the Title IV programs under the HEA and designating the Commission as their gate-keeping agency must be able to demonstrate diligence in keeping loan default rates at an acceptable low level and must also comply with program responsibilities defined by the U.S. Department of Education. BP 5130 Financial Aid and AP 5130 establish policy and procedure to comply with applicable federal regulations in order to ensure Copper Mountain College students’ eligibility for federal financial aid. The policy also covers financial assistance that is provided outside of Title IV entitlements and includes local grants and scholarships. Copper Mountain College has a low loan participation rate and the current 2-year default rate is 16%. The 3-year default rate is 25%.
43 Policy on Institutional Advertising, Student Recruitment, and Representation of Accredited Status
• Advertising, Publications, Promotional Literature
o The official name, address, telephone number and website of the College are published on page 1 of the College Catalog and are also published in printed schedules.
o The College’s Mission and Vision Statements are located on page 5 of the College Catalog.
o Basic information for all courses and program requirements is printed in the College Catalog (pages 40-118) and is also posted on the College’s web site.
o The requirements for earning a degree or certificate are printed in the College Catalog (pages 40-77) and available on the College’s website.
o The College Catalog lists all full-time faculty and administrators along with their earned degrees and conferring institutions (pages 119-120).
o A map of all campus facilities is printed it the Catalog (page 127) and is available on the College’s website.
o The rules and regulations governing student conduct are published in the College Catalog (page 30) and on the College’s website.
o Fee and expense information is printed in College Catalog (page 15) and on the College’s website.
o Financial aid information is printed in College Catalog (page 20) and on the College’s website.
o Refund information is printed in College Catalog (page 16) and on the College’s website.
o Polices regarding credit transfers are listed on page 30 of the College Catalog. o The College’s Non-discrimination and Diversity Statements are published in the College Catalog (page 13) and available on the College’s website.
o Locations of other important publications are listed throughout the College Catalog as well as on the College’s website.
o The Copper Mountain College Board of Trustees is listed in the College Catalog (page 4) and on the College’s website.
o The College’s Accreditation status is listed on page one of the College Catalog as well as on the College’s website.
• Student Recruitment
o The College does not employ a recruiter but relies on qualified Counseling Faculty who are well-versed in the College’s admission policies and procedures for financial aid.
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• Representation of ACCJC Accredited Status
o Copper Mountain College maintains its accreditation status and informs the public of accreditation activities via the website. The current accreditation status is published in the College Catalog.
Policy on Institutional Degrees and Credits
• An accredited institution conforms to a commonly accepted minimum program length of 60 semester credit hours or 90 quarter credit hours awarded for achievement of student learning for an associate degree. Any exception to this minimum must be explained and justified. Copper Mountain College conforms to the 60 semester credit hour standard. The requirements are listed on pages 38-39 of the College Catalog.
• An accredited institution must have in place written policies and procedures for determining a credit hour that generally meets commonly accepted academic expectation and it must apply the policies and procedures consistently to its courses and programs. Copper Mountain College conforms to the commonly-accepted academic expectation for a credit hour and holds no exceptions. The definition of a unit of academic credit is defined on page 31 of the College Catalog and is applied consistently to all of its courses and programs.
• At the time of the Educational Quality and Institutional Effectiveness Review (formally Comprehensive Review), the Commission will review the institution’s policies and procedures for determining credit hours for its courses and programs and how these policies and procedures are applied. The Commission will, as part of their review, assess whether the institution implements the clock-to-credit-hour conversion formula. The commission will make a reasonable determination of whether the institution’s assignment of credit hour conforms to commonly accepted practice in higher education using sampling and methods. If, following the review, the Commission finds systematic non-compliance regarding one or more programs at the institution it must take appropriate action and promptly notify the U.S. Secretary of Education (34 C.F.R. §602.24 (f) (1), (2); §668.8(I)(2).). Copper Mountain College will comply with this requirement. Relevant policies, catalogs, handbooks, and practices will be available for review.
Policy on Integrity and Ethics
• Accredited institutions, or individuals acting on their behalf, must exhibit integrity and subscribe to and advocate high ethical standards in the management of its affairs and all of its activities dealing with students, faculty, staff, its governing board, external agencies and organizations, including the Commission, and the general public. Copper Mountain College has many documents and practices that address the issue of integrity and ethics. An Academic Integrity Committee exists that actively examines and makes recommendations on issues relevant to integrity in the classroom. The College has adopted the
45 principles of Servant Leadership as its management philosophy. Five of the ten tenets of Servant Leadership bring focus to institutional integrity and ethics: Empathy, Awareness, Stewardship, Commitment to Growth, and Building Community. The Faculty has adopted a Code of Ethics which is published on page 119 of the College Catalog. The Board of Trustees has adopted BP 2717, Code of Ethics and Standards of Conduct.
Contractual Relationships with Non-Regionally Accredited Organizations
• When an institution contracts certain functions to a related entity, the institution is responsible to the Commission for presenting, explaining, and evaluating all significant matters and relationships involving related entities that may affect accreditation requirements and decisions at the time of eligibility review, candidacy review, initial accreditation, educational quality and institutional effectiveness review, follow-up and special reports, and all other times deemed relevant by the Commission. Although a related entity may affect an institution’s ongoing compliance with the Accreditation Standards, the Commission will review and hold responsible only the applicant, candidate, or accredited institution for compliance with the Accreditation Standards. The Commission will protect the confidential nature of all information submitted by the institutions or by related entities except as otherwise required by law or other Commission polices. Copper Mountain College holds no contracts that apply to this policy.
46 Progress on 2007 ACCJC Recommendations
Recommendation 1: The team recommends that the college provide evidence that its newly approved Strategic Plan and forthcoming Education Master Plan are implemented through an ongoing and systematic cycle of evaluation, integrated planning, and resource allocation. The planning should be research-based, collegially developed, and directly supportive of the college’s decision-making processes. (IB.3; IB.4; IIA.2e; IIA.2f; IIIA.5; IIIA.6; IIIB; IIIB.2b; IIIC.2; IIID.1a; IIID.1d; IVA.1; IVA.2; IVA.2a) The College’s first strategic plan was developed under the auspices of an outside consultant. The campus community soon realized that data-driven analysis would result in a more authentic and useful tool to support the college’s decision-making processes. All of the initial goals from the 2007-11 Plan have been accomplished, and the new Strategic Plan was constructed upon the basis of program and administrative unit reviews and data analysis. The college’s practice of requiring annual program and administrative unit reviews has resulted in a Strategic Plan for 2012-2016 that will address areas identified for improvement. The new Educational Master Plan is very close to completion; again, it rests upon the framework of data-driven program reviews. The findings of the April 2010 ACCJC Evaluation Team that visited concluded that the College had established a resource allocation process that utilized data from program reviews. However, the Team found that this recommendation was only partially met, since the College had not by 2010 updated its Strategic Plan. While nearly complete, it lacked the analysis of a required community survey, and thus had not received approval by the Board of Trustees. In May of 2010, the College’s Educational Master Plan, including its Strategic Plan, was updated and approved by the Board of Trustees at its May 2010 meeting. The updated plan was submitted to the ACCJC in May, prior to the Commission’s June meeting, and the Commission found that the College complied with the recommendation, and removed the College from Warning.
Recommendation 2: The team recommends that the plan to acquire a new Enterprise Reporting System be expedited and that appropriate staffing for institutional research, ERS training, and system operations and servicing be provided to support the use of information technology required to improve institutional effectiveness and reliable data-based decision making. (IIB.3; IB.6; IB.7; IIA.1; IIA.2; IIA.2a; IIIC.1; IIIC.1a) At the time of the 2007 ACCJC comprehensive visit, the College was poised to acquire a new Enterprise Reporting System (ERP). By 2010, the visiting Team reported their satisfaction that this 2007 Recommendation was met: they saw that the new ERP had been fully deployed and had begun to assist the College in providing reliable data for institutional decision-making processes. One example of how the new Datatel system aids College effectiveness is the ability now to utilize a waitlist, enabling college staff to make data-based enrollment management decisions that directly helps students meet their educational goals. College staff receive ongoing training in utilizing all of the capabilities of Datatel. One important function is not yet operational: the ability of Copper Mountain students to register online. To address this need, the District has hired a programmer to complete the necessary steps to enable online registration, and it is expected that students will be able to register online by the Fall 2013 semester.
47 Recommendation 3: The team recommends that the college establish, through a fully participatory process, a college-wide structure for ongoing systematic review of all programs for relevance, achievement of learning outcomes, currency, and future program needs and plans. The recent consultant-driven review of programs may serve as a guide. The program reviews should be integrated with the college’s budget, educational, and strategic planning processes. (IB.5; IB.7; IIA.1a; IIA.1b; IIA.4; IIA.2a; IIA.2c; IIA.2e; IIB.4; IIB.3c; IIC.2; IIIB.2; IVA.1; IVA.2b) Because Copper Mountain College has adopted an annual program review process, every single program at the college is in continuous review and is reported on every academic year. The connection between program review and resource allocation has been firmly established at Copper Mountain College. Since 2008, all departments have submitted annual program reviews, which were organically developed by soliciting input from all campus constituent groups. A Program Review REVIEW Committee worked to revise the forms used for program review, and established an annual calendar that was approved by all campus groups in 2008. Both budgetary and non-budgetary goals are articulated in the reviews, and the former are considered by the relevant administrators, then sent to the Budget Advisory Committee for process compliance. The College Council makes the final recommendation to the Superintendent/President regarding funding. Program reviews utilize data provided by the Academic Affairs Office and the college researcher to ensure that current and future needs of departments are served. For example, all faculty receive GPA, success, and retention data of every course each semester to aid in the analysis of their programs, and all faculty submit the assessment results of their Student Learning Outcomes each semester to the Student Learning Outcomes Assessment Coordinator, who publishes the results on the internal college network. The results are shared and analyzed in the Academic Senate and the College Council, which is a participatory governance committee.
Recommendation 4: The team recommends that the institution affirm and support the central role of faculty and staff for improving courses and programs. Sufficient training resources and leadership should be provided to faculty and staff for the establishment and implementation of student learning outcomes for all courses and programs. (IB.4; IB.1; IB.5; IIA.1a; IIA.1.c; IIA.2a; IIA.2b; IIA.2e; IIA.2f; IIA.2g; IIA.2i; IIA.3; IIA.6; IIA.62; IIB.4; IIC.2; IIIA.1c; IVA.1; IVA.2b) For the last four years, SLO training has been offered at every flex activity at Copper Mountain College. In recent semesters, assessment methods have been the focus of training and discussion. The retirement of the college’s first SLO Coordinator in May of 2011 resulted in the selection of a new faculty member to this position beginning in the fall 2011 semester. Recognizing that faculty desired assistance in devising more effective assessment measures, the SLO Coordinator’s title was amended to the Student Learning Outcome Assessment Coordinator (SLOA) in the Fall 2012 semester, and emphasis was placed on the assessment function of the position. The SLOA Coordinator has a standing place on the Academic Senate agenda. She works directly with faculty and staff in person and/or by email, at flex activities, and also holds informative meetings with college staff, in order to ensure that SLOs and Administrative Unit Outcomes (AUOs) are established and assessed at the course, program, and institutional levels. In October 2011, the SLOA Coordinator and several faculty from various disciplines attended a State Academic Senate SLO conference. All full- and part-time faculty complete forms at the end of every semester to report their assessment of the SLOs examined in their courses. In the instructional area, there has been great progress in assessing course level SLOs: whereas approximately 50% of instructors submitted SLO assessments for the Spring 2011 term, 95% of
48 instructors submitted the results of their course SLO assessments for the Fall 2011 semester, and the percentage for the Spring 2012 semester was approximately 95%. During the flex and staff days in January and October of 2012, faculty, staff, administrators, and some students engaged in dialogue on implications of the SLO and AUO assessments, in order to ensure that improvements to college programs and climate would ensue. Every course and program at Copper Mountain College has established and assessed student learning outcomes. Further campus-wide dialogues are planned for all forthcoming flex and staff days. This practice of all- constituent dialogue is an important part of the evaluation cycle at Copper Mountain College. Another faculty-driven measure to improve courses and programs was the creation in 2011-12 of a sub-group of the Curriculum Committee tasked to assist faculty in articulating program SLOs. The program SLOs are being assessed by a variety of methods, including common assessments in multiple course sections and surveys of recent graduates. Further, members of the Academic Senate worked to convert the college’s institutional “core competencies” into institutional SLOs to more clearly reflect their relationship to the program and course SLOs. Evidence of the growth of data-based evidence at Copper Mountain College is clear in the Strengths, Weakness, Opportunities, and Threats (SWOT) section incorporated into all program reviews: faculty must cite specific documents to indicate the source of their impressions and statements. At the start of the Spring 2012 semester, a staff development committee formed to consider monetary requests by classified and certificated employees who desire to enhance their skills in appropriate professional areas.
Recommendation 5: The team recommends that the institution assure the effectiveness of its human resources by evaluating all personnel systematically and at stated intervals. The recently adopted procedures for tracking evaluations should be implemented and monitored for full compliance by all supervisory personnel. (IB.5; IB.7; IIA.1a; IIA.1b; IIA.4; IIA.2a; IIA.2c; IIA.2e; IIB.4; IIB.3c; IIC.2; IIIA.2; IIIB.2; IVA.1; IVA.2b) The District has established evaluations for all employees. The process and guidelines for evaluations are listed in the Collective Bargaining Agreements. Faculty evaluation committees are comprised of the Vice President for Academic Affairs (or the Vice President for Student Services, for counselors), and faculty colleagues. Faculty on tenure track are evaluated once a year; tenured faculty are evaluated every three years. The evaluation process includes a classroom observation by the committee, student evaluation surveys, and a self-evaluation portfolio that allows the faculty member to provide a self-assessment supported by evidence drawn from student learning outcome assessments and verified District committee work. At the time of the last comprehensive visit in 2007, faculty evaluations were not conducted according to the timeline. However, approximately four years ago, the Vice President for Academic Affairs, in consultation with the Faculty Association, negotiated improvements to the evaluation process and streamlined the evaluation forms. The Vice President for Academic Affairs (VP for AA) and the Assistant to the VP for AA dedicated a significant amount of time to ensure timely faculty evaluations in order to maintain the quality of instruction. Since then, the College has caught up on all past due faculty evaluations, and is now 100% following the timeline of the Collective Bargaining Agreement. Probationary classified employees are evaluated at six months, then at eight months, prior to achieving permanent status. After classified employees pass the probationary period, they are evaluated once a year. The classified evaluation is conducted by the employee’s supervisor and consists of a written form and a one-on-one meeting. This provides an opportunity to discuss the
49 employee’s performance, acknowledge accomplished goals and set new ones, and note areas of improvement, if necessary. Managers and administrators are evaluated once a year, regardless of the contract length. The process focuses on communication skills, leadership, professional knowledge and expertise, teamwork, and administrative skills. The Vice Presidents receive feedback from faculty, and the Superintendent/President has a 360˚ evaluation. In order to ensure that evaluations are done on time, the Human Resources Office and the Academic Affairs Office has created a spreadsheet system to remind supervisors of deadlines.
Recommendation 6: The team recommends that the institution implement plans to add new faculty in 2007-08 and that hiring additional faculty in subsequent budgets be a priority in order for the college to fully meet the Commission’s requirement that it have a core of full- time faculty sufficient in size and experience to support all of the institution’s educational programs. Specific attention should be paid to providing core full-time staffing for career- technical programs at the associate degree level, both in current offerings and in consideration of new programs that will be developed. The college needs to address the recurring Audit findings that cite a lack of sufficient budget resources dedicated to classroom instructors. (IIA.1; IIA.2; IIA.2e; IIIA.2; IVA.2b) The college has succeeded in allocating the required portion of its budget to teaching faculty and staff: all budgetary decisions are driven by scrutinizing the implications of expenditures on the 50% Law. Since 2007, several career-technical areas have acquired full-time faculty members for the first time: Criminal Justice and Childhood Education, for example. When necessary, part-time faculty have been hired to teach all areas of the District’s programs, including basic skills, automotive, culinary arts, nutrition, and nursing. The District requires all faculty, full- and part-time, to conduct office hours in order to provide educational assistance to students who can benefit from this support. CMCCD exceeds the required number of full-time faculty based on the Chancellor’s Office guidelines of 13.6; there are currently 40 full-time faculty members, of whom 35 are teaching faculty.
Recommendation 7: The team strongly recommends that the college President take decisive measures to improve the campus climate by building trust and fostering mutual respect and communication with all campus constituencies. (IB.1; IB.2; IB.4; IB.5; IIA.2a; IVA.1; IVA.2; IVA.2b; IVA.3; IVA.5) Upon receiving this recommendation, the College took immediate steps to foster trust, respect, and good communication. The June 2009 ACCJC Evaluation team found that this recommendation had been fully satisfied; and surveys conducted in 2010 and 2012 reflect the continued rise in campus morale and climate. The most recent Employee Surveys conducted in the spring of 2010 and 2012 indicate widespread satisfaction with campus climate: for example, in 2010, 85% of CMCCD employees responded positively to the statement “I am personally treated with respect at the College;” but in 2012, positive responses rose to 92%.
50 Recommendation 8: The team recommends that the college identify and implement measures to ensure that a diversity of faculty and staff that supports and mirrors the diversity of the college’s students and communities be achieved and maintained. (IIIA; IIIA.4; IIIA.4b)
Recommendation #5 from 2001. The College employs a variety of media to advertise vacant positions, including newspapers, magazines, and websites. Since 2007, the College has advertised positions in the local newspapers (Hi- Desert Star and Hi-Desert Trail); the regional paper The Desert Sun, which directly links to CareerBuilder.com; the Association of California Nurse Leaders; National Minority Update; the California Community College (CCC) Registry; the National League for Nursing; The Chronicle of Higher Education; and Opportunityknocks.org. In addition, the College has sought applicants at local and California-based job fairs. In 2012, the College purchased a software system that has allowed the District to attract potential employees through the job interest card option. The demographic constitution of the Morongo Basin has changed from the early 2000’s to 2010, with an increase of Hispanic residents. The District exceeds the percentage of the following groups in the Morongo Basin population: female; Black; Native Hawaiian or other Pacific Islanders; and American Indian and Alaskan Native employees. However, the College’s percentage of Hispanic and Asian employees is smaller than the percentage in the local population. The Human Resources Office is currently researching the most effective publications and venues to advertise positions in these communities. Below is a chart showing a comparison of diversity in the Morongo Basin with that of the College community, drawn from 2010 Census Data.
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Standard I: Institutional Mission and Effectiveness The institution demonstrates a strong commitment to a mission that emphasizes achievement of student learning and to communicating the mission internally and externally. The institution uses quantitative and qualitative data 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.
2011 Greenleaf Scholars
Standard IA : The three pillars of Copper Mountain College’s mission statement are: access, a comprehensive curriculum, and student success. In an ongoing effort to ensure the college consistently meets the changing needs of students and the community, it has embraced continuous improvement as the basis for all decision making processes. Quantitative and qualitative data are used as the basis of an on-going dialogue which gives focus to institutional continuous improvement. At the heart of the process is Copper Mountain College’s mission statement, supported by institutional learning outcomes and program reviews. Consistent with its commitment to continuous improvement, the College relies on its systematic cycle of integrated planning and evaluation to ensure mission adherence and effectiveness. The mission is communicated internally to the College community in many ways. It has been provided to all employees in the form of a wallet-sized laminated card; it appears in many of the college’s planning documents; it is discussed in regular dialogue that takes place in decision- making processes; and it is posted in every classroom and office. To reach the community, the
52 mission statement is communicated through the College website and is printed in the College Catalog and printed schedules. The Copper Mountain College mission and commitment to continuous improvement has created an environment that lends strong support to the development and full implementation of Learning Outcomes at all levels and within all appropriate areas of the College. In short, each of the College’s plans and processes are founded on the concepts of learning outcomes and assessments. Program review, budget development, educational master planning, and strategic planning are all driven and supported by the continuous improvement of Student Learning or Administrative Unit Outcomes (SLOs and AUOs) (Refs. 1, 2, 3). I.A.: The institution has a statement of mission that defines the institution’s broad educational purposes, its intended population, and its commitment to achieving student learning. Descriptive Summary Copper Mountain College’s mission statement defines the college’s broad educational purposes, identifies its intended population, and expresses its commitment to achieving student learning: “Our mission is to provide access to educational opportunities for diverse desert communities through a comprehensive curriculum and a passion for the success of every individual student.” The College’s commitment to providing a comprehensive curriculum addresses the “broad educational purpose” component, while, diverse desert communities addresses the College’s “intended population.” College staff have a passion for the success of every individual student: this phrase of the Mission accurately portrays a mindset at the College which is supported by data from the biannual student surveys (Ref. 4, questions 70 & 71). Copper Mountain College’s mission statement accurately reflects what the College considers its role to be in serving its community. In addition to the mission statement, the College has adopted a Vision Statement and a set of Core Values which contribute to student success, institutional effectiveness, and support for integrated planning. Vision Statement Copper Mountain College will be the educational and cultural center of the Morongo Basin. Through cooperative efforts with the community and within the college, we will develop innovative curricula matched to the needs of our students to prepare them to achieve their educational and life-long learning goals. Core Values
• Mutual Respect: to work in a spirit of cooperation and collaboration. • Ethical Behavior: to demonstrate through personal action that people should relate to each other in accordance with accepted principles of right and wrong. • Service: to help others to become morally and ethically wiser, freer in thought, and better able to serve. • Integrity: to act ethically and honestly toward our students, colleagues, and community in order to hold their trust and to be true to our word.
53 • Collaboration: to ensure that every person in the organization shares in shaping the future of the college. • Accountability: to accept responsibility and account for our actions. • Commitment: to work actively in promoting the academic, social, and economic well- being of the students and communities we serve.
The Copper Mountain College mission statement, vision statement, and core values are aligned with the mandates from Title V Regulations, California Education Code, and California’s Master Plan for Higher Education (Refs. 5, 6). Self Evaluation The College’s comprehensive mission statement defines its educational purpose, its intended student population, and its commitment to student learning. Along with the Vision and Core Values statements, these documents articulate the college’s continuous striving to enhance the educational, cultural, and economic outlook of the Morongo Basin.
Actionable Improvement Plan None. I.A.1: The institution establishes student learning programs and services aligned with its purposes, its character, and its student population. Descriptive Summary Copper Mountain College’s programs and services are aligned with the purposes set out in the mission statement, and the programs are designed to meet the needs of the residents of the Morongo Basin. The College offers 27 transfer degree programs, 7 non-transfer degree programs, 20 certificate programs, and 33 basic skills courses. The College is committed to offering learning programs in the three principal focus areas mandated in California: Transfer, Career and Vocational, and Basic Skills. To respond to other community needs, the College offers Community Service and Contract Education programs. Community surveys and program advisory groups provide input for educational master planning, strategic planning, and program review (Ref. 1). Copper Mountain College ensures the alignment of programs and services with the college’s purpose, character and student population in mind. The following examples are offered:
• When considering new or revised courses and programs, the Curriculum Committee evaluates proposals on the basis of five criteria as required in Title 5: Appropriateness to Mission; Need; Curriculum Standards; Adequate Resources; and Compliance (Ref. 7). • Basic skills classes are designed to align with college level (for-credit) courses. They also serve to enhance the likelihood of student success in mathematics, reading, and English, the foundational skills required to be successful in college and the workforce. • The College took the successful elements of the Basic Skills Initiative that were developed in 2006/07 and “institutionalized” the best practices. Included are tutoring services, early alert monitoring, and staff development on Basic Skills topics (Ref. 8). • The College hosts a non-credit ESL and Adult High School Program in a centralized location on campus and has partnered with the community-based Morongo Basin Adult Literacy Coalition to share and enhance resources and referral services (Ref. 9).
54 • Space was re-allocated in the recently-expanded Greenleaf Library to house a centralized tutoring center, allowing student access to open computer labs, and to the ACCESS Hi- Tech Center (HTC) and the Alternate Media Center (AMC) (Ref. 10). • Faculty are provided with student success data every semester for use in program reviews (Ref. 11). • Computer-based learning was licensed and made available to students in developmental math, providing them with structure, practice tests (from MyMathLab and Math Zone), the opportunity to enhance their computer skills, and immediate feedback (Ref. 12). • The College offers lower division post-secondary education to meet the needs of students who are transferring to four-year institutions. Courses are designed to not just meet lower division requirements, but to ensure that students are successful after transfer (Refs. 1, 2). • The CMC Articulation Officer sits on both the Curriculum and Curriculum Technical Review (CTRAC) committees. Articulation and curriculum development efforts coordinate closely to design courses and programs that best meet the criteria of CMC’s most popular transfer institutions (Refs. 13, 14). • The faculty has developed degrees in compliance with the SB1440 Transfer Model Curriculum that provides broad-based transfer pathways for relevant degrees (Ref. 1). • The College maintains a part-time technician dedicated to assisting transfer students. In addition, CMC has an academic counselor to guide transfer students. Once each semester, Copper Mountain College hosts transfer and recruitment fairs for students seeking transfer opportunities (Ref. 15). The College adopted Institutional Learning Outcomes consisting of communication skills, critical thinking skills, ethics, personal development and information competency. Each program has developed SLOs that are mapped to the institutional student learning outcomes (ISLOs).
• The general education requirements are designed so that each student pursuing a degree is exposed to all of the Institutional Learning Outcomes. Students who pursue Associate in Arts degrees will also be exposed to English composition, mathematics and quantitative reasoning, fine arts and humanities, social sciences, and physical and biological sciences (Ref. 16). • The Curriculum Committee works with and coaches faculty to ensure that their courses and programs offer the breadth, depth, and rigor required of the general education philosophy (Refs. 17, 18, 19). • The faculty-wide dialogue on course student learning outcome assessments includes a mapping of assessment information to the institutional student learning outcomes (Ref. 20).
The College offers career and vocational education programs intended to provide or enhance job and employment skills. These programs are aligned with local and regional job markets by coordinating with local employers through regular advisory committee meetings (Ref. 21):
• The Registered Nursing Program accredited by the California Board of Registered Nursing began in 2005 and has graduated 167 students (Ref. 22). • The Vocational Nursing Program, initiated in 2000, is accredited by the California Board of Vocational Nursing/Psychiatric Technicians, and has graduated approximately 160 students (Ref. 23). • Other career programs include (Ref. 1): o Accounting
55 o Administration of Justice o Automotive Technology o Business Administration o Computer Information Systems o Child Development o Computer Programming o Culinary Arts (pending approval) o Fire Technology
Self Evaluation The most recent (2012) biannual survey of students shows that Copper Mountain College’s educational programs are responsive to the needs of its students. The survey offered responses of “strongly agree,” “agree,” “agree somewhat,” “ neutral,” “disagree,” “disagree somewhat,” or “strongly disagree.” 79% of students provided positive responses when asked about the quality of Copper Mountain College’s educational programs, and 86% of students gave positive responses about the quality of teaching in their major area. 72% of students gave affirmative responses when asked if they believe they will be prepared for transfer. 68% of students reported positive responses regarding satisfaction with academic advising from counselors. 61% reported satisfaction with tutorial services. When asked if they were satisfied with the overall quality of their academic experience at Copper Mountain College, 82% offered affirmative responses (Ref. 4). In the 2012 Employee Survey, over 80% of respondents reported that they strongly agree, agree, or agree somewhat that the College offers a range of programs sufficient for its diverse desert communities (Ref. 24). Student and employee responses from the 2012 surveys reinforce the contention that Copper Mountain College establishes student learning programs and services aligned with its student population, and that the College makes student learning its institutional priority. Actionable Improvement Plans Keeping in mind the College’s strong belief in student leaning as its top priority and in the process of continuous improvement, the Student Survey does demonstrate that there is room for improvement. For example, only half of the students provided a favorable response regarding the availability of information about job opportunities. The College will investigate the best way to collect and publicize information about employment opportunities.
I.A.2. The mission statement is approved by the governing board and published. I.A.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 In June of 2010, the Board of Trustees conducted a review of the College Mission Statement. There was some discussion about substituting the phrase “educational opportunities” for “educational leadership.” However, no action was taken at that time to amend the Mission Statement. In November of 2012, the Board of Trustees met in a special study session to again review the Mission Statement. Significant changes were considered and a new draft Mission Statement was written. The Board of Trustees, Academic Senate, and Classified representatives
56 are scheduled to meet in a joint session in January of 2013 for further discussion and recommendations on the Mission Statement (Ref. 25).
Self Evaluation The mission statement is regularly reviewed, approved by the Board of Trustees, and published. Actionable Improvement Plan None. I.A.4 The institution’s mission is central to institutional planning and decision-making. Descriptive Summary The College’s mission statement is central to both institutional planning and decision-making. Over the past four years, the College has focused renewed attention on its planning processes. Each of the plans ensures that the mission is tested and considered during planning development. The Strategic Plan and the Educational Master Plan begin with the College’s mission statement (Refs. 26, 27). Prior to 2008, each of the College’s planning documents was developed with the assistance of outside consultants. The planning documents and process that the College currently uses were developed internally, discussed by constituent groups, and approved by the College Council with full consideration given to the College’s mission (Refs. 5, 28, 29). Particular attention is given to the mission during the budget planning process. As significant resource constraints continue to emerge from the State, the mission is the first test in allocating resources. The final step in completing a program review involves completing the “Budget Enhancement Request Form” wherein the program area lists items where additional funding is necessary. For each request, the elements of the college mission that would be affected by the request must be selected (Ref. 30). In the 2012 Employee Survey, 76% of all employee groups gave positive responses to the assertion that the College evaluates how well it accomplishes its mission. More than 80% of respondents agreed that the College offers a range of programs sufficient for its diverse desert communities. 82% of employees reported that they strongly agree, agree or agree somewhat that the College Administration provides effective and efficient leadership and management that supports the college mission (Ref. 24). Self Evaluation Through its planning and decision-making processes, planning documents, and governance structures, the College maintains an ongoing dialogue and focus on the central role of mission of the College. The mission is the foundation document for all of the College’s planning processes.
Actionable Improvement Plan None.
57 I.B. Improving Institutional Effectiveness The institution demonstrates a conscious effort to produce and support student learning, measure 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 on-going and systematic evaluation and planning to refine its key processes and improve student learning. Copper Mountain College’s existing plans are an outcome of an ongoing and systematic evaluation and planning cycle designed to support and foster student learning. This is accomplished with the knowledge that its processes are subject to change in order to fully embrace the concept of continuous improvement. I.B.1 The institution maintains an ongoing, collegial, self-reflective dialogue about the continuous improvement of student learning and institutional processes. Descriptive Summary The College’s planning processes are designed with self-reflective dialogue in mind. Administrators, faculty, staff, and students engage in dialogue on many levels. In-depth dialogue occurs among the departments that are the most cognizant of specific conditions and needs, so that they can recommend changes that are necessary to enhance student learning. Targeted dialogue conducted by employees whose work-experience gives them special expertise also leads to recommendations about financial and administrative priorities that require institutional action. The assessments and program reviews for all courses and programs as well as results of group and constituency-based dialogue are accessible to any member of the college community. The administration regularly supports ongoing dialogue by setting aside time at All-Staff and flex events (Refs. 31, 32).
Student Learning The College’s planning process was fully developed and implemented by the time its mid-term report was submitted in March of 2010. Since then, Student Learning and Administrative Unit Outcomes have begun to transform how planning and decision- making takes place. In the fall of 2011, a campus-wide forum was held where outcomes from course, program, department, and institutional levels were reviewed and collectively synthesized. This forum was attended by all employees and resulted in the development of new priorities that led to amendments of the strategic plan (Refs. 33, 26). The SLOA Coordinator In the summer of 2012, the SLO Coordinator position was redesigned as the SLO Assessment Coordinator (SLOA). In this capacity, the position offers support to full- and part-time faculty as well as managers in designing assessment measures (Refs. 34, 35). The SLOA is responsible for assisting faculty and staff in the development, assessment, and revision of Student Learning and Administrative Unit Outcomes. The SLO Assessment Coordinator, Academic Senate, College Council, Flex and All Staff Day activities have been instrumental in facilitating dialogue about student learning (Refs. 36, 37, 38).
58 In addition to engaging in dialogue with individual faculty and managers, the SLOA Assessment Coordinator works with the Administration and the Academic Senate to conduct workshops and facilitate campus-wide outcomes forums (Ref. 39). The SLO Assessment Coordinator consults and collaborates with the Academic Affairs Council and the Academic Senate to explore the most appropriate venues and formats for assessment and dialogue (Ref. 40). The Curriculum Committee The Academic Senate is charged by California’s Code of Regulations to be the official body which advises and recommends action to the Board of Trustees (through the College’s participatory governance structure) in all curricular areas, including: course and program development, course and program modifications, student learning outcomes and their inclusion in course outlines of record. The Curriculum Committee, a standing committee of the Academic Senate, maintains primary responsibility for deliberating on curricular issues and making recommendations to the Senate. This body also recommends actions on prerequisites/co- requisites/advisories and other areas that directly impact student preparation, student learning, and student success. Regular dialogue concerning student learning is a continual and ongoing part of this committee’s work (Ref. 41).
College Council The CMC College Council serves as the College’s planning council and is comprised of representatives from each of the College’s constituency groups. The Council facilitates dialogue in response to student learning outcomes assessment. Learning outcomes data and issues that impact student learning and student success, policy and procedure review and budget development are topics discussed in the Council. The Copper Mountain College decision-making process is egalitarian in nature: all significant institutional decisions are made through recommendations to the College Council. Council decisions are consensus-based and made after input is received from each of the represented constituency groups (Ref. 42).
Academic Senate The Academic Senate is the official voice of the faculty on academic and professional matters not related to working conditions. It serves to deliberate and make recommendations to improve student success and academic professionalism. The Academic Senate culture is one that seeks answers to the question “What can we do better?” In fact, recent assessments of student learning have led the faculty to work toward standardizing certain course criteria; to seek broad-based training in how to best facilitate student learning; to dedicate Senate meeting time to specific student learning issues; to request expanded facilities to support supplemental learning; and to place greater insistence on prerequisite requirements based on the content, assignments, and outcomes of courses. The Senate standing committees reflect the level of importance that is placed on both dialogue and improvement of student learning. Among the many committees are: the Curriculum Committee which includes the Curriculum Technical Review Advisory Committee (CTRAC) and the sub-committees for the Library, Textbook Review, and Syllabus Review; Basic Skills Committee; Professional Standards and Ethics Committee; Academic Integrity Committee; Education Technology Committee (EdTech); and Minimum Qualification & Equivalency
59 Committee. The work of these committees is key to establishing and maintaining a level of quality instruction that promotes and ensures student learning (Ref. 43). The Career and Technical Education (CTE) programs have advisory committees that assist programs in meeting the needs of the community. The advisory committees serve to engage and serve as vital communication links between the College and businesses, industry, and the community. The committees’ discussions focus on maintaining relevant, rigorous, current, and quality course content in CTE programs (Ref. 44).
All newly hired faculty members are assigned faculty mentors intended to help them transition into the unique culture of the College. The program also provides a venue for the faculty member to learn the many processes of curriculum, institutional planning, student learning outcomes, and assessment, as well as the College mission.
Associated Student Government
The College seeks to enlist active student participation in all of its processes. The Associated Students of Copper Mountain College (ASCMC) is the official representative body for students at CMC. The ASCMC contributes to the participatory governance of the college and strives to provide students to serve on several of the colleges committees, including the election of the student trustee.
Until 2011, leadership of the ASCMC was provided by a faculty member who instructed a for- credit course, Principles of Student Leadership, in which students were required to enroll in order to belong to the ASCMC. Since the fall 2011 semester, the ASCMC is now led by a faculty advisor who provides leadership and oversight outside of the credit or instructional setting.
Development, Assessment and Dialogue
The College has engaged in dialogue involving student learning during All Staff Day and Flex activities, and in the Academic Senate. The SLO Assessment Coordinator arranges workshops and discussion groups at the department, division, program, college council, and campus level. At the Fall 2011 All Staff Day, there was an institution-wide dialogue on both SLO’s and AUO’s that resulted in four additional goals for the District’s adopted Strategic Plan. The result was an addendum to the 2012-2017 Strategic Plan (Refs. 45, 46).
These activities have evolved from SLO development for courses and programs into assessment of the College’s Institutional Student Learning Outcomes (Ref. 47).
Institutional Processes
The Program Review Process is described in the College’s Integrated Planning Guide as an annual review of academic and support programs. All departments and programs at Copper Mountain College evaluate their programs’ efficacy and efficiency, utilizing quantitative and qualitative measures (Refs. 5, 30, 48).
The College has actively pursued a comprehensive program review process since early 2006. Initial program reviews lacked qualitative and quantitative data and a systematic framework. However, by the end of 2009, every academic and support program had completed a program review and have updated them annually. Access to data has continually improved over the past five years as the College transitioned to the Datatel ERP system (Ref. 49).
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The Copper Mountain College Foundation offered to fund an institutional researcher position for the College. This position was first filled in January of 2010 with a full-time researcher who remained on staff for only one year. The position was rehired as a half-time position in July of 2012. The role of the institutional researcher is to support inquiry related to studying and improving student learning and to continue to strengthen the collaborative effort of developing and implementing comprehensive research and planning processes (Ref. 50).
The College currently maintains an inventory of annual program reviews that go back three years; these reviews serve as the basis for resource allocation, the Strategic Plan, and the Educational Master Plan. The College has developed, refined, and, most importantly, implemented a number of essential program review and planning process changes to ensure the effectiveness of fulfilling the College’s mission and student success (Ref. 51).
Self Evaluation
A strong commitment from the Board of Trustees, the administrative team, the faculty, the staff, and students to exchange ideas and maintain an environment of open and ongoing dialogue has become institutionalized. For example, four years ago, the Program Review Review Committee evaluated and updated forms to refine data gathered in the program review process. Since then, program review tools have been updated and vetted twice in response to user feedback and to improve the potential for institutional use of unit-based program review data. In the Academic Senate, the frequency of reflective dialogue on student learning has increased, and the Academic Senate has become the venue for discussion of ideas for refining the SLO assessment process.
One area for improvement is the need for stronger participation from student government in discussing student learning and institutional processes through active, committed participation on district committees. The current student government members are embracing this challenge (Ref. 52).
Actionable Improvement Plans
Explore ways to engage student government to develop the need and desire for strong student participation in all of the College planning process.
I.B.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 2006/7 – 2011/12 Strategic Plan contained five Strategic Goals:
1. Employ the ACCJC planning cycle model. 2. Improve communication both internally and externally. 3. Improve campus culture and climate. 4. Evaluate and strengthen resource development.
61 5. Expand opportunities to increase the leadership and participatory governance process.
During a 2010/11 review and update of the Strategic Plan, Goals 1,2,3, and 5 were assessed and identified as completed. Goal 4 was identified as incomplete and continuing (Ref. 53).
The College Council serves as the College’s Planning Council and sets as its highest priority the formulation of strategic initiatives and goals that support student success. The strategic initiatives and goals were initially developed from the outcome of program reviews and later an addendum was added as the result of a campus-wide SLO/AUO dialogue (Ref. 54).
The Strategic Initiatives and their measurable goals are:
1. Improve Student Success o Improve basic skills completion through sequential progressions to collegiate level course by 3% o Increase percentage of certificate and degree completers by 5% o Improve transfer completers by 5% o Improve annual persistence rate by 10% (2012-2017)
2. Expand and Diversify Financial Resources o Obtain federal grants representing no less than 3% of the annual unrestricted budget o Receive other grants representing no less than 1% of the annual unrestricted budget o Develop contract education programs with at least two new organizations o Increase other local revenues by 10%
3. Cultivate a flexible and responsive college culture o Increase the District’s reliance on renewable energy sources to at least 60% o To evaluate our responsiveness to meeting community needs, review and update 100% of current curriculum o Increase basin-wide participation in the bi-annual community survey to 1% of the District’s population o Every employee will have the opportunity to participate in at least one professional development activity beyond the current FLEX or All Staff Day activities o Increase the College’s engagement with the community by providing a community event that attracts 400 or more people to the campus at least once a year.
In addition to the measurable goals cited, the Strategic Plan details strategies designed to help achieve the goals. Altogether, there are thirteen goals and 51 strategies designed to help the College achieve its Strategic Initiatives (Ref. 26).
Quantitative and qualitative data will be used to ascertain the degree to which the college meets the goals outlined in the Strategic Plan. Strategic initiatives will be tracked and assessed through curriculum audits, student data reporting, analysis of financial data, annual College Council review of initiatives and activities, and qualitative surveys.
62 The College’s strategic initiatives and associated goals are published in the catalog, incorporated into an Integrated Planning Guide, and are displayed on the College’s website (Refs. 1, 5).
Self Evaluation
All college constituencies contribute to the development of plans and goals: each Board member, administrator, faculty member, and classified employee has had an opportunity to provide input on strategies for achieving established goals. The college actively pursues the achievement of its Strategic Initiatives and its articulated goals and regularly assesses progress toward achievement of those goals.
An area for improvement is the need to develop a process to track each of the measurable goals. Much of the documentation and measures are maintained across several departments and are not centralized.
Actionable Improvement Plan
Develop a process or mechanism to track progress on Strategic Initiative goals that is readily accessible to all employees, students, and the public.
I.B.3 The institution assesses progress toward achieving its stated goals and makes decisions regarding the improvements 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.
Descriptive Summary Through a broad-based and integrated planning process, the College assesses academic programs and support services on a continuous basis. Copper Mountain College has an annual integrated planning cycle that is grounded in student success at the program level. The cycle involves all appropriate constituencies and leads to resource allocation intended to maximize student success while maintaining the long-term fiscal viability of the District (Refs. 55, 56). Planning Copper Mountain College has an annual planning calendar that covers the integrated planning process. It ties the Mission, Educational Master Plan, Environmental Scans, Student Surveys, Employee Surveys, Strategic Planning, and Program Reviews to budget and resource allocation (Ref. 5). When fiscal resources are reduced or increased, program review data provides the basis for financial decisions. A recent example: Program reviews conducted by the Student Success Center and the Science Department resulted in an increase of hours (from 20 to 30) to the instructional assistant position in the Student Success Center, and an additional instructional assistant in the Science Department. Further, to address the need for tutoring revealed in several departments’ program reviews, additional general fund money was allocated to fund tutors in non-basic skills courses (Ref. 57). Program Review: Copper Mountain College’s approach to program review far exceeds the minimum requirements of Title 5. Each transfer, vocational, and supporting program goes through a program review annually (Ref. 5).
63 Instructional program reviews analyze student achievement and performance data as well as qualitative data that may influence student success. Student needs are identified by using data obtained from enrollment patterns; course schedules; delivery mode; and, in the case of vocational programs, advisory committee input and labor market information. Data such as student satisfaction surveys and records of usage help student support personnel to measure AUOs. The annual program review cycle is ongoing and continuous with four basic components of the cycle (Ref. 5): 1. Pre-Planning (Apr-May) 2. Planning and Goal Setting (Aug-Sep) 3. Resource Requests (Sep-Oct) 4. Assessment (Jan-Apr)
Student Success Data SLO Assessment: All AUOs and program-level SLOs are assessed at least once during each program review cycle. During every semester, at least one SLO is assessed for every course offered at the College. The outcomes from these assessments are incorporated into program reviews and are used to identify course, program, and student learning improvement opportunities (Ref. 58). Performance Data: Each semester, standardized student performance data by instructor and course is provided to all faculty. This information is used to identify variation in course success rates and to observe trends in student success and retention over time. It is incorporated into program review SWOT (Strength, Weaknesses, Opportunities, and Threats) analyses. Student Services and other support programs rely on student satisfaction (as measured in the student survey) and usage data to measure performance. This information, usually collected by tracking services, is included in their program reviews. Comparative data is also obtained through the Chancellor’s Office:
• Student Demographics.
• Success and retention rates for EOPS, ACCESS, CalWorks, and Financial Aid.
• Success and retention rates by mode of delivery, first-time status.
• Perkins Core Indicator Reports This data is used by support programs and services to evaluate their programs’ effectiveness and to develop plans and strategies to promote student learning (Ref. 59). In addition to the Advisory Committees for the vocational programs, a community survey is used to collect data on community needs and perceptions. The College has conducted three community surveys in the past four years, each resulting in greater participation, but far from the College’s goal of querying 1% of the service residents (Ref. 60). Educational Master Plan: The Educational Master Plan, driven by the College mission and program review, is the guiding document that gives the College direction for a five year period. It is developed by the Superintendent/President, the Vice Presidents, the Chief of Facilities, and Chief Business Officer, with input from the Technology Plan, Facilities Plan, and Strategic Plan. The most recent Educational Master Plan is a three-year plan instead of a five-year plan,
64 intended to more appropriately pace the due-dates of the college’s major planning documents. The next plan will resume the five-year cycle (Refs. 27, 61).
Self Evaluation
The ACCJC gave the College a recommendation related to this standard during the 2007 comprehensive visit. A follow-up visit by the ACCJC in 2008 continued the recommendation, but by the midterm visit of 2010, the ACCJC team found that the College had satisfactorily put in place effective planning processes. In keeping with the spirit of continuous improvement, the College continues to examine and make improvements in its planning processes. The most significant change is that planning is now fully integrated and is set on an annual cycle.
Actionable Improvement Plan
An area where improvement can be made is in meeting established timelines. While each of the steps has been followed in all of our planning processes, they are often not fully completed within the established timelines. Further, the complete understanding of institutional processes may not be consistent across all departments and thus may be improved.
I.B.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 As described in I.B.1, the College Council serves as the College’s primary planning group in the participatory governance process. The College Council ensures that the planning process offers opportunities for input by all College constituencies. The membership of the Council includes:
• Superintendent/President • VP for Student Services • VP for Academic Affairs • Chief Business Officer • Chief of Campus Facilities • Academic Senate President • Faculty Association President • Classified Senate President • Classified Association President • Confidential Employee Representative • Accreditation Liaison Officer • SLO/AUO Assessment Coordinator • Student Government Representative • Foundation Executive Director
While each plan moves through the College Council, resource allocation is further scrutinized by the Budget Advisory Committee that contains representation from each of the College constituencies (Refs. 62, 63, 64). The small size of the College allows for greater employee involvement than might be found at larger institutions. Employees who are not actively engaged in a committee are informed of planning and decision-making during Flex and All Staff Day Activities (Ref. 31).
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The College Council plays a critical role in ensuring that planning and resource allocation is integrated and promotes the improvement of institutional effectiveness. The Budget Planning and Resource Allocation Cycle includes a review of all submitted program reviews by Department leaders. Resource priorities are established by the vice-presidents, chiefs, and managers, who use a prioritizing matrix to weigh the requests and allocations based on the following criteria:
• Documented in program review • Supports Mission & Strategic Plan • External influences • Student Impact • Employee Impact • Cost • 50% Law • Budget impact
A recent example of the strategic planning process at Copper Mountain College occurred during the 2011-12 academic year. The College Council met in a half-day retreat format and drafted the Strategic Plan which was derived in part from the major themes identified in program reviews. The draft was taken back to the constituency groups by their representatives for further input, and finally was submitted to the Board of Trustees as information and discussion items at the January 12, 2012 board meeting. The board approved the plan at their February 9, 2012 meeting (Refs. 65, 66).
As an example of the input provided by College groups to the Strategic Plan: Between January and February 9, 2012, the draft plan was taken back to the constituency groups for additional feedback; it was presented at All Staff Day to solicit feedback from everyone in attendance. The results of these discussions were submitted to the Board of Trustees as an information and discussion item at their January 2012 meeting, and the Board voted to enact the new Strategic Plan on February 9, 2012 (Refs. 67, 68).
Self Evaluation
The planning process at the College, from program review to strategic planning, is broad-based, and provides for multiple levels and opportunities for input from every constituency group. Prioritization of college funds and initiatives depends upon assessments of program and student outcomes in the program reviews.
Actionable Improvement Plan
None.
I.B.5 The institution uses documented assessment results to communicate matters of quality assurance to appropriate constituencies.
Descriptive Summary
The College uses a number of formal and informal methods to access and report the results of quantitative and qualitative assessment.
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Student performance data in individual courses and disciplines as well as performance data segregated by delivery modality is collected and provided to all faculty. These performance measures are broadly shared across and within disciplines. Every faculty member has access to performance data of every course regardless of who taught the course. Faculty discuss the performance data informally with colleagues and in the Academic Senate (Refs. 11, 69).
The results of Student Learning and Administrative Unit Outcomes assessments are distilled at the constituent level and then shared with the entire institution through the College Council and then further discussed in all-staff forums.
The quality of transfer curriculum design is ensured through the articulation and curriculum review process. Any interested party has access to college articulation agreements through the website www.assist.org.
The student survey provides input from students on matters of quality in both instructional and student support functions, including:
• Access and quality of Library Services • Student access to faculty • Course rigor • Counselor and financial aid services • Availability of courses
These assessments are widely disseminated and reported out to the College Council, Academic and Classified Senates, the Board of Trustees, and directly shared with every employee (Refs. 70, 4).
Twice a year, the Superintendent/President reports on assessment results and the College’s progress in meeting its goals to the Board of Trustees. In addition, the Board of Trustees receives the Accountability Report for Community Colleges (Ref. 71).
The College complies with the Student Right-To-Know disclosure requirement by publishing information of completion and transfer rates. The College’s most recent Student Equity Plan can be found on the College’s web-site (Ref. 72).
The College uses a number of formal and informal methods to access and report the results of assessment. The College has recently begun to share information regarding performance rates of former students who have graduated or transferred with high school counselors, and this information is posted on the College’s website for potential students to review (Refs. 73, 6). The Superintendent/President regularly updates the community on the status of the College at Board of Trustees meetings, and at various foundation and organization gatherings.
Self Evaluation
Assessments of program quality are disseminated and discussed by appropriate constituent groups at the College. Some qualitative and quantitative information addressing institutional quality are available on the college website.
67 Actionable Improvement Plans
Until recently, most data were collected and reported from multiple offices, including the office of the Vice-President of Student Services, Management Information Systems Office, and individual members of a research committee. Currently, the research effort is focused on consolidating key institutional reporting. An anticipated outcome of this research consolidation will be commonly formatted and simplified information that is appropriate for regular public dissemination through the college website and community engagements.
I.B.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
The Educational Master Plan, Strategic Plan, Mission Statement, and Budget are systematically reviewed. The Self Evaluation process requires an annual review of each of these plans and significant updates or re-writing of the plan on a predetermined and recurring cycle (Ref. 5). When opportunities for improvement are identified and approved by the appropriate committee and constituencies, they are integrated into the appropriate plan on or before the established review dates.
The College’s integrated planning and resource allocation process is in its fourth year of practical application. Each year there have been improvements made in timing, documentation, and measuring its effectiveness. One of the most significant improvements that came from a review of the resource allocation process is how identified needs are ranked. While Program Reviews have become the standard in how resources needs are identified, the allocation process has evolved from simple subjective judgment by administrators to a more evaluative process. The process now makes resource priority decisions based on program review, internal and external influences, impact on student learning, impact on employees, and fit with strategic initiatives. Funding priorities are assessed against the criteria and ranked by priority and funded according to ranking (Ref. 56).
The College Council serves as the College’s planning council and it uses both formal and informal means to assure the effectiveness of its planning and resource allocation process. The College relies on its internal constituency groups and committees to provide ongoing feedback and evaluation of the planning process. The Academic Senate, Classified Senate, Managers, College Council, and Administration provide feedback on a continuous and ongoing basis.
Self Evaluation
The College makes use of the principles of participatory governance by ensuring broad institutional dialogue regarding institutional processes and student learning. Campus-wide dialogue and the opportunity for input take place at all-staff meetings, formal presentations to various committees, and Flex and All-Staff development days. Every employee has been provided with a planning guide to ensure the widest possible dissemination and transparency of the planning and resource allocation process (Ref. 5).
In addition to the systematic review of planning and processes, the District maintains an open mind to improvement ideas. As an example, the Academic Senate established a Distance
68 Education Committee that combined information from subject matter experts and data to recommend needed improvements for the online instructional program. While some of the recommendations were more strategic in nature, some were identified that could be immediately implemented; however, they had resource requirements that had not been identified in program reviews. This presented a rationale to review and consider modification of the College’s resource allocation process to provide for “out of cycle” or “opportunity” instances of resource allocation (Refs. 74, 75).
Actionable Improvement Plan
An area of improvement exists in exploring and potentially implementing a change to the resource allocation process to improve the College’s ability to fund unforeseen or opportunistic expenditures that do not meet the definition of an “emergency” expenditure currently outlined in the budget allocation process.
I.B.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
Continuous improvement of institutional planning processes is the norm for Copper Mountain College. The institutional planning mechanism is assessed in three ways: First, the regularly- scheduled planning reviews as outlined in the planning document serve to guide the institution to systematically consider revisions to processes based on their effectiveness. The evaluation of the planning process takes place through College Council members collecting feedback and bringing revisions to and from their respective constituent groups. Further, the Employee Survey solicits feedback on planning in a confidential manner that either reinforces the feedback received in the formal process, or highlights potential areas of improvement. Relevant questions on the bi- annual Employee Survey include (Ref. 24):
• The college has clearly defined processes for reviewing all of its educational programs
• The Administration provides effective leadership to define goals, develop plans, and establish priorities for the institution
• The institution clearly states learning outcomes/objectives for its instructional support programs
• College guidelines and processes for financial planning and budget development are clearly defined and followed
• The Administration supports and uses a decision-making process that involves the persons who will be affected • The college budget reflects college priorities and planning goals
• The Administration provides effective and efficient leadership and management that supports the college’s mission
• I have had sufficient opportunity to participate in the planning process at CMC
69 • CMC provides sufficient resources to conduct effective institutional research and program evaluation studies
• My supervisor is responsive to and assists in the implementation of my program goals
Given the climate of continuous improvement, the desire and necessity to update processes often precedes the established review date in the planning guide. For this purpose, and to ensure that a climate of continuous improvement is encouraged, the College has convened an ad hoc review and planning group that was called the Program Review Review Committee. The committee has developed better program review tools to inform institutional decision-making; mapped SWOT analysis elements to student support and administrative areas; and tied resource allocation requests to a data-driven, program-level SWOT analysis.
The goals of the Program Reviews and the SLO and AUO assessment process are to ensure the effectiveness of the College’s educational programs, student support services, and administrative services, as well to ensure the effective and efficient use of resources. All programs and academic units at Copper Mountain College engage these review and assessment processes. The College Council ensures that these processes are effective and adhered to by reviewing all assessment forms and directing Council members to gather input from their constituent groups (Refs. 30, 48).
The effectiveness of the program review process for instruction and other learning support services is assessed through an ongoing dialogue between the College Council and the constituencies they represent, and through ad hoc meetings convened to review the program review process when concerns or specific needs arise (Ref. 76).
Copper Mountain College far exceeds the minimum of California’s Title 5 requirements for frequency of program reviews. The College currently requires an annual review of all programs whether vocational, transfer, or support.
Staff who conduct program reviews use both internal and external data and reports. In addition, each instructional program completes program-level SLOs, and each administrative and student support function completes AUOs annually. The annual reviews are part of the program review cycle and are utilized to improve instruction, support, and services provided to students.
Self Evaluation
A continuous improvement of planning processes defines much of the work that has taken place at Copper Mountain College over the last six years. The adoption of the annual review of all instructional and support programs is an outcome of process improvement to make program review more effective.
Actionable Improvement Plan
None.
70 STANDARD I REFERENCES
Ref. 1: Copper Mountain College (CMC) Catalog
Ref. 2: CMC Spring 2013 Schedule of Classes
Ref. 3: Laminated Mission Statement Card
Ref. 4: 2012 Student Survey
Ref. 5: Institutional Planning Guide
Ref. 6: Copper Mountain College Website
Ref. 7: PCAH
Ref. 8: Basic Skills Committee minutes
Ref. 9: Memorandum of Understanding with Adult Literacy Coalition
Ref. 10: Floor Plan of Re-modeled Library
Ref. 11: Student Performance Data Reports
Ref. 12: Contracts for MathZone and MyMathLab
Ref. 13: Curriculum Committee minutes
Ref. 14: ASSIST articulation information
Ref. 15: Transfer Center flyer
Ref. 16: Course Outlines of Record
Ref. 17: General Education Philosophy Statement
Ref. 18: CTRAC minutes
Ref. 19: Curriculum Committee minutes
Ref. 20: Academic Senate Packets
Ref. 21: Advisory Committee minutes
Ref. 22: RN Accreditation Certificate
Ref. 23: VN Accreditation Certificate
Ref. 24: 2012 Employee Survey
Ref. 25: Board of Trustees minutes
71 Ref. 26: Strategic Plan
Ref. 27: Educational Master Plan
Ref. 28: Participatory Governance Document
Ref. 29: College Council minutes
Ref. 30: Program Review forms
Ref. 31: All-Staff and Flex flyers
Ref. 32: All-Subscriber Academic Senate packets
Ref. 33: 2007-11 Strategic Plan
Ref. 34: Academic Senate packets
Ref. 35: E-mails
Ref. 36: Flex documents
Ref. 37: College Council minutes
Ref. 38: Academic Senate minutes
Ref. 39: Flex and Staff Day agendas
Ref. 40: Academic Senate minutes and e-mails
Ref. 41: Curriculum Committee minutes
Ref. 42: College Council minutes
Ref. 43: Academic Senate packet and minutes
Ref. 44: CTE & Advisory minutes
Ref. 45: Agenda from All-Staff Day Spring 2012
Ref. 46: Addendum to Strategic Plan
Ref. 47: Recommendations on SLO and AUP Assessments: October 2012
Ref. 48: AUO Assessment Report Forms
Ref. 49: Program Review Samples
Ref. 50: Institutional Researcher job description
Ref. 51: Program Review REVIEW minutes
Ref. 52: Minutes from 10/26/12 College Council meeting
72 Ref. 53: College Council minutes
Ref. 54: All Staff Day Agenda
Ref. 55: Budget Post-It sheets
Ref. 56: Budget Allocation Matrix
Ref. 57: Budget Advisory Committee (BAC) minutes
Ref. 58: Program Reviews
Ref. 59: Instructional and Student Services Program Reviews
Ref. 60: Community Survey Reports
Ref. 61: College Council minutes
Ref. 62: Planning documents
Ref. 63: BAC minutes
Ref. 64: Academic Senate minutes
Ref. 65: Board of Trustees minutes from 1/12/12
Ref. 66: Board of Trustees minutes from 2/9/12
Ref. 67: All-Staff Day flyer
Ref. 68: Board of Trustees minutes
Ref. 69: Academic Senate minutes
Ref. 70: Student Survey E-mail
Ref. 71: Board of Trustees minutes
Ref. 72: Student Equity Plan
Ref. 73: ARCC Report
Ref. 74: Distance Education Committee request
Ref. 75: BAC minutes
Ref. 76: College Council minutes
73
Standard IIA: Student Learning Programs And Services The institution offers high-quality instructional programs, student support services, and library and learning support services that facilitate and demonstrate the achievement of stated student learning outcomes. The institution provides an environment that supports learning, enhances student understanding and appreciation of diversity, and encourages personal and civic responsibility as well as intellectual, aesthetic, and personal development for all for its students.
2012 National’s Speech and Debate Team
II.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. II.A.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 Copper Mountain College offers a comprehensive curriculum with 34 associate degrees and 16 certificates in an effort to meet the needs of students and the community (Ref. 1, p. 40).
74 All instructional courses and programs at the College are approved by the curriculum approval process (Ref. 2). The curriculum approval process determines whether the course or program meets the College’s mission and the rigor of a college level course. The College has an established annual program review cycle where faculty review courses and programs for currency and transfer institution or workforce needs every year and make revisions, as necessary. For transfer courses, the College Articulation Officer works with baccalaureate granting institutions to assure that these courses meet the requirements of transfer institutions. Vocational courses must be approved by the California Desert Regional Consortium prior to submission for approval to the California State Chancellor’s Office. Faculty adhere to the approved Course Outlines of Records (CORs) for the classes they teach. Courses taught online require prior approval through the Curriculum Committee approval process, utilizing a Distance Education Modality Form. Faculty must explain the purpose of the course being offered in Distance Education format and verify through written documentation (as well as the accompanying COR document) that the course’s rigor and content is essentially the same as the face-to-face traditional format. In addition, faculty must address any potential negative impact on the student’s articulation, graduation, transfer, or certificate. Faculty who seek approval to teach a course in the Distance Education format must include an explanation in the COR concerning the impact, if any, of offering this course in Distance Education format. The College also verifies that students and faculty have sufficient technological support from the College in order to effectively conduct the course in Distance Education modality. To address student achievement, the College compiles student retention and success data every semester. The data is shared with all faculty for program reviews (Refs. 3, 4). Regarding student learning, at least one course-level Student Learning Outcome (SLO) is assessed for each course taught every semester (Ref. 5). Through the curriculum approval process, student achievement data and SLO assessment results, the College confirms that instructional integrity is maintained for courses offered regardless of location or means of delivery. Self Evaluation At Copper Mountain College, course and program integrity is first assured through the curriculum approval process, and further through analysis of student retention, success and SLO assessment. Student success for a large portion of the student population can be identified in their ability to transfer coursework to four-year institutions. The Articulation officer and faculty involved with the Transfer Center directly support this mission objective and work to ensure the success of each individual student desiring to transfer. Faculty have created and incorporated degrees compliant with SB 1440 and aligned with approved Transfer Model Curriculum (TMC). Currently, two Associate of Arts for Transfer (AA-T) degrees have been approved in the areas of Communication Studies and Sociology (Ref. 1, pp. 40, 57, 76). In addition, an AA-T in Early Childhood Education (ECE) is undergoing the CCCCO approval process and additional AA –T and AS-T degrees are in the planning and curricular development stages. These degrees are vital to student transfer, since the CSU is experiencing budget cuts that have impacted its admissions policies for students seeking to enroll. Faculty have committed to work towards continual review and improvement of curricular elements to prioritize student completion and success.
75 Based on the 2012 student survey, 79% of the students provided a positive response regarding the questions “I am satisfied with the quality of academic programs at Copper Mountain College” (Ref. 6).
Actionable Improvement Plan None. II.A.1.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. Descriptive Summary Copper Mountain College evaluates incoming students’ preparedness through the Accuplacer assessment test and multiple measures. Following the requirement of Title 5 (55502) and College Board Policy 5050.4 (Ref. Doc.: the BP), the College uses multiple measures when assessing students to determine placement in courses (Ref. 7). The student background information used in multiple measures includes high school information, high school transcripts, other test scores, college transcripts, and student characteristics. Counselors apply multiple measures when evaluating students for placement, and use the measures as part of the matriculation process. Counselors also discuss multiple measures during weekly meetings to ensure consistency of application. The counseling staff has developed a form that is used to collect data as multiple measures are applied. The data is then entered into a spreadsheet and is evaluated at the end of the year. The purpose of the data collection is to validate the multiple measures that are used at CMC. There are no results from the data collection component because it has only recently been developed. Counselors have just started the data collection process and will evaluate the collected data at the end of the 2012-2013 academic year. The College actively manages availability of basic skills courses to meet the remedial education needs of students. Historical enrollment trends, along with matriculation and assessment information, are considered in scheduling high-demand basic skills courses in reading, writing, and math. The Vice President for Academic Affairs, Division Chairs, and discipline faculty work to maximize space available in these courses by scheduling a large number of sections and then evaluating enrollment trends to determine if more students can be accommodated by changing room assignments or adding a section of a course if possible. Success in these courses is evaluated by common SLO assessments, through program review, and tracking statistics required by the Basic Skills Initiative (BSI) grant and in the Accountability Reporting for Community Colleges (ARCC) report (Ref. 8). Faculty use ASSIST, an online student-transfer information system, to ensure the most accurate and up-to-date alignment of courses at the College for transfer to different California public colleges and universities. In the vocational education area, the College relies upon advisory committees to make sure that the course offerings meet community needs (Ref. 9). In Flex meetings, faculty receive training designed to enhance their knowledge of how to meet the needs of a diverse student population. For example, recent Flex activities featured a full day
76 On Course workshop to incorporate student-centered learning strategies where faculty encourage students to take ownership of their learning process (Ref. 10). Also, workshops on ACCESS and students from underprivileged backgrounds are presented to help faculty develop strategies to assist these students (Ref. 11). In consideration of students’ financial status, faculty adopt less expensive textbooks when possible. The College publishes a textbook list including the ISBN numbers on the College web site so that students have time to find the books through different sources (Ref. 12). In addition, the Library has copies of most textbooks used in the semester; non-credit developmental education classes provide all books free for students; and the College bookstore offers book rentals for financially-challenged students. Self Evaluation The College relies on research and analysis of data generated by student, employee and community surveys and the program review process to meet student needs and assess progress towards achieving student learning outcomes. Student retention, GPA and graduation data is shared with faculty every semester (Refs. 3, 4). Faculty use these data alongside other information gathered through communication with four-year institutions and from advisory committees to update programs. For example, due to low student interest reflected by low enrollment, and based on input from the advisory committee, our Computer Information Systems faculty consolidated the six certificates in Adobe, Dreamweaver and HTML to three certificates with more industry- oriented certificate titles: Graphic Design Technology, Photoshop with Animation and Web Design (Ref. 13). Another example is the development of the College’s newest program. College staff regularly meet with the Morongo Unified School District (MUSD) staff to coordinate career and technical education programs. Three years ago, MUSD built a teaching kitchen and was in the process of hiring an instructor. They wanted the College to develop a similar curriculum so students completing the program at the high school could go on to complete a Culinary Certificate since there were employment opportunities in the Morongo Basin and the Coachella Valley. This collaboration resulted in the development of the new Culinary Arts program at CMC (Ref. 14). Besides the college-wide assessment test, some programs have specific admission criteria. For example, Registered Nursing and Vocational Nursing programs have established admission procedures consistent with standards established by the California Board of Registered Nursing (BRN) and California Board of Vocational Nursing and Psychiatric Technicians, respectively (Ref. 15). To assure proper student preparation, students meet with program faculty and peers during a mandatory orientation (Ref. 16). English as a second language (ESL) and cultural diversity are identified and statistical data is collected. In the Vocational Nursing program, 46% of students in the class of 2013 have English as a second language (Ref. 17). In addition to college-level course offerings, the College offers five Noncredit Adult Education programs (Ref. 1, pp. 61-62). These programs have changed significantly since the 2007 Accreditation self-study. Four programs that operate on the College’s main campus are now housed under the new moniker of the Student Success Center (SSC), located in the College’s Bell Center. These four programs include High School Completion (HSC) program, GED Preparation program, a Refresher program, and English as a Second Language (ESL) program. The fifth program, a Military Academic Skills Program (MASP), is housed at the Twentynine Palms Air Ground Combat Center. Noncredit courses in the SSC are offered in an open- entry/open-exit format with faculty, tutors, an instructional assistant providing one-on-on instruction, small group instruction, and computer-assisted instruction. Overseeing all five
77 noncredit programs is the full-time Coordinator for Developmental Education. Four part-time MASP instructors teach ten cohorts throughout the academic year; each cohort enrolls in a four- week module (Ref. 18). MASP classes meet Monday through Friday; each day, students attend class for approximately 3 ½ hours instruction in math and 3 ½ hours instruction in English. Each academic year, approximately 250 students register for the MASP program. The College and the Morongo Unified School District (MUSD) have historically partnered in offering high school courses to adults in the community. Diplomas were issued by MUSD until 2009, when the Chancellor’s Office approved the College’s application to offer its own Adult High School Diploma. This, combined with the loss of our ability to offer the Official GED Test on campus, has resulted in a marked increase in graduates of the High School Program (Ref. 1, pp. 61-62). Although the College continues to offer preparation courses in the GED, students must travel to either Palm Desert or Beaumont, each approximately 100 miles round-trip, to take the GED test which is usually given over a three-day period. The new direction of the HSC program has allowed these students to matriculate more smoothly to credit courses at the College, which sometimes can simultaneously fulfill the requirements of their high school program. Comparing 2010 and 2012 student survey responses regarding the questions: “Course recommendations based on my assessment test results were appropriate”, 77% of students provided positive response in 2012 vs. 70% in 2010. This improvement is statistically significant. A possible reason for this improvement is that CMC faculty in the last two years have agreed upon assessing common SLOs for the same course offered in multiple sections during the semester. Awareness of course parity among these sections have been greatly increased because this was identified as a priority through the SLO assessment results discussion (Refs. 19, 6). Actionable Improvement Plan None. II.A.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 Faculty develop or update CORs to include appropriate instructional delivery methods such as lecture, lab, discussion, group exercise, problem-solving, peer review, and field observation. Decisions relating to which delivery methods to utilize are a result of the program review process, which considers student success, accessibility and the socioeconomic status of our students. These CORs are approved through the curriculum approval process which assures that the CORs have appropriate rigor and SLOs that meet transfer and vocational education requirements.
Self Evaluation To accommodate student needs based on their family status (such as child care and military status), transportation accessibility, and input from advisory committees when applicable, faculty offer some courses in online or hybrid mode. For courses to be offered in online or hybrid modes, faculty must obtain prior approval through the curriculum approval process. The review process ensures that courses delivered in online or hybrid modes have essentially the same content and rigor as courses in the face-to-face traditional format. In addition, the CSU articulation requirement is reviewed to ensure that the online or hybrid delivery mode does not
78 negatively impact transferability. For example, CSUs do not accept oral Speech courses offered online. The College ensures that courses with approved DE modality are offered both through the traditional face-to-face format and in the distance education mode, or alternating between traditional and distance education modes from semester to semester, such as ENG-001B (Composition and Literature). Another example of how college programs use data assessment to make decisions about course offerings is from the College’s Emergency Medical Technician (EMT) program. Upon successful completion of the program students are eligible to register for the National Registry Emergency Medical Technician (NREMT) certifying Examination. This program is approved by the San Bernardino County Emergency Medical Services and meets or exceeds all requirements as specified in the California Code of Regulations, Title 22, Chapter 5, section 9. The program includes 72 hours of theory, at least 38 hours of skills practice, and 70 hours of supervised clinical time. To accommodate student needs, the College offers the program in both the full 18- week semester and in the accelerated mode of a nine-week semester. The nine-week schedule was developed to meet military personnel needs due to their frequent off-site training and deployment schedule. The accelerated schedule started as a six-week schedule. However, annual program reviews revealed that student surveys and SLO assessment results suggested insufficient learning time. Thus, the accelerated schedule was modified to a nine-week format and this revision received positive feedback (Ref. 1). Actionable Improvement Plan None. II.A.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 Through the coordination of the Student Learning Outcome Assessment (SLOA) Coordinator and Division Chairs, course-level and program-level SLOs are developed for every course and program. Course-level SLOs are listed in the course outlines of record and faculty course syllabi (Ref. 20). Program SLOs are listed in the College Catalog. At least one course-level SLO is assessed for each course offered every term. Program-level SLOs and institutional SLOs are assessed every year (Ref. 5). Assessment results of course-level, program-level, and institutional SLOs are thoroughly discussed by faculty at department meetings, Academic Senate meetings, college-wide Flex Days, and College Council meetings (Refs. 21, 22). Based on these dialogues, common themes are identified, student learning gap analyses are performed, and action plans are developed to address identified student learning gaps. These action plans are integrated into the program review and institutional planning processes.
Self Evaluation SLO assessment is a clearly-stated faculty responsibility in the job description (Ref. 23). The College has established a process for assessment, developed improvement through an institutional dialogue, and implemented the priorities (Ref. 24). Program faculty analyze course-level and program-level SLO results and draft recommendations for improvement. This analysis is incorporated into program reviews. Recommendations
79 needing more broad-based involvement are forwarded to the Academic Senate for further discussion and recommendations. Once the Academic Senate reaches consensus, the analysis and recommendations are forwarded to College Council for distribution and discussion with constituent groups, including the Associated Students of Copper Mountain College (ASCMC). The discussion has culminated in an institutional dialogue at All Staff Day (Ref. 25). For example, gaps identified in the fall 2011 assessments included (Ref. 26):
• Critical thinking/problem solving – ability of students to apply course material to real-life situations • Writing skills • Personal responsibility/course expectations – students not understanding this • Consistency between same section of course
Plans developed through institutional dialogue to address these gaps are:
• Centralized tutoring area • Developing common grading rubrics • Increasing dialog between part-time and full-time faculty • Exploring a common class policy, such as acceptance of late work. Gaps identified in the spring and summer 2012 assessments included:
• Basic skills – students appear to not have the proper foundation
Plans developed to address gaps:
• Dedicated time to collaborate on curriculum updates and evaluate appropriate prerequisites
Based on the fall 2011 assessment results discussion, a Centralized Learning Center was proposed and identified as a high priority through the College planning process. The new Centralized Learning Center will pilot in the renovated library beginning in the spring 2013 semester (Ref. 27). Also, based on the fall 2011 assessment results discussion, more Flex day hours were identified as a high priority through the college planning process. Additional Flex days were added in the 2012-13 Academic Calendar, and more will be added to the 2013-14 Academic Calendar. Moreover, the Faculty Association and the College agreed upon additional Flex hours for part- time faculty (Refs. 28, 29). Courses that are offered in multiple sections during a semester (such as MATH-040, MATH- 050, MATH-057, ENG-050, and ENG-051), assess the same SLOs. For example, through SLO assessment results discussion, math faculty identified the sections demonstrating the best SLO results, and faculty who taught these sections were asked to share their practices in the department. All courses offered in the noncredit program have a course designation of Developmental Education, and faculty have developed three to five course SLOs for all noncredit courses offered at the College. These SLOs are clearly identified on their respective CORs as well as in the syllabus each student receives. This is an open-entry/open-exit program which allows students to complete their course and programs at various times during the semester. Since the fall 2011 semester, at least one SLO from each course has been assessed at the end of the term.
80 In addition, the SSC Coordinator for Developmental Education also assesses program SLOs each semester. Course SLOs are aligned with program SLOs, which in turn are linked to institutional SLOs. The data generated by these assessments are then used to make improvements in the individual courses and the programs as a whole. Comparing the 2010 and 2012 employee surveys regarding the question “The institution clearly states learning outcomes/objectives for its instructional support programs”, 95% of the staff provided positive responses in 2012 vs. 79% in 2010. This is a significant increase due to the ongoing SLO assessment dialogue (Refs. 30, 31). Actionable Improvement Plan Design a student survey question to ascertain student comprehension of course, program, and institutional level SLOs. II.A.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. Descriptive Summary Copper Mountain College assures the quality of credit and non-credit instructional courses and programs through its curriculum approval process. Faculty develop, or update, CORs and programs which are then submitted to the College Curriculum Committee for review. The College Curriculum Committee has a two-step review process: first, the Curriculum Technical Review Advisory Committee (CTRAC), a subcommittee of the College Curriculum Committee works with faculty in the preparatory stage to make sure that the content and format of the COR meet the institutional standards. Secondly, the full Curriculum Committee reviews the COR. Upon approval by the Curriculum Committee, the COR is then presented to the Academic Senate and the District Board of Trustees for approval; it is then submitted to the California State Chancellor’s Office for approval. The College Curriculum Committee members regularly refer to Title 5 and Education Code mandates (Ref. 2). In addition to course content, pre-requisites, co-requisites, and distance education modalities are reviewed and approved through the curriculum approval process. The College assures instructional improvement through SLO assessment, dialogue, and planning. Course-level SLO assessment and dialogue occur every semester; program-level SLO assessment and dialogue take place every year. Through department and college-wide discussions of SLO assessment results, student learning gaps and strategies for closing the gaps are identified. Action plans are developed based on these strategies and then are integrated into the annual program review and institutional planning processes. Self Evaluation The College has a faculty-driven process for curriculum approval and regularly assesses and conducts dialogue about SLOs to assure the quality and improvement of courses and programs. Transfer and general education courses are scheduled to be reviewed at least once every six years, and vocational education courses at least once every two years to assure the currency of the courses. New courses are developed and unnecessary courses are deactivated as needed.
81 In addition, Registered Nursing and Vocational Nursing programs meet the standards set by California Board of Registered Nursing (BRN) and California Board of Vocational Nursing and Psychiatric Technicians for currency and continuous improvement.
Actionable Improvement Plan None. II.A.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 Copper Mountain College has established procedures for course and program design, and includes SLO identification as part of the program review. In the initial stage, faculty initiate course and program design with the involvement of CTRAC, Curriculum Committee, Academic Senate, and coordination and direction from the Vice President for Academic Affairs. SLOs for courses and programs are identified during the course and program design process. The proposed courses and programs are subsequently refined by CTRAC and approved by the Curriculum Committee and the Academic Senate. Courses in the various delivery modes are scheduled through the coordination, direction and oversight of the Vice President for Academic Affairs, with direct faculty involvement by Division Chairs, and discipline faculty through both program review and department meetings. Courses and programs are evaluated through the SLO assessment and program review process. Each year faculty utilize program reviews to evaluate courses and programs; a vital component of these programs reviews are the course-level SLO and program-level SLO (PSLO) assessments. Faculty conduct course-level SLO assessment every semester and program-level SLO assessment every year. The assessment results are discussed at department, Academic Senate, and Flex day meetings to identify common themes, perform gap analysis and develop action plans to improve student learning. SLO assessment results and action plans are included in the program reviews and integrated with planning and resource allocation (Refs. 32, 33). Self Evaluation Faculty play a central role in the process of establishing quality and improving instructional programs. To support SLO assessment dialogue, the College designates Flex day time on such activities. The course-level and program-level SLO assessment results, and the student performance gaps and action plans developed to address these gaps, are included in the annual program reviews, which also includes student retention and success, review of student survey data, a SWOT (Strengths, Weaknesses, Opportunities, and Threats) analysis, and requests for budget augmentations (Ref. 34). The program reviews are integrated in college planning and resource allocation to support action plans developed to improve student learning (Ref. 35). In addition to PSLO assessment, terminal program outcomes such as licensure, employment rates, and continuing education rates are analyzed annually (Ref. 36).
82 Actionable Improvement Plan None. 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 Faculty develop and update courses and programs offered at the College. Appropriate SLOs and assessment are included in the curriculum approval process. For vocational programs, advisory committees are used to ensure that student learning outcomes meet the needs of employers (Ref. 9). Course SLOs are assessed every semester and PSLOs are assessed every year. For vocational programs, student competency levels are further measured by licensure test. The SLO assessment results and licensure test results are included in annual program reviews.
Self Evaluation The College relies upon faculty expertise in reviewing, developing, and revising courses and programs. Faculty also have the central role in the curriculum approval process to ensure that courses and programs offered at the College meet academic rigor and the needs of baccalaureate institutions and employers. Since 2009, 263 Course Outlines of Record have gone through the curriculum process. All vocational programs have advisory committees that hold annual meetings. Advisory committee members represent regional business, organizations, government, and school districts. Dialogue during the meetings helps faculty identify student learning needs and the anticipated needs of employers in the community (Ref. 9). For example, the CMC Registered Nursing program amended and implemented policies when recommendations were given to the program during the Annual Health Sciences Advisory Committee Meetings (Ref. 37). The Nursing staff met its clinical affiliates (where CMC students apply for jobs), and with representatives from California State University – San Bernardino (CSUSB). The CMC Nursing staff learned that the minimum GPA for admission to the graduate nursing program known as the Versant Program is 3.0 at John F. Kennedy Memorial Hospital in Indio; however, the minimum GPA for the Versant Program at Desert Regional Medical Center is 3.5. Based on information provided by the advisory committee, the CMC RN program adjusted its requirement from 3.5 to 3.0. Further, the minimum requirement for the RN to BSN Bridge Program at CSUSB is a GPA of 3.0 or greater. Based on these requirements, the CMC RN Program requires students to have a GPA of 3.0 (Ref. 38). Actionable Improvement Plan None.
83 II.A.2.c. High-quality instruction and appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning characterize all programs. Descriptive Summary Faculty at the College deliver courses based on approved CORs, which are scrutinized by the curriculum approval process, the California Chancellor’s Office, and through the articulation process for breadth, depth and rigor. The sequencing of the courses in the program, often related to prerequisites and co-requisites, is scrutinized through the same curriculum approval process. Working with faculty, the Academic Affairs office posts the two-year course rotation cycle on the college web site based on the approved program course list and sequencing. The two-year rotation cycle is used to develop the Schedule of Classes; counselors refer to the two-year cycle to help students develop their Student Educational Plans (Ref. 39). Counselors are also included in the scheduling dialogue. For courses counting towards degrees with extremely low enrollments, independent study options are offered on a limited basis if required courses are cancelled. Self Evaluation Faculty review the course sequence annually. Division Chairs work with faculty to develop the two-year rotation cycle, which ensures students complete degree programs in two years provided that they enroll full-time and start in college-level coursework when they first come to the College. For vocational programs, the goal is to offer theoretical instruction, followed by practical application to ensure academic rigor. According to the 2012 student survey, 81% of students responded that “I am satisfied with my academic experience at Copper Mountain College;” 86% responded that “The faculty in my major area exhibit quality teaching;” 85% responded that “The faculty in my major area have high standards of student learning;” 81% responded that “I am satisfied with the quality of courses in my major area;” 80% responded that “I am satisfied with academic advising from an instructor;” 80% responded that “My classes are challenging;” and 79% said that “I am satisfied with the quality of academic programs at Copper Mountain College” (Ref. 6).
Actionable Improvement Plan None. II.A.2.d. The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students. Descriptive Summary Copper Mountain College uses a variety of delivery modes to meet the needs of its students. In addition to the traditional on-campus, full semester length classes, the College provides short- term, online, and hybrid classes to meet its students’ needs (Ref. 27, p. 4).
84 Faculty at the College use different teaching methodologies, including lecturing, labs, field observations, group projects, and debates. To respond more effectively to the diverse learning styles of CMC students, faculty at the College have attended national conferences and held workshops during Flex days to learn different teaching methodologies and bring them to the College (Ref. 40).
Self Evaluation Faculty learn different teaching methodologies through various Flex Day sessions, workshops, and national conferences, then implement these strategies in their classroom instruction. For example, the most recent strategy introduced was On Course, a student-centered learning strategy where students are empowered to take ownership of their learning process. Sympodiums were introduced to our classrooms to provide a more interactive learning experience to students. The SSC adoption of GradPoint virtual curriculum appeals to visual, kinesthetic, and auditory learners, while also meeting CCSS and California standards. In addition, there were Flex activities on studying the different learning styles of students and supporting students with disabilities (Ref. 41). Considering issues such as student transportation difficulties, military deployments, child care, and students with disabilities, a number of courses were approved to be offered online or in hybrid mode. However, several factors impede the College’s ability to effectively offer a robust complement of DE courses. These include the College’s technological inability to currently provide online registration; limited online student services such as counseling and financial aid assistance; inadequate Internet access in the College’s surrounding region; and CSUSB’s disapproval of articulation for courses offered through the DE mode. These factors have led faculty at the College to proceed slowly and cautiously in approving courses offered in the distance education mode. However, when there is adequate evidence supporting the development of distance education offerings, the College does not hesitate to take it on. For example, through advisory committee recommendations and faculty input from the Fire Technology area, the need for online instruction was clear: on-duty personnel training needs necessitated the adoption of the distance education modality. The DE courses went through the curriculum approval process to ensure that the courses offered met the rigor and student learning outcomes of the face-to-face course (Ref. 42). As shown in the table on the next page, the College has comparable student retention and success rates for students enrolling in the traditional face-to-face credit classes vs. the distance education classes (which include both online and hybrid):
85 Retention (%) Success (%)
Face-to-face Distance Face-to-face Distance education education
Fall 2008 81 76 70 53
Spring 2009 78 77 67 59
Fall 2009 87 81 70 60
Spring 2010 85 84 68 68
Fall 2010 86 85 70 64
Spring 2011 84 83 67 67
Fall 2011 87 83 70 63
Spring 2012 86 83 67 63
Actionable Improvement Plan None. II.A.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 Copper Mountain College evaluates all courses and programs through curriculum approval processes. The College is scheduled to review CORs for general and transfer education courses every six years and vocational CORs every two years (Ref. 43). Since 2008, the College has established the annual program review process to evaluate all programs and develop plans for improvement. Through SWOT analysis, the program reviews consider student success data, SLO assessment, and advisory committee input for vocational programs. The program review results are integrated into college planning and resource allocation in order to improve program outcomes (Ref. 35).
Self Evaluation Due to the large number of CORs (over 720) and the historical lagging in updating CORs, it has been a challenge meeting the schedule to review general and transfer education courses every six years and vocational courses every two years. However, the College has made significant progress updating CORs; in the last two years faculty have revised: ● 56 CORs in 2009-10 ● 75 CORs in 2010-11 ● 88 CORs in 2011-12
86 In addition, faculty have deactivated courses to maintain the curriculum inventory that best meet CMC student needs: ● 24 courses in 2009-10 ● 53 courses in 2010-11 ● 155 courses in 2011-12 The College is confident that its course revision schedule will be achieved within the next two years (Ref. 44). In addition to the College curriculum approval process, the vocational nursing program also reviews NCLEX passing rates on an annual basis (Ref. 45). The program review results are integrated into planning and resource allocation. For example, due to increased laboratory space, class offerings, and student enrollment, the Science program has identified the need for a second instructional assistant. The identified need was recognized as a priority through the planning and resource allocation process, and was ultimately funded.
Actionable Improvement Plan Continue to update CORs. II.A.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 Copper Mountain College has developed course, program and institutional level SLOs. Course SLOs are assessed every semester program and institutional SLOs are assessed every year. SLO assessment results are discussed at department and constituency groups, college Flex days, and College Council meetings (Ref. 46). The SLO assessment results are included in the annual program reviews and then integrated into planning and resource allocation so as to improve the outcomes. SLO assessment results and analyses are available in the CMC forms on SAN.
Self Evaluation The College has ongoing SLO assessment and results discussions. SLO assessment results are discussed at department, Academic Senate, Classified Senate, Flex Days, College Council, and Board of Trustees meetings (Ref. 47). The SLO assessment results and department-level dialogue on recommendations are included in the annual program reviews (Ref. 48). These program reviews are used to guide strategic planning and resource allocation. All of the information mentioned above is easily accessible by the constituency groups through the College Council.
87 Actionable Improvement Plan Identify different venues to publicize SLO assessment information. II.A.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 The College does not have departmental examinations. Self Evaluation None.
Actionable Improvement Plan None. 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. Descriptive Summary Copper Mountain College offers courses approved by the curriculum approval process and the California Chancellor’ Office. Each course includes approved course content, SLOs, and unit value, which is defined based on the Carnegie unit definition (Ref. 1, p. 31). The College’s Adult High School Completion program also offers courses approved through the curriculum approval process and aligned with the State of California Department of Education standards, as well as the Common Core State Standards that have thus far been adopted by 45 states, including California. Faculty teaching courses at the College agree to conform with the approved content, student learning outcomes, grading policy, and other college policies. Every semester, division chairs email the most up-to-date CORs to faculty to ensure consistency in curriculum coverage (Ref. 49).
Self Evaluation The College has a process to ensure that credit is appropriately awarded, based on the achievement of student learning outcomes; credits earned align with accepted higher education norms. In addition, courses approved at the College are aligned with California State University, University of California, specific area accreditation agency requirements and industry standards, to ensure the quality and rigor of course offerings. Actionable Improvement Plan None. II.A.2.i. The institution awards degrees and certificates based on student achievement of a program’s stated learning outcomes.
88 Descriptive Summary Copper Mountain College provides clear information regarding program completion in the College Catalog. Counselors work with students to develop Student Educational Plans based on the program information. The College awards degrees and certificates to students successfully completing the program requirements as listed in the College Catalog (Refs. 1, 50). Each course in the program has SLOs listed in the course syllabus and COR. Each program has program SLOs listed in the Catalog. Course SLOs and program SLOs are assessed every semester and every year, respectively, to assure the instructional quality of the programs. Self Evaluation The College has SLOs at the course, program, and institutional levels. Course-level SLOs are linked to program-level SLOs, which are linked to institutional SLOs. These links ensure that students completing degrees and certificates at the College meet proper rigor and learning outcomes (Ref. 8). Because course level SLOs are linked to program level SLOs, degrees awarded by the College reflect students’ achievement of program-level SLOs. Surveys of graduates, the student survey, and program-level SLO assessments provide data verifying that students are achieving program- level SLOs. (Ref. 51) Annual program reviews report on student outcome achievement at the course and program levels, and provide completion and persistence rates. The goal of program learning outcome assessment is to maintain the quality of degrees and certificates awarded by the College. According to the 2012 student survey, 81% of students responded that “I am satisfied with my academic experience at Copper Mountain College;” 81% responded that “I am satisfied with the quality of courses in my major area;” 72% responded that “I believe I will be academically prepared for transfer to a four-year university;” and 79% responded that “I am satisfied with the quality of academic programs at Copper Mountain College” (Ref. 6).
Actionable Improvement Plan None. II.A.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: Descriptive Summary Copper Mountain College faculty developed the general education philosophy which was approved by the curriculum process in order to guide course placement in the General Education requirement. The general education philosophy states: “General education courses prepare students to understand and deal constructively with the diversity of the contemporary world. Students are exposed to ideas and knowledge leading to an expanded capacity for cultural and global awareness and sensitivity. General education should develop lifelong competencies in critical and creative thinking, written and oral communication,
89 ethics, information competency, quantitative and scientific reasoning, personal development, and problem solving. To reflect CMC’s institutional student learning outcomes (SLOs), every General Education course: • Stimulates students to think critically. • Fosters the ability to think and to communicate clearly and effectively both orally and in writing. • Teaches students how to assess information in the discipline. • Helps students achieve insights into ethical problems and develop the capacity for responsible decision making. • Includes diverse perspectives and contributions in the disciplines. • Includes the scope of the established body of knowledge within the discipline as well as knowledge shared between disciplines. • Teaches skills and attitudes that will help students live healthier and more productive lives” (Ref. 1, p. 6). In order for a course to be included in the General Education pattern, faculty must propose inclusion in the COR, and the course’s status must be separately approved through the curriculum approval process. The curriculum approval process uses the general education philosophy as a guide to scrutinize general education eligibility. Courses chosen to be part of the general education requirements are listed in the College Catalog. The College Catalog also includes general education program-level SLOs developed by faculty and approved by the curriculum process.
Self Evaluation The College requires all associate degree programs to have a general education component. The College’s general education philosophy and SLOs are approved by the College Curriculum Committee, Academic Senate, and District Board of Trustees. The general education philosophy and SLOs are easily accessible through the College Catalog which is posted on the College website. In addition, the institutional SLOs incorporated into the general education philosophy statement reflect the College’s desire to produce well-rounded students ready to meet their transfer challenges and to acquire the skills needed to successfully navigate the workforce. Actionable Improvement Plan None. II.A.3.a. An understanding of the basic content and methodology of the major area of knowledge: areas include the humanities and fine arts, the natural sciences, and the social sciences. Descriptive Summary Copper Mountain College’s general education philosophy states that general education courses “stimulate students to think critically,” “teach students how to assess information in the discipline,” “helps students achieve insights into ethical problems and develop the capacity for
90 responsible decision making,” and “include diverse perspectives and contributions in the disciplines” (Ref. 1, p. 6). The general education pattern lists natural sciences, social and behavioral sciences, and arts and humanities as required areas in which students have to complete at least three units in each area (Ref. 1, p. 44). Self Evaluation The College is firmly committed to the value of a general education component in all academic programs, regardless of whether students aim to transfer for baccalaureate degrees or obtain vocational degrees. The most recent Student Survey indicates that CMC students are satisfied with the quality of the general education course offerings: questions 86-105 query students on their satisfaction with specific courses of study outside of their major areas, and with very few exceptions, the positive ratings are well above 50% (Ref. 6, questions 86-105).
Actionable Improvement Plan None. II.A.3.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. Descriptive Summary Copper Mountain College faculty and staff developed institutional core competencies approved by all constituency groups in 2006. Faculty revised these core competencies and redesigned them to be institutional SLOs. The institutional SLOs reflect the College’s general education philosophy. (Ref. 52) The institutional SLOs are (Ref. 1, p. 6) : Communication Skills
• Express ideas and information effectively. • Demonstrate effective listening skills. • Utilize persuasive skills in both written and oral forms.
Critical Thinking Skills • Analyze problems and conceptualize theses. • Develop arguments, weigh evidence, and derive conclusions. • Use inductive, deductive, and recursive reasoning and methodological processes. • Differentiate facts from opinions.
Ethics
• Demonstrate respect, integrity, and tolerance. • Practice fair treatment, civility, and commitment to civic engagement. • Exhibit responsibility for oneself, the community, and the environment.
91 Personal Development
• Recognize personal strengths and weaknesses and embrace a lifelong learning process that perpetuates personal growth. • Demonstrate cooperation, tolerance, flexibility, and curiosity. • Cultivate an awareness and appreciation for diversity. • Demonstrate leadership skills.
Information Competency
• Demonstrate proficiency in the use of technology. • Utilize appropriate skills to locate and evaluate information. • Apply research and writing methodologies to information.
Self Evaluation The College has a general education philosophy and institutional SLOs including oral and written communication, information competency, computer literacy, scientific and quantitative reasoning, critical thinking, and the ability to acquire knowledge through a variety of means. The curriculum approval process assures that courses chosen to be part of the general education requirements meet the general education philosophy and institutional SLOs. Institutional SLOs are assessed every year. The College conducts an indirect assessment of Institutional SLOs. A total of 19 questions are embedded in the Student Survey to solicit student opinion on their own achievement of institutional student learning outcomes. Student responses are then broken down by the number of units completed, as stated by students in the survey. Positive responses to relevant questions increase with the number of units completed, indicating that CMC students perceive that they are acquiring productive skills in their coursework. A sample of questions relating to written communication, information competency, computer literacy, and critical thinking follow (Ref. 6).
92
Actionable Improvement Plan None.
93 II.A.3.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. Descriptive Summary Copper Mountain College’s general education philosophy states that “General education courses prepare students to understand and deal constructively with the diversity of the contemporary world. Students are exposed to ideas and knowledge leading to an expanded capacity for cultural and global awareness and sensitivity. General education should develop lifelong competencies in critical and creative thinking, written and oral communication, ethics, information competency, quantitative and scientific reasoning, personal development, and problem solving” (Ref. 1, p. 6). The biennial student survey contains questions assessing student perceptions on growth in areas relating to ethics and citizenship. The results show increasingly positive responses as the units completed by students increase (Ref. 6).
94
Self Evaluation The College has a general education philosophy and institutional SLOs including ethics, civility, interpersonal skills, cultural diversity, and sensitivity. While no single course includes all of these components, students acquire these competencies by taking a combination of courses. The Student Survey cited above in the Descriptive Summary indicates that students are indeed attaining confidence in these areas. Actionable Improvement Plan 1. The College plans to establish a student center to foster cultural diversity and sensitivity. 2. Work with the Academic Senate to better incorporate personal growth and development into the curriculum. II.A.4. All degree programs include focused study in at least one area of inquiry or in an established interdisciplinary core. Descriptive Summary Copper Mountain College has a number of degree programs designed to prepare students for transfer to a university or immediate employment. All degree programs at the College focus in at least one area of inquiry or an established interdisciplinary core. The College’s curriculum approval process ensures that the proposed programs meet the requirements set by the California Chancellor’s Office Program and Course Approval Handbook (Ref. 53). Self Evaluation All associate degrees for transfer include the general education course requirement and at least 18 units of courses in the area of inquiry or an established interdisciplinary core. Besides the curriculum approval process, general education SLOs and program-specific SLOs assure adequate coverage of the program of study. To support the assertion that programs are focused in appropriate areas of study, student responses in the biennial student survey show that students feel they have gained understanding in their major fields of study (Ref. 6):
95 Actionable Improvement Plan None. 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 Copper Mountain College offers a number of vocational and occupational certificates and degrees. According to the keynote speech “California Community College Career Technical Education and the Student Success Agenda” by Dr. Nancy Shulock, delivered at the California Community College Occupational Educators Association Spring Conference on March 21, 2012, California Community College Career Technical Education enrollments and completions are highly concentrated in a few fields. Copper Mountain College offers all of the top eight programs mentioned in her presentation: Nursing, Child Development, Administration of Justice (Criminal Justice), Fire Technology, Business Administration, Accounting, Automotive Technology, and Computer Information Systems. The competency of these programs is assured through each program’s advisory committee, external licensure and certification, and accreditation agencies. For example, the Registered Nursing (RN) program curriculum is designed to meet the California Board of Registered Nursing (BRN) requirements and thus the program receives accreditation through BRN. Students completing the RN program are prepared to pass the licensure test through the BRN. Similarly, the Vocational Nursing (VN) program students are prepared to pass their licensure test through the California Board of Vocational Nursing and Psychiatric Technicians, and Emergency Medical Technician (EMT) program students are prepared for their licensure test through the National Registry of EMT. Self Evaluation Students completing vocational and occupational programs at Copper Mountain College demonstrate technical and professional competencies meeting employment needs and licensure requirements. For example, health sciences programs use Assessment Technology Institute (ATI)-based review and study programs. These programs mimic licensure exams by employing computer interactive technology (utilizing click and drag and audio identification). The tests are independently graded and are plotted to provide a comparison with other programs. The BRN states that RN Programs must maintain an average of 75% or greater in first-time NCLEX test takers. Copper Mountain College students completing the RN program achieved NCLEX pass rates of 76%, 83%, 76% and 92% in 2007, 2009, 2010, and 2011, respectively. Thus, the College is able to achieve applicable standards for demonstrating professional competencies that meet employee standards. The RN program will continue to offer the RN nurse tutoring program, and the RN program dedicates funds to purchase post-graduate NCLEX review courses for our graduating students such as the ATI Virtual NCLEX review course. Further, the RN Program continues to use Assessment Technologies Institute (ATI), which is integrated and woven throughout the curriculum.
96 Actionable Improvement Plan Work with advisory committees to pursue more employment information. Work with the newly- established alumni association to encourage graduates to report their achievements at work back to the College.
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 purpose, content, course requirements, and expected student learning outcomes. In every class section students receive a course syllabus that specifies learning outcomes consistent with those in the institution’s officially approved course outline. Descriptive Summary Copper Mountain College provides its students easily accessible information through the College Catalog, which is posted on the College website. The College Catalog provides program descriptions and SLOs, course descriptions, unit values, prerequisites, co-requisites, transfer status and other relevant information. Program requirements are also available at the College web site and through Student Educational Plans at the counseling office. In addition, course- level SLOs are included in the course syllabi that faculty provide to students at the first class meetings. The Academic Affairs Office collects course syllabi from each section offered and verifies that SLOs are included. The course-level SLO assessment each semester ensures that individual sections of courses cover the stated SLOs. Self Evaluation To ensure that sufficient information is provided to students, the Academic Senate developed a course syllabus template that includes course content, SLOs, and prerequisites and co-requisites (Ref. 54). Based on the 2012 student survey, 87% of the students responded that the information provided by instructors about course requirements (grading, attendance requirements, out-of-class expectations) was clear; 79% responded that they visited a counselor in the last year; 68% responded that they were satisfied with academic advising from a counselor; and 72% responded that they used Student Educational Plans when they selected courses (Ref. 6). Actionable Improvement Plan None. 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.
97 Descriptive Summary Copper Mountain College has a designated Articulation Officer who coordinates articulation between the College and four-year institutions. Articulation information is made easily accessible through the ASSIST database. When reviewing transcripts from students coming to the College, counselors often consult with discipline faculty to determine whether a course is comparable to a course at the College. The Articulation Officer submits courses for C-ID recognition. Following the SB 1440 Transfer Model Curriculum (TMC) guidelines, the College has developed two Associate in Arts for Transfer (AA-T) degrees: Communication Studies and Sociology. In addition, multiple faculty from the College participated in the State Academic Senate led C-ID descriptor development. The Articulation Officer is actively submitting courses for C-ID recognition. Due to the proximity of the College campus to the Marine Corps Air Ground Combat Center, the College frequently receives students with military experience. The College reviews and awards credit for military experience that is listed on the transcripts of the various military branches. For example, SMART transcripts are used for Marine and Navy personnel, and The Community College of the Air Force is used for airmen. The amount of credit awarded is based on the American Council on Education (ACE) recommendations. Recommendations for military training may be found at http://www.militaryguides.acenet.edu/. In addition, the College is a Servicemembers Opportunity Colleges (SOC) Degree Network System institution. It maintains a Core Membership with the SOCMAR and SOCNAV systems, offering Business and Criminal Justice in the Guaranteed Transfer Network (Ref. 55).
Self Evaluation Based on the 2012 student survey, 72% of the students responded that they believe they are academically prepared for transfer to a four-year university. However, only 39% of the students responded that they understood how to use ASSIST to carefully choose courses (Ref. 6). From January 1, 2012 until November 7, 2012, the College has made 61 SOCMAR agreements and 15 SOCNAV agreements. When an agreement is made, a copy is: 1. Sent to the SOC office in Washington, D.C. 2. Sent to the Lifelong Learning Education Center on the Marine Corps Air Ground Combat Center. 3. Given to the student. 4. Saved electronically on the College’s intranet at \\san\MBScans\My Share\SOC\COMPLETEDSOCAGR.
Actionable Improvement Plan Counselors will work with transfer students to increase their awareness of the ASSIST database. II.A.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.
98 Descriptive Summary Counselors are active members of the College Curriculum Committee and coordinate with instructional faculty to provide alternative learning situations for students to meet program requirements when these requirements are significantly changed. In addition, the College has a program discontinuance policy (Board Policy 4280 and Administrative procedure 4280) that details the course of action a student can follow if his/her program is in danger of elimination (Ref. 56). Self Evaluation The College has not discontinued any program. When this becomes necessary, the College will follow the program discontinuance policy to minimize the impact to students regarding program completion. For example, course substitutions will be used where needed to allow a student to complete the program of study when a required course or restrictive elective becomes unavailable. If a program were up for discontinuance, a student will be permitted to use independent study to complete his/her program. The College has made significant changes to several programs. The Associate in Arts degree in Communication was substantially revised to align it with similar programs at the CSU, UC, and other California community colleges. Courses were revised and unit counts changed. The old version was an interdisciplinary degree, while the revised version is aligned with discipline- accepted versions of a Communication degree. Students who had been enrolled with catalog rights to the old version were allowed to continue and complete their degrees without any impediments or changes. Students were also given the ability to choose to complete the revised version if that better suited their intentions and scheduling options. Students who were unable to take a course in the old version due to scheduling conflicts were allowed to substitute courses from the new version or from the new Communication Studies Associate in Arts for Transfer to make up the units. Students were accommodated by cooperation between instructional faculty in the discipline and counselors. Students who identify as Communication or Communication Studies majors have increased in the past two years, which may indicate an increase in utility, flexibility and value by students. Finally, curricular updates and support from the Articulation Officer have increased the direct transfer value of courses in this area. Of five Speech courses, three count toward oral communication requirements; one counts toward critical thinking requirements; and one counts towards a Humanities requirement in different GE patterns (CSU GE, IGETC). The increased utility of courses also makes it easier for students to complete their education in a timely manner. Another program that went through significant modification was Administration of Justice, which is now called Criminal Justice. ‘Administration of Justice’ is a somewhat antiquated term that commonly refers to old police science-related courses: the focus was more on practical instruction rather than academic content. The nationally-recognized Institute of Academy of Criminal Justice Sciences encourages both two-year and four-year institutions to move away from Administration of Justice degrees and to incorporate programs of Criminal Justice, which are more flexible in terms of their applicability to other occupations besides law enforcement. Before 2010, the Administration of Justice program course offerings at the College were very limited and enrollment was small. Beginning in January of 2010, the first full-time faculty member in the discipline was hired, and he updated the program to reflect national standards. With the revision, program enrollment doubled and female students in the program increased dramatically, as well as students with disabilities (Ref. 57).
99 As an example of how the College works with students in changing programs to complete their education in a timely manner with a minimum of disruption: during the transition from Administration of Justice to Criminal Justice, students who had started with the Administration of Justice program were allowed to substitute the new Criminal Justice courses for former Administration of Justice courses if they chose to stay with the Administration of Justice program. Many of the existing students chose to move to the new program, which is a transfer degree. Since there were very few Administration of Justice majors when the new Criminal Justice program was initiated in the fall of 2011, the transition was simple; many of the former courses required by the Administration of Justice program had already been completed when the new Criminal Justice program began.
Actionable Improvement Plan None. II.A.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. Descriptive Summary Copper Mountain College publishes the College Catalog and Schedule of Classes both in paper and on the web. The web versions are updated continuously to reflect the most up-to-date information. Although the Catalog and Schedule production function resides in the Academic Affairs office, the documents are a collaborative effort from all areas of the campus. At the beginning of the catalog update cycle, information is solicited from all college departments. Once information is collected and incorporated into the catalog, all areas are solicited again to verify the accuracy of the information. This double-checking step ensures that the catalog contains current and accurate information. Self Evaluation 83% of respondents in the 2012 Employee Survey agreed that “The CMC catalog is clear and accurate,” up nine points from the 2010 survey (74%). 87% of CMC staff (vs. 73% in 2010) felt that “The CMC schedule of classes is clear and accurate.” Both of these responses demonstrated statistically significant improvements that can be credited to the wider-based involvement in schedule and catalog development. Also, more staff use the web-based editions, which include updates reflecting the most recent information. Printed editions cannot be easily updated (Refs. 30, 31). In addition to the college-wide catalog and schedule information, Health Sciences programs also provide monthly information sessions including program curriculum and expectations, employment responsibilities, and opportunities to current and prospective students (Ref. 58). Actionable Improvement Plan Design student survey questions to determine their perception of schedule and catalog information accuracy.
100 II.A.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 Copper Mountain College Board Policy 4030 adopted on March 13, 2008 states: “The Copper Mountain College District supports the principle of academic freedom. College faculty and students must be free to cultivate a spirit of critical inquiry and scholarly pursuit within a collegial atmosphere that demonstrates respect for the opinions of others. The oral and written discussion of concepts and topics should involve a free and uncensored exchange of ideas. Our college believes in the development of the whole person within an environment where respect for the ideas and traditions of other is upheld” (Ref. 59). Copper Mountain College also is guided by Board Policies 4220 and 5500, which clearly defines the “Student Code of Academic Integrity” (Ref. 60). Academic dishonesty includes the practices of cheating, fabrication, facilitating academic dishonesty, and plagiarism. These policies are published in the College Catalog (Ref. 61).
Self Evaluation The College has a Board-adopted policy on academic freedom and responsibility, and student academic honesty. Actionable Improvement Plan None. II.A.7.a. Faculty distinguish between personal conviction and professionally accepted views in a discipline. They present data and information fairly and objectively. Descriptive Summary As stated in Board Policy 4030, Copper Mountain College “supports the American Association of University Professors (AAUP) Statement of Principle as it relates to academic freedom”. In addition to the Board Policy, the Course Outline of Record clearly defines the content expectation for faculty and students to follow (Ref. 62). Self Evaluation Faculty present information fairly and objectively in the class to students. 80% of students in the most recent survey believe that “based on what I have learned so far, I am better able to ask new questions about college material and the world around me.” Moreover, 79% of students agreed that their desire to seek out opinions and perspectives other than [their] own has increased (Ref.: 2012 Student Survey, question 109 & 108).
Actionable Improvement Plan None.
101 II.A.7.b. The institution establishes and publishes clear expectations concerning student academic honesty and the consequences for dishonesty. Descriptive Summary Copper Mountain College Board Policy 4220 and 5500 clearly define student academic honesty and the consequences for dishonesty. These policies are included in the College Catalog. In addition, the course syllabus template developed by the Academic Senate recommends that faculty include an Academic Honesty statement in the course syllabus (Ref. 61). Self Evaluation The College has established board policies on student academic honesty and the consequences for dishonesty. The expectations are clearly explained to students. Actionable Improvement Plan None.
II.A.7.c. Institutions that require conformity to specific codes of conduct of staff, faculty, administrators, or students, or that seek to instill specific beliefs or worldviews, give clear prior notice of such policies, including statements in the catalog and/or appropriate faculty or student handbooks. Descriptive Summary Copper Mountain College has published codes of conduct for faculty and students in Board Policy, the Faculty Handbook, in the College Catalog, and in job descriptions (Refs. 43, 1).
Self Evaluation In addition to the college-level codes of conduct, some programs such as Vocational Nursing, Nursing Assistant, and EMT, have program-specific handbooks covering professional ethics, expected student behaviors, and policies. These handbooks are distributed during orientation (Refs. 63, 64). Actionable Improvement Plan None. II.A.8. Institutions offering curricula in foreign locations to students other than U.S. nationals operate in conformity with Standards and applicable Commission policies. Descriptive Summary Copper Mountain College does not offer curricula in foreign locations. Self Evaluation None.
Actionable Improvement Plan None.
102 REFERENCES FOR STANDARD IIA
Ref. 1: Copper Mountain College Catalog Ref. 2: Curriculum Approval Process Ref. 3: Student retention and success data in CMC forms on SAN Ref. 4: VPAA e-mails to faculty Ref. 5: Assessment files in CMC forms on SAN Ref. 6: 2012 Student Survey Ref. 7: “Subject Placement Based on Multiple Measures” form Ref. 8: SLO Assessment Report Form Ref. 9: Advisory Committee minutes Ref. 10: August and January Flex agendas Ref. 11: Flex Day Agenda Ref. 12: Textbook list on website Ref. 13: Curriculum Committee minutes Ref. 14: Curriculum minutes Ref. 15: RN & VN Admission Procedures Ref. 16: RN Student orientation documents Ref. 17: VN Student profile Ref. 18: MASP Course Schedule Ref. 19: 2010 Student Survey Ref. 20: Syllabus Template & COR Template Ref. 21: Academic Senate minutes Ref. 22: Flex agendas Ref. 23: Faculty Job Description (Full and Part Time) Ref. 24: Institutional SLO dialogue diagram Ref. 25: SLOA PowerPoint slides from Staff Day Ref. 26: Fall 2011 SLO Assessment discussion summary in CMC forms on SAN Ref. 27: Spring 2013 Schedule of Classes
103 Ref. 28: Negotiation agreement Ref. 29: Academic calendars for 2012-2014 Ref. 30: 2010 Employee Survey Ref. 31: 2012 Employee Survey Ref. 32: Academic Senate minutes Ref. 33: Flex programs Ref. 34: Program Review Templates Ref. 35: Institutional Planning Guide Ref. 36: Nursing Program surveys Ref. 37: Health Sciences advisory minutes Ref. 38: Regional requirements of RN to BSN Bridge Program Ref. 39: 2-Year Course Rotation on college website Ref. 40: Flex agenda Ref. 41: Flex agenda 8/10/12 Ref. 42: Fire Technology Program Review Ref. 43: 2012-13 Faculty Handbook Ref. 44: COR audits Ref. 45: VN Program Review Ref. 46: College Council minutes Ref. 47: Academic Senate, Classified Senate, College Council, and BOT discussions of SLO results Ref. 48: A program review example Ref. 49: Division chair e-mails to faculty Ref. 50: Student Educational Plan (SEP) form Ref. 51: Survey of Graduates, Spring 2012 Ref. 52: Academic Senate minutes Ref. 53: California Chancellor’s Office Program and Course Approval Handbook Ref. 54: Required Elements of a Syllabus Ref. 55: CMC SOCMAR agreement Ref. 56: BP 4280 & AP 4280
104 Ref. 57: Program Enrollments 2009-2012 Ref. 58: Health Science Information session flyers Ref. 59: BP 4030 Ref. 60: College web page Ref. 61: BP 4220, 5500 Ref. 62: Course Outline of Record Template Ref. 63: VN, EMT, & RN Student Handbooks Ref. 64: Nurse Assistant Policies and Procedures
105 Standard II: Student Learning Programs and Services II.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. II.B.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.1, 2 The College is committed to its mission of providing access to our desert communities and to support their success. The College abides by the admission policies approved by the Board of Trustees and identified in the California Code of Regulations (Refs. 1, 2). The college provides a comprehensive array of student support services to address the needs of students in our community. These services include those aligned with the responsibilities of well-qualified staff and faculty in Admissions and Records, Counseling, Extended Opportunities Programs and Services (EOPS), Cooperative Agencies Resources for Education (CARE), Financial Aid, ACCESS (Disabled Students Programs and Services), California Work Opportunity and Responsibility to Kids (CalWORKs), and the Student Success Center. Services are assessed annually, using a program review process (Ref.:3) and with biennial student surveys (Ref. 4). Admissions and Records staff provide support for prospective students from their first inquiry about the college, all the way through ensuring they are in cap and gown at graduation. Staff begin working with prospective students prior to application to the College, guiding students through the electronic application process. Admissions and Records staff inform prospective students regarding assessment of basic skills, arranging appointments for Accuplacer assessment, and providing direction for completion of assessment. Staff also provide information and appointments for on-line and in-person new student orientations. Admissions and Records staff schedule counseling appointments and document state-required matriculation activities. Staff members register, drop, add, waitlist, and withdraw all students. Admissions and Records staff accept information regarding students’ residency, academic history, and identify students who have characteristics requiring additional service, such as veterans, active duty military or concurrent high school students. Admissions and Records staff input and retain records information used by the college to assess progress toward the students’ achievement of their academic goals and to determine whether degree or other academic program requirements have been met, and communicate that information to students. The staff also receive incoming transcripts; process outgoing transcript requests; assist counselors with General Education and IGETC certifications; community service classes; ID cards; and assist and direct student workers. The quality and effectiveness of these services is assessed through annual program reviews, point of service student surveys, and institutional student surveys (Refs. 5, 6, 7). In addition, housed within Admissions and Records is a staff member who serves as the point of contact, and verifying and certifying Officer for Veterans Services. Veterans apply directly to the Department of Veterans Affairs for a determination of benefits. The Certifying Officer assists veterans with navigating the processes related to the Department of Veterans Affairs. Students
106 are referred to appropriate services, including counseling for the development of education plans, ACCESS for college disability services, financial aid for additional financial support, and community resources targeted to support veterans. The college also has a “GI Bill Survival Workshop” available on the Veterans Services webpage (Ref. 8). Veterans are also identified as the first priority group for registration, to assist them in enrolling in academic schedules to meet their education plans and VA requirements. Files regarding student eligibility are separately maintained for audit purposes. During the 2011-2012 academic year, the college served 128 identified veterans (Ref. 9). The majority of the veterans are Marines, many separating from the local base in Twentynine Palms. As the war in Afghanistan phases out and the new Veterans Retraining Assistance Program (VRAP) program is implemented, the college expects the number of veteran students to increase. Changes or additions to veteran’s services will be based on the veterans’ needs, VA programmatic changes, and financial resources. Counseling services are designed to assist students with meeting their academic and career goals. Two full-time general counselors and a counselor/coordinator at the Base Programs Office provide institutional service. These services are complemented by a part-time counselor serving EOPS/CARE and CalWORKs students. The coordinator of ACCESS and EOPS/CARE also provides counseling services to eligible students. Counselors provide direct service to students through academic advising, education planning, transfer planning, addressing personal issues related to student success, referring students to other college services and resources, as well as referring students to community resources. They also provide transcript evaluation for students as needed, for last minute graduation, and records processing. One of the general counselors serves as the College Articulation Officer, developing and maintaining the college’s articulation information across the state. The other general counselor serves as the Transfer Center Coordinator and is responsible for developing and supporting the transfer function to other colleges and universities. Counselors’ schedules are arranged to meet students’ needs, including maximum half-hour appointments during peak registration time, drop-in counseling during peak registration time, group counseling during matriculation scheduling, and hour-long appointments after peak registration to address student education plans (Ref. 10). Also, during peak registration days, counselors perform express counseling for students in line for registration, addressing issues taking less than ten minutes. Students who participate in Matriculation are required to attend a new student orientation. The College offers students a choice of two types of orientation: Traditional in-person group orientations are scheduled for up to forty students and include a PowerPoint presentation, provision of the college catalog, class schedule information, discussion of assessment scores, and related academic information. Counselors provide the orientation information and assist students with academic planning and their initial course selection. Or, students can opt for computer- based orientation sessions; eight computers in the Office of Student Services and three computers at the Base Programs Office are available for this service. These orientation sessions are self-paced and include an assessment of knowledge prior to granting the student credit for completing the orientation (Ref. 11). The computer-based orientation schedule is more frequent and flexible than the traditional orientation sessions. In addition, the College has developed times for students to assess their basic skills using Accuplacer, complete the computer-based orientation session, and have a group counseling session in one day (Ref. 12). Transfer Center services are available in the lobby of the Office of Student Services. The area is staffed with a part-time, nine-month Transfer Specialist. Students seeking information regarding transfer options and those who are planning to transfer to four-year colleges or universities can explore catalogs and other resources available from the Center, and receive assistance with dual/cross enrollment. Transfer institutions arrange visits with the staff member, including an
107 annual University Day (Ref. 13), and individual institutional visits (Ref. 14). In the past three years, the state universities have reduced their acceptance rates, modified their admission procedures, and reduced their recruitment and outreach activities. University Day participation by colleges, universities, and students fell. However, with additional communication and marketing, student attendance doubled from 2011 to 2012 to 105 students and 15 colleges and universities represented. The Extended Opportunity Programs and Services (EOPS) is a State-funded program that serves educationally and economically disadvantaged students (Refs. 15, 16, 17). EOPS provides supplemental services to qualified students to help them complete their educational goals and objectives. EOPS services include some or all of the following: priority registration, book service to assist in the purchasing of textbooks, book loan/exchange programs, school supplies, parking permits, emergency loans, counseling (Academic, Career, Transfer and Personal), workshops, academic awards banquet, cap and gown purchase, and UC/CSU application fee waivers. Eligible students are required to complete a contract entailing multiple student contacts with the Office for required counseling, education planning, and referral to additional college and community resources (Ref. 18). Workshops to support EOPS academic success are also provided, including topics such as reading textbooks, career decision making, effective test taking, parenting, and memory techniques (Ref. 19). Each semester, the EOPS staff hold a theme-based recognition ceremony to celebrate EOPS student academic achievements (Ref. 20). In 2009-2010, this program experienced a 40% reduction in funding, which decreased the student cap to 83. The program was still able to successfully serve 135 students during the 2011- 2012 academic year. This was accomplished by cutting some of the program activities, holding students more accountable with a revised contract, and securing a community sponsor for the recognition ceremonies. The Cooperative Agencies Resources for Education (CARE) is a sub-program of EOPS which assists single, head-of-household, parents on public assistance (CalWORKs) by providing additional supportive services, including a CARE grant for educational expenses, transportation grants, gas cards/bus passes, meal cards, parenting activities, and counseling. During the 2011- 2012 academic year, 28 students received support services and financial assistance through this program (Ref. 21). ACCESS for Students with Disabilities is a comprehensive program that serves students with documented disabilities in the areas of learning, hearing, vision, mobility, physical, psychological, acquired brain injury, and developmental delay. Eligible students receive accommodations and services to support them in college coursework. ACCESS provides the following services: disability counseling, advising, ergonomic furniture, specialized equipment and software, alternate formats for books, the High Tech Center for testing and academic support, along with special classes to develop college success and understanding of learning disabilities. ACCESS served 320 students in 2011-2012 and is funded by the state DSPS and college effort (Ref. 22). The College participates in both federal and state financial aid programs. Aid programs support low income students to provide access to a college education. CMC participates in the following financial aid programs: Federal Pell Grant, Federal Supplemental Educational Opportunity Grants, Federal Educational Loan Program, Federal Work-Study, Cal Grants, and the Board of Governor’s Fee Waiver. During the 2011-2012 academic year, approximately 80% of students enrolled at the college received some form of federal or state financial aid benefits. Nearly eight million dollars in federal, state or other aid was disbursed to the college’s students in 2011-2012 (Ref. 23). Other aid programs were also used by students, including Tuition Assistance by active
108 duty military members (Ref. 24), MyCAA (Military Spouse Career Advancement Account) for spouses of active duty military, veterans benefits for eligible military veterans, and various scholarships. The Copper Mountain College Foundation and various college and community groups provide scholarship opportunities for CMC students. A college Scholarship Committee annually evaluates applicants for Copper Mountain College Foundation and college-sponsored scholarships which are awarded to incoming high school graduates, as well as continuing students. The Student Services Office works closely with the Copper Mountain College Foundation and the Financial Aid Office to coordinate scholarship activities (Ref. 25). The Student Success Center (SSC) provides resources for the High School Completion (HSC), Adult Basic Education (ABE), Preparation for the General Education Development (GED), and English as a Second Language (ESL) Programs, and offers individualized tutoring in reading, writing, math, and English as a Second Language, depending on demand (Ref. 26). Students work at their own pace to complete the specific requirements for their particular programs, and students in the GED Preparation Program use textbooks and a computer software program (Access 21st Century) that are geared towards the GED test. During the Fall 2012 semester, the SSC implemented a virtual curriculum of all CMC core courses, and while it is too soon to measure its effectiveness for our students, many students say that they prefer this format. Tutoring by subject-area faculty and faculty-approved student tutors is available in the SSC at no cost for students. In addition, over the course of the past year, the Student Success Center has established a relationship with the Morongo Basin Coalition for Adult Literacy (MBCAL) which trains local residents how to be volunteer tutors; this is a rich source of tutors for the College’s ESL, GED, and HSC programs. Tutoring services in the Student Success Center are available during the regular SSC hours: Monday through Friday 8:00 a.m. to 8:20 p.m., and Friday 8:00 a.m. to 2:00 p.m., depending upon the availability of tutors. All programs of the SSC are offered on an open-entry, open-exit basis and are available to members of the community without charge. Admission of students occurs on a daily basis and no prior educational background is required. New students begin their programs immediately after orientation. Orientation sessions are held three times a week during the first third of the semester; two times a week during the middle third; and usually every other week in the last third of the semester (but more if students request additional sessions). The campus bookstore operates under a contract with Follett Books and works closely with Academic Affairs to provide new and used textbooks for students. The bookstore also stocks classroom supplies and clothing for purchase. Each semester, the bookstore directly bills the Department of Veterans Affairs for books and supplies for students in the Vocational Rehabilitation & Employment program. The bookstore also has an electronic book service and a book loan program for students. Hours are Monday through Thursday from 8:30 a.m. – 5:00 p.m., and Fridays from 8:30 a.m. – 3:00 p.m. Students can also shop 24/7 on www.efollett.com. The College supports a Base Office at the Marine Corps Air Ground Combat Center (MCAGCC) in Twentynine Palms, approximately 17 miles from the Joshua Tree main campus. The Base Programs Office is staffed with a Coordinator/Counselor, a full-time Admissions and Records staff member, and a part-time Admissions and Records staff member. As a military base, the MCAGCC is a restricted location and not generally open to the public. Base civilian employees have access to college services through the Base Programs Office, and active duty military and their families have access to Base housing and services. The college’s Base Programs Office provides admission information and acceptance, assessment of basic skills using Accuplacer, on- line orientation, counseling, transfer information, and access to centralized services at the Joshua
109 Tree location. The Base Programs Office has three computers dedicated to assessments and on- line orientations. Services include Financial Aid, EOPS/CARE, ACCESS, and Veterans Services. In addition, an academic support program for enhancing mathematics and language skills is delivered at the Base Programs Office: the Military Academic Skills Program (MASP). This program, overseen by the Student Success Center, is supported by the Student Services staff. MASP is designed to help active duty military members develop skills to upgrade their ranks, and to refresh their skills prior to college assessment and/or separation from active duty. CMC is a Servicemembers Opportunity College (SOC) for both SOCMAR and SOCNAV programs. Active duty personnel and dependents are eligible to make SOC agreements; the SOC program is maintained by the Coordinator/Counselor for Base Programs, who is also the program’s point of contact. The Coordinator/Counselor is the liaison between the College and the Base Education Office, ensuring that important information (such as class offering recommendations, tuition assistance payments, graduation ceremonies, TABE testing results, and the like) is shared between the two institutions. Professional development funds are available through the classified bargaining unit to support academic enrichment. The college provides professional development resources for classified staff, faculty, and administration. A representative committee evaluates applications and makes awards. To the extent that travel budgets allow, regional and state professional association meeting attendance is supported for staff, faculty, and administration (Ref. 27). Counseling faculty prioritize attendance at CSU and UC transfer conferences, and also attend regional meetings that address articulation, counseling, and disability issues that impact students. Weekly counselor meetings include the Coordinator/Counselor for Base Programs, the Financial Aid Director, the Coordinator for ACCESS/EOPS/CARE, and the full- and part-time counselors. Depending on the agenda, guests include other faculty, other service providers at the college, classified staff, and transfer college representatives. Pre-registration meetings occur before each new semester. These meetings address issues or concerns from previous registrations, address new issues, and develop problem-solving action plans. Attendees include Admissions and Records staff, counselors, Financial Aid Director, Coordinator/Counselor for Base Programs, Coordinator for ACCESS/EOPS/CARE, staff from ACCESS/EOPS/CARE, Campus Security, staff from Maintenance and Operations, and student representation from ASCMC and the Beta Rho Pi chapter of Phi Theta Kappa. Regular meetings within staffing areas occur, dependent on the cycles of service and needs for problem solving and communication. The Vice President of Student Services has an open-door policy and is readily available for meeting and consultation. Self Evaluation The College offers a wide range of quality student support services to students. These services support student learning and the mission of the college. The quality of student support services across the college is ensured through a number of methods. Annual program reviews occur, with the information used to develop goals and work plans, as well as identify any budget impacts. Point of service evaluations are completed by students to provide feedback regarding service providers. Biennial institutional student surveys are used to provide feedback and develop goals. Administrative Unit Outcomes (AUO) tied to institutional core values are identified in light of the assessments, with subsequent goals and work plans created to meet those outcomes. For example, using feedback from their community advisory board regarding the stigma identified with disabilities and veterans, the Disabled Students Programs and Services department integrated that information into their program review. As a result, they changed the name of the program to ACCESS, to eliminate the reference to ‘disabilities’ and to be more welcoming to
110 veterans and other students seeking services. The program then implemented a process of changing the campus and community perspective through changes in their distribution materials, as well as their campus internal and external community communications (Ref. 28, 6, 4). Regular staff and faculty evaluations also ensure the quality of support services. This includes tenure review for new counseling faculty, three reviews for new classified employees prior to permanent employee status, and annual reviews for permanent classified staff. College administrators are also evaluated every year. The biennial student satisfaction survey (Ref. 4) is used to identify current students’ perceptions of services. Several areas saw some minor reductions in their “positive” responses from students in the 2012 survey, including: understanding how to use ASSIST, the state course transfer guide; a slight change in satisfaction with the EOPS program; and identification of the ACCESS program, which provides services for students with disabilities. The latter program underwent a name change, which may account for the drop in name recognition. Actionable Improvement Plan The College will review the results of the biennial student evaluations for significant changes in satisfaction with services. The information will be integrated into the program review process to identify appropriate responses.
II. B.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, and d. locations or publications where other policies may be found.
Descriptive Summary
The college catalog is published biennially and is made available to students at no cost in hard copy during new student orientation. It is also available as a PDF file on the college web site. The college catalog provides the following general information about the college, including (Ref. 29):
• Official Name, Address(es), Telephone Number(s), and Web Site Address of the Institution (p.1) • Educational Mission (p.5) • Course, Program, and Degree Offerings (pp.44-118) • Academic Calendar and Program Length (p.7) • Academic Freedom Statement (p.23) • Available Student Financial Aid (p.20) • Available Learning Resources (p.10-11) • Names and Degrees of Administrators and Faculty (p.119-120) • Names of Governing Board Members (p.4)
The college catalog includes requirement regarding the following:
• Admissions (p.14) • Student Fees and Other Financial Obligations (pp.15-17) • Degree, Certificates, Graduation and Transfer (pp.38-77)
111 In addition, the college catalog includes the following major policies affecting students:
• Academic Regulations, including Academic Honesty (pp.23-24) • Nondiscrimination (p.12) • Acceptance of Transfer Credits (p.14) • Grievance and Complaint Procedures (pp.25, 27) • Sexual Harassment (p.13) • Refund of Fees (p.16)
Both the College catalog and the Schedules of Classes are available in hard-copy for students at the Registration desk in Student Services as well as in the Academic Affairs Office. Students may also obtain copies of the Schedule at the Cashier’s Office. During registration, hard copies of the catalog are available to students. Electronic versions of both documents are readily accessible on the College website.
The college catalog is developed through the Office of Academic Affairs, in collaboration with faculty and other campus departments, including Admissions and Records, Counseling, Financial Aid, EOPS/CARE, ACCESS, Business Office, Human Resources, and Student Services. The review and change process includes providing an electronic copy of the current catalog to college employees. Individuals and groups provide written feedback regarding changes to their supervisor and forwarded to the Vice President for Academic Affairs for additional review and inclusion in the final document. Curriculum is addressed primarily by program faculty through the Curriculum Committee, which is responsible for reviewing and taking action on courses and programs. This includes responding to changes in course content, program updates, new programs and courses, and curricular policies and procedures. Actions from the Curriculum Committee which may be reflected in the catalog are presented for action to the Academic Senate. Academic Senate actions are reviewed, modified, and approved by the Board of Trustees, prior to inclusion in the college catalog (Refs. 29, 30).
To ensure timely and accurate information to students and the public regarding catalog changes, an addendum to the catalog is kept on the college web page, in close proximity to the current published catalog. Information regarding the college can also be found in the Schedule of Classes, published semi-annually in print form and as a PDF on the college web page. The Schedule of Classes includes information regarding the college calendar, including dates for refund, drop dates, holidays, FLEX days, and final exam schedule. In addition, the Schedule of Classes contains information regarding registration priorities, waitlist procedures, commonly used telephone extensions, on-line learning procedures, as well as course sections, days, times, locations, instructor, units, and pre- and co-requisites.
Changes to the Schedule of Classes after it has gone to print are included in the on-line version of the document on the college web site. The college web site also includes information regarding Academic Affairs, Student Services, Library, Community information, Degrees/Programs, Faculty/Staff, Copper Mountain College Foundation, Human Resources and News/Press Releases regarding the college. Emergency information is provided through AlertU, a texting service to anyone who registers with the service from the College web site.
Self Evaluation
The College uses a variety of information vehicles to provide precise, accurate, and current information regarding college catalog, requirements, major policies and procedures, and
112 additional information. New and updated information is included in each new publication of the Schedule of Classes and College catalog, with electronic updates included on the college web site.
Actionable Improvement Plan
None.
II.B.3 The institution researches and identifies the learning support needs of its student population and provides appropriate services and programs to address those needs.
II.B.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 method.1 Descriptive Summary The college uses a variety of means to identify the learning support needs of students during their tenure at the college. State Matriculation requirements include mandatory assessment of basic skills for non-exempt students, with localized cut scores determined and reviewed for appropriateness. The college Matriculation Committee is performing a scheduled 2012-2013 review. Nationally standardized instrumentation is used as a primary tool for identifying needs in reading, writing, and mathematics. Students meet with counselors, who use multiple measures to place students in courses with appropriate challenge and support. Counselors also address student schedule creation, in light of students’ developing or affirmed academic and career goals. A student who is on academic or progress probation is required to meet with a counselor to arrange an appropriate schedule to support bringing the student into compliance. Students are also scheduled for longer appointments to create multiple-semester Student Education Plans to meet their objectives (Ref. 31). Regarding support needs for students with disabilities, the college has ongoing interaction with the local school district (Ref. 32), the Department of Rehabilitation (Ref. 33), and Veterans Affairs, which meets at least quarterly on campus with students in that program (Ref. 34). Staff in disabilities services also work with students who have self-reported disabilities, and those who have been referred for evaluation by faculty. Students can enroll in an Introduction to Learning Disabilities class for evaluation of possible learning disabilities (Ref. 35). The Coordinator of ACCESS/EOPS/CARE performs intake interviews with students with prospective disabilities; determines needs for accommodations; and provides students with training, resources, and identifies procedures for addressing their accommodation needs (Ref. 36). Services through ACCESS include providing alternative media, test taking accommodations, note taking, digital recorders, assisted listening devices, and other resources (Ref.37). The college seeks students with academic and socio-economic disadvantages through visits and presentations to local high schools, information provided in college orientation programs, as well as working with the CalWORKs program to identify prospective students for the program (Ref. 38). The Extended Opportunity Programs and Services (EOPS) is a State funded program that serves educationally and economically disadvantaged students. Students apply to the Extended Opportunities Programs and Services (EOPS) program, but due to state funding, a cap has been placed on the program. A selection process is used to ensure that students with the highest needs are admitted into the program. EOPS provides supplemental services to qualified students to facilitate the successful completion of their educational goals and objectives, including priority
113 registration, book service to assist in the purchasing of textbooks, book loan/exchange programs, school supplies, parking permits, counseling (Academic, Career, Transfer and Personal), workshops, academic awards banquet, cap and gown purchase, and UC/CSU application fee waivers. In 2009-2010, this program experienced a 40% reduction in funding, which decreased the student cap to 83. The program was still able to successfully serve 135 students during the 2011-2012 academic year (Ref. 39). The Cooperative Agencies Resources for Education (CARE) is a sub-program of EOPS that encourages single, head of household, parents on public assistance (CalWORKs) to enroll in college by providing additional supportive services, including a CARE grant for educational expenses, transportation grants, gas cards/bus passes, meal cards, parenting activities, and counseling. During the 2011-2012, 28 students received support services and financial assistance through this program (Ref. 39). The college provides equitable awareness and access to support services through the provision of the above outreach to the community, and through marketing information provided on the college web site (Ref. 40). Regular engagement with the local high schools with an annual calendar of outreach activities promotes awareness to high school students, parents and high school counselors. The college has taken steps to create a “front door” to the college, renovating McDonald Hall to include a reception/telephone operator desk, modifying parking to include additional visitor parking, modifying the public bus stop location to be nearby, and developing a wayfaring signage plan to direct visitors to McDonald Hall. The college Receptionist is located in a focal point position in the Student Services lobby. The proximity of the Receptionist provides easy referral for telephone calls from students and community members and referral to other offices to assist them (Ref. 41). Financial aid needs are identified through the college’s participation in federal and state financial aid programs (Ref. 42). The College sponsors financial aid nights at local high schools several times each year to support the application for aid. Recently, in cooperation with the local school district, the College provided a hands-on financial aid application day at one of the local high schools, using the school’s computer lab to help students and their parents complete the Free Application for Federal Student Aid (Ref. 43). Eligibility for aid is determined through the Financial Aid office. The College participates in the following financial aid programs: Federal Pell Grant, Federal Supplemental Educational Opportunity Grant (FSEOG), Federal Work Study (FWS), Direct Stafford Loan, California State Cal Grants B and C, and the Board of Governor’s Waiver Program (BOGW). The majority of Copper Mountain College students have financial need (Ref. 44). A CMC Scholarship Committee and the Copper Mountain College Foundation provide information to the local school district regarding possible scholarships, eligibility, and application procedures for scholarships for high school students. Campus students are informed of the annual scholarship application process through campus email, communication with the student government association, Faculty Senate, college web site, posted flyers, and other public information (Ref. 45). Veterans’ services are initially provided by the VA Certifying Officer, who is an Admissions and Records staff member. The VA Certifying Officer aids veterans and eligible dependents with navigating the complexities of the application process, verification process, and continued eligibility requirements. Information regarding veterans benefit programs is provided, though eligibility is determined by the VA, not the local campus. Referral to formal and informal veterans’ resources is provided and coordinated by the VA Certifying Officer. Coordination with other services and referral to other college services is also provided, including services for
114 students with disabilities and financial aid. Outreach services to veterans are provided at least annually (Ref. 46). The Student Success Center provides adult basic education in reading, writing, mathematics, English as a Second Language, high school completion, and preparation for the General Education Development Test (Refs. 47, 26). In cooperation with the Marine Corps Air Ground Combat Center in Twentynine Palms, the Student Success Center coordinates the delivery of the Military Academic Skills Program (MASP) program, which is designed to refresh and enhance skills in mathematics, English and reading; to assist active duty military personnel with skills to upgrade their rating; and to aid those who are transitioning out of the military and are preparing to take college entrance assessments. A less structured program of self-paced refresher skills in the same subjects is available through the Student Success Center at no charge (Refs. 47, 48). The college is a single campus environment, with a satellite office located on the Marine Corps Air Ground Combat Center in Twentynine Palms. Communication and records resources are consistent across service locations. The Base Programs Office utilizes the same enterprise reporting system as the campus and is included in the college telephone system as an extension and not a separate number. The primary instructional site is the campus in Joshua Tree. The college also offers classes at other locations such as MUSD sites, Joshua Springs Christian School, aboard the Marine Corps Air Ground Combat Center, at San Bernardino County Fire Department Station 35, community centers, and clinical sites at regional hospitals and medical services facilities (Ref. 49). The Base Programs Office provides direct service for basic skills assessment, orientation, counseling, and registration, including registration for community education classes. In addition, the Base Programs Office also provides services particular to military personnel and their dependents, including developing Servicemembers Opportunity College agreements for Marines and Navy personnel. Centralized services, such as financial aid, EOPS, CARE, ACCESS, and Veterans services are available via telephone, email and fax. The college does not yet have on-line registration services and all students register in person at either the Marine Base Programs Office or the Joshua Tree main campus. Currently, registration is prioritized according to state regulations. This process yields lines of students on the first day of each priority group. Lines are managed by campus security with rope and stanchion. While in line, students are provided with information, forms, and updates from volunteers from Phi Theta Kappa Beta Rho Pi chapter students, classified staff members, and the Vice-President of Student Services. Students who need brief advising are able to get out of line and see a counselor for “express counseling,” and return to their spot in line. To support confidentiality and noise levels, limited numbers of students are admitted into the area at one time, monitored by a security officer. Students with appointments for non-registration services are identified and can thus bypass the registration line. Technical support for instruction is provided through Information Services at both the Joshua Tree main campus and the Base Program Office. Self Evaluation The College provides adequate access and support services to the population served by the college. The College is actively recruiting for a computer programmer to assist with the development of a web registration system and portal for students to access information regarding resources and services.
Actionable Improvement Plan The College will develop a web registration system and portal student information system to provide more accessible services to students in the geographic area served by the college.
115 II.B.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.
Descriptive Summary
In implementing the College’s mission, core competencies were identified and integrated into the instructional and service components of the college. These competencies are designed to foster intellectual, aesthetic, civic, ethical, and personal development of students. The competencies are embedded in the General Education requirements, in course and program Student Learning Outcomes, and are defined in the Course Outlines of Record and Course Syllabi (Ref. 29, p. 40). Core competencies are also identified in Administrative Unit Outcomes and embedded in the various services of the College in response to planning and implementation strategies (Ref. 28).
The civic and personal development emphasis is illustrated by the dynamic role assumed by various student associations at the college, including the Associated Students of Copper Mountain College (ASCMC), the Beta Rho Pi chapter of the international honor society Phi Theta Kappa, and the Alpha Sigma chapter of the business honor society Alpha Beta Gamma. These student groups promote intellectual, civic, and ethical responsibility, and they engage in participatory governance committees at the College. ASCMC is the vehicle for providing the students’ voice on campus, with representation on college governance committees. A Student Trustee is elected annually to the Board of Trustees, ensuring a student voice at the policy level of the College. Participation by students in the governance process nurtures civic responsibility (Refs. 50, 51).
Students participate in college governance through their representation on governance committees, including the Board of Trustees, Academic Calendar Committee, Budget Advisory Committee, College Council, Equal Employment Opportunity Committee, Professional Development Committee, and Technology Committee. ASCMC officers attend Academic Senate meetings, bringing issues of academic concern to the faculty. Participation in these activities contributes to the development of student leadership, problem solving, intellectual development, practice in making ethical decisions, and learning the value of civic responsibility (Ref. 52).
A variety of programs stimulate the cultural, intellectual, and personal growth of students. The literary magazine, Howl, is published annually and includes essays, short stories, drama, and poetry written by students; The Copper Penny is the College’s online scholarly journal that is juried by faculty to showcase exemplary papers by CMC students (Ref. 53). Through the Academic Senate, faculty have established a cultural themes calendar, giving academic departments the opportunity to include extracurricular participation. For example, September’s theme was, “Character Building and Constitution Day,” which featured participation from the History faculty at a public reading and discussion of the Constitution (Ref. 54). In honor of the 100th anniversary of the sinking of the Titanic, participants from faculty in Art, History, Sociology, and Chemistry worked with Beta Rho Pi, members of the Art Club, and Speech and Debate Club students to host an event that included a dinner by class of cabin, period entertainment, and a guest speaker who is a noted published authority on the history of the Titanic and the survivors (Ref. 55).
The college also supports programs that foster cultural awareness and diversity. ACCESS and EOPS conduct an annual Community Resource Fair, emphasizing community and college resources for students with disabilities and those who are economically or socially disadvantaged
116 (Ref. 56). Diversity in student and faculty populations has been celebrated during All Staff Development Day and with the Board of Trustees (Refs. 57, 58). The waiting area in Student Services has a televised rolling display that includes information regarding diversity in a public display to our students and guests (Ref. 59).
Many examples illustrate how campus activities and groups promote aesthetic appreciation and student personal development. Among them: the College Speech and Debate team has won a significant number of state and regional competitions. The Art faculty sponsor an annual display of art work, including an artists’ reception. Student art work is displayed annually at the Bell Center and an outdoor display area for large pieces has been identified on the campus. Permanent sculptures are displayed on campus and in a sculpture garden, including works by Simi Daba. Each year, a student multimedia presentation and competition is sponsored by the Art faculty. The college participates in the annual Highway 62 Art Tours, providing students and the community an opportunity to view various art works displayed for the event. Student art works from ongoing sculpture or other media are publicly displayed in cases by the Academic Affairs’ office. The Bell Center has acted as a venue for a variety of musical, dance, and cultural events (Ref. 60). On campus, there is a palpable appreciation for the College’s desert environment: a very active Desert Studies Club promotes activities that emphasizes and celebrates our unique setting. The beautiful Xeriscape Garden on campus identifies desert plant species with well-kept samples of indigenous flora. Desert tortoise awareness lectures given by a biology instructor educate the campus community about the need to maintain a safe environment with these desert creatures. A Veterans Labyrinth and Meditation Garden on campus is sponsored by Rotary International at the Bell Center. The Cultural Education Enhancement Committee sponsors a variety of cultural activities for the college community (Refs. 54, 61).
Self Evaluation
The College continues to develop an environment which promotes intellectual development, aesthetic appreciation, civic responsibility, and personal development for all students. Considering the small size of the college and limited fiscal and human resources, the college provides regular opportunities for students to develop these competencies.
Actionable Improvement Plan
None.
II.B.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.
Descriptive Summary
The College designs, maintains, and evaluates counseling and academic support services to assist students in meeting their academic and career goals. Counseling performs an annual program review, which includes an assessment of identified goals and the development of new or continuing measurable goals (Ref. 62). The academic advising function is provided through general counselors, complemented by a part-time counselor for EOPS/CARE/CalWORKs students and a Coordinator/Counselor for ACCESS students. Two full-time general counselors and the Base Office Coordinator/Counselor serve students from across the district. One of the full-time counselors is the Articulation Officer for the college; she maintains the college’s state-
117 wide information for curricular changes impacting our students. The other full-time counselor is the Transfer Center Coordinator, who is responsible for maintaining college and university transfer materials, maintaining transfer relationships, and providing activities in support of students transferring from the college. The Coordinator/Counselor for Base Programs is the point of contact for the Servicemembers Opportunity College (SOC) program. CMC offers both SOCMAR and SOCNAV programs.
The college performs a biennial student survey. Student evaluations of access to counseling services in 2012 show that 79% of the students surveyed had visited a counselor in the last year; 68% indicated they had been able to meet with a counselor in a timely manner. 78% of the students surveyed considered the counselors to be friendly and helpful, while 68% of those surveyed were satisfied with their academic advising. 77% of the respondents felt that the course recommendations based on their assessment test results were appropriate (Ref. 4).
Counselors meet weekly as a group to discuss issues related to the department, address issues or concerns, update each other regarding professional meetings, plan for events, and evaluate procedures, policies, program activities, and resources. Counselors regularly attend regional and state conferences and meetings to stay current on issues related to transfer, articulation, student success, and other topics pertinent to counseling. The weekly meeting includes the Director of Financial Aid, the Coordinator/Counselor for ACCESS/EOPS/CARE, the Coordinator/Counselor for the Base Programs Office, the full- and part-time counselors, and the Vice-President of Student Services. Depending on the topics discussed, others participate in the meetings, including Admissions and Records staff, faculty, student leaders, and other office staff. The group is highly supportive and communicative, integrating new counselors into the internal communication loops, professional resources, and innovations (Ref. 63). Counselors work in the same location as Financial Aid, Admissions and Records, ACCESS services for students with disabilities, Extended Opportunities Programs and Services, and Cooperative Agencies Resources for Education (CARE). The proximity of the grouped services provides an environment for easy referral and support for students’ needs (Ref. 64).
New matriculating students are required to go through a process of assessment of basic skills, using Accuplacer, followed by either an electronic or group orientation, and either small group or individual advising for class registration. Initial Student Education Plans may be created, usually restricted to the first two semesters. Longer-term plans are made with extended appointments after the beginning of the semester and prior to the next registration period. Student Education Plans are copied to a shared drive, where counselors can access them, to avoid duplication of effort and to permit students to see their counselor of choice or availability. Also, military transcripts are downloaded from the VA and are also available via the SAN to counselors and Veterans Services staff (Ref. 65). The electronic orientation is revised each semester, providing updated information for students. Students are required to answer questions regarding the orientation content and must show a level of mastery of the material before they are authorized to continue with the registration process (Refs. 66, 11).
Self Evaluation
A comprehensive process of program review, student surveys, regular planning on the weekly and semester level, and staff and faculty evaluations affirm that the college designs, maintains, and evaluates student support services and prepares counselors for the advising function.
118 Actionable Improvement Plan
Implementation of an on-line, web-based student information system would enhance the information available to students for their planning and decision making.
II.B.3.d The institution designs and maintains appropriate programs, practices, and services that support and enhance student understanding and appreciation of diversity.
The college mission statement, “…to provide access to educational opportunities for diverse desert communities…” (Ref. 67) highlights the College’s commitment to diversity. The local student population represents the ethnic diversity of the region served by the college (Ref. 68). The college employees are also representative of the diversity of the service area (Ref. 57). The college provides programs to assist students with disabilities and the number served reflects the proportion of individuals with disabilities in our service area: ten percent of CMC students have documented disabilities, which has been identified as the approximate level of those with disabilities in the general population nationwide. An active EEO Committee sponsors activities and recognizes college participation in projects, presentations, or other ceremonies celebrating diversity (Ref. 69). Student Services employees at the college are committed to creating and maintaining a supportive, inclusive, and welcoming environment for diverse populations from our community and our student population. Faculty and College and Foundation have formed a Cultural Education Enhancement Committee, which sponsors culturally enriching monthly- themed activities (Ref. 53).
The General Education coursework requirements for transfer preparation Associate Degrees, General Education Certification for transfer to CSU, and the Intersegmental General Education Transfer Curriculum (IGETC), all reflect a commitment by the institution to enhance students’ understanding and appreciation of cultures and the diverse world in which we live and work. General Education requirements for the college Associate Degrees include required course work in Social and Behavioral Sciences, Humanities, and Traditions and Cultures. Students select courses from Anthropology, Art, Economics, English, Geography, History, Music, Philosophy, Psychology, Sociology, Spanish, and Speech. Sample courses regularly delivered include: Cultural Anthropology, Cultural Geography, Perspectives on Death and Dying, and Social Problems.
Student groups also enhance the understanding and appreciation of diversity through various student groups. These include an active Students with Abilities club, whose mission is to educate fellow students and the college community regarding issues concerning students with identified disabilities. The LGBT student community has developed clubs in previous years, with varying levels of community action, depending on student leadership.
Self Evaluation
The college is committed to designing and maintaining appropriate programs, practices, and services that support and enhance student understanding and appreciation of diversity. This commitment is reflected in its employee recruitment/selection process, general education requirements, committees, and student clubs.
Actionable Improvement Plan
None.
119 II.B.3.e. The institution regularly evaluates admissions and placement instruments and practices to validate their effectiveness while minimizing biases.
Descriptive Summary
Like all other California community colleges, Copper Mountain College is an open-enrollment institution that does not have admissions testing requirements. High school graduates, non-high school graduates who are 18 years of age or older who are judged capable of profiting from instruction, GED recipients, and those who complete the California High School Proficiency Exam are eligible for admission. Special admission criteria exist for transfer students with less than a “C” average, and for part-time and full-time concurrent high school students (Ref. 29, p. 13).
The college accepts applicants from California, as well as out-of-state students. All applicants complete the state online application, through CCCApply.org. Applicants are processed for admission by the Admissions and Records staff, who verify the applicant’s residency. Appeals for residency requirements are processed by the Vice- President of Student Services. The college is not currently identified by the Department of Homeland Security as eligible to admit international students.
Placement procedures include the use of Accuplacer, a national standardized assessment instrument, used to assess skills in reading, sentence structure, and mathematics (Ref. 70). Counselors use multiple measures, including assessment scores, as well as other factors such as high school academic records, previous college experience, length of time out of school, high school grades, student education and career goals, work hours, family and community commitments, and high school mathematics achievement, among other measures (Ref. 71). The Accuplacer instrument has been approved by the California Community College Chancellor’s Office, which approves instrumentation for the state.
Cut-off scores and placement ranges are locally developed. Currently, the district’s Matriculation Committee is reviewing procedures for adding the writing sample portion of the Accuplacer instrument into the assessment process. The committee is also reviewing the procedures for including an additional reading instrument to complement current instrumentation. The state- wide Student Success Initiative was recently passed in California, requiring a single assessment instrument for the state; however, this is dependent on state funding (Ref. 72).
The college provides a non-credit ESL program for non-native speakers. It is housed in the Developmental Education area. Students are assessed using The Pearson Publishing’s Focus on Grammar Placement test, which is aligned with their series of six-level ESL instruction. Our ESL instructor gives students a test which measures their level of reading, writing, speaking, and listening skills in English; with their placement scores, she is then able to assign them to the appropriate level of ESL instruction: DE 302 – Beginning ESL (Levels 1 and 2); DE 305 – Intermediate ESL (Levels 3 and 4); and DE 308 – Advanced ESL (Levels 5 and 6). Due to CMC’s small size, the College is not able to offer a course for each level; however, the instructor is adept at providing multiple levels of instruction in one class. Furthermore, thanks to the College’s strong relationship with the Morongo Basin Coalition for Adult Literacy (MBCAL), this group provides trained tutors to work closely with ESL students, both during the delivery of the course as well as with one-on-one tutoring outside of the class. The program provides a supportive environment for developing skills in English as a Second Language to ease the transition to foundational English courses. When ESL students have mastered the language well
120 enough to transition to credit classes or a vocational program, they can utilize the services of the Student Success Center (SSC) to help them prepare for the Accuplacer assessment test; and when ESL students enroll in their credit-based courses or vocational programs, the SSC can provide individual tutoring and supplemental instruction to support their success.
Self Evaluation
The college meets this standard. The college regularly reviews admission procedures and responds to changes in statutory and regulatory decisions regarding admissions, assessment, and registration. Assessment instrumentation is nationally recognized and approved by the California Community College Chancellor’s Office to maintain access and equity.
Actionable Improvement Plan
In light of new legislation regarding state-wide assessment instrumentation and enrollment priorities, the college will continue to review and adapt internal procedures to comply with regulations. The college will use the Matriculation Committee as the initial group to review and recommend changes or adjustments in instrumentation.
II.B.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
The Admissions and Records office at the college secures student records in compliance with the Family Education Rights and Privacy Act (FERPA) and according to Board Policy 5040. The college also complies with state records retention regulations. Student Services maintains records in accordance with confidentiality policies adopted by the Board of Trustees.
During new employee orientation, staff are counseled regarding policies and procedures about maintaining confidential records. Classified staff and student workers are trained on the procedures for student identification, use of authorized representatives, and information related to keeping confidential data. The most recent five years of paper student records are kept in locked filing cabinets in a locked vault in Student Services.
Electronic student records are stored securely on the college’s servers and are backed up daily. In 2007-2008, the Datatel ERP system and servers were deployed. A SAN system was deployed during this period for secure network storage; in addition, a tape- changing system for enterprise backups was installed. Information Services (IS) uses an enterprise version of Backup Exec software to back up staff data and student records. The College utilized this application to successfully restore the entire Datatel database after a software corruption issue. Test restores are performed periodically. Tapes are pulled from the tape changer in the MDF and taken to a safe in another building on campus and are moved each week to an offsite safe. The College stores year- end back-ups offsite, and is testing offsite online storage. IS has deployed a server imaging back- up system on mission-critical devices. The College can perform bare metal restorations with this product, reducing the downtime if an entire server has to be rebuilt. The production Datatel SQL database is backed up every evening and transaction log backups run every hour, giving the College the ability to restore the student records up to the hour.
121 Securing student records and designing a reliable network infrastructure is of utmost importance to CMC Information Services personnel. VPN access to campus and access to the campus Portal has been encrypted. Firewalls protect the internal networks from Internet threats. Antivirus is installed on all campus PCs. In 2009, the campus firewall was upgraded with an industry- standard solution; this equipment was installed in a redundant, failover configuration. In 2011, a load-balanced, web-based VPN system was installed to improve remote access to the campus resources. A core switch with redundant modules has been installed on campus for many years. This device provides a high degree of manageability of internal infrastructure resulting in a high level of security for the network. The core, along with redundant firewalls, has allowed the college to separate student and staff networks using VLANs. There are two separate Active Directory networks, one for students, one for faculty and staff. Separating student and staff networks and installing industry-standard firewalls help maintain network security and ensure privacy of network data. Currently, access and distribution layer switches are being replaced as part of the campus remodel for efficiency projects. Installing newer switches has given the College the ability to better manage and secure the infrastructure systems, following Cisco best- practices. As part of the remodel projects taking place on campus, the IS Department has worked with vendors to design a separate network infrastructure for security cameras and IP keypads for security alarm systems. This equipment will help better protect data, resources, property and people on campus. In 2011, IS implemented Websense - a hosted email security solution. This has drastically cut down on the malicious email and viruses hitting the Exchange server, reducing virus-related issues that could ultimately compromise confidential data.
Network devices and servers have been deployed using redundant components when possible. The core switch has been installed with redundant components to improve the up-time of the entire campus network infrastructure. Servers have been purchased with redundant components to minimize down-time related to the failure of a single part.
The ERP server is located in the MDF, a locked and separately cooled room. A Liebert UPS system and generator were installed for the current MDF facility. These physical factors have protected and helped improve the up-time of the servers that store the electronic student records. However, the college has identified the need to improve the Data Center facilities. By the beginning of the 2013 spring semester, a new Data Center will consolidate all of the core network devices and servers in an environment built for this type of gear. This is currently being constructed as part of the campus Library remodel project; all servers and network gear should be moved to the new facility by the first few weeks of 2013. There are raised floors for cable management; seven network racks, giving room for expansion; a UPS system for the room; a generator; and redundant air conditioning systems. Consolidating and moving gear to a centralized Data Center will ultimately create a more stable and secure network environment.
Each employee who has a need to access the student record system is given a level of authority to access screens and either view or modify information. The security groups are based on position duties. All eligible employees are given a user account that is password protected. A user incorrectly entering his or her login three times is blocked from the system and must request permission to re-establish the account.
Students are advised of the Family Education Rights and Privacy Act (FERPA) and the use of their social security numbers. The College catalog provides information about rights to privacy, records inspection rights, and related information. Information is not released to a third party without written authorization from the student, except as allowed by law. Students are given a student identification number and the college does not use the student’s social security number
122 on documents shared on the campus, including class rosters, grade sheets, or other memoranda where students are identified.
The college is developing a process for inputting incoming transcript information into the student data base. Procedures have been developed, training has taken place, and implementation is contingent on resources for implementation. This process would store the student’s transcript information in the student information system for shared retrieval and use with academic advising, degree audit, prerequisite checking, and graduation checking. As a partial step toward providing counselors with incoming transcript information, transcripts are being scanned into a shared area network file for confidential access by counselors, who can review courses for acceptance or referral to subject area faculty. Access to the file is limited to professional staff inputting the information and counselors.
Students are not yet able to access their class schedule or transcripts on line. Students who request records are checked with a photo identification and student ID number before information is released directly to them. Students can request transcripts by mail, using appropriate identification to ensure confidentiality and security of the student record. Office staff have privacy screen filters on their computer screens to prevent easy observation of private information in public areas.
Self Evaluation
The institution maintains student records permanently, securely, and confidentially, with provision for secure back-up of all files in case of catastrophe. The institution publishes and follows established policies for release of student records. Students are not yet able to access their class schedule or transcripts online. In addition, when students are making their enrollment planning decisions, they are not able to identify which of their courses have transferred from previous schools.
The College has hired a computer programmer to develop the web interface for students to access information related to registration and student records. Data entry of external transcripts is currently being tested by Admissions and Records staff.
Actionable Improvement Plan
Address issues related to transcript entry procedures and policies as they are identified by Admissions and Records staff.
II.B.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.
Descriptive Summary
All areas of Student Services are regularly evaluated through both formal and informal processes. The evaluation processes include annual program reviews, point of service surveys, biennial institutional student surveys, peak registration student surveys, and categorical program community partner feedback. The evaluation methods include survey information and group
123 feedback. This data is analyzed in annual program reviews as the basis for updating goals, outcomes, and plans.
Program reviews are produced annually, to systematically address progress on program goals and outcomes. The program reviews are used to identify service needs and provide input into the institutional budget priorities. Program reviews also produce priorities for modifying policies, procedures, or processes, which do not directly impact the annual budget, but modify business processes for more efficiency and effectiveness. Programs performing program reviews include: Admissions and Records, Counseling, Financial Aid, ACCESS, EOPS/CARE, and the Student Success Center (Ref. 28).
The biennial student satisfaction survey is completed in the spring semester of even- numbered years, with the most recent survey completed in the spring of 2012. The survey elicits students’ feedback regarding registration processes; registration staff; book availability; counselor contact; counselor access; counselor characteristics; use of advising resources; use of assessment results for appropriate course selection; awareness of available disability resources; satisfaction with those services; availability of EOPS resources and satisfaction with those services; availability of financial aid information and services, and satisfaction with those services; availability of tutoring services, and satisfaction with those services. Analysis of survey data, point-of-service feedback, and community partner feedback allows Student Services staff to set goals and outcomes for their programs (Ref. 4).
Classified staff are formally evaluated annually, with newly hired classified staff evaluated at three-month, six-month, and eight-month intervals during their first year of employment. Evaluation objectives are primarily educational, providing an opportunity for continuous improvement of service. Counseling faculty are evaluated every four years, and the evaluation process includes peer and student evaluation components to ensure improving services. Newly hired full-time counselors are evaluated by a tenure committee, which includes peer observations, evaluations by students served by the counselor, a Self Evaluation, and supervisor evaluation. The tenure process is a three-year process of evaluation, prior to the tenure acceptance decision. Administrative staff are annually evaluated by their supervisor (Ref. 73).
Student learning outcomes are integrated into student services and are identified in the annual program reviews. Measureable criteria to evaluate outcomes are built into the program review process. A culture of thinking about student learning is characteristic of the student service area. For example, when examining changes in the new student orientation program, changes in procedures for financial aid, changes in registration procedures, or even in conduct hearings, someone invariably asks the question, “What will the student learn from this? Or what do we want the student to learn from this?” Though not always formally measured, the thought process regarding student learning is regularly used in daily decision making by staff at all levels of student services (Ref. 28).
Self Evaluation
Student support services are regularly evaluated and evaluation is used to improve student services. Student feedback is sought in point-of-service evaluations and biennial satisfaction surveys. This data is used for developing goals and outcomes for improvement of the various services. Those outcomes are measured and the results are used to modify plans for future services in response to student needs. A culture of including “what will students learn from this” is an integral part of student services and leads to many informal opportunities for changing
124 internal forms, communication processes, marketing materials, and a host of other regularly identified student engagement responses into student learning opportunities.
Actionable Improvement Plan
None.
125 STANDARD IIB REFERENCES
Ref. 1: Board Policy 5010: Admissions
Ref. 2: Ed Code 48800; Ed Code 76000
Ref. 3: Program Reviews
Ref. 4: 2012 Student Survey
Ref. 5: Admissions AUO Assessment EOY-2011-2012rev1
Ref. 6: Review of the Admissions & Records Evaluations
Ref. 7: 2012 Employee Survey
Ref. 8: VA GI Bill Survival Workshop September 2012
Ref. 9: Summary data from Veterans Services
Ref. 10: Sample of Counselor Calendar
Ref. 11: New Student Orientation Spring 2013
Ref. 12: Sample of Orientation Schedules
Ref. 13: University Day flyer 9/18/12
Ref. 14: CSUSB Palm Desert Fall 2012 visits to CMC
Ref. 15: EOPS Application
Ref. 16: EOPS Orientation PowerPoint
Ref. 17: EOPS Student Educational Plan (SEP) Packet
Ref. 18: EOPS Mutual Responsibility Contract
Ref. 19: EOPS Workshop Descriptions Fall ’11 – Spring ‘12
Ref. 20: Invitations for EOPS Recognition Ceremonies Fall ’11 – Spring ‘12
Ref. 21: CARE Christmas Bash Flyer & CARE Handbook
Ref. 22: ACCESS Report
Ref. 23: Financial Aid Distribution 2007-2012
Ref. 24: Tuition Assistance Recap from Summer 2008 Through Fall 2012
Ref. 25: 2012-13 Internal Scholarship Awards
126 Ref. 26: SSC Program Overview Brochure 2012-13
Ref. 27: Employee Development Fund Information
Ref. 28: Student Services Program Reviews
Ref. 29: Copper Mountain College Catalog
Ref. 30: Board of Trustees minutes
Ref. 31: Matriculation Information
Ref. 32: DSPS Advisory Committee Agenda 2011
Ref. 33: OSS Guest Office Usage E-mails and Calendar
Ref. 34: VA Vocational Rehab Contact
Ref. 35: ACC 301 Course Description
Ref. 36: ACCESS Intake Procedures
Ref. 37: ACCESS Webpage
Ref. 38: Orientation PowerPoint
Ref. 39: EOPS Documentation 2004-10
Ref. 40: College Website
Ref. 41: Telephone and Walk-in Traffic Counts
Ref. 42: Financial Aid Participation Agreements
Ref. 43: Financial Aid Outreach Contacts
Ref. 44: Annual FA Report
Ref. 45: CMC Scholarship Information
Ref. 46: VA Information
Ref. 47: Student Success Center Program Review
Ref. 48: MASP Information
Ref. 49: Class Schedules
Ref. 50: Board Policy 2015; Board Policy 5400
Ref. 51: Participating Effectively in College Governance
Ref. 52: Student Participation in College Governance - AS Agenda 9.06.12
127 Ref. 53: Howl Café Flyer; example of The Copper Penny
Ref. 54: CEEC Schedule of Events 2012-2013
Ref. 55: Titanic Event Documents
Ref. 56: Community Resource Fair 2011 flyer
Ref. 57: Human Resources Diversity Chart
Ref. 58: Board of Trustees minutes 9/27/12, p. 5
Ref. 59: EEO Slides in Student Services
Ref. 60: Bell Center Calendar of Events
Ref. 61: CEEC Bug Flyer
Ref. 62: Counseling AUO Assessment Report
Ref. 63: Counseling Information
Ref. 64: Student Services Building Plan
Ref. 65: Student Educational Plan location
Ref. 66: New Student Checklist
Ref. 67: College Mission Statement
Ref. 68: ARCC Report, p. 170
Ref. 69: EEO Calendar
Ref. 70: Assessment Test Results 9/12
Ref. 71: Multiple Measures Form
Ref. 72: Matriculation Committee Information
Ref. 73: Classified and Faculty Association contracts
128 II. C. Library and Learning Support Services
Library and other learning support services for students are sufficient to support the institution’s instructional programs and intellectual, aesthetic, and cultural activities in whatever 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.
II.C.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.
Description
The Greenleaf Library provides resources, along with other services, that support the college’s educational programs. This philosophy is outlined in the library’s mission statement – “The primary mission of the Greenleaf Library is to support CMC’s instructional programs by providing local and remote access to diverse resources. Library faculty and staff strive to provide high-quality support services and to advance CMC’s mission and institutional outcomes by promoting and facilitating information competency, critical thinking, and life-long learning for both students and the college community” (Ref. 1).
The library supports the college’s mission by ensuring that resources are available for existing and new curriculum; conducting group and individual instruction to improve student success; and displaying resources each month celebrating diversity. Support is provided for the institutional student learning outcomes by conducting workshops and individual instruction in information competency. The institution’s instructional programs are supported by maintaining library resources in sufficient depth and currency, selected in consultation with teaching faculty. Library services and resources are available to students at CMC, students taking courses at the Marine Base, and students taking online courses.
Self Evaluation
Since 2006 the library has strived to increase the collection quantity to address prior accreditation planning agendas. The primary increase has been to supplement the online ebook collection. This provides access not only to students on-campus, but access off-campus to students at the Marine Base and those taking online courses.
Actionable Improvement Plan
None.
129 II.C.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.
Description
The Greenleaf Library offers faculty and students a wide variety of resources to support courses and programs. Over the past four years the library has significantly increased the quantity and quality of resources for students. The Greenleaf Library collection includes approximately 12,000 print books, 45,000 ebooks, 69 print periodicals, over 11,000 electronic periodicals, and 700 audio-visual titles (Ref. 2). This represents a 50% increase in the book collection and 30 % increase in periodicals. The collection meets specifications of Title 5 and the Association of College and Research Libraries (Ref. 3). Microsoft Office suite is available on the twelve library computers. Wireless access is also available providing access for students with laptop computers.
Library materials are selected by a Library Committee that meets monthly during the academic year, composed of faculty, the librarian, library staff, and student representatives. Faculty are encouraged to submit requests for library materials and items requested by faculty are noted in the agenda items provided to the Library Committee (Refs. 4, 5). Faculty requests are supplemented by materials selected by the librarian from professional literature, such as Choice and Library Journal, along with publishers’ catalogs. A list of new items is sent monthly via email to all faculty and is also available on the library’s website. This email also provides an opportunity to encourage faculty to submit library material requests (Refs. 1, 6).
A collection development policy exists which is reviewed and approved by the Library Committee (Ref. 1: link to policy). An example of faculty input into the library collection was the recent recommendation to add portions of the JSTOR collection of online databases, which will be available in January 2013. This recommendation came from discipline faculty in history, anthropology, English, reading, and sociology. All faculty were notified via email about the possible acquisition of JSTOR and they participated in the selection of which JSTOR collections would be purchased (Refs. 7, 8).
The librarian is a member of the Curriculum Committee and the Curriculum Technical Review Advisory Committee. The course outline of record includes the librarian’s signature on the adequacy of print and electronic materials, ensuring that there is support for new courses and programs. During the past year the librarian worked with faculty to select materials for the new Culinary Arts program (Ref. 9). Discipline faculty are also consulted before library materials are removed from the collection. An example was the video to DVD conversion project during the 2011-2012 academic year (Ref. 10). With the installation of Sympodium software in classrooms, viewing of VHS recordings was no longer supported; only DVD recordings could be utilized. The library reviewed the video collection and identified items to potentially be removed from the collection. Discipline faculty were provided a list of these items and their feedback was requested for approval of the removal or replacing the video title with DVD format (Ref. 10).
130 Faculty are surveyed to determine whether the library collection meets the needs of their programs (Ref. 11). Results of these surveys are used to assist the librarian in identifying resource gaps and areas which could benefit from additional training or flex activities. Information on library resources is also provided to faculty for program review analysis and program accreditation requirements. An example of this was working with the nursing faculty to identify and review library resources for their accreditation report with the Board of Registered Nursing (Ref. 12).
The library participates in the Council of Chief Librarians for California Community Colleges (CCL) which provides reviews of online databases, assisting the Library Committee in selecting databases most appropriate for CMC curriculum. (Ref.: http://www.cclibraries.org/ ). The CMC library also participates in the CCL’s cooperative purchase program. The recent state-wide database purchase significantly expanded resources available to CMC students with the addition of online databases from EbscoHost. The existing budget for online resources was then available to purchase additional online resources and the faculty recommended JSTOR.
Faculty review of course SLO assessments in fall 2012 led to a recommendation to create a centralized tutoring center. Through institutional dialogue, a decision was arrived at to allocate library space for a centralized tutoring center and to purchase eleven computer workstations. This tutoring center is scheduled to open during the spring 2013 semester (Refs. 13, 14).
Library staff also engage in the institutional dialogue on student learning outcome assessment. As institutional plans are developed, the library staff discusses what measures can be taken within the library to contribute to the plans. One example is the modification to the evaluating sources workshop assignment to expand the writing component, as SLO assessment review had identified writing skills as an area that needed improvement throughout instructional programs (Ref. 15).
Self Evaluation
The institution uses standards set by the Association of College and Research Libraries (ACRL) which are in Title 5 regulations to determine whether the quantity of library materials is sufficient. The Greenleaf Library meets these standards for books, periodicals, and audio/visual materials (Refs. 3, 2). The quality and depth of library materials is assessed by discipline faculty through program reviews, course outline of records updates, and individual program accreditations (Ref. 16).
Faculty are consulted regarding purchases for the library collection and are encouraged to review library holdings to ensure that the collection meets the needs of students. Some examples of purchases recommended by faculty for their programs are the selection of the All Data Automotive database, which was selected based on a recommendation from Automotive faculty (Ref. 17).
In addition to working with faculty in individual programs, the library staff survey faculty to determine whether or not library resources meet the needs of their students. Faculty survey results from fall 2011revealed that 40% of faculty who responded to the survey were not
131 utilizing online library resources; only 18% of faculty were not utilizing the library’s print resources (Ref. 11. With library resources increasingly migrating to an electronic format, this demonstrated a need to acquaint faculty with online sources. Student survey results show that students are more satisfied with the library’s online resources (70%) than they are with the library’s print resources (62%). (Ref. 18) To address the gap between faculty and student perceptions and use of library resources, a flex presentation was conducted in Aug. 2012 (Ref. 18). The library staff is also working with faculty to develop subject guide wikis for programs (Ref. 1).
The remodel of the library addresses issues of space and access that were evident to staff and noted in results of student surveys. In the 2012 survey, 55% of students were dissatisfied with the number of computers in the library; 50% were dissatisfied with the study space (Ref. 18). With the completion of the library remodel in the fall of 2012, library seating has expanded to 186 seats with seven study rooms. Students will have access to 30 computers, a significant increase from the 12 computers previously available.
Actionable Improvement Plan
Increased opportunities need to be provided to familiarize faculty and students with library resources, particularly online databases.
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.
Description
Information competency instruction is provided to students through five separate library workshops offered during the semester (Ref. 20). Faculty can request that the workshops be integrated into their class schedule. The librarian also conducts classroom visits, providing students with information competency instruction and highlighting library resources specific to the course subject (Ref. 21). For courses offered at locations other than the CMC campus the librarian, upon request, will visit the class to provide instruction on using library resources. The librarian also provides instruction to hybrid courses on days when the class meets face-to-face. Further, one-on-one instruction is provided to students at the reference desk and via online chat. This instruction includes use of databases and identifying appropriate materials.
Student learning outcomes have been developed for each of the workshops and are assessed each semester (Ref. 22). ACRL standards have been utilized to develop the student learning outcomes: students will be able to determine the nature and extent of the information needed; access needed information effectively and efficiently; evaluate information and its sources critically, and incorporate selected information into his or her knowledge base and value system; use information effectively to accomplish a specific purpose; understand many of the economic, legal, and social issues surrounding the use of information; and access/use information ethically and legally.
132 Self Evaluation
Attendance at library workshops has increased as college enrollment grows. Faculty from a variety of disciplines recommend that students attend workshops. For some courses attending library workshops is required and many instructors offer students extra credit to attend.
During the 2011-2012 academic year, 52 workshops were offered; 22 workshops were integrated into the class time; and five subject specific class presentations were conducted. Workshop attendance for both fall 2011 and spring 2012 semesters was the highest ever (Ref. 21).
For courses requiring workshops, students are given an assignment to complete. Through this assignment student learning outcomes are assessed using a pre-test / post-test methodology (Ref. 22). After dialogue with faculty, a goal was determined of 90% of students successfully completing the post-test. Each semester, if the assessment does not attain the desired goal, an improvement plan is developed and implemented the following semester. The same SLO is assessed the following semester to ascertain whether or not the plan was successful in improving student success (Ref. 23). Examples of implemented improvement plans include integrating PowerPoint presentations and You Tube clips into the workshops, modifying assignments, and devoting more instructional time to topics students where students were least successful.
The workshop instruction on information competency supports the college’s institutional student learning outcome. Results of the 2012 student survey showed improvement between 2010 and 2012, from 68% to 74%, in students’ assessment of their ability to utilize the Internet, software, and databases to do research (Ref. 18). These are skills taught in the library workshops.
Workshops are currently only accessible for students who can attend on campus or sites where the librarian can visit the class. For students taking online courses, their only current option is to attend workshops on campus. Through program review the library has identified the need to develop online library workshops to make this instruction available for students regardless of the course modality.
Actionable Improvement Plan
Develop online library workshops.
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.
Description
During semesters and the summer session the library is open 60 hours per week, including evening hours four nights a week, Monday through Thursday (Ref. 1). Reference services are provided in the library and via online chat during hours of operation.
Information on library services is provided to students and faculty on the Marine Base in a brochure distributed to each class (Ref. 24). Students taking classes on the Marine Base can obtain a library card at the CMC Base Office and access to all online databases is available on
133 computers in the CMC Base Office. Library materials can be delivered to students at the CMC Base Office and students can also return materials there.
Faculty teaching online courses are provided with documentation on library resources that can be uploaded into their course shells (Ref. 25). This documentation details instruction on how to access the library’s online resources. Students taking online courses can obtain a library card by contacting the library. Print library materials can be sent and returned to students via mail.
Self Evaluation
In the past year the library has significantly increased the online databases available to students. Along with the state-wide database purchase last year, in which CMC participates, the library added a second ebook collection, Ebrary, and will add some JSTOR collections beginning in January 2013.
The library staff provides online teaching faculty with documentation they can upload into their Blackboard courses, providing links to the library’s online resources. One limitation is that a few of the library’s databases, Lexis/Nexis, CQ Researcher, and Historical Statistics, are searchable off-campus, but full-text articles are only accessible on campus or at the CMC Base Office. Library staff provide instructions to students on how to contact the library to obtain the full-text article, but students do not have immediate access from off-campus (Ref. 25). The library has explored different methods to make all online resources available off-campus, e.g. a proxy server or Shibboleth. The college had planned to convert to a seamless interface computer system and discussions also revolved around whether this would provide an avenue for off-campus access. However, this implementation has been delayed due to budget cuts. Budget restraints have also made implementing Shibboleth cost prohibitive.
Actionable Improvement Plan
The library has identified the need for all online databases to be accessible off-campus. Several options have been identified to provide off-campus access. Library staff should examine the options, choose one, and implement it.
II.C.1.d The institution provides effective maintenance and security for its library and other learning support services.
Description
The Greenleaf Library building is currently being remodeled with a tentative completion date of December 2012. The library was moved to a temporary modular building in 2009. This temporary facility of approximately 1,800 sq. ft. offered limited seating and most of the print collection was in storage, accessible to students only upon request. The renovation of the building, expanding from approximately 12,000 sq. ft. to 17,000 sq. ft., was planned in consultation with the library staff. The planning addresses concerns raised in student survey results regarding the availability of study space in the library and the number of computer workstations (Ref. 18). Seven study rooms are planned along with increased seating. Computer stations will be expanded from 12 to 30.
134 The library print and audio-visual collections are security-taped, and the library front entrance has 3M security gates that will sound an alarm if materials are leaving the building without being properly checked-out. There is one entrance through which everyone must enter and exit.
The college’s Maintenance & Operations (M&O) staff ensures that the library building is clean and well-maintained. There is a procedure in place for the library staff to notify M&O of any areas that need attention or safety concerns. Student workers assist with dusting offices, library shelves, the computer commons, and the general tidiness of the library building.
Security staff routinely patrol the library building and assist library staff with disruptive students, when necessary. Phones in the library have a programmed security button.
Self Evaluation
The library collection is secure and the building is well-maintained. College security staff help ensure a safe environment for college personnel and students.
Actionable Improvement Plan
None.
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.
Description
CMC is a member of the Council of Chief Librarians (CCL) and the Community College Library Consortium (CCLC). This consortium provides discounted online resources to member libraries. CMC purchases all but one of its online databases through the consortium. Database reviews are available for library professionals and faculty to review, assisting them with selection of databases appropriate to CMC curriculum needs.
Self Evaluation
CMC was a member of the Inland Library System until it dissolved in 2010 due to state budget cuts. This had been the primary avenue for obtaining interlibrary loan materials for students and faculty. Interlibrary loan requests have been rare in recent years: only one request was made in 2011, and there were none in 2012 (Ref. 2). The expansion of online database resources over the years might account for the decline in interlibrary loan requests. Analysis by library staff also speculated that students may be unaware of the availability of interlibrary loan. To address this, an interlibrary loan link was added to the library website (Ref. 1). Students can complete the request form and email it to the library staff, making this service available to students who attend classes at the campus, at other sites, or online.
135 Actionable Improvement Plan
None.
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.
Description
Library services have been evaluated annually in a program review beginning in 2006-2007 (Ref. 26). This review includes an advisory meeting attended by faculty, library classified staff, and student representatives. The library utilizes a variety of data and assessment to evaluate its services, including SLOs in library workshops which are assessed each semester and AUOs which are assessed each year (Ref. 22).
The library gathers statistical information on usage of both print and online resources. The library’s automation system tracks data on circulation of books, periodicals, and audio-visual titles. Online database vendors gather statistics on the number of “sessions” CMC students are accessing those databases. This information is utilized in the decision-making process to renew or cancel database subscriptions. Data is also gathered on the count of patrons in the library and the number of reference and redi-reference transactions (Ref. 2).
The library utilizes responses from the bi-annual campus-wide student survey to assess library services. For the library workshops, annual student surveys are conducted of attendees (Ref. 27). The Library Committee reviews the results of all of these evaluations conducted during the year, analyzes data on library usage, and makes recommendations for improvement (Ref. 28).
Self Evaluation
Annual program reviews evaluate library services and improvement plans are developed and implemented.
Examples of improvements based on SLO assessments include modifying assignments and including PowerPoint presentations and YouTube clips in instruction to reinforce concepts and address different learning styles (Ref. 29). Another modification implemented, with faculty consultation, was to set a deadline for completion of the assignment (Ref. 15).
Examples of improvements based on AUO assessments include redesigning the library website, offering flex presentations to faculty on library resources, and increasing the library book collection (Refs. 19, 2).
Improvements based on the student surveys of the library workshops included increasing the number of workshops and modifying APA and MLA workshops to include instruction on in-text citations (Ref. 30).
136 In the bi-annual student survey students assess whether or not library resources, both print and online, are sufficient for their coursework. The 2010 and 2012 student survey results were very similar, with 70% of students satisfied with library online databases, 62% of students satisfied with library print materials, and 78% of students familiar with how to access online databases (Ref. 18). In analyzing these results the library staff speculated that students may be less satisfied with print materials because the majority of the library’s print collection has been in storage since 2009 due to the library renovation. Although print materials can be retrieved upon request, immediate access is not always available. To address these results and gather additional information, the library conducted a separate survey to determine what specific resources students were most, and least, satisfied with. The results showed that many students, even those using the library, were unaware of library online resources (Ref. 31). To address these results, in 2010 the library added a FaceBook page to heighten student awareness of available resources. In 2012 the survey results were still similar, so the library’s website was redesigned to, hopefully, be more user friendly and give better direction to what students are looking for. In addition, the library purchased an additional ebook collection, Ebrary, in July 2012, adding over 28,000 titles to the library collection.
The library has used data on the resources most utilized by students to determine collection priorities and purchases. Circulation statistics for print books have steadily declined since 2000 (Ref. 2). This trend led the library to focus more on an ebook collection. Reserve textbooks have shown a trend of increased usage, leading the library to devote more budget resources to purchase textbooks. (Ref. 2) Revenue generated from the public copy machine is now allocated to textbook purchases. Usage statistics from online databases demonstrated that Noticitias was no longer being utilized, so this database was discontinued (Ref. 32). Usage data is also used to determine which resources to purchase. Library staff used the number of times ebooks were accessed in the Gale Virtual Reference Library to determine which titles should be purchased when new editions are available (Ref. 33).
The library assesses contributions to the achievement of student learning outcomes. The librarian works with discipline faculty to analyze how the library supports student learning outcomes for courses and programs. During the 2011-2012 academic year, the impact of library workshops was assessed in psychology courses (Ref. 34). Outcomes showed a correlation between workshop attendance and students’ successfully completing psychology courses. To increase student success, arrangements were made between the librarian and psychology faculty to give more in-class workshop presentations.
Actionable Improvement Plan
Explore further methods of evaluating the connection of library services to student learning outcome
137 STANDARD IIC REFERENCES
Ref. 1: Library Website off campus (http://205.154.158.21/)
Ref. 2: Collection and Usage Statistics
Ref. 3: Title 5, Section 58724
Ref. 4: Library Committee minutes
Ref. 5: Suggested Library Purchases
Ref. 6: E-mail from Librarian to Faculty
Ref. 7: E-mails from Faculty to Librarian
Ref. 8: Library Committee minutes
Ref. 9: E-mail from V. Stults to Librarian
Ref. 10: Library Video/DVD project
Ref. 11: Faculty Survey of Library Resources
Ref. 12: E-mails from Nursing Faculty to Librarian
Ref. 13: SLO & AUO Assessment Review Spring 2012
Ref. 14: Library Program Review 2011-12
Ref. 15: Workshop Assignment example
Ref. 16: COR example
Ref. 17: Library Committee minutes
Ref. 18: 2012 Student Survey
Ref. 19: August 2012 Flex schedule
Ref. 20: Library Workshop schedules
Ref. 21: Workshop statistics
Ref. 22: Library Workshop SLO Assessment
Ref. 23: Library SLO Rubric
Ref. 24: Base Services Brochure
Ref. 25: Library Online handout
138 Ref. 26: All Library Program Reviews
Ref. 27: Workshop Surveys
Ref. 28: Library Committee minutes
Ref. 29: Workshop PowerPoints
Ref. 30: Workshop handouts
Ref. 31: Library Student Survey
Ref. 32: Database Statistics
Ref. 33: Gale Statistics
Ref. 34: Psychology SLO Assessment
139
Standard 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.
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 manner 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.
David Shook, Financial Aid Specialist Giving a Presentation at All Staff Day
140 Descriptive Summary
Copper Mountain Community College District employs qualified administrators, faculty and staff who meet the education, experience and training requirements established by the District. Faculty and administrators hired meet the minimum qualifications as established by the Chancellor’s Office’s “Minimum Qualifications Handbook.” For further guidance, the District has established a Board Policy and Administrative Procedure that addresses qualifications for academic personnel (Ref. 1). The District established the requirements through consultation with the specific departments requesting the position, surveying other institutions for similar positions, and taking into account the Mission Statement and future direction of the District. The hiring authority and the Chief Human Resources Officer review the job announcement prior to publication to ensure the criteria is outlined in the job announcements.
To attract diverse and qualified candidates, the District uses a variety of media to advertise positions including print media such as the local papers Hi Desert Star, Desert Trail and the Desert Sun; social media such as the college’s Facebook page; websites including the District’s website and the CCC registry job bank; and position-specific media such as the Association of California Nurse Leaders and the Chronicle for Higher Education. In addition, the District sends announcements to other organizations in the community that clearly state the job requirements, education, experience, and training, for each open position (Refs. 2, 3). The District has purchased a computer software tracking application that provides an opportunity for potential employees to answer questions regarding the minimum qualifications. If the applicants do not meet the minimum qualifications (e.g. bachelor’s degree), through the applicant tracking system, the applicant is informed that he/she does not meet the minimum qualifications. All job announcements are published on the District’s website. Job announcements for faculty and administrator positions clearly indicate that degrees must be from accredited institutions. This allows applicants to know of the requirements prior to applying for an open position or requesting a job interest card.
The District has established an academic minimum qualifications committee, composed of faculty, appointed by the Academic Senate, to assist in the recruitment of faculty and the confirmation of an applicant’s qualifications for the discipline. If an applicant’s education and experience do not exactly match the criteria in the “Minimum Qualifications Handbook,” the application and transcripts are sent to the committee for review. If the committee determines that the qualifications are met, then the applicant moves forward in the recruitment process. When current faculty ask to teach in additional disciplines, the employee’s transcripts, experience and supplemental information is sent to the committee for review. If the committee approves the additional discipline, the current employee is available to teach courses in the approved discipline(s). This process has proven to be beneficial for prospective and current employees. The Human Resources Office has a master discipline list to assist with scheduling. The minimum qualifications committee plays a role in maintaining this discipline list (Ref. 4).
When positions become available through funding and/or personnel changes, the District advertises for the position. However, if there is a change of personnel direction and/or a large recruitment, the management team, including the Chief Human Resources Officer, reviews the
141 program review of each department to determine personnel needs. Through the program review process, if a position is a priority and funding is available, the District recruits and fills the requested position. Before the District offered an early retirement incentive in 2010, it reviewed the demand for classes and programs through enrollment information, and asked the Academic Senate to provide their input on the positions to hire. Through institutional dialogue and scrutiny of data, the District hired faculty in needed positions: Accounting, Art, Computer Information Systems, Educational Development, English, Math, Nursing, Reading and Science (Ref. 5).
Hiring criteria are established in Administrative Procedure 3000, and Board Policy and Administrative Procedure 3410 (Ref. 6). The composition of hiring committees is dependent upon the position: faculty positions have more faculty committee members and classified positions have more classified committee members. The faculty committee members are selected by the Academic Senate and, when possible, include at least one faculty member in the discipline as the “subject expert.” The classified committee members are selected by the classified union (CSEA) and the Classified Senate. Guided by the Human Resource Director and/or the Human Resources Specialist, when a hiring committee meets, it devises questions to ask the candidates that address student success as well as the needs of the program and District. The committee also decides whether or not to require the candidate to perform an activity during the interview. This potential activity ranges from position to position and ensures that the candidate has the skill and knowledge to be employed with the District (Ref. 7). The committee establishes screening questions to score, then selects the top candidates to interview. All full-time faculty interviews require the applicants to conduct a teaching demonstration. The teaching demonstration is created by the faculty members on the committee, and then scored by those same faculty members (Ref. 8). During the interview, the committee scores each question to determine which candidate best meets the criteria, and the cumulative scores determine whether a candidate will receive a second interview with the hiring authority. The committee may elect to use the “forced choice tool” to select the best candidates (Ref. 9). The Human Resources Specialist II oversees the hiring committees, ensuring that the hiring procedures are consistently applied.
The District has a two-part training process for staff who serve on hiring committees. Prior to serving on hiring committees, District employees receive Equal Employment Opportunity training in a group setting from an internal certified trainer who discusses Equal Employment Opportunity (EEO) guidelines, the interview process, and expectations (Ref. 10). After the group meeting, the individual committees meet to participate in the second part of the training, which includes confidentiality statements and reviewing candidates to make sure there are not any biases. As of 2012, the faculty Minimum Qualifications Committee chair attends initial committee meetings in order to brief members on how to review applications for minimum qualifications.
Self Evaluation
Copper Mountain College ensures that its programs and services maintain integrity and quality by establishing minimum qualifications for positions. There is a defined hiring process in place at the College, with appropriate training provided to employees who serve on the hiring
142 committees. Positions are properly advertised to attract the largest available pool of qualified applicants.
Actionable Improvement Plan
The District needs to revise the hiring Board Policy and Administrative Procedure to reflect new recruitment outlets, such as websites, and new technology. The District also needs to adopt a Board Policy and Administrative Procedure for minimum qualifications for classified and supervisory personnel. The Human Resources Office needs to send the Chief Human Resources Officer/EEO Officer to training to become a certified EEO trainer. To stay current and have information easily accessible for employees, the Human Resources Office needs to further develop training materials with online access.
The Human Resources Office needs to develop a Personnel Staffing Plan to include in the Strategic Master Plan.
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 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.
Descriptive Summary
The District has established evaluations for all employees. The process and guidelines for evaluations can be found in the Collective Bargaining Agreements. In 2009/2010, the District and Classified Association (CSEA) met and negotiated a revision of the evaluation form and process. In 2010/2011, the District and Faculty Association (CTA) met and negotiated a revised form and process. Both negotiations were successful, and the new forms and processes have been adopted and are currently in practice (Ref. 11).
For teaching faculty, the evaluation committee includes the Vice President for Academic Affairs or the Vice President of Student Services for counselors, and faculty members. Faculty on tenure track are evaluated once a year to assist them in their teaching methodologies. For tenured faculty, evaluations are conducted once every three years. The evaluation process includes classroom observations by the evaluation committee; student evaluation surveys; and a portfolio submitted by the faculty member being evaluated, offering evidence of faculty strengths and goals through student assessment tools, a statement of District committee work, and a self- assessment of job performance (Ref. 11). Based on this evidence, if the committee and/or Vice President believe the faculty member needs to improve, the District can assign a short-term goal for evaluation the subsequent semester; or, if there are more serious performance issues, the faculty member can be put on a Positive Assistance Plan. This process provides a fair opportunity for faculty members to improve and ensures that a faculty member receives guidance as he/she strives to meet the required standards.
143 Probationary classified employees are evaluated after consecutive intervals of three, six, and eight months before becoming permanent employees. Once a classified employee passes his/her probationary period, annual evaluations are conducted. The classified evaluation is conducted by the employee’s supervisor and consists of a written form and a one-on-one meeting. The form and meeting is used to discuss the employee’s performance, acknowledge accomplished goals and set new goals. An “improvement needed” evaluation includes specific recommendations for improvement, including objectives and timelines. Specific recommendations for improvement may also be supplied; in such cases, the evaluation may indicate areas where improvement is needed, even if the overall evaluation is satisfactory. Promoted employees are reviewed at three- and six-month intervals before becoming permanent in their new positions (Ref. 11).
The evaluation process for Managers and Administrators was refined in 2010. Managers and Administrators are evaluated once a year, regardless of the contract length. They are evaluated on communication skills; leadership; professional knowledge and expertise; teamwork; and administrative skills. As with all evaluations, the evaluation discusses accomplished goals as well as future goals (Ref. 12). The Vice Presidents receive feedback from faculty, and the Superintendent/President receives a 360˚ evaluation (Ref. 13).
In order to ensure that evaluations are done on time, the Human Resources Office and Academic Affair Office has created a system to remind supervisors of the evaluation deadline (Ref. 14).
Self Evaluation
The College has established procedures and timelines that guide the evaluation of all CMC staff. Historically, the College had found it difficult to conduct evaluations in a timely manner. However, beginning in 2010, cooperative attempts to address the evaluation deficiencies began to make headway. Supervisors demonstrated that they understood the importance and necessity of regular evaluations. In 2009, a goal of the Academic Affairs Office was to properly evaluate faculty. During the 2009-10 academic year, the Vice President of Academic Affairs caught up with the past due evaluations; this helped to initiate at CMC a culture of expecting timely evaluations. Since that time, over 90% of faculty evaluations are done on time, and the Chief Human Resources Officer is working with all supervisors to instill the same ‘timely evaluations’ attitude in classified workers. As of November 2012, 70% of classified evaluations were complete.
The 2012 Employee Survey reflects the staff’s awareness that the College has made strides in its goal to conduct regular evaluations: whereas only 56% of employees in the 2010 Survey agreed that “The evaluation of each classification of staff is systemic and conducted at stated intervals,” fully 12% more (68%) provided positive responses in the 2012 Survey (Ref. 15).
Actionable Improvement Plan
The Human Resources Office will work with both Associations to revise the evaluation forms. The Human Resources Office will work with managers and administrators to revise their evaluation form.
144 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.
Descriptive Summary
Since faculty are directly responsible for student progress toward achieving student learning outcomes (SLOs), many opportunities to enhance faculty knowledge of SLO and assessment techniques occur during the academic year. During All Staff Day and Flex Days, the District participates in institutional dialogue and discusses SLOs and Administrative Unit Outcomes (AUOs). Program meetings are held during All Staff and Flex Days to develop course and program SLOs, identify course SLOs to be assessed every semester, discuss course and program SLO assessment results, and identify strategies for improvement. The Student Learning Outcome Assessment (SLOA) Coordinator works on demand with individual faculty members who feel the need for further assistance in establishing and assessing student learning outcomes. Faculty are required to include SLO and assessment measures in Course Outlines of Records and course syllabi.
Faculty job descriptions include: post, publish, and advise students on strategies to achieve SLOs; teach the course content specified in the Course Outline of Record; and participate in professional development activities in order to stay current in their disciplines’ skills and knowledge. The faculty evaluation process includes a portfolio that asks faculty to conduct a self-assessment of job performance, including innovative and alternative approaches to teaching and professional goals (Ref. 16).
Self Evaluation
The evaluation process for faculty is detailed in section III.A.1.b. above. Since faculty must submit a portfolio that includes syllabi, student learning outcomes, and evidence that those outcomes have been assessed by the faculty member, achievement of student learning outcomes constitutes a component of the evaluation of faculty and those directly responsible for student progress.
Actionable Improvement Plan
None.
III.A.1.d: The institution upholds a written code of professional ethics for all of its personnel.
Descriptive Summary
The District’s Faculty Code of Professional Ethics is printed in the college catalog and in the Faculty Handbook (Refs. 17, 18). The students’ code of academic integrity is published in the College catalog. The Board of Trustees has a professional code of ethics that is reviewed yearly (Ref. 19). The Human Resources Office is in the process of writing an Institutional Code of Ethics to be presented to the constituency groups for input and approval, with final approval from the Board of Trustees.
145 Self Evaluation
The faculty code of ethics and Board of Trustees code of ethics is known and published, but the College should develop an institutional code of ethics.
Actionable Improvement Plan
The Human Resources Office will write an institutional code of ethics and create an employee handbook. The goal is to complete the institutional code of ethics by December 2013, and an employee handbook by July 2014. Once completed, the institutional code of ethics and employee handbook will be distributed to all employees, and will be included in the new employee packet.
III.A.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.
Descriptive Summary
In 2008, the District was reorganized to better fit the needs of the institution as well as comply with the 50% law. Though there have been some transitional concerns, the reorganization has been beneficial, since the District has met the 50% law consistently while still maintaining enough administrative and support staff (Ref. 20).
There has been a relatively consistent workforce at the District since 2009. In fiscal year 2010/2011, the District offered an early retirement incentive to both classified and faculty. Based on the participation, the District was able to hire additional faculty to move forward to increase student success. The determination of the new faculty hires was based on retirements, class enrollments, and program review results. The Academic Senate was consulted during the position allocation discussion. The results netted two faculty in Math; one in Art; one in Biological Science; two in Nursing; one in CIS/Business; one in Accounting; two in English; and one Coordinator of Developmental Education (Ref. 21).
The District exceeds the required number of full-time faculty based on Chancellor’s Office guidelines of 13.6; there are currently 41 full-time faculty members, 35 of whom are instructional faculty (Refs. 22, 23). The District has been compliant with the 50% law since fiscal year 2007/2008.
The District has an appropriate number of classified staff and administrators with relevant education and experience to provide administrative services necessary to support the District’s mission statement and goals. The District currently employs three educational administrators; six managers; and 63 classified employees (Ref. 22). The Human Resources Office recognizes the necessity of support positions, and has purchased the NeoGov system that allows positions to be posted sooner, and makes it possible for hiring committee members to review applications online. The new system further allows applicants to assign their own interview times, which makes the scheduling process quicker. The job announcements have a stated timeline so that the
146 candidates, supervisor, and the institution know when a position will be filled. NeoGov and the timeline on the job announcement allow for a smooth transition when filling vacancies.
Self Evaluation
The current Superintendent/President assumed responsibility for the College in July of 2008 and began to explore how the College might function effectively with a leaner administrative staff. The College has recently undergone a “right-sizing” process, eliminating some of the higher administrative positions (such as a vice-president and an associate dean), and reclassifying other mid-level administrative positions (such as the Base Programs Director; the Public Information Director; the Director of Human Resources). Currently there are five administrative sections comprising the College structure (Vice President for Academic Affairs; Vice President for Student Services; Chief of Business Services; Chief of Campus Facilities; Chief of Human Resources); all report directly to the President. Support for the efficacy of the “right-sizing” process can be seen in the results of recent Employee Surveys: whereas only 64% of College employees in 2010 agreed that “The Administration provides effective and efficient leadership and management that support the college mission,” by 2012, 84 % agreed with the same statement (Ref. 15).
Actionable Improvement Plan
The District plans to revisit job descriptions to ensure the descriptions are up-to-date and encompass duties. The District also plans to conduct a classification and compensation study.
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.
Descriptive Summary
The process of developing or revising human resources policies and procedures includes taking them through the constituency groups, by the means of College Council. The constituency groups discuss the policies at their meetings and their representatives bring the groups’ recommendations back to the College Council. Input from the Board of Trustees is also sought. Once the Human Resources Office makes appropriate changes, and the constituency groups are satisfied with the policies, the policies are taken to the Board of Trustees meeting for final approval. Once approved, the policy is implemented. District policies are made public during the Board meetings and can be found on the College website.
The Human Resources Office initiates the process of policy and procedure revision when there are changes in the law or collective bargaining agreements. The District also participates in numerous trainings, including those conducted by the College’s legal counsel, Liebert, Cassidy, & Whitmore and the County of San Bernardino; and receives legal newsletters in order to ensure that the District is up-to-date and informed (Ref. 24).
147 Self Evaluation
The Human Resources Office publishes any updates and changes in policy when there is a change in process, collective bargaining agreements, and/or laws. However, the policies need to be updated and taken through the approval process.
Actionable Improvement Plan
The Human Resources Office needs to develop a systematic method to review and update policies on an annual basis. The District must put policies and procedures on the College website.
III.A.3.a: The institution establishes and adheres to written policies ensuring fairness in all employment procedures.
Descriptive Summary
The Human Resources Office has established and adheres to Equal Employment Opportunity (EEO) hiring policies and procedures to ensure compliance with EEO laws, adheres to policies established by the Board of Trustees and in collective bargaining agreements. All job announcements contain the District’s EEO statement and diversity statement. The CMC catalog includes the EEO statement, and it is printed on every course syllabus at the College (Refs. 25, 17, 26).
Before serving on any hiring committees, employees receive EEO training administered by a certified trainer. The District has a two-part training process detailed in III.A.1.
Once hired, all new employees receive a “new employee packet” from the Human Resources Office, containing information related to employment, emergency contacts, and payroll (Ref. 27). Also included is information about College policies, procedures, and responsibilities, such as alcohol and drug-free workplace information; pamphlets on discrimination and the discrimination complaint process; a pamphlet on sexual harassment; child abuse reporting pamphlets; and FERPA agreement.
Self Evaluation
A majority of College employees believe that Copper Mountain College’s written policies ensure fairness in employment procedures: 75% of staff in 2012 agreed with the statement “Written policies ensuring fairness are adhered to in employment procedures,” an increase of 8% from the 67% who held this view in the 2010 survey (Ref. 15).
Actionable Improvement Plan
The Human Resources Office will continue to update the recruitment policy. The goal is for a revised policy to be approved by January 2014.
148 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 the law.
Descriptive Summary
All personnel files, including employee compensation and medical information, are stored in locked filing cabinets in the Chief Human Resources Officer’s office, which is also locked. Only Human Resources staff has access to the files. Employees can view their files by appointment. The appointment allows an employee to review his/her file under the supervision of a Human Resources staff member to ensure that all information is kept in the file and that the file content remains confidential. The faculty collective bargaining agreement also establishes process, procedures and parameters of personnel files (Ref. 28).
Self Evaluation
In the 2012 employee survey, 85% of respondents agreed that “I am satisfied that personnel records are kept confidential,” up from 74% in the 2010 survey (Ref. 15).
Actionable Improvement Plan
None.
III.A.4: The institution demonstrates through policies and practices an appropriate understanding of and concern for issues of equity and diversity.
Descriptive Summary
Equity and diversity are taken into consideration before employees are hired and throughout employment. During the initial interview, administrator, manager, and faculty candidates are asked at least one diversity-related question to demonstrate for the committee the potential employee’s understanding of the importance of diversity while working at the District (Ref. 29). In 2012, the Human Resources Office included a diversity question for all classified recruitments (Ref. 30). The District fosters understanding of issues of equity and diversity by offering trainings that promote these concepts (Refs. 31, 32).
The Equal Employment Opportunities Committee (EEOC), a shared governance committee at the College, thoroughly recognizes, values, and promotes diversity. The EEOC sends at least one email a month to the campus community that highlights and celebrates diversity. The messages discuss diversity themes of the month and highlight notable pioneers of diversity. The Greenleaf Library has a monthly diversity collection that relates to the theme, and information about the theme and collection is emailed to the campus community (Ref. 33). The EEOC also prepares a PowerPoint slide that is on the television in McDonald Hall for visitors and staff to view (Ref. 34). The EEO Committee has organized, assisted, and sponsored several events throughout campus: for example, Patriot’s Day; Veteran’s Day; and Diversity Awareness month (Ref. 35). In January of 2013, the EEO Committee will host a lecturer to address diversity concerns at the campus All Staff Day (Ref. 36).
149 The District also has a very active Cultural Committee that organizes events on campus, including poetry readings, literary and cultural lectures, art shows, and musical sessions. To encourage diversity, expression, and student success, students give presentations at every Board of Trustees meeting; presentations have included readings, video presentations, and speeches (Ref. 37). Other diversity events on campus are organized by the Students with Abilities Club, CMC Foundation, and the EOPS Resource Fair. The local chapter of the international honor society for community college students, Phi Theta Kappa, organized a tremendously successful event in April of 2012: a re-creation of dinner served on board the ship Titanic to commemorate the 100th anniversary of its sinking. At this event, attended by over 450 members of the campus and community, awareness of class distinctions became quite apparent: a noted historian of the Titanic addressed the gathering, highlighting the role of socioeconomic status in survival rates aboard the ship; historic memorabilia was displayed; and those who paid $100 per ticket had a sumptuous eleven-course meal from the actual Titanic menu, while the “third class passengers” paid $5 per ticket and had a two-course meal. History instructors at the College emphasized in their classes the ramifications of ship technology on the world economy in the early 20th century, thus linking the cultural event to academic study.
Self Evaluation
92% of CMC employees in the 2012 Employee Survey agreed that “I am personally treated with respect at this college;” in the 2010 Survey, 85% expressed agreement with the statement (Ref. 15).
Actionable Improvement Plan
Explore ways to increase student participation in EEO Committee events. The District will create and adopt a revised EEO Plan.
III.A.4.a: The institution creates and maintains appropriate programs, practices and services that support its diverse personnel.
Descriptive Summary
The District has created programs, practices and services that support the College’s diverse personnel. In addition to the EEO Committee and other cultural events throughout campus, the District has several programs specifically intended to assist District employees. For example, the District offers an Employee Assistance Program to help those employees with financial and mental concerns (Ref. 38); a Return to Work Program where the Human Resources Office goes over accommodations to attempt to bring the employee back to work as soon as possible (Ref. 28); District supervisors design flexible schedules in order assist with a variety of employee concerns (daycare, schooling); the District brings organizations to campus such as CalSTRS and SchoolsFirst, to help employees conduct future financial planning; and the District recently started an ergonomic assessment process and individual departments have purchased ergonomic office equipment (Ref. 39). The District’s Health and Welfare Committee communicates information about health and strength-training by sharing nutritional information and organizing
150 health challenges (Ref. 40). This committee, in conjunction with the Human Resources office, organizes an annual Benefits Fair where free flu shots are offered to employees (Ref. 41).
District employees support one another in their goals. Throughout the academic year, there are fundraisers that support a variety of clubs, activities and/or programs. Employees contribute to fundraisers, whether it is a bake sale for the Nursing program or a raffle for the Classified Senate’s scholarship program. The District sponsors a holiday family program to assist families in the Morongo Basin community; this effort is widely supported by College staff.
Self Evaluation
The most recent Employee Survey indicates that College staff are very satisfied with the level of services and programs in place at Copper Mountain College: 93% gave positive responses to the statement “Overall, CMC has a positive professional climate and is an enjoyable place to work.” 78% of respondents in the 2010 Survey agreed with the statement. The health challenge initiatives (such as providing pedometers to College staff to encourage healthy practices like taking walks throughout the campus during breaks) have helped to create an atmosphere of mutual support at Copper Mountain College, reflected in the Survey results (Ref. 15).
Actionable Improvement Plan
None.
III.A.4.b: The institution regularly assesses its record in employment equity and diversity consistent with its mission.
Descriptive Summary
The District tracks the diversity of all applicant pools through a confidential worksheet that all applicants are requested to complete. Human Resources has the option to keep the recruitments open until a diverse and qualified number of applicants is obtained. The District also advertises open positions in a variety of media, including diversity-specific media such as Minority Nursing. On July 1, 2012, the Human Resources Office purchased an applicant tracking system, NeoGov, to assist in tracking diversity data. The system will allow the Human Resources Office to track and make necessary adjustments if the District does not receive a diverse pool of candidates. The application system also provides a “job interest card” for the public to be notified when jobs become available. Since purchasing NeoGov, the District has attracted an increased number of applicants from outside of the Morongo Basin (Ref. 42).
When comparing the Morongo Basin’s demographic composition with that of the District’s, there are some areas where the District exceeds numbers found in the Basin, and other areas where the District does not (Ref. 43):
Morongo Basin Demographics
● Male: 52%
● Female: 48%
151 ● White, Non-Hispanic: 74%
● Hispanic or Latino: 14%
● Black or African American: 4%
● Native Hawaiian and other Pacific Islanders: 1%
● Asian: 2%
● American Indian and Alaskan Native: 1%
● Two or More: 4%
CMCCD Demographics (Ref. 44)
● Male: 44%
● Female: 56%
● White, Non-Hispanic: 85%
● Hispanic or Latino: 2%
● Black or African American: 5%
● Native Hawaiian and other Pacific Islanders: 2%
● Asian: 1%
● American Indian and Alaskan Native: 2%
● Two or More: 4%
Self Evaluation
Through analysis of the confidential worksheets collected from applicants for District positions, the Human Resources Officer assesses employment equity and diversity to ensure that the goals of the College mission are reflected. The new applicant tracking system will assist the ongoing analysis of applicant pools so that the College can continue to attract qualified employees that match the diversity of its local population. Of particular concern to the College is the discrepancy in number between the Hispanic/Latino population in the Basin and the number employed at the College.
Actionable Improvement Plan
The Human Resources Office will advertise District positions in specifically Hispanic/Latino publications and media outlets.
152 III.A.4.c: The institution subscribes to, advocates, and demonstrates integrity in the treatment of its administration, faculty, staff and students.
Descriptive Summary
The Human Resources Office establishes training sessions to advocate and demonstrate integrity in the treatment of District employees and students. The Human Resources Office requires all employees to participate in sexual harassment prevention training every two years. The Human Resources Office conducts monthly training sessions to ensure that employees are treated fairly under the collective bargaining agreements, and educates supervisors concerning their roles and responsibilities (Ref. 45). Recently, the District organized sessions on “Child Abuse Mandated Reporting” and “Outside Resources” to educate employees on the responsibilities and resources that can be utilized by themselves or to direct others. Many All-Staff and Flex Days sessions are specifically designed to update and refine employee skills; examples include workshops on the Microsoft Office Suite; email etiquette; Blackboard usage; and related topics (Ref. 32).
In addition to training, the District makes an effort to communicate and solve issues at an informal level. The Personnel Relations Team (PRT) meets weekly to allow the Superintendent/President, the Chief Human Resources Officer, and the Faculty and Classified Association Presidents to discuss concerns, issues, and positive occurrences in the campus community. Not only does this assist in solving issues immediately, it also establishes a relationship between management and the Associations. Since 2010, there has only been one grievance, which is currently being worked with the goal of solving the grievance at “Level 2” with the Chief Human Resources Officer. Administrators hold monthly meetings to conduct wide-ranging discussions of campus and department issues, empowering the participants to be informed and relay the messages to their personnel (Ref. 46). The Superintendent/President conducts a monthly all-staff meeting to keep the campus community informed about internal and external issues affecting the campus environment such as budget developments, accreditation work, and other topics employees may wish to raise (Ref. 47).
The District has developed programs and practices to signify its appreciation of contributions made by College staff, including:
• Employee of the Quarter Program: recognizes a faculty employee, classified employee and manager through nominations from employees. The employees are recognized at a Board of Trustees meeting (Ref. 48).
• The District increased the hours of part-time employees from 19 to 20, and from 29 to 30, in order to ensure that those employees are eligible for health benefits (Ref. 49).
• Anniversary pins are awarded to College employees, noting periods of service at 1, 5, 10, 20, 30 years and beyond (Ref. 50).
153 • Every year at the end of the Fall semester, all employees are invited to attend a Holiday Party; the cost of this party is subsidized by the President’s Office to ensure that all employees can afford to attend if they desire (Ref. 51).
• The Superintendent/President personally greets all permanent employees by sending a birthday card on the appropriate days (Ref. 52).
Self Evaluation
The College practices integrity in its treatment of employees; the measures identified in the Descriptive Summary above have contributed to an atmosphere of collegiality and mutual appreciation. 92% of employees in the 2012 Survey agreed that “I am personally treated with respect at this college;” and this represents a 7% increase over the 2010 Survey (Ref. 15).
Actionable Improvement Plan
None.
III A 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.
III.A.5.a. The institution plans professional development activities to meet the needs of its personnel.
Descriptive Summary
The District supports professional growth opportunities for its employees even during the current adverse economical climate. Responding to needs articulated in program reviews, in January 2012, the District established an Employee Development Fund (EDF) to assist employees in their professional development. The fund is used for conferences, seminars, sessions and trainings that directly relate to employees’ positions. All EDF requests are reviewed by the EDF Committee, comprised of the Chief Human Resources officer, two faculty members and two classified staff members. Once the committee reviews the application, including the supporting documents, the committee approves, requests more information or denies the request (Ref. 53). Since the implementation of the program, the EDF committee has sent people to conferences, trainings, and seminars; and sponsored the development of skills that enabled District employees to upgrade the Greenleaf Library’s website so that it is easily accessible for students using mobile devices.
The District also allows release time and alternative Flex activities for employees to attend regional meetings, seminars and conferences that directly relate to his/her position at the District. Other funding sources including Perkins Grant funds, and Basic Skills Initiative funds assist in the professional growth of employees by sponsoring training both on- and off-campus (Ref. 54).
154 Classified employees have an opportunity to use professional growth funds for educational reimbursement, including reimbursement of tuition for CMC courses. Professional growth funds are awarded by a committee made up of three CSEA members and two supervisors. The committee reviews the reimbursement request following these guidelines: the proposed course must be from a recognized institution; the employee must have earned a grade of “C” or better; and the employee must present evidence of the cost of the course, before the committee will approve the request (Ref. 55). The District has established a fund for confidential classified employees to request educational reimbursement. The process of fund disbursement mirrors that of the CSEA, but the approval process requires the supervisor’s and the Superintendent/President’s signatures.
Self Evaluation
During the 2011-12 academic year, 18 employees used the EDF for conferences, seminars, and trainings, at a cost of over $10,000. From July 2012 to November 2012, two employees used the EDF, but the committee is aware of employees who plan to request funds for employee development before this academic year is over. CSEA members have used the CSEA professional growth program to take classes: ten employees did so in 2010-11 ($3,468); seven in 2011-12 ($4,096); and two so far for 2012-13 ($875). One confidential employee used the confidential employee fund in 2011-12 ($800); and one in 2012-13 ($800). To increase the usage of professional growth funds, the District has marketed the fund during All Staff Day events (Ref. 56).
Actionable Improvement Plan
The District should consider putting All Staff Day and Flex Day presentations online and on the District SAN drive so that employees who cannot attend a particular training or session can have direct access to the information.
III.A.5.b: With the assistance of the participants, the institution systemically evaluates professional development programs and uses the results of these evaluations as the basis for improvement.
Descriptive Summary
A survey is taken after the All-Staff Day and Flex Day sessions are completed. The evaluations are used to determine whether the sessions were helpful or not, and to consider future professional needs of employees. The surveys, along with dialogue with the campus constituency groups, help to shape the direction of succeeding All Staff and Flex Day activities. Constituency input occurs through the efforts of the Professional Development Committee (PDC), a participatory governance committee, which is responsible for creating the schedule for All Staff Days. Once the schedule has been developed, it is approved by the campus groups. The Flex Committee is comprised of faculty, and the schedule they create is reviewed and approved in Academic Senate (Ref. 57).
155 When employees attend training or conferences outside of the District, they share information in a variety of venues such as department meetings and Classified and Academic Senate meetings. The District also discusses these activities during the Board of Trustees meetings (Ref. 58).
Self Evaluation
The College asks employees to evaluate their participation in All Staff and Flex Day events. The Professional Development Committee uses this information to plan for future opportunities, and all constituent groups have a chance to provide suggestions for these activities. The results of past events provide guidance to improve future experiences.
Often at All Staff and Flex days, valuable sessions occur in the same time slots, so that an employee must choose between two potentially helpful meetings. This forced choice results from the Professional Development Committee’s desire to incorporate as many professional development opportunities as possible for College employees. Staff survey results indicate that there is often too little time to allow an employee to take full advantage of the session offerings.
Actionable Improvement Plan
The District should consider putting All Staff Day and Flex Day presentations online so that employees who cannot attend a particular training or session can have access to the information.
III.A.6: Human resource planning is integrated with institutional planning. The institution systemically assesses the effective use of human resources and uses the results of the evaluation as the basis for improvement.
Descriptive Summary
The Chief Human Resources Officer is a part of the Superintendent/President’s executive team. In this capacity, she attends meetings that discuss the operations and plans of the District such as:
• Title 13: Executive team meeting where the topics of discussion are the campus climate, surrounding environment and suggested actions. • College Council: Strategic planning committee. • Roundtable: Comprised of supervisors, managers, and administrators; analyzes and makes recommendations on AUO assessments. • Serves as Chief Negotiator for both the Faculty and Classified Associations. • Regularly attends Academic Senate meetings. • Head of EEO Committee tasked with EEO requirements and bringing diversity events to campus.
In fiscal year 2010/2011, the District offered an early retirement incentive to both classified and faculty. The determination of the new faculty hires was based on retirements, class enrollment, and program review data. The Human Resources Office played an active role in reviewing the soon-to-be vacant positions, helping to evaluate the rationales offered for potential discipline recruitment, and assisting in the general hiring process. The Human Resources Office ensured that the Academic Senate and both Associations were consulted during the position allocation
156 discussion (Refs. 5, 21). The Human Resources Office continues to take an active role in evaluating and guiding the filling of vacant positions.
In conjunction with other departments, the Chief Human Resources Officer examines program reviews to assess the personnel needs of each department. During the program review process, the District assigns a number system and ranks the requests (Ref. 59). If a personnel request ranks high, and the District has the budget to fill the position, the Human Resources office initiates the recruitment process.
Within the last two years, the District has expanded its teaching faculty workforce from 30 to 35; from 36 full-time classified employees to 37; and from 22 part-time classified to 26 (Ref. 60).
Self Evaluation
Programmatic needs articulated in the program and department reviews have helped Human Resources to guide the hiring of employees in specific areas of need. For example, in the 2011 program review process, the Science Department request for an additional assistant was deemed a priority. The Human Resources Office started the recruitment, and the assistant was hired in July of 2012 (Ref. 59). Human Resources is currently planning to expand an existing maintenance position from an eleven- to a twelve-month position, based on evidence from department reviews that supports the adjustment (Ref. 61). Another example of how data analysis assists in resource planning: the Human Resources Office has asked the payroll staff to start sending notification of additional hours and overtime usage to assist in analyzing hours of positions (Ref. 62).
Planning Agenda
The Human Resources Office should create a Personnel Plan to be included in the Educational Master Plan in order to help meet the future goals of the District.
157 STANDARD IIIA REFERENCES
Ref. 1: Board Policy and Administrative Procedure 7211
Ref. 2: Job Advertisements
Ref. 3: Job Interest Card Screen Shot
Ref. 4: Minimum Qualifications Form & Discipline List
Ref. 5: Academic Senate Minutes
Ref. 6: BP 3410; AP 3000; AP 3410
Ref. 7: Classified Interview Questions & Skills Test
Ref. 8: Teaching Demonstration Example
Ref. 9: Forced Choice Tool
Ref. 10: EEO Training Materials
Ref. 11: Faculty & Classified Collective Bargaining Agreements
Ref. 12: Manager & Administrator Evaluation Form
Ref. 13: Evidence of Feedback & Evaluation form
Ref. 14: Evaluation Spreadsheet & E-mail Examples
Ref. 15: 2012 Employee Survey
Ref. 16: Faculty Job Description
Ref. 17: Copper Mountain College Catalog
Ref. 18: Faculty Handbook
Ref. 19: BP 4220 & 5500
Ref. 20: Organizational Chart
Ref. 21: Early Retirement Incentive Discussion & Recruitment Information
Ref. 22: Employee Roster
Ref. 23: FON
Ref. 24: Training Schedule & Newsletters
Ref. 25: Job Announcements
158 Ref. 26: Required Elements of a Syllabus
Ref. 27: New Employee Packet
Ref. 28: Article V, CTA CBA
Ref. 29: Faculty Diversity Questions
Ref. 30: Classified Diversity Questions
Ref. 31: Diversity Training Schedules
Ref. 32: All-Staff and Flex Day Schedules
Ref. 33: Library E-mails
Ref. 34: EEO Committee Slides
Ref. 35: EEO Committee Calendar
Ref. 36: January 2013 All-Staff Day Schedule
Ref. 37: Student Showcase Calendar
Ref. 38: EAP Brochure
Ref. 39: Ergonomic Assessment Results
Ref. 40: E-mails and Challenge Information
Ref. 41: Benefits Flyer
Ref. 42: NeoGov Report
Ref. 43: Morongo Basin Census
Ref. 44: EPICS Report
Ref. 45: LCW Training Sessions
Ref. 46: Roundtable Meeting Calendar
Ref. 47: Campus Meeting Schedule
Ref. 48: Employee of the Quarter Form & Scripts
Ref. 49: Board of Trustee minutes
Ref. 50: End-of-Year Flyer
Ref. 51: Holiday Party Flyer
Ref. 52: Employee Birthday List
159 Ref. 53: EDF Form & Process
Ref. 54: Perkins & BSI Summary Report
Ref. 55: Article XX & Forms in the CSEA CBA
Ref. 56: Professional Growth Budget Summary Report
Ref. 57: All-Staff & Flex Surveys
Ref. 58: Board of Trustees minutes
Ref. 59: Resource Allocation Matrix
Ref. 60: Employee Roster Comparison
Ref. 61: Payroll Report
Ref. 62: Overtime Report
160 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.
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.
Descriptive Summary
The District has made great efforts to provide a safe, secure, healthy, and accessible environment. This is evident in the District’s current policies and practices. The District works closely with the California State Chancellor’s Office in an annual review of the District’s space inventory. The detailed inventory allows the District to scrutinize campus capacity and area where facilities may be deficient.
Copper Mountain College participates in annual safety inspections by Southern California Schools Risk Management, and the Maintenance and Operations department conducts safety training tailored to the departmental needs for the school’s most “at risk” employees. In addition, the College maintains an Emergency Operations Plan drawn up by the College’s Safety Committee (Ref. 1).
The District has staffed on-site security between the hours of 9:00 a.m. – 11:00 p.m. Monday through Friday, and from 7:30 – 5:00 p.m. on Saturdays (Ref. 2). The security staff is augmented by “blue phones” (Ref. 3) in three locations on campus. These phones can be used to alert emergency first responders through automatic notification to 911, and they alert campus security through the use of flashing blue light and an audible siren. The Alert U system sends automated notifications of emergencies and closures on campus to registered users via their cell phones. Instructions on enrollment in Alert U can be found on the College website (Ref. 4). The campus’s twenty-four hour video surveillance systems include twelve motion-detection activated cameras, further adding to campus security. Campus security maintains reports and documents of occurrences on campus utilizing the Report Exec system and the Clery Act reporting (Ref. 5). The campus security page of the college website provides a variety of links, contact information, and procedures (Ref. 2).
The College is proud of its clean, well-maintained, and accessible campus. Copper Mountain College was recently awarded the “Exemplar Award” from the Mojave Desert Air Quality Management District, which is given to organizations demonstrating an exceptional commitment to clean air through the development of voluntary activities/projects that reduce or prevent air pollution (Ref. 6).
In addition to scheduled maintenance, the College implemented a campus-wide energy saving project which reduced energy use and carbon dioxide emissions. In 2008, the HVAC equipment at the College was outdated and not energy-efficient. Moreover, lighting fixtures were old and detrimental to the College’s green efforts. In 2010, working with Chevron Energy, the College
161 replaced all air conditioning and heating systems with energy efficient units. Lighting systems were replaced with new technology, lower wattage lamps and ballasts were installed, and new occupancy sensors were put in to shut off lights when the space is not occupied. In the main parking lot of the campus, the College installed a solar photovoltaic carport and shade structures that provide 250 kilowatts. The project’s scope included the installation of an energy management system (EMS) that incorporated nine campus buildings. The new EMS system allows staff the ability to control heat and air conditioning from one location, putting thermostat control in the hands of the Maintenance Department. A wind turbine was constructed on the campus to serve as a tool for a future green energy curriculum. The turbine was the first in the state to be constructed on a community college campus. The new improvements have reduced the college’s electrical energy costs by 40%. The College also has implemented designated smoking areas that segregate smokers from non-smoking students and employees (Ref. 7).
The Maintenance and Operations (M&O) Department is staffed 24 hours a day from Monday- Friday, and a security guard is on campus on Saturdays from 7:30 a.m. – 6:00 p.m. The M&O staff consists of eight full-time and four part-time employees including custodial, maintenance, and ground crews to ensure that the campus is well-maintained. When immediate concerns are raised, the Department has a rapid response for repair and clean-up.
The ACCESS Department offers a variety of assistance to the students in the program such as on-campus transportation and learning accommodations for students with various types of disabilities. The campus is compliant with ADA regulations with regard to handicap access ramps, classrooms outfitted with necessary accessible space and seating, and handicap parking (Ref. 8).
Self Evaluation
Copper Mountain College has established practice and protocols to provide adequate physical resources to support its infrastructure and population. Decision-making and planning measures are in place to assure proper growth of these resources to accommodate the growth of the school. The 2012 student and staff surveys at the College reveal that most agree that there is a safe and secure atmosphere at the College. For example, 77% (2010: 68%) of students gave positive responses to the statement “I am satisfied with classroom environment, lighting, temperature, cleanliness, comfort of seats, and the size of the classroom.” 87% (2010: 82%) believe that “College buildings and public areas are well maintained.” Regarding safety, 93% (2010: 89%) of students feel safe on campus during the day, whereas 79% (2010: 70%) feel safe at night (Refs. 9, 10).
A number of questions on the Staff Survey reflect employee attitudes about the sufficiency and safety of physical resources on campus:
162 Copper Mountain College 2012 Employee Survey College-wide Results This summary shows survey results from 2010 and 2012 to allow the reader to see the difference between the two surveys. The ranking of most negative and most positive is also included as many program areas have set goals based on this relative ranking. The final two columns of the report contain the questions with statistically significant findings for the college as a whole. Pos/Neg Stats
Year # Question Text Positive% Neutral % Negative % Sig. Change alpha=.05 p-value 2012 20 Parking lots are well lighted and secure. 85% 5% 12% + 0.002 2010 20 Parking lots are well lighted and secure. 76% 3% 18% 2012 31 I am satisfied with my personal safety and security at the college. 86% 3% 9% + 0.008 2010 31 I am satisfied with my personal safety and security at the college. 73% 6% 20% 2012 37 My office/workspace is well maintained. 73% 5% 19% + 0.017 2010 37 My office/workspace is well maintained. 54% 9% 30% 2012 40 College buildings and public areas are well maintained. 77% 4% 12% + 0.000 2010 40 College buildings and public areas are well maintained. 55% 4% 25% 2012 46 College buildings and facilities provide a healthy working environment. 79% 6% 13% + 0.000 2010 46 College buildings and facilities provide a healthy working environment. 58% 7% 21% 2012 47 Classrooms are of adequate size for instruction and programs. 79% 5% 10% + 0.000 2010 47 Classrooms are of adequate size for instruction and programs. 60% 11% 30% 2012 50 The college grounds are well maintained and manicured. 91% 2% 5% + 0.000 2010 50 The college grounds are well maintained and manicured. 68% 6% 18% 2012 56 The amount of parking space is adequate on the campus. 85% 4% 10% + 0.000 2010 56 The amount of parking space is adequate on the campus. 69% 3% 22% * Kruskal-Wallis One-way Analysis of Variance by ranks, two-tailed, at a level of significance of alpha = .05. The College operates a satellite campus at the Marine Corps Air Ground Combat Center in Twentynine Palms. Currently, the Marine Corps is building a new educational facility that will be shared by the College and other educational institutions operating on the Base. Actionable Improvement Plan
None.
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.
Descriptive Summary
In November of 2004, voters in the Copper Mountain Community College District approved a $19,720,000 bond Measure C that allowed the College to expand, improve and renovate college facilities for students (Ref. 11). Other funding sources included State Chancellor’s Office Capital Outlay Program funds in the amount of $19,000,000 and State Chancellor’s Office Scheduled Maintenance and Special Repairs Program funds in the amount of $825,000.
163 The District is proactive in its effort to provide physical resources for the students. Projects completed to date and those currently in progress are a good example of how Copper Mountain College is committed to keeping its facilities in line with the growing campus and needs of the students.
These projects include:
● Construction of the Bell Center, a new 40,000 sq. ft. multi-use sports complex in 2010;
● Modernization of Allied Health Offices in 2007;
● Replacement of campus computers (20 computers in the computer lab were replaced in the last 1 ½ years);
● Construction of new Bookstore and Foundation offices in 2008;
● Construction of new Maintenance and Operations Warehouse and offices in 2006;
● Construction of new Nursing labs in 2007;
● Construction of a photovoltaic solar project in 2010;
● Construction of energy conservation project which included upgrading HVAC heating and cooling elements throughout the College and the installation of an Energy Management System in 2010;
● Transition to a single electrical metering system in 2010;
● Remodel for Efficiency project including the construction of a new 8,540 sq. ft. student services building, new 17,241 sq ft library, two classroom renovations, and two new science laboratories;
● Installation of a traffic light at Rotary Way and Hwy 62 in 2012;
● Construction of California’s first community college wind turbine in 2010;
● Access control technology for service doors in the new construction;
● Installation of new entry gates at all three phases of the Joshua Tree campus in 2011.
Self Evaluation
Copper Mountain College reviews the campus’s space inventory on a yearly basis. This annual planning is done in conjunction with a five-year construction plan that is based on the state’s planning model (FUSION) (Ref. 12). Input received from the public and in-house surveys assist the College with strategic planning for new facilities. In addition, needs based on enrollment patterns influence short and long term planning.
164 Institutional need, current funding, and the state of the economy determine the College’s space inventory planning. Space inventory is a critical part of planning to ensure that changes on campus are accurately reported. This determines future state funding. Some of the College’s construction planning must complement the state planning process in order to leverage funding. Each month, the College’s Safety Committee meets and makes recommendations regarding space inventory to the College Council (Ref. 13).
Actionable Improvement Plan
None.
III.B1.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.
Descriptive Summary
The District provides an on-site security department that is augmented by video surveillance systems. The security division includes one full-time and two part-time or on-call employees. The Security Department is responsible for ensuring a safe environment for staff and students throughout the year. The most recent campus security report indicates that there were only two instances of crime on campus during the entire year of 2011 (both were burglaries) (Ref. 24). The campus also provides emergency phones at strategic locations throughout the campus. Students and staff are encouraged to participate in the Alert U system which sends text notifications of emergencies and campus closures to mobile phones.
The College holds monthly safety meetings with representatives from various constituency groups to discuss campus safety issues. The group participates in organizing emergency drills for faculty, staff, and students (Ref. 14). Drills are held bi-annually and in conjunction with the Great California Shake-out. During the drills, participants are screened by the committee to ensure that protocols are followed.
The College participates in a Joint Powers Authority (JPA) Southern California Schools Risk Management program that assists with risk management. The JPA conducts unannounced safety inspections to ensure compliance by staff. Non-compliance issues are addressed immediately after inspection. The last inspection was performed in 2008, resulting in a small number of non- compliance issues which were immediately addressed. Recently, Zee Medical, a private safety compliance company, performed a campus walk-through to give an opinion of campus safety. Again, there were minimal issues which were quickly resolved.
The new construction designs on campus are all reviewed by the California Department of General Services. This Division of the State Architect provides design and construction oversight for community colleges and various other state-owned and leased facilities. The Division also develops accessibility, structural safety, fire and life safety, and historical building codes and standards utilized in various public and private buildings throughout the State of California. In addition, all new construction is overseen by an inspector of record (IOR) who represents the California Department of General Services. The inspector is hired by the College and is on the
165 site full-time from project initiation to completion. The IOR is responsible for working with the College and contractor to ensure that the project is built to state and local building codes. The IOR certifies the project at completion.
Self Evaluation
The college is well-equipped to deal with emergencies and has trained its staff in response protocols. Preventative maintenance programs have been put into place to maintain campus infrastructure, and innovative technology has been introduced to operate the campus more efficiently. As noted in the Self Evaluation section of III.B.1, a majority of students and staff claim that they are satisfied that they are conducting their studies and work in a clean and safe environment.
At the College’s satellite campus on the Marine Corps base, security and safety issues are handled by the federal government in the form of military police officers. The college provides weekly janitorial service to the base CMC office, and communicates regularly with base employees on any custodial problems that may arise.
Actionable Improvement Plan
None.
III.B.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.
Descriptive Summary
In order to keep up with growing enrollments, the College has developed an Institutional Master Plan (IMP); within the IMP is the Educational Master Plan (EMP), completed in 2012, and the Facilities Master Plan, which is currently being developed (Refs. 15, 16). The Educational Master Plan considers which courses and programs will be offered at the College based on funding and student demand. This naturally sets the foundation for the Facilities Master Plan, since each course has specific requirements for the type of facility where it is to be taught (science/nursing labs, vocational buildings, or lecture rooms). By creating the Institutional Master Plan, the College has a solid grasp on the future needs of the campus and can effectively plan to meet the changing needs of the community.
To plan for facilities usage in the future, each year the Facilities and Maintenance & Operations Departments conduct program reviews (Ref. 17). Annual program reviews allow the Departments to decide which equipment/resources should be included in the budget, and the process of conducting the program reviews helps employees to brainstorm ways to work together to more effectively use equipment and facilities.
Based on program reviews, the Facilities and Maintenance & Operations Departments conducted an inventory of all custodial supplies on campus. In the past, supplies have been ordered on an as-needed basis from various suppliers, and the stock of chemicals was not uniform, as different
166 employees ordered whatever they felt was necessary. Now, a complete inventory of all supplies has been conducted, and weekly usage of paper and chemicals has been calculated. The new approach gives only the Facilities Administrative Assistant the authority to approve and place orders; thus, within the next few months, all supplies will be uniform and will come from a single supplier. The elimination of unnecessary expenditures and the institution of bulk-supply purchasing are two practices that will help the College in its determination to maintain services at the most reasonable cost possible.
In 2009 the College adopted the Energy Management System (EMS). This system allows one person to centrally control the temperature and lighting in each area of the campus. Previously, faculty and staff could change the temperature in classrooms and workspaces at will, creating problems of air, heating, and lights being left on when rooms were empty. With EMS, the College is saving money on energy costs.
The Maintenance & Operations Department has implemented several preventative maintenance contracts with various vendors, ensuring that facilities and equipment are serviced on a regular schedule (Ref. 18). In addition, M & O staff are creating a maintenance handbook that will serve as a hands-on tool for maintaining the campus.
Faculty and staff use an online work order process in order to request special assistance for events or to report facility issues that affect their workspaces (Ref. 19).
Self Evaluation
The College regularly evaluates its facilities and equipment through the program review process. This has resulted in modifications to improve efficiency and cost detailed in the Descriptive Summary above.
Actionable Improvement Plan
None.
III. B2a. Long–range capital plans support institutional improvement goals and reflect projections of the total cost of ownership of new facilities and equipment.
Descriptive Summary
In planning for costs of campus projects and upgrades, the College has taken careful steps to ensure that its future needs can be met and that new facilities will be constructed and maintained well into the future.
In November of 2004, voters in the Copper Mountain Community College District approved the $19,720,000 Measure C Bond that has allowed the District to expand, improve, and renovate facilities for students (Ref. 20). The Citizens Oversight Committee, comprised of local residents representing various professions, is responsible for tracking bond expenditures and projects; the Committee meets on a quarterly basis. Some of the projects that have been completed so far with the bond money include: renovation and expansion of the Nursing Labs, adding solar fields to the campus to save money on energy, the construction of a campus bookstore, technology
167 upgrades to facilitate student registration and records, and various improvements to buildings around campus (Ref. 21).
Through the use of the FUSION database, the Facilities Department can view the College’s current space inventory and see how each and every room is being used. This data helps to determine which programs and services are occupying sufficient space and which ones will require additional facilities. The FUSION model also allows the College to plan for future facilities construction.
With various construction projects underway at the College and minimal budgets, creative financing is needed to fund projects that must be completed. The State of California provided funding for new furniture for the Remodel for Efficiency project (Ref. 21). The State also periodically grants the College preventative maintenance money that helps purchase HVAC equipment and funds repairs around the campus. The funding is not consistent, but it does assist the Facilities Department in completing projects.
The College encourages staff to participate in state and local partnerships whenever possible. Some of the recent partnerships included working with the Joshua Basin Water District, Hi Desert Water District, and Mojave Center Agency to create a demonstration landscape project that provided a visual example of Xeriscape landscaping. In addition, the College partnered with the Department of Water Resources to provide land to install a California Irrigation Management Irrigation System (CIMIS), which became part of the State of California’s first community college wind turbine project (Ref. 22).
Self Evaluation
The campus space inventory is reviewed on a yearly basis. This planning is done in conjunction with a five year construction plan that is put into the state’s planning database (FUSION). Input received from the public and in-house surveys assist the College with strategic planning for new facilities. In addition, enrollment data is used to conduct short- and long-term facilities planning. In these tough economic times when the State is cutting funds for educational institutions, the College is more selective than ever in choosing which construction projects to complete and how to save money on these projects. Budgets and costs are analyzed in order to ensure that appropriate funds are available and that the facility will be able to be maintained once construction has ceased.
Actionable Improvement Plan
None.
III.B2b. 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.
168 Descriptive Summary
The campus is currently completing the last of over $26,000,000 in improvements. Although far from total build-out, new improvements and upgrades are being completed as funding allows. To provide for the success of students at the College, departmental program reviews are providing critical information needed to ensure that equipment and materials are on hand or being budgeted for in the future. The College creates an annual space inventory report which is shared with the State Chancellor’s Office (Ref. 23). These reports allow the State to keep abreast of any changes occurring at the College; they also provide an excellent planning tool for future development. In addition, the College is implementing several campus upgrade projects, along with the completion of a snack bar at the new multi-use sports complex.
In order to plan for physical resources to work in conjunction with institutional resources, each year, members of the M&O Department conduct a program review. Using a prioritization process, staff members plan for physical resource usage and acquisition, such as equipment and supplies required to help them perform their jobs. M&O staff create a one-year as well as a five- year plan, anticipating the changing and growing needs of the College. In this way, physical resource planning is closely linked to institutional planning. For example, the growth of the campus led the campus groundskeeper to prioritize the purchase of a dump trailer and power tools for landscaping in order to keep up with the growing workload.
Self Evaluation
The College needs to complete a Facilities Master Plan (FMP) to respond to the Educational Master Plan’s priorities. The new FMP will provide the direction to plan for capital outlay projects. This will assist staff in obtaining funding for future projects. The FMP is a critical component to building a solid foundation for capital planning.
Actionable Improvement Plan
Complete the Facilities Master Plan.
169 STANDARD IIIB REFERENCES
Ref. 1: Emergency Operations Plan: Policy Handbook
Ref. 2: College website, Security: http://www.cmccd.edu/Security
Ref. 3: Blue Phones: Campus Facilities Map
Ref. 4: College website, http://www.cmccd.edu/Alert-U
Ref. 5: College website, Clery Act: http://www.cmccd.edu/Annual-Security-Report
Ref. 6: Exemplar Award: http://www.mdaqmd.ca.gov/Modules?showDocument.aspx?documentid=2933
Ref. 7: Campus Facilities Map: designated smoking areas
Ref. 8: Campus Facilities Map: ADA compliance
Ref. 9: 2012 Employee Survey
Ref. 10: 2012 Student Survey
Ref. 11: Measure C Project List
Ref. 12: Foundation for California Community Colleges FUSION Database
Ref. 13: Minutes of Safety Committee meeting
Ref. 14: Safety Precautions: Board Policy 6800
Ref. 15: Institutional Master Plan
Ref. 16: Educational Master Plan
Ref. 17: 2012 Program Reviews for Facilities and Maintenance & Operations
Ref. 18: Facilities Preventative Maintenance Contracts
Ref. 19: Work Order Form
Ref. 20: CMC Measure C bond: http://www.cmccd.edu/Measure-C-Bond
Ref. 21: Remodel for Efficiency Contract
Ref. 22: Chevron Contract
Ref. 23: Report 17 – Space Inventory 2011
Ref. 24: Campus Security Report
170 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 that any technology support it provides is designed to meet the needs of learning, teaching, college-wide communications, research, and operational systems.
Descriptive Summary
Copper Mountain College serves the technology needs of the main campus in Joshua Tree as well as the Marine Corps Air Ground Combat Center campus and the College’s online students. Departmental program reviews and Technology Committee recommendations supply input to the Information Systems (IS) staff regarding the College’s technology support needs. The Technology Master Plan is the document that guides all aspects of technology utilization at the College (Ref. 1).
The Information Systems Department supports all areas of computing and network infrastructure at the College, including:
● Academic administrative computing and support;
● Research and recommendations for computer-related equipment purchases;
● Procurement, setup, installation, support, repair, maintenance, and replacement of computer hardware/software;
● Administration and maintenance of daily operations and back-up servers;
● Administration and maintenance of wired and wireless networks;
● Keeping a current inventory of the college’s network and computer-related equipment;
● Research and recommendations for multimedia and DE videoconferencing equipment purchases;
● Installation, repair, maintenance, and replacement of videoconferencing equipment;
● Multimedia and videoconferencing equipment training and support for faculty and staff;
● Transport, setup, and operation of audio visual and public address equipment for college functions;
● Keeping a current inventory of multimedia equipment.
The College website is hosted and maintained by Graphtek Interactive Corporation; Graphtek also assists with training and troubleshooting. The CMC Library utilizes The Library Corporation (TLC) to manage its book and reference material systems and to maintain the library
171 inventory. Copper Mountain College faculty provide training on the classroom Sympodiums, with technical support from the IS staff. The new Faculty Resource Center in the renovated library is a training facility for faculty. The College telephone and voice mail system is maintained by IS. All technology maintenance requests are routed through the Helpdesk system, which directs the work order request to the appropriate technician; the system also maintains an ongoing database of requests and repairs. This data is used to help I.S. determine the location and frequency of major problems (Ref. 2). Self Evaluation
Two committees at the College play an integral part in identifying the technological support needs of CMC: the participatory governance Technology Committee (TechCom), and the Education Technology (Ed-Tech) Committee, which supports classroom instruction. Evaluations, suggestions, and questions are routed to these committees via the CMC email system, which is set up so that any question or comment mailed to the address ‘[email protected]’ is automatically routed to each member of the committee. Many technology needs are identified within the I.S. Department program review process (Refs. 3, 4). Each academic division and campus office designates a member to represent their colleagues on the TechCom panel, which also includes a student representative and a non-voting Technical Specialist. Through the deliberations of this group, technology needs are evaluated to determine if specific plans should be forwarded to the College Council or Budget Advisory Committee, where further discussion occurs. The Technical Specialist gives input on whether or not the specific request will fit into the existing campus infrastructure. This information is forwarded to the College Council, which determines if the request fits the overall Strategic Plan and Technology Master Plan. If it does, the Council forwards the technology request to the Budget Advisory Committee to establish its funding priority. This process ensures that the technology needs of the college are solicited, deliberated upon, and implemented when possible (Ref. 5). Prioritization of technology needs is crucial, given the age (eight years) of CMC campus computers and the high cost of hardware and software, coupled with the challenging fiscal picture for California community colleges. Every attempt is made to address technological problems with cost-efficient remedies. Some solutions lead to improvement, but others ultimately highlight the need for enhanced funding to maintain adequate technical support for the college’s needs. For example, in 2001-02, the College initiated a process of moving from individual desktop printers to centralized, leased Kyocera print stations located in each department. This decreased the I.S. Department’s workload of repairing individual printers, but it soon became apparent that the move to centralized printers would not work for college staff whose printouts contained confidential data. Moreover, some departments’ software will only work on brand-specific printers, and procuring funding to update these old programs remains dependent upon budget prioritization. Another example of how technology improvements at the College sometimes serve to highlight the need for increased funding is the recent campus-wide upgrade of all workstations from Windows XP to Windows 7: many of the machines were incapable of fully benefiting from the upgrade due to hardware limitations. Despite the challenges just mentioned, the Employee Survey of 2012 indicates that college staff favorably view the technological support their programs and offices receive: 87% of CMC employees agreed that their computer problems are resolved “quickly” at the College by I.S. staff; 88% of College staff provided positive responses to the statement that the College’s email system is useful and reliable; and 79% believe that the phone system is working well for them.
172 However, only 50% of college employees believe that obsolete technological equipment is replaced in a timely manner (Ref. 6).
Actionable Improvement Plan
The College is evaluating solutions to the problems mentioned in the Self Evaluation, such as Thin/Thick Clients, BYOD support, and purchase of new systems for both classroom and staff use. If fiscally possible, the College will choose, implement, and evaluate at least one of these solutions. III.C.1.b. The institution provides quality training in the effective application of its information technology to students and personnel. Descriptive Summary The College offers a wide range of training for students, faculty, and staff, using both internal and external resources. College staff and students can acquire and update their technology skills by the following methods: ● Blackboard online learning orientation is offered for new users. ● Library workshops for new students introduce them to available online resources (Ref. 7). ● The Access Resource Lab provides one-on-one training in the use of adaptive technology for students with disabilities. ● Technology expertise for faculty and staff is consistently shared during Flex and Staff Development Days (Ref. 8). ● College employees utilize professional development opportunities, attending. conferences and workshops that strengthen and update their areas of expertise. ● A new Faculty Resource Center located in the library provides training and resources to full- and part-time instructors. Self Evaluation
College staff affirm the efficacy of the training provided by I.S. personnel: in the most recent Employee Survey, 84% responded positively that they have the knowledge to use the campus- provided technology required by their jobs (Ref. 6). When students who take the Blackboard online orientation were surveyed, 158 out of 163 respondents agreed that they felt more confident using Blackboard after the orientation (Ref. 9). However, the I.S. Department recognizes the need to expand training even in the face of difficult fiscal periods.
173 Actionable Improvement Plan
The College will pursue grants that will support the expansion of technology training for its students and employees.
III.C.1.c. The institution systematically plans, acquires, maintains, and upgrades or replaces technology infrastructure and equipment to meet institutional needs.
Descriptive Summary
Copper Mountain College systematically plans, acquires, maintains, upgrades and replaces technology equipment and components of the network infrastructure to meet current needs. The Information Services Department has been proactively involved in deploying and maintaining industry-standard equipment for the network infrastructure, including a core switch; access and distribution layer switches; firewalls; remote access devices for VPN connections; branch office equipment; a Cisco IP phone system, and a SAN storage system. Based on need, numerous servers (including file, print, application, Active Directory, database, and email) have been purchased and deployed on campus. Audio/visual equipment and workstations have been installed in each of the classrooms and computer labs.
As described in III.C.1 above, the College follows a process involving participatory committees, program review data, and deliberations on fulfillment of the Technology Plan and College Mission that guides the acquisition, maintenance, and replacement of technology resources.
Self Evaluation
The College strives to maintain and manage technological resources to assist faculty and staff in their mission to provide services to students. In the last three years, the District has hired four IS Department positions to better support the campus community: a Network Administrator; two Technicians to handle campus work order requests; and a Programmer, who will concentrate on programming for online registration and transferring old student transcripts to the new Ellucian (formerly Datatel) system. The department handles all maintenance related to the infrastructure, hardware, software, AV devices, workstations, laptops, printers, routers, servers, switches, firewalls, and the campus phone system. In 2010, IS staff deployed an online helpdesk system that users can employ to create work order requests; this system assists IS in improving its documentation and identifying problems to provide better service to faculty, staff, and students (Ref. 2).
To support and maintain a robust, reliable, and secure campus infrastructure, the student network that provides classroom and Internet access to students and the public is isolated from the faculty and staff network. Firewalls and remote access devices have been deployed in redundant fashion, improving Internet and remote access uptime for staff, students, and faculty. The core switch was installed with redundant components in order to improve the uptime of the entire campus network infrastructure. The College has purchased servers with redundant components to minimize downtime related to the failure of a single component: for example, in 2011, the Cisco phone system servers were upgraded and installed in a cluster so that if one system fails, the other takes over call handling and voicemail.
174 The College has deployed an enterprise version of Backup Exec software for file system backups of staff-side servers. The IS staff have used this application to successfully restore the entire Datatel database after a corruption issue. Year-end backups are stored off-site. For campus email, the College uses a hosted email security system, Websense. This has cut down on the spam and viruses affecting the Exchange server, and its utilization has also greatly reduced the hours IS staff previously had to spend troubleshooting email and virus-related issues.
Actionable Improvement Plan
The College will seek additional sources of funding to allow for the replacement of aging equipment (Ref. 10).
III.C.1.d. The distribution and utilization of technology resources support the development, maintenance, and enhancement of its programs and services.
Descriptive Summary
Copper Mountain College serves the technology needs of the main campus in Joshua Tree, the Marine Corps Air Ground Combat Center site, as well as the College’s online students. A Helpdesk system for employees was implemented to assist with hardware and software issues that might arise. In addition, IS services such as email, network storage, and network connectivity are available at both locations.
Computer upgrades and replacements follow a regular replacement schedule for administration, staff, classrooms, and lab computers. A ‘Thin Client’ system has been approved by the Budget Advisory Committee, and will be implemented soon (Ref. 11). This will allow the College to meet the future technology needs of students, staff, campus computer labs, and the library.
The College deploys a range of technology tools to increase student access to instruction. CMC uses the Blackboard Learning System, and internet-accessible computers are available for students in the library and computer labs. Video-conferencing equipment is often used by staff to participate in meetings and professional development opportunities scheduled at distant locations. Sympodiums and smart classroom equipment is installed in every classroom, providing audio and visual resources for faculty instructional use.
Copper Mountain College maintains all campus computer labs (as well as the Marine Base College site and computer lab), which include a Hi-Tech center, Nursing and classroom labs, library computers, and the new Faculty Resource Center which provides technology resources and a training facility for instructional faculty.
The College follows an Acceptable Computer Use Policy that sets rules and guidelines for computer use by students and employees. The guidelines ensure that computer use does not interfere with the institution’s operations and network resources. This policy was established to minimize intrusions into the College network infrastructure (Ref. 12).
175 A Digital Signage Television has been installed in the Student Services lobby, providing current information about college events and informing students of important registration information and dates.
Large purchase needs are included in program reviews, prioritized by discussions occurring in TechCom and the Educational Technology committees, and then submitted to the Budget Advisory committee for consideration. Smaller supply needs are purchased through the I.S. Department budget (Ref. 13).
Self Evaluation
I.S. has adequate staffing to support the technology needs of the campus as well as the Marine Base site. The Department monitors the number of open helpdesk tickets and assesses staff workload to meet the needs of the campus. The I.S. staff diligently provide effective, quick responses to employees’ computer problems: in the most recent Staff Survey, 87% of respondents said that “When faced with a computer problem, my concerns are resolved quickly so that I can get back to work” (Ref. 6). Moreover, student survey questions regarding Blackboard usage revealed that the College’s Blackboard orientation was helpful and that it saved the students’ time and curbed frustration (Ref. 9).
The following developments at the College have contributed to the I.S. Department’s efficiency in meeting the technology needs of the institution: the installation of Datatel, the College’s new enterprise resource program; a new work order and inventory system; and additional four new IS personnel. Input from program reviews, suggestions from the TechCom and Ed-Tech committees, and discussions among department staff, faculty, and administration are elements that lead to the creation of appropriate policies governing how, when, and where technology changes are implemented.
Actionable Improvement Plan
Purchase and implement ‘Thin Clients.’ Acquire additional video-conferencing equipment, and establish a permanent location for staff to use and store the equipment.
III.C.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.
Descriptive Summary
The College’s technology planning is integrated with institutional planning; it is aligned with the Technology Master Plan, and coordinates with the Budget Advisory Committee. College programs and departments review and assess their technology needs through the regular annual program review cycle. Based on the reviews, programs and departments may request technology resources to support objectives. Program and department managers review and prioritize requests, which then go to the Education Technology (Ed-Tech) Committee, College Council, and lastly to the Budget Advisory Committee for inclusion and prioritization in the College budget (Ref. 11).
176 Regular student and employee surveys provide data in evaluating programs and services. Information from this data is then used to ensure that the College is meeting the technology needs of all its constituents.
Self Evaluation
Technology planning at Copper Mountain College is structured and well-defined. College technology decisions are made with the ever-present aim of providing effective access to students whose educational success depends upon technology support. Technology needs are communicated through the program review process. As financial resources become available, the I.S. Department is able to effectively meet most technology needs. However, recent budget constraints have impacted various projects.
Actionable Improvement Plan
Anticipate and seek funding for future technology needs of the College.
177 STANDARD IIIC REFERENCES
Ref. 1: Technology Master Plan 2012
Ref. 2: ServiceDesk Report – 2010
Ref. 3: I.S. Department Program Review
Ref. 4: Technology Master Plan 2012, Part 2: Critical Issues
Ref. 5: Technology Master Plan 2012, Parts 1 & 2
Ref. 6: 2012 Employee Survey
Ref. 7: Schedule of Library Workshops
Ref. 8: All-Staff and Flex Day Programs
Ref. 9: Blackboard Online Orientation Survey
Ref. 10: Technology Master Plan 2012, Parts 1 & 3
Ref. 11: Budget Advisory Committee meeting minutes from 12/11/11, sec. 2, bullet 8
Ref. 12: Computer Use Policy – Students and Employees
Ref. 13: Technology Master Plan 2012, sections 1-5
178 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 is integrated with institutional planning at both college and district/system levels in multi-college systems.
III.D.1 The institution’s mission and goals are the foundation for financial planning.
III.D.1.a Financial planning is integrated with and supports all institutional planning.
Descriptive Summary
The College first implemented a revised resource allocation process linked to program reviews and supported by institutional research in 2009-10. The process was guided by the mission and goals established in the College Mission Statement, Strategic Plan, the Educational Master Plan, and program review documents. In 2009-10, the established process was followed except for the timelines, partly due to the lack of an adopted state budget. Subsequently, meetings took place between the Administration, College Council, and Budget Advisory Committee in order to jointly address the process, elements, and evidence needed and to achieve full compliance in 2010-11. As a result, the following processes took place (Ref. 1):
1. Program reviews were completed and submitted to the Vice-Presidents (of Academic Affairs and Student Services).
2. Regarding those items with budget implications, the Superintendent/President requested that each VP identify the top five priorities they had for their areas, based on the program reviews, legal compliance, contractual compliance, and the College Mission. Prior to submitting these requests to the President, the Vice Presidents shared their priorities with staff in their areas, including the VP of Academic Affairs sharing with the Division Chairs and the Academic Senate, and the VP of Student Services sharing the priorities during staff meetings.
3. The Vice Presidents met with the College President to discuss the priorities. At that time, the criteria used to determine the VPs’ priorities were considered in light of the institutional priorities. The discussion included implications on compliance with the 50% Law, compliance with FERPA and student identification, health and safety issues for the campus, institutional research findings, compliance with state regulations, and the ability of institutional technology to support proposed priorities.
4. Based on state budgetary information, college expenditures, projected expenditures, and estimated fund balances, priorities were selected and budgets proposed for them.
5. The Superintendent/President shared the information with the Budget Advisory Committee and the College Council, and the prioritized list was accepted.
179 The College’s mission and goals are reviewed consistently during the annual fiscal planning process. In particular, this is done in the annual planning meeting that provides guidance for the Strategic Plan and involves the participation of Board members, administrators, faculty, students, and staff. The review is also conducted by budget managers as they prepare budgets; by the College Council when it reviews and recommends an annual budget; and by the Board of Trustees, as it reviews and subsequently adopts the budget.
Self Evaluation
The College has in place a resource allocation process linked to program reviews and supported by institutional research.
Actionable Improvement Plan
The College will continue to monitor fund balances and make budget decisions that include the maintenance of adequate reserves. The College will also trend forward known and anticipated budget adjustments to give a three-year forecast of future fund balances.
III.D.1.b Institutional planning reflects realistic assessment of financial resource availability, development of financial resources, partnerships, and expenditure requirements.
Descriptive Summary
Institutional planning is an ongoing process and is evident in meetings with the faculty, classified staff, administrators, the College Council and the Board of Trustees. Information regarding the availability of financial resources comes primarily from the Business Office, which produces the annual budget, audited financial statements, monthly financial reports for the Board of Trustees, and funding forecasts provided by the California Community College Chancellor’s Office (Refs. 2, 3, 4).
Budget adjustments and Board-authorized journal entries are presented to the Board of Trustees at every meeting. At each Board meeting, the Chief Business Officer (CBO) gives a summary of the previous month’s working budget and details adjustments made since the last meeting; she also informs the Board of the adjustments’ effect on the ending fund balance. The spreadsheet shared with the Board also shows whether or not the adjustments were presented to the Budget Advisory Committee (BAC) (Ref. 4).
The CBO establishes a tentative budget based on estimated enrollment apportionment income and other revenue streams included in the state’s allocation model each fiscal year (Refs. 4, 5). Fixed wages and benefits, projected adjunct overload, rents, and utilities are determined annually to facilitate the budget development process.
The Chief Business Officer chairs the BAC and keeps committee members informed of local and statewide developments affecting the College’s budget. The BAC members, in turn, keep their constituents informed of the financial issues affecting the College (Refs. 6, 7).
180 Self Evaluation
The College’s overall planning process is closely linked to its financial planning process. The employees responsible for College planning are informed about the College’s financial obligations and resources.
Actionable Improvement Plan
The College will continue to develop, expand, and refine the Resource Allocation Matrix as additional data elements are developed, analyzed, and integrated into the funding process.
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, plans, and allocates resources for payment of liabilities and future obligations.
Descriptive Summary
The College demonstrates the evaluation of its long-term financial planning and priorities through its educational master planning processes, and through updating planning documents such as the Five Year-Capital Outlay Plan (Ref. 8). The College’s capacity to meet its short- and long-term obligations through careful distribution and use of resources is consistently noted in the annual auditor’s report (Ref. 3).
The Business Office updates and reviews a cash flow projection on a regular basis (at least monthly). (Ref. 33) The cash deferrals imposed on the District by the state have forced to District to borrow funds in order to cover operational needs. The District has borrowed through a Temporary Revenue Anticipation Note (TRANS) and from the College Foundation (Refs. 9, 10).
The District receives its first notification of apportionment and cash flows at the Statewide Budget Workshop and through advanced apportionment. The workshop usually takes place in September, shortly after the state budget is adopted. Once the District receives advanced apportionment notification, the CBO prepares a cash flow projection for the year. The cash flow is shared with the President and the Vice-Presidents at the cabinet meeting (Title 13). The College borrows through a TRANS or from the Foundation line of credit, if necessary, to cover cash shortfalls (Refs. 11, 12).
Long-range planning for items such as scheduled maintenance, computer upgrades, and construction projects are reviewed on an annual basis through the Strategic Planning and Program Review processes.
Self Evaluation
The cash deferrals imposed by the state have caused colleges throughout California to borrow funds to meet operational needs. The College has monitored its current cash flow and projected cash flow to ensure that general fund expenditures are covered. In planning for the year’s upcoming budget projections, the College takes into account long-term obligations and plans accordingly.
181 Actionable Improvement Plan
None.
III.D.1.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.
Descriptive Summary
Section 7030 of Board of Trustees Policy defines the guidelines and process for planning and preparing the annual budget (Ref. 13). The District follows a dual-adoption budget cycle. The Tentative Budget is presented to the Board of Trustees in June and the Adopted Budget is presented in September. The District follows the Budget Planning Process outlined in the Institutional Planning Guide (Ref. 14). Program reviews are the core documents for the integrated budget planning processes related to human, technology, and facility resources.
The Tentative Budget gives spending authorization to the District to purchase supplies, materials, services, and to issue payroll checks. Prior year estimates (FTES, apportionment, property taxes, and enrollment fees) and current year assumptions are used to build the Tentative Budget. Some current year assumptions used to build the budget are step increases, increases or decreases to fixed payroll costs, health care, and utility rates. In addition, the 50% Law calculation is also considered, and expenses are adjusted accordingly to stay in compliance with the law.
The Adopted Budget is presented to the Board in September and is based on information obtained at the annual Chancellor’s Office Statewide Budget Workshop, advanced apportionment figures, and changes to the state budget.
Constituency groups participate in the budget development process during their review of the program review prioritization list, and the proposed adopted budget goes through the Budget Advisory Committee. Budget requests that did not go through a program review may be brought forward to the Budget Advisory Committee if the item is considered an emergency (Ref. 15).
Other factors that impact the preparation of the budget include collective bargaining agreements, changes in requirements and funding levels of categorical programs, and changes in Chancellor’s Office financial reporting requirements.
Self Evaluation
The College follows a systematic and publicized process in the preparation of the annual budget. All College managers participate in the budget development process through the annual review at the Management meeting. Constituency groups participate in the process at College Council and the BAC when the program review prioritization list is reviewed.
Actionable Improvement Plan
None.
182 III.D.2 To assure the financial integrity of the institution and responsible use of its financial resources, the internal control structure has appropriate control mechanisms and widely disseminates dependable and timely information for sound financial decision making.
Descriptive Summary
The College has established fiscal controls for all financial transactions in district operations, as outlined in board policy (Ref. 16). These controls utilized designated approval processes that correspond to management authority for the various types of transactions.
Service and supply contracts also require specific approval and are either approved or ratified based on Board Policy that governs District contract administration (Ref. 17).
The annual independent audit helps ensure the financial integrity of the College and verifies its responsible use of financial resources. The audit assesses the College’s compliance with federal and state rules and regulations, the propriety of revenues and expenditures, and the adequacy of financial accounting and internal controls (Ref. 3).
The County of San Bernardino Schools Services (SBCSS) provides the following services to the College: processing of payroll; warrants; and financial reports. The College initiates the warrant process by creating purchase orders through an approval process, and SBCSS issues the warrants. SBCSS randomly audits the College’s process to ensure that it is following approved Board Policies and state guidelines (Ref. 18).
The CBO distributes budget summary reports to program managers and the Vice-Presidents on a regular basis in an effort to keep them informed about the financial status of their areas of responsibility (Ref. 21). The Business Office staff is available to answer questions and provide more detailed information as requested.
Self Evaluation
The College’s Business Office employs several mechanisms (noted in the descriptive summary above) that help protect the integrity of its processes and helps to ensure the responsible use of the College’s financial resources.
Actionable Improvement Plan
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.
Descriptive Summary
There is a check and balance process for changes initiated by the Business Office. The Board of Trustees approves all budget modifications including warrants processed as payables, payroll accounting expense changes between major object codes, and transfers from reserve accounts.
183 An annual independent audit is performed on all College funds (Ref. 3). The independent auditors review and test the College’s internal controls over all College resources, including proper segregation of duties, and give an opinion on the financial statements for material misstatement and compliance with all state and federal laws. Any issues of non-compliance discovered during the course of the audit are included in the annual independent auditor’s report, as are any recommendations for strengthening internal controls and processes. The issues are reviewed again the subsequent year to report corrective actions taken by the College and to ensure compliance (Ref. 19).
Self Evaluation
The financial reports of the College accurately reflect fiscal activities. The 2010-11 external auditors gave the District’s audit an unqualified opinion noting no significant deficiencies or instances of material noncompliance. In addition, there were no findings.
Actionable Improvement Plan
None.
III.D.2.b Institutional responses to external audit findings are comprehensive, timely, and communicated appropriately.
Descriptive Summary
The budget and fiscal conditions are communicated to the Board of Trustees on a monthly basis (Ref. 4). Audit results are presented to the Board of Trustees by the auditors every year at the end of the audit. The audit findings for the Bond audit are presented to the Citizens Oversight Committee immediately after the audit is complete (Ref. 20).
The previous two years of audit reports reveal no major non-compliance issues to state and federal laws (Ref. 3). There were several findings regarding proper classification of assets and liabilities for the Bond Fund (Ref. 20).
The independent auditors give a presentation to the Board of Trustees at an annual meeting where they review their recommendations and suggest any actions that need to be taken. Recommendations are addressed upon receipt of the audit report in collaboration with the appropriate departmental managers and staff.
The results of the audit findings as well as financial updates for the College and the state are provided to the Budget Advisory Committee, College Council, and to management meetings.
Self Evaluation
Information to support financial planning and financial management is provided throughout the college by the means detailed in the descriptive summary above.
Actionable Improvement Plan
None.
184 III.D.2.c Appropriate financial information is provided throughout the institution in a timely manner.
Descriptive Summary
The Business Office provides financial reports to the Vice Presidents on a monthly basis. College cost center managers are provided reports on a regular basis so that everyone is informed of the latest financial conditions (Ref. 21). Budget updates, including journal entries, budget transfers, and an analysis of the ending fund balance, are presented to the Board of Trustees every month. Also, any significant changes to the budget that come from the state through deferrals or additional cuts, are notified to the Board of Trustees, BAC, College Council, and to all management (Ref. 4).
Self Evaluation
Financial information that is critical to the operations of the College is communicated to the Board of Trustees, management, and constituency groups in a timely manner through the means discussed in the descriptive summary above.
Actionable Improvement Plan
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.
Descriptive Summary
Auxiliary activities support the programs and services of the College. Funds from student activities and clubs are kept separate from the general fund, and they are processed through a local bank. The Foundation is accounted for in a separate set of financial records maintained by the Executive Director and is consolidated with the College’s records for external audit purposes.
The Foundation Board of Directors has a separate Finance Committee that monitors funding. Cash and investment reports with all balance sheet items are presented to the Finance Committee and the Foundation Board of Directors on a monthly basis (Ref. 22). Foundation endowments are managed by an external investment firm under the guidance of the Foundation’s Finance Committee. The Audit Chair of the Foundation reviews the year-end financial statements and compares them to the Annual 990 Report and the Audit Report (Ref. 23).
Self Evaluation
The College utilizes various mechanisms that provide oversight of the use of financial resources, helping to ensure that those financial resources are used with integrity. Checks and balances are in place to ensure that funds are both raised and allocated appropriately.
185 Actionable Improvement Plan
None.
III.D.2.e The institution’s internal control systems are evaluated and assessed for validity and effectiveness and the results of this assessment are used for improvement.
Descriptive Summary
The internal control systems of the College are evaluated by the County of San Bernardino once every three years, and by external auditors every year. There have been no significant findings, but a process change was recommended by the County regarding the file documentation for purchase orders. The new process was adopted by the Business Office immediately after the audit (Refs. 24, 3, 25).
The bond fund is audited every year to ensure that expenditures are consistent with regulatory and legal restrictions and that these items are coded properly and recorded in the proper time period. The District received findings for the past two years regarding recording transactions in the proper period. The Business Office has put procedures in place to prevent this from happening again, and the College received a clean audit in 2011-12 (Ref. 20).
Self Evaluation
The clean audits received by the College demonstrate the integrity of its financial management practices. The College borrows from the Foundation line of credit or from a TRANS if necessary to ensure financial stability.
Actionable Improvement Plan
None.
III.D.3 The institution has policies and procedures to ensure sound financial practices and financial stability.
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.
Descriptive Summary
The College’s participatory governance process provides the venues to disseminate appropriate financial information throughout the institution. College budget managers have access to appropriate financial information, allowing for sound financial decision-making.
186 The ending balance of unrestricted funds for the College’s immediate past three years is as follows:
2009-10 22.8%
2010-11 14%
2011-12 12%
The decreasing trend in the ending fund balance was part of a managed deficit spending plan to bring down the reserves to an acceptable level while maintaining the 50% Law requirement. The District brought down the reserve by serving students over cap and hiring new faculty that were recommended through the program review process.
The current year projected ending reserve is at 8%; however, the District plans to increase that to 10% by not spending some of the capital outlay budgeted expenditures, enrollment management, and a decrease in healthcare costs due to recent bargaining concessions.
The District has maintained a healthy reserve over the last three years. Based on the state and county regulations, the District is within the requirement of 7%. The Board of Trustees has established the goal of maintaining a fund balance between ten and twelve percent.
The District maintains a line of credit with a local bank for $750,000, and also has access to a line of credit through the Foundation of $1.5 million to cover cash flow deficiencies caused by state-imposed deferrals. The District also has approximately $3.5 million in a trust fund held by the Foundation to be used for District operations and facilities (not personnel costs) (Ref. 10). In addition, the District can receive funds from other sources such as TRANS, which allows a district to borrow against future tax revenues from private lending institutions.
The District has three main sources of revenue: taxes, enrollment fees, and apportionment. The State of California began imposing cash deferrals on apportionment in 2008-09, creating a cash flow issue for the District. In 2009-10, the District entered into a TRANS to cover the cash flow deficit. In 2010-11 and again in 2011-12, the District borrowed from the CMC Foundation’s line of credit to cover the cash flow deficit.
The District has insurance through Southern California Schools Risk Management (SCSRM). The District has $5 million with the SCSRM JPA and an additional $20 million with the Schools Excess Liability Fund (SELF) JPA for liability insurance. The College policy includes $600 million of property coverage, $20 million of Flood Insurance, $2 million for crime, and $4.5 for liability.
Self Evaluation
The College has sufficient cash flow and reserves to maintain stability throughout the organization.
Actionable Improvement Plan
None.
187 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.
Descriptive Summary
All College resources are utilized with integrity and support the College’s mission, strategic plans, and overall institutional goals. The College, through the Business Office, BAC, program review process, and independent audits, practices effective oversight of the finances of all programs. The College’s mission and goals are the basis for fund-raising activities and guide the utilization of financial resources associated with all unrestricted general fund and categorical programs.
Budgets are distributed to managers on a monthly basis (Ref. 21). Program managers monitor allocations, income, and expenditures for accuracy and appropriateness.
The College’s student financial aid programs are managed by the Financial Aid Director. The program is reviewed and is audited independently each year as part of the College’s annual audit (Ref. 3). Annual financial compliance reports are also required throughout the year (Ref. 26).
The Associated Students of Copper Mountain College (ASCMC) is an official College organization whose purpose is to promote student academic progress primarily through advocacy, fundraising, and collegial governance. ASCMC finances, including the student representation fee and any funds generated through fundraising, are managed by the Business Office.
Board policy requires that all contracts be Board-approved or ratified (Ref. 17). The Business Office maintains all contracts and reviews them for accuracy and compliance. The Business Office works in conjunction with the Financial Aid Director in drawing down and distributing financial aid funds. Part of this process includes reconciliation between distributions and the awarding process.
Self Evaluation
The College is thorough in its oversight of the operations and finances of all financial resources, including campus organizations and functions. Financial Aid, grants, and externally funded programs are managed by a program manager with oversight by a Vice-President, and external audits are performed annually.
Actionable Improvement Plan
None.
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.
188 Descriptive Summary
The College has limited long-term health benefit liabilities. When the Board approves a retiree benefit, the cost is captured in the current operational budget. Retiree health benefits are manageable and are funded annually as part of the budget. The College completed the required actuarial study of retiree health liabilities (Ref. 27). The liability is included in the 2011-12 Annual Audit Report.
The College has set aside funds in the annual budget to cover attorney fees associated with current litigation matters. In addition, the CBO works with the Chief of Human Resources to ensure that funds are set aside in the budget to cover sabbatical leaves.
To ensure both short- and long-term solvency, the College borrows money from the Foundation line of credit, and, if necessary, issues a TRANS. The College cash flow is tracked regularly and resources are set aside to repay the obligations appropriately.
Self Evaluation
In planning for the year’s upcoming budget projections, the College takes into account and plans accordingly for obligations for retiree benefits, vacation liabilities, and sabbatical leaves.
Actionable Improvement Plan
The College will continue its practice of providing for employee-related obligations in its financial planning and will establish and fund an account to cover these obligations.
III.D.3.d The actuarial plan to determine Other Post-Employment Benefits (OPEB) is prepared, as required by appropriate accounting standards.
Descriptive Summary
The District is required to obtain actuarial valuations of its retiree health insurance program under Government Accounting Standards Board (GASB) 43 and 45 not less frequently than once every three years. To accomplish these objectives, the District hired a firm to perform an actuarial valuation as of July 1, 2011 (Ref. 27). The amount of actuarial liability for District-paid retiree benefits is $1,768,576 as of July 1, 2011. This represents the present value of all benefits expected to be paid by the District for its current and future retirees. If the District were to place this amount in a fund earning interest at the rate of 5.0% per year, the fund would have approximately enough to pay all expected benefits.
Self Evaluation
Currently the District does not have a fund set aside for this liability; however, it is a goal for the future when the financial state of the District improves.
Actionable Improvement Plan
None.
189 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.
Descriptive Summary
Due to the state-imposed cash deferrals, the District was forced to borrow funds in order to meet operational needs. Currently the District has $1.5 million available to borrow from the Foundation. Cash flow projections are used to determine the timing of funds to be borrowed and paid back.
Self Evaluation
The District is fortunate to have a financially healthy Foundation due to strong donor support. If it is determined that the line of credit is not sufficient to cover the cash deferrals, the District will apply for a TRANS.
Actionable Improvement Plan
None.
III.D.3.f Institutions monitor and manage student loan default rates, revenue streams, and assets to ensure compliance with federal requirements.
Descriptive Summary
The Federal Government publishes Cohort Default Rates twice a year: a Draft in the spring, and the Official in the fall. The Draft allows the College to identify CMC students who have been designated as defaulters on their college loans. The College monitors the flow of federal funds through the college’s bank accounts to ensure that the money is used for students. Assets are also monitored to ensure that the College has sufficient funds.
The College three-year Cohort Default Rate is 25%; the cap is 30%. If the College were to exceed 30%, it would get an exemption because of the low loan participation rate of about 3%. The College will get an exemption as long as it stays below 22%. If the College ever exceeds the limit, it will work with the state lender Education Credit Management Corporation (ECMC) to work on a default plan, using their templates and standards of best practice.
Self Evaluation
The CMC Financial Aid Director holds a position on the State Financial Aid Board and is highly regarded as an expert in his field. The Financial Aid Director ensures that the District follows all federal requirements and complies with all regulations. There were no findings in this area from the external auditors.
Actionable Improvement Plan
None.
190 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.
Descriptive Summary
All contracts are in place to assist the College with its mission and goals. The District carries several types of contractual agreements:
1. Affiliation agreements, which are used to establish an exchange of education experiences between the District and other facilities.
2. Consulting services, such as legal, marketing, and auditing services.
3. Maintenance agreements, including computer software, cable, infrastructure, HVAC, plumbing, and trash.
4. Construction services, which are contracts related to providing to the District with new structures or remodeling on the property.
5. Lease agreements, such as those for photo copiers.
6. Energy services contracts, which provide the District with energy-saving services.
7. Utilities contracts, which cover the District’s new, existing, or upgraded electrical, gas, phone, and water services.
District supervisors work with the vendors in advance to ensure that all terms of the contract are fulfilled. Contracts are forwarded to the Business Office to be reviewed for acceptable standards and quality, as well as consistency with the College’s mission and goals. The contracts are then presented to the Board of Trustees for approval. Once approved, the contracts are signed by the Superintendent/President or the CBO and fully executed (Ref. 28).
Self Evaluation
The District enters into contracts appropriate to its mission and goals. All contracts are reviewed by the administration for appropriateness and to ensure that the integrity of the institution is maintained. All contracts must be submitted to the Board of Trustees for approval or ratification.
Actionable Improvement Plan
None.
III.D.3.h The institution regularly evaluates its financial management practices and the results of the evaluation are used to improve internal control structures.
Descriptive Summary
The District is audited on an annual basis and receives a written report of audit findings. Recommendations are evaluated and incorporated into the financial management process. The
191 audit report highlights any identified weaknesses in the financial reporting systems. The College has received no comments stating weaknesses in these systems (Ref. 3).
The District has financial review processes set in place through program review, the Budget Advisory Committee, the Board of Trustees, external auditors, and the Chancellor’s Office. Improvements are ongoing, with monthly financial reports focusing on year-to-date expenditures, budget adjustments, and linkage of expenditures with College planning (Ref. 4).
Purchase requests are approved by the department manager or administrator and sent to the Business Office for budgetary approval. If approved, the purchase requisition becomes a purchase order and is sent to the Accounts Payable technician for payment when the invoice is received.
Monthly financial statements are made available to the Administrative team and the Board of Trustees. The quarterly financial status report (CCFS-311Q) is sent to the California Chancellor’s Office each fiscal quarter (Ref. 29). The District also submits an annual financial status and budget report (CCFS-311) to the California Chancellor’s Office each fiscal year (Ref. 30).
Self Evaluation
The District’s financial management practices are continuously reviewed by the District, SBCSS, the annual independent audit, and the Chancellor’s Office.
Actionable Improvement Plan
None.
III.D.4 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.
Descriptive Summary
The College follows a program review cycle to ensure that financial decisions for institutional needs are developed from program review results. The purpose of the program review cycle is to allow for a thorough review of the College’s budget priorities in order to ensure alignment with the mission and planning.
A list of budget priorities is developed from the program review process. The priorities are ranked, and if resources are available, they are funded in order of ranking. An example of a ranked priority that was funded: a part-time payroll position was increased from 20 to 30 hours per week. Program review requests that are not directly tied to the mission statement, institutional goals, or strategic plan are ranked low.
Periodically, there are budget requests that come forward to the BAC that are not included in the program review process. According to the BAC process, if management feels that these are emergency items, they are obliged to inform constituency groups and then take their
192 recommendations to the Board of Trustees. Funding for these items was unforeseen at the time program reviews were conducted. An example of this occurred when the President brought a request to the BAC in November of 2011 to hire a consultant to write two grants. The BAC agreed with his request, and the consultant was hired to write the grants (Ref. 31).
There have been other situations where items brought to the BAC as emergency requests have been denied. For example, the purchase of a trailer was brought to the BAC in March 2012, and the request was unanimously denied by every constituency group because it was not in the requesting department’s program review. Even though the BAC denied this request, management still has the prerogative to bring it to the Board of Trustees for consideration, because the BAC only makes recommendations. However, in this case, management agreed with the BAC decision and did not bring the request to the Board (Ref. 32).
Self Evaluation
The College consistently relies upon its mission and goals for its financial planning. The process for planning and budgeting closely aligns resource allocations to District strategic goals. This is demonstrated by the College’s annual program review and ranking processes.
Actionable Improvement Plan
None.
193 STANDARD IIID REFERENCES
Ref. 1: Budget Advisory Committee minutes
Ref. 2: Adopted budget and face plate from Board of Trustee meetings 2009-2012
Ref. 3: Audited Financial Statements 2009-2012
Ref. 4: Business Office Information Reports
Ref. 5: Schedule C 2009-2012
Ref. 6: Budget Advisory Committee minutes
Ref. 7: E-mails to Budget Advisory Committee members giving State budget updates
Ref. 8: Five Year Capital Outlay Plan
Ref. 9: TRANS Documents 2009-2010
Ref. 10: Loan (LDC) Documents from Foundation Board minutes
Ref. 11: Statewide Budget Workshop binders
Ref. 12: Advanced Apportionment Schedules from Chancellor’s Office
Ref. 13: Board Policy 7030
Ref. 14: Institutional Planning Guide
Ref. 15: Budget Advisory Committee minutes: Emergency request
Ref. 16: Board Policy 7020
Ref. 17: Board Policy 7010
Ref. 18: Auditable Warrants – Credit Card Payment
Ref. 19: 2009-10 Audit Findings – Concurrent Enrollment and Corrective Action
Ref. 20: General Obligation Bond (Fund 42) Audit Reports
Ref. 21: Monthly Budget Report Memos
Ref. 22: Foundation Board minutes – Finance Sections
Ref. 23: Foundation Audit Committee Board minutes: Kevin Cosgriff
Ref. 24: External Audit Report – County of San Bernardino
Ref. 25: Example of process change for open purchase orders
194 Ref. 26: BFAP Year End Report 2011-12
Ref. 27: 2011-12 Actuarial Study – Retiree Health Insurance
Ref. 28: Example: Board Certification for Bhelm contract
Ref. 29: CCFS – 311Q 1st Qtr. 2012-13
Ref. 30: CCFS 311 Annual – 2011-12
Ref. 31: Budget Advisory Committee minutes November 2011
Ref. 32: Budget Advisory Committee minutes March 2012
Ref. 33: Cash Flow Monthly Worksheets
195
Standard IV: Leadership and Governance
The institution recognizes and utilizes the contributions of leadership throughout the organization for continuous improvement of the institution. Governance roles are designated to facilitate decisions that support student learning programs and services and improve institutional effectiveness, while acknowledging the designated responsibilities of the governing board and the chief administrator.
Employee of the Quarter 2011
Standard IV.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.
Copper Mountain College embraces the principles of participatory decision-making. Embedded in the College’s leadership philosophy is adherence to the practice of servant leadership. Servant leadership places high regard on leadership practices that promote and embrace the principles of building community, commitment to growth of people, listening, and foresight in decision- making and roles of its employees (Ref. 1).
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 involve. When ideas for improvement have policy or significant institution-wide implications, systematic participative processes are used to assure effective discussion, planning, and implementation.
196 Descriptive Summary
Copper Mountain College has established processes that provide for the effective participation of faculty, staff, administrators, and students when important College issues are discussed and decisions are made. The inclusiveness of the participatory decision-making process is best demonstrated by the diverse membership of the College Council: it has representation from administration, classified staff, faculty, and students. Council recommendations are achieved through consensus. Members represent specific constituent groups and are responsible for both soliciting input on institutional issues and bringing concerns and recommendations to the Council. The following organizations/positions have a seat on the Council:
• Classified Association • Faculty Association • Classified Senate • Faculty Senate • Student Government • Confidential Employee • Student Learning Outcomes Assessment Coordinator • Accreditation Liaison Officer • Administration
With the exception of administration, the Student Learning Outcomes Assessment Coordinator(SLOA), and the Accreditation Liaison Officer, all representatives that serve on College Council are elected by their entire constituent group.
A unique feature of the College’s governance process is the absence of a cabinet-level decision- making body. Administrators meet bi-monthly in an informal, off-campus setting to discuss topics that cross areas of responsibilities and share developments at the regional, state, and federal level that may have institutional impact. The annual establishment of budget and funding priorities takes place in this venue, but even this decision is vetted through the College Council and then the Budget Advisory Committee (Refs. 2, 3).
The College’s commitment to collaboration is also evident through the participation of all constituent groups in the development of the institution’s annual budget, Strategic Plan, and Educational Master Plan (Ref. 2).
197 90% 80% 70% 60% 50%
40% Students 30% Faculty/Staff 20% Morongo Basin 10% 0%
Although the responsibility for decisions for the College rests with the Superintendent/President, great responsibility lies with the recommending bodies to provide him with the information needed to make the decisions that are in the best interest of the College and its students. A flowchart illustrating this process can be found at the end of this Standard.
At each College Council meeting, constituent representatives are provided the opportunity to give input from their groups on appropriate matters. The Superintendent/President communicates decisions through various methods. Representatives on the Council are expected to report Council matters back to their constituent groups. The Superintendent/President also provides information on college issues to employees at All Staff Meetings and Campus Updates distributed via email (Refs. 4, 5).
The Administration has worked with the Faculty Association to increase the ability of its members to serve in key leadership roles by increasing the amount of reassigned time, stipends, and FLEX days that are available (Refs. 6, 7). The Professional Growth Committee and the newly-instituted Employee Development Fund Committee provide financial assistance that allows all college employees to pursue professional development activities.
Self Evaluation
Evidence gathered from the 2012 Employee Survey supports the college’s contention that it meets this standard: 75% of college staff (2010:69%) provided positive responses to “The faculty exercise a substantial voice in matters related to educational programs, the hiring of faculty and other personnel, and institutional policies.” To the statement “The Administration provides effective leadership to define goals, develop plans, and establish priorities for the institution,” 82% offered positive responses (2010:66%). 72% (2010:60%) agreed that they have a “substantive role in college governance and policy-making related to [their] areas of responsibility and expertise.” Finally, 92% (2010:85%) agreed that “I am personally treated with respect at this college” (Ref. 8).
198 Actionable Improvement Plan
The College acknowledges that there are internal and external influences that impact the decision making process. An opportunity for improvement may be found in further clarifying the roles and functions of each constituency group.
IV.A.2: The institution establishes and implements a written policy providing for the 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.
IV.A.2.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.
Descriptive Summary
Copper Mountain College recognizes the roles of various employee groups on campus and embraces the principles of collegial consultation and participatory decision-making that is grounded in California Education Code, Title 5 Regulations, and Board Policy. Participatory governance is inclusive of all employee groups and recognized as a valued part of its governance process (Ref. 9).
By position, all of the college’s administrators, directors, the Student Learning Outcomes Assessment Coordinator (SLOA), and the Accreditation Liaison Officer have a seat on the College Council. What follows is a descriptive summary of each constituency group that appoints representatives to the College Council:
The Academic Senate membership is comprised of all full-time faculty (teaching and non- teaching) and one part-time faculty representative. The Senate develops and deliberates on issues related to the Academic and Professional matters delineated in (Title 5 references); provides representation for all full- and part-time faculty at CMC; and designates faculty representatives to participatory governance committees, hiring committees, and other committees and task forces of the college as needed. The Academic Senate President or his/her designee serves on the College Council (Refs. 10, 9, 11).
The Faculty Association is recognized by the District as the exclusive representative of all full- time and part-time faculty, including librarians and counselors, for the purpose of meeting and negotiating. The president of the Association sits on the College Council (Ref. 9).
The Classified Association, California School Employee Association (CSEA) is recognized by the District as the exclusive bargaining representative for classified staff that they represent. CSEA represents all classified employees except for classified managers and confidential employees. The Classified Senate president sits on the College Council, as does the president of the CSEA. To ensure that confidential staff have an opportunity to participate in college governance, an additional classified representative is appointed by the Classified Senate to serve in each of the college’s participatory governance processes (Ref. 12).
199 The Associated Students of Copper Mountain College (ASCMC) is comprised of all Copper Mountain College students and serves as the organization that represents students in participatory governance processes (Refs. 13, 9).
Self Evaluation
The College has developed procedures to ensure that faculty, staff, administrators, and students participate in the decision-making processes that affect the college. These processes include policy creation, planning, and budget decisions. The 2012 staff survey revealed perceptions of college employees regarding their participation opportunities in decision-making and planning: “The Administration supports and uses a decision-making process that involves the persons who will be affected,”: 64% gave positive responses,15% neutral, and 28% disagreed with the statement. Regarding planning: “I have had sufficient opportunity to participate in the planning process at CMC,”: 68% provided positive responses, 14% neutral, and 29% gave negative responses (Ref. 8).
Student involvement in shared governance committees is not always consistent, and the College is exploring ways to ensure that student input is provided on all participatory governance committees of the College and on the Foundation Board.
Actionable Improvement Plan
The Superintendent/President will place ASCMC meetings on the college calendar and will attend as many as possible. The possibility of providing incentives for students to serve on participatory governance committees will be examined.
IV.A.2.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.
Descriptive Summary
Board Policy outlines the role of the Academic Senate. It recognizes and supports those specific responsibilities outlined in California Education Code and Title 5 of the California Code of Regulations (Ref. 9). The Academic Senate has the primary responsibility for making recommendations in the areas of curriculum and academic standards.
The following academic and professional matters upon which the Board of Trustees will rely primarily upon the advice and counsel of the Academic Senate include:
• Curriculum, including established prerequisites and placing courses within disciplines. • Degree and certificate requirements. • Grading policies.
The following academic and professional matters upon which the Board of Trustees and the Academic Senate will mutually agree include (Ref. 9):
• Educational program development. • Standards or policies regarding student preparation and success. • District and College governance structures, as related to faculty roles.
200 • Faculty roles and involvement in accreditation processes, including self evaluation and annual reports. • Policies for faculty professional development activities. • Processes for Program Review. • Processes for institutional planning and budget development. • Other matters as mutually agreed upon between the Board of Trustees and the Academic Senate, or as otherwise provided by statute or regulation.
The Academic Senate delegates authority to the Curriculum Committee for the review and recommendation of courses and programs to be approved by the CMC Board of Trustees. The Curriculum Committee oversees the curriculum for both degree and non-degree course work in basic skills, general education, transfer, and career technical education. The Vice President for Academic Affairs serves as a resource on matters related to compliance with Education Code, Title 5, and Board Policy. Another standing committee of the Senate is the Professional Standards and Ethics Committee, which oversees the sabbatical process. Other Academic Senate committees that provide opportunities for discussion of student learning, programs, and services include the Library Committee; Educational Technology; Cultural Education and Enhancement; FLEX Committee; and Distance Education. Faculty also serve with administrators and staff on the Academic Calendar; Academic Integrity; Basic Skills; Graduation; Matriculation; Scholarship; Desert Studies; and Technology Committees (Ref. 14).
In addition to participating in Academic Senate meetings, the Vice President for Academic Affairs utilizes, in an advisory capacity, faculty Division Chairs and Coordinators who coordinate program reviews and work closely with discipline faculty (Ref. 15). The faculty SLO Assessment Coordinator works with both faculty and staff on the assessment of SLOs and AUOs.
Self Evaluation
Established governance structures place the Academic Senate and the Curriculum Committee in the position of providing expertise for student learning programs and services. The faculty, through the Academic Senate, ensures the integrity of the College’s curriculum, takes internal action to improve student learning, and makes necessary recommendations to the district for improvement of learning outcomes. The Vice Presidents for Academic Affairs and Student Services regularly attend meetings of the Academic Senate to engage in an exchange of ideas with faculty regarding student learning programs and services. Faculty have a key role in all college governance areas that relate to student learning and programs, as evidenced by their membership and participation on relevant college committees (Refs. 16, 17).
Actionable Improvement Plan
None.
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.
201 Descriptive Summary
CMC values the participation of all college constituencies and provides opportunities for the regular exchange of information and ideas. These opportunities occur in formal meetings (for example, the regular attendance of college administrators at bi-weekly meetings of the Academic Senate; and at participatory governance committee meetings) and dialogue that is scheduled (in FLEX and All Staff Day events) or spontaneous.
The policy making body of the Copper Mountain Community College District is its elected Board of Trustees (BOT) and includes a non-voting student trustee elected by the student body. Elected at large, the BOT represents the approximately fifty thousand residents of the District (Ref. 18).
The BOT offers many opportunities for the constituency groups to have input into the direction of the District. All policy changes, budget development processes, and other governance issues ultimately flow through the College Council and to the BOT. Each constituency group has a standing place on the board agenda to present items of interest or concern to the Board (Ref. 19).
Effective communication and collaboration are the essential elements of ensuring that constituencies work together for the common good of the institution and its students. Participatory governance at Copper Mountain College is the basis for the active involvement from each of the constituencies.
The College Council is the cornerstone for communication and collaboration at the College. In addition, there are numerous college standing committees with full constituency representation that take up college matters. When sub-committees of the council make recommendations that impact policy, they are vetted through the College Council before presentation to the Board for consideration (Refs. 9, 20).
The College Council, for example, reviews budgets, while the Budget Advisory Committee’s (BAC) role is to oversee process compliance. Both the Council and the BAC are fully representative bodies reflecting the views and input of each constituency (Ref. 9.
Self Evaluation
The 2012 Employee Survey indicates that a majority of college staff are satisfied that “the Administration has established and utilized effective methods of communication to exchange information in a timely and efficient manner.” 81% of college staff gave positive responses to this statement, up from 76% in the 2010 survey. Moreover, 79% of the faculty (up from 68% in 2010) agree that “the faculty exercise a substantial voice in matters related to educational programs, the hiring of faculty and other personnel, and institutional policies.” Another question on perceptions of staff regarding their role in policy-making (“I have a substantive role in college governance and policy-making related to my areas of responsibility and expertise”) yielded positive responses, with 72% of CMC staff agreeing with the statement (up from 61% in 2010). 68% of the College staff agreed with the statement: “I have had sufficient opportunity to participate in the planning process at CMC” (up from 60% in 2010) (Ref. 8).
As noted in IV.A.2.a, student participation on college committees has not always been consistent, and the College is exploring ways to encourage students to take a more active role.
202 One positive sign is the recent student-initiated proposal to examine BOT policy on student grievances (Ref. 21).
Actionable Improvement Plan
Recommendations for improving student body participation are in section IV.A.2.a.
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, 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.
Descriptive Summary
Copper Mountain College advocates and demonstrates honesty and integrity in its relationships with all external agencies with which it is associated, including the Commission. CMC’s Registered Nursing, Vocational Nursing, and Emergency Medical Technician Programs, and its relationship with clinical teaching sites are conducted with honesty and integrity.
The comprehensive evaluation of Copper Mountain College in March of 2007 led the Commission to require a Progress Report with a Visit due on April 1, 2008, focusing upon resolution of five of the eight recommendations (Refs. 22, 23). On the basis of the report and visit, the Commission placed the College on Warning and required a Report with Visit in March of 2009; the College was instructed to demonstrate the resolution of four of the Recommendations (1,2,3,7) and document that all program reviews were completed (Ref. 24). The College submitted the report as required, and the Commission continued the College on Warning, as it found that there continued to be deficiencies regarding three of the Recommendations (1, 2, and 3) (Ref. 25). The Commission informed the College that the Focused Midterm Report (with Visit) of March 2010 must demonstrate the resolution of the three Recommendations noted. The Focused Midterm Report and Visit of 2010 resulted in the Commission removing the College from Warning, and the College was instructed to prepare for its comprehensive evaluation in the Spring of 2013 (Ref. 26).
The Warning placed upon Copper Mountain College was the catalyst that brought the College’s constituencies together to work collaboratively for the best interest of the institution and its students. The College takes seriously the reporting requirements from the Commission and actively works to address recommendations in a timely manner.
In addition to the Commission’s accreditation requirements, Copper Mountain College maintains relationships with other accreditation agencies, including the Board of Registered Nursing, and the Board of Vocational and Psychiatric Technicians.
Self Evaluation
Copper Mountain College has been proactive in its efforts to meet the requirements of the ACCJC. The College has complied with the Commissions Standards, policies, and guidelines, and the requirements for public disclosure. The College provides full disclosure to faculty, staff, students, and the public by sharing the Self Evaluation document and reporting the findings of the Commission with regard to the College.
203 Actionable Improvement Plan
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.
Descriptive Summary
Copper Mountain College has a master planning cycle that establishes reviews and updates of governance and decision-making plans on an ongoing and recurring basis (Ref. 27).
As documented in I.B.1, the College Council is the cornerstone for the College’s decision- making governance structure. The College Council, serving as the College’s planning council, recognizes that planning is part of the continuous improvement process and less significant changes to the planning process can take place at any time.
The College’s Participatory Governance document outlines the philosophy and role of governance and decision-making for the Board, Administration, Faculty, Staff, and Students. The College’s Participatory Governance is not limited to constituent involvement on committees, but is extended into the daily operation of the college: all employees have access to administrators and supervisors (Refs. 9, 27).
The Participatory Governance process as outlined in “Participating Effectively in Copper Mountain College Community College District Governance” was last evaluated and approved by the Board of Trustees in November of 2011 (Ref. 28).
Perceptions of the effectiveness of the College’s decision making process are studied in the bi- annual Employee Survey. The leadership of the Superintendent/President is regularly evaluated in a 360˚ survey conducted every other year. In addition, the leadership of the Superintendent/President and senior managers of Copper Mountain College is evaluated bi- annually in the Employee Survey. All of the results are distributed to the entire community and are viewable by the public (Refs. 8, 29).
As will be outlined in Standard 4.B.2, the Board of Trustees engages in annual Self Evaluations and conducts an annual performance evaluation of the Superintendent/President (Ref. 30).
Self Evaluation
The College regularly evaluates its governance and decision-making structures through regularly-administered employee surveys and an established cycle of review and updates. Leadership, effectiveness, and integrity of the governance process have been confirmed in responses to the following questions posed in the bi-annual employee survey (2012) (Ref. 8):
“The faculty exercise a substantial voice in matters related to educational programs, the hiring of faculty and other personnel, and institutional policies.” 79% positive (2010: 69%)
204 “I have a substantive role in college governance and policy-making related to my areas of responsibility and expertise.” 72% positive (2010: 60%)
“The Administration provides effective and efficient leadership and management that supports the college’s mission.” 84% positive (2010: 64%)
“The Administration provides effective leadership to define goals, develop plans, and establish priorities for the institution.” 82% positive (2010: 66%)
Actionable Improvement Plan
While the Employee Survey contains positive overall feedback regarding governance structures and leadership, in-depth study reveals that constituent perceptions of leadership and governance roles vary. This is an opportunity for improvement. Though students are involved in discussing the shared governance document, they do not participate in the Employee Survey; soliciting similar feedback from ASCMC is a potential area for improvement. The College Council will develop a self-assessment instrument.
205 Standard 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 Copper Mountain College District, its Board, and Superintendent/President derive their roles and responsibilities from the California Education Code, Title 5, and Board Policies.
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 selecting and evaluating the chief administrator for the college or the district/system.
Descriptive Summary
The Board of Trustees’ legal authority is described in Board Policy (BP) BP1000, “Legal Authority,” and its role as policy maker are found in BP 1020, “Formulation of Policy and Administrative Procedures” (Ref. 31).
Policy development, updates, and reviews are placed on the Board Meeting Agenda. Faculty and classified staff participate in the agenda-setting meeting to ensure that their issues are seen by the Board. Policies developed through input from all of the College’s constituencies are reviewed by the College Council, and then considered and acted upon during open meetings of the Board of Trustees (Ref. 32).
In its role as the college’s policy and decision-making body, the Board reflects its high concern for student success and student learning. This is demonstrated by its continued support in the annual budget for serving students above the Chancellor’s Office’s established enrollment cap (Ref. 33).
The Board demonstrates its responsibility for ensuring the quality, integrity and effectiveness of student learning and programs. This is evidenced by the Board’s standing agenda that calls for reports from the Vice President for Academic Affairs, Student Services, Chief of Facilities, Chief Business Officer, Academic Senate, and Classified Senate, Associated Students of Copper Mountain College, the College Foundation, the Copper Mountain College Employees Association, and the Copper Mountain College Faculty Association. Board members frequently ask questions, seeking clarification and understanding in matters relating to student success, fiscal responsibility, and other college operations (Ref. 19).
The Academic Senate presents a “Student Showcase” at each board meeting that highlights academic programs and student excellence. During the Spring 2012 semester, the Board invited faculty to join them in a special study session on the Student Success Initiative (Ref. 41). The Superintendent/President likewise offers a “Campus Showcase” highlighting staff, services, initiatives and accomplishments related to the quality and effectiveness of student learning (Ref. 34).
206 Board Policy 1010 establishes the specific responsibility of the Board to select and evaluate the Superintendent/President. BP 1160 requires the regular evaluation of the President/Superintendent by the Board, with a mutually agreed-upon process. The evaluation is used as a foundation for establishing mutual goals to benefit the college (Ref. 19).
Self Evaluation
The duties and responsibilities of the governing board and the CEO are clearly spelled out in board policy. There is a clearly defined policy for selecting and evaluating the chief administrator and it is followed. The Board is informed of student learning measures and results at its monthly meetings, and it solicits dialogue with faculty regarding student success issues. The Board considers recommendations from the CBO and Superintendent/President and takes appropriate action to ensure the financial stability of the College (Ref. 19).
Actionable Improvement Plan
The Board-Faculty dialogue session held in the spring of 2012 was so well-appreciated by all concerned that it would be useful to institute an annual meeting to discuss student success issues.
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.
Descriptive Summary
The Board of Trustees’ five members are elected at large by registered voters throughout the Morongo Basin. To ensure equal representation, the District contracted with the League of California Community Colleges to conduct a demographic study to investigate whether any group is disadvantaged by the current at-large practice. The League found that there are no concentrations of voters that require separate districts (Ref. 35). The Board-established goals are reflected in the College’s Strategic Plan, and in the annual goals established for the Superintendent/President.
Each year the Board of Trustees files an annual Conflict of Interest Form 700, Statement of Economic Interest. The Board of Trustees amended Board Policy 1010, Duties and Responsibilities, to include a Code of Ethics and a Process to Assure Standards of Conduct are Being Followed. The Code of Ethics calls for Board members to ascribe to “Six Pillars of Character” (Ref. 36) that include:
• Trustworthiness • Respect • Responsibility • Fairness • Caring • Citizenship
207 The preamble to the Code of Ethics states that:
“As members of the Copper Mountain Community College District Board of Trustees, Trustees will perform duties in accordance with their oath of office and the core ethical values of the college. Trustees are committed stewards of the public’s trust, serving the needs of district citizens…” (Ref. 37)
The Board of Trustees welcomes open discussion and provides opportunities for members of the staff and pubic to address the Board. All meetings are open to the public and the agenda provides instructions under the “Public Comments” section to anyone who desires to address the Board (Ref. 19).
Self Evaluation
The Board operates in accordance with applicable laws and regulations and provides for members of the pubic to observe, comment, and review its actions. The Board has clear language in its Duties and Responsibilities that outlines board members’ responsibility to act for the good of the institution.
Actionable Improvement Plan
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.
IV.B.1.c: The governing board has ultimate responsibility for educational quality, legal matters, and financial integrity.
Descriptive Summary
Board Policy 1010 specifically calls for the Board to “adopt policies, procedures, and regulations for the governance of the District and oversee their implementation by the administrative staff.” The Board has tasked the Superintendent/President to conduct a complete review of Board policies in order to revise and update current policies and supply needed policies that may have been overlooked since the establishment of the college district in 1999 (Ref. 38).
Other duties and responsibilities specified in BP 1010 that help ensure the educational quality, financial integrity, and legal matters of the College are:
• Review and adopt the annual budget. • Approve the establishment of and changes to the curriculum of the College. • Approve the College calendar. • Set and review annual goals through the institutional planning process and approve long- range plans for the District. • Oversee the total operation of the district (Ref. 37).
208 The Board meets monthly or as required at other special meetings. Legal and personnel matters are reviewed by the Board in closed session as prescribed by law. To assist in legal matters, the District uses the retained services of two or more law firms that specialize in education law (Ref. 39).
The Board’s duties and responsibilities as outlined in BP 1010, and as reflected in Board Meeting Agendas, demonstrate that the Board is committed to assuring educational quality, fiscal health, and stability; and that it both advocates for and protects the District (Refs. 31, 19).
Self Evaluation
The CMC Board of Trustees meets or, in many cases, exceeds the requirements of California’s Education Code and Title 5. The Board has open and frequent contact with the Superintendent/President on topics that relate to legal matters, finance, student success, and educational quality.
Actionable Improvement Plan
In consultation with the Superintendent/President, the Board will develop a timeline for completion of the revision, updating, and development of Board policies.
IV.B.1.d: The institution or the governing board publishes the board bylaws and policies specifying the board’s size, duties, responsibilities, structure, and operating procedures.
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.
IV.B.1.f: The governing board has a program for board development and new member orientation. It has a mechanism for providing continuity of board membership and staggered terms of office.
Descriptive Summary
The Copper Mountain College Board Policy Manual is user-friendly and is accessible to the community, faculty and staff through the College’s web-site (Ref. 40). The Board has adopted a series of policies that detail the general and specific responsibilities of its members, board size, structure, elections, development and orientation, and operating procedures.
New Board members attend ‘new board member training’ provided by the League of California Community Colleges. In addition, all Board members participate in study-sessions that take place throughout the year and cover such topics as:
• Student Success (Ref. 41) • Facilities planning • Budget • Accreditation • Peer-to-peer mentoring • Self Evaluation (Ref. 42)
209 The Copper Mountain Community College Board of Trustees is elected in staggered terms of office to ensure continuity of the Board (Ref. 43).
Self Evaluation
The Board of Trustees and college personnel have effectively delineated and distributed the Board’s policies, and the Board operates consistently with its policy. Board policy provides for staggered terms of office to effect continuity of Board membership. Trustees demonstrate their commitment to learning and development by regular attendance at League conferences and by participating in local study sessions.
Actionable Improvement Plan
None.
IV.B.1.g: The governing board’s Self Evaluation processes for assessing board performance are clearly defined, implemented, and published in its policies or bylaws.
Descriptive Summary
The Board adopted a Self Evaluation policy in 1999 requiring an annual Self Evaluation meeting. As a matter of practice, board members complete an individual evaluation of the collective performance of the Board. The individual evaluations are gathered and then discussed in special session along with the Superintendent/President, who is given the opportunity to offer opinions on board performance. During an October 2012 study session, the Board reviewed the Self Evaluation policy; action will be taken at the November 2012 Board meeting (Ref. 44).
Self Evaluation
The College has a policy that guides the Self Evaluation process (Ref. 45). Trustees regularly evaluate the performance of the Board.
Actionable Improvement Plan
Board members have established a timeline for Self Evaluation which will be set in policy in the near future.
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.
Descriptive Summary
Board Policy 1010,” Duties and Responsibilities,” was amended in October of 2010 to include section 1010.3 “Code of Ethics”. Section 1010.4 outlines a process for dealing with behaviors that violate the Code of Ethics. In November 2012, BP 1010 was reconfigured into two policies, BP 2200 “Duties and Responsibilities,” and BP 2715 “Code of Ethics and Standards of Conduct” (Ref. 44).
210 Self Evaluation
The reconfiguration of BP 1010 was done to highlight the importance of the Code of Ethics, which was previously embedded in BP 1010. This helps to ensure compliance with the highest ethical and conduct standards.
Actionable Improvement Plan
None.
IV.B.1.i: The governing board is informed about and involved in the accreditation process.
Descriptive Summary
Nearly all of the present Board Members have experienced the accreditation process and the new standards. The Board requires regular updates on the College’s progress and compliance with accreditation standards. Board members review and provide input and valuable insights regarding the history of the College and its significant accomplishments. The CMC Board of Trustees has a history of having a Board member serving on visiting teams, and currently has Board representation on Standard IV of the Self Evaluation Team. Board Policy 2110 charges the Superintendent/President to keep the Board involved in and informed of the accreditation process (Ref. 46).
Self Evaluation
The Board is actively involved in the accreditation process.
Actionable Improvement Plan
Board members will be encouraged to serve as members on each of the four Standard teams.
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 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.
Descriptive Summary
The Copper Mountain College Board of Trustees oversees the hiring process and appoints the Superintendent/President. Board Policies 1020 and 1050 detail the Board’s responsibility for selecting and evaluating the Superintendent. The Board relies on broad constituency group participation in the process of selecting the Superintendent/President. Screening committees are comprised of representatives from all college constituency groups, and opportunities for open forums and visits allow for feedback from all employees (Ref. 47).
211 Board Policy 2200 delegates authority to the Superintendent/President to lead the district, and delegates to him the development, oversight, and implementation of policies, procedures, and regulations for the governance of the district (Ref. 45).
Board Policy 7110, Delegation of Authority for Personnel Actions, gives the Superintendent/President the authority to authorize employment, fix job responsibilities, accept resignations, and perform other personnel actions (Ref. 48).
Self Evaluation
The Board receives feedback regarding the Superintendent/President’s accountability from two instruments: the CMC Bi-annual Employee Survey, and the Superintendent/President’s Performance Feedback (which reflects the perceptions of all college employees)(Refs. 8, 29). The Board frequently evaluates the performance of the Superintendent/President regarding the day-to-day operations of the college in accordance with the policy the Board has developed (Ref. 49).
Actionable Improvement Plan
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.
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.
Descriptive Summary
The Superintendent/President assumed the position in July of 2008, after serving as the College’s Vice President of Academic Affairs for one year. The Superintendent/President carries out the duties outlined in his job description (Ref. 50).
The chief executive officer of the College delegates authority as appropriate. Since the last accreditation site visit in 2007, there has been a “right-sizing” and shifting of reporting responsibilities of several top administrative and management positions, including:
● Elimination of a Vice President position
● Elimination of a Dean and Associate Dean position
● Re-classification of:
○ Base Programs Director position
○ Public Information Officer position
○ Director of Human Resources
212 Copper Mountain College is currently organized into five administrative sections, all of which report directly to the president:
● The Vice President of Academic Affairs administers the instructional programs of the College. His principal duties include the planning, organization, administration, and evaluation of the college’s instructional programs and learning resources. Programs and positions that directly report to the VP of Academic Affairs include:
○ Three Division Chairs
○ Coordinator of Nursing
○ Library Services
○ Instructional Faculty
○ Academic Catalogue
○ Community Services
○ Copy Center
○ Student Success Center
● The Vice President of Student Services administers non-instructional student matters, including:
○ Student clubs
○ Financial Aid
○ Counseling
○ Admissions & Records
○ Management Information Systems
○ ACCESS and EOPS
○ Marine Base Program
● The Chief of Business Services administers the financial aspects of the college’s operations. Her responsibilities include:
○ Developing contracts
○ Tracking and accounting of District funds
○ Student and club accounts
○ Advising the Superintendent/President on all business matters related to the College
213 ● The Chief of Campus Facilities oversees campus equipment, facilities, security, and grounds. His responsibilities include:
○ Construction and re-modeling projects
○ Maintenance and operations
○ Custodial services
○ Security services
● The Human Resources Manager oversees all personnel functions. Her duties include:
○ Recruitment and screening of all personnel
○ Contract negotiations
○ Professional development program
○ Maintenance and security of personnel files
Supervisory managers report to the Vice President who is most appropriate to the manager’s area of responsibility.
BP 7110 specifically gives responsibility for the selection of personnel to the Superintendent/President. BP 1010 and 1020 further delegates responsibilities to the chief executive officer for carrying out the policy of the Board through administrative procedures (Refs. 48, 37, 31).
While the Superintendent/President does not utilize the Executive Cabinet format for decision- making, he facilitates bi-monthly meetings in an informal setting to discuss items of interest from the Chancellor’s Office, Region 9 meetings, legislative actions, best practices from the field, and items that should be taken to the College Council for action. Attendees at these meetings include:
● Vice President for Academic Affairs
● Vice President for Student Services
● Human Resource Manager
● Chief Business Officer
● Chief of Campus Facilities
● Foundation Executive Director
Each administrator carries out his/her role and responsibilities as set forth in his/her job description (Ref. 51). In addition, the Superintendent/President meets weekly with union leaders for both the Faculty Association and the Classified Association to ensure that all parties are
214 informed of potential or upcoming changes that may impact contracts or have implications on the outcomes of planning (Ref. 52).
Self Evaluation
The Superintendent/President delegates roles and responsibilities to administrative staff, and holds each position accountable.
Actionable Improvement Plan
None.
IV.B.2.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.
Descriptive Summary
The College’s Strategic Plan and Educational Master Plan are reviewed annually so that they respond to changing demographics, needs, and budget constraints. This process is an ongoing collegial dialogue with representatives from the constituency groups that set values, goals, and priorities (Refs. 53, 54).
The College gathers institutional data, reports, and survey results for use in program reviews. This data contributes to a comprehensive analysis of each program including a review of internal and external conditions. Faculty and staff utilize:
● Student learning outcomes ● Administrative unit outcomes ● Grade point averages ● Graduation rates ● Success rates ● Retention ● Student surveys ● Usage rates ● Articulation agreements ● Annual advisory committee meetings
The resulting goals direct work in the following academic year, and lead to budget requests. In this way, resource planning at CMC is tied firmly to educational planning in order to ensure student learning outcomes.
215 Self Evaluation
Through the program review process outlined in the Descriptive Summary, the Superintendent/President guides the improvement of teaching and learning at Copper Mountain College. The institution of annual program reviews beginning in 2009 has allowed for a more responsive approach to resource allocation that directly benefits student learning. In addition to considering the data mentioned above in program reviews, the college also regularly holds institution-wide dialogue that is purposeful and intentional to examine current priorities (Refs. 55, 27, 56).
Actionable Improvement Plan
None.
IV.B.2.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.
Descriptive Summary
In board policy, the Superintendent/President is delegated the authority and responsibility to maintain policies and procedures established by the board. He complies with statutes and regulations required by Education Code and Title 5 (Ref. 45).
The Superintendent/President reviews current practices and procedures to ensure that they are consistent with the College’s mission, board policies, and state and federal regulations. The College Council and Manager Meetings are venues where compliance issues are addressed. The Superintendent/President has a standing meeting with both the Faculty and Classified Associations to avoid any issues of contract noncompliance (Ref. 57).
Self Evaluation
The Superintendent ensures that the College adheres to statues, regulations, and board policy and utilizes the expertise of administrators assigned to aid in compliance and accountability.
Actionable Improvement Plan
None.
IV.B.2.d.: The president effectively controls budgets and expenditures.
Descriptive Summary
The Superintendent/President maintains the final authority and responsibility for budget and expenditures (Ref. 50).
The Superintendent/President controls the College Budget and College expenditures by receiving and reviewing data provided by the Chief Business Officer (CBO). The Superintendent/President meets weekly with the CBO to discuss budget-related issues that are internal to the District and external issues that are a result of the current state deficit. The CBO
216 also prepares monthly reports of spending and budget balances for distribution to cost center managers (Ref. 52).
The Superintendent/President has worked with the budget planning process to accomplish two institutional priorities (Ref. 58):
• Compliance with the 50% law • Reducing the reserve to a reasonable level
The District is now in the process of slowing the pace of deficit spending that was needed to achieve a controlled spending of the reserves. This three-year process has allowed for investing in student success initiatives, compliance with the 50% law, and controlled deficit spending (Ref. 59).
Self Evaluation
Over the last few years, the variance between the College budget and actual expenditures has diminished. This is an indication that measures taken by the Superintendent/President have led to more accurate projections and stable expenditures for the College (Ref. 60).
The College has effectively maintained fiscal stability throughout the recent economic shortfalls. College finances are managed in an appropriate manner and in accordance with established procedures.
Actionable Improvement Plan
Develop a formal allocation process to assist in budget planning for classified overtime and adjunct faculty loads.
IV.B.2.e.: The president works and communicates effectively with the communities served by the institution.
Descriptive Summary
The Superintendent/President is very active in the community. He serves on the Board of Directors of the Hi-Desert Cultural Center, the Board of Directors of United Way of the Desert, and the Copper Mountain College Foundation. He is an active member of the Joshua Tree Rotary Club and the Basin Wide Foundation.
He is often called upon by groups and organizations to moderate or perform master of ceremony duties at community events. For example, for the past three years, he has served as the host of the annual reverse auction for the local Hospice Organization; he also was invited to moderate the community forums for County Supervisor candidates and local Hospital Board candidates. He maintains an excellent relationship with the area Chambers of Commerce, frequently speaking at their meetings.
217 Self Evaluation
The Superintendent/President is attentive to the needs of the Morongo Basin community. His interactions with the residents of the hi-desert and Marine base are extensive. He is widely admired and recognized throughout the basin as an effective community leader (Ref. 61).
Actionable Improvement Plan
None.
218 STANDARD IV REFERENCES
Ref. 1: PowerPoint on Servant Leadership
Ref. 2: College Council meeting minutes
Ref. 3: Budget Advisory Committee meeting minutes
Ref. 4: CTA President E-mails to Faculty
Ref. 5: Academic Senate minutes
Ref. 6: Academic Calendar
Ref. 7: Memo from VPAA
Ref. 8: 2012 Employee Survey
Ref. 9: Participating Effectively in Copper Mountain Community College District Governance
Ref. 10: Academic Senate agendas
Ref. 11: Academic Senate Constitution
Ref. 12: Ed Code 70901.2
Ref. 13: ASCMC Constitution
Ref. 14: Academic Senate minutes
Ref. 15: VPAA E-mails to members of the Academic Affairs Council
Ref. 16: Curriculum Committee minutes
Ref. 17: Academic Senate minutes
Ref. 18: Board Policy 1030; Board Policy 2105
Ref. 19: Board of Trustees meeting agenda
Ref. 20: College Council minutes
Ref. 21: College Council minutes from 10/26/12
Ref. 22: ACCJC letter June 2007
Ref. 23: March 2008 Progress Report
Ref. 24: ACCJC letter 6/30/08
Ref. 25: ACCJC letter 6/30/09
219 Ref. 26: Focused Midterm Report and Visit of 2010
Ref. 27: Institutional Planning Guide
Ref. 28: Board of Trustees meeting November 2011
Ref. 29: 360˚ Survey results via e-mail
Ref. 30: Board of Trustees meeting minutes
Ref. 31: Board Policy 1000; Board Policy 1020
Ref. 32: Board of Trustees meeting minutes
Ref. 33: Fiscal Trend Data Analysis Report
Ref. 34: Board of Trustees meeting minutes
Ref. 35: Community College League of California Report
Ref. 36: Six Pillars of Character: josephsoninstitute.org
Ref. 37: Board Policy 1010
Ref. 38: Board of Trustees meeting minutes
Ref. 39: Contracts with Law Firms
Ref. 40: Copper Mountain College Website: www.cmccd.edu
Ref. 41: Minutes of March 2012 joint meeting between Board of Trustees and Academic Senate
Ref. 42: Evidence of CMCCD Board members attending New Members Workshop
Ref. 43: Board Policy 1050
Ref. 44: Board of Trustees meeting minutes November 2012
Ref. 45: Board Policy 2200
Ref. 46: Board Policy 2110
Ref. 47: Screening Committee Membership
Ref. 48: Board Policy 7110
Ref. 49: Board of Trustees meeting minutes
Ref. 50: Job description of Superintendent/President
Ref. 51: Administrator Job Descriptions
Ref. 52: Superintendent/President Calendar
220 Ref. 53: Core Values document
Ref. 54: Strategic Goals
Ref. 55: Strategic Plan
Ref. 56: Minutes from campus dialogue sessions
Ref. 57: College Council meeting minutes
Ref. 58: Superintendent/President’s 2011-12 Goals
Ref. 59: Board of Trustees meeting minutes from December 2012
Ref. 60: CMC Budget Ending Balances document
Ref. 61: Newspaper clippings
221
Glossary of Acronyms & Abbreviations
AA Associate in Arts
AA-T Associate in Arts for Transfer
AAUP American Association of University Professors
ABE Adult Basic Education
ACCESS Disabled Students Programs and Services
ACCJC Accrediting Commission for Community and Junior Colleges
ACE American Council on Education
ACRL Association of College and Research Libraries
ADA Americans with Disabilities Act
ALO Accreditation Liaison Officer
AMC Alternate Media Center
AP Administrative procedure
APA American Psychological Association
ARCC Accountability Reporting for Community Colleges
AS Associate in Science
ASCMC Associated Students of Copper Mountain College
ASD All Staff Day
ASSIST California online student-transfer information system
AS-T Associate in Science for Transfer
ATI Assessment Technologies Institute
AUO Administrative Unit Outcome
BAC Budget Advisory Committee
BOGW Board of Governors' Waiver Program
BOT Board of Trustees
BP Board Policy
BPO Base Programs Office
222 BRN California Board of Registered Nursing
BSI Basic Skills Initiative
BYOD Bring Your Own Device
CACCRAO California Association of Community College Registrars and Admissions Officers
CalWorks California Work Opportunity and Responsibility to Kids
CARE Cooperative Agencies Resources for Education
CBA Collective Bargaining Agreement
CBO Chief Business Officer
CCCCO California Community College Chancellor's Office
CCL Council of Chief Librarians for CA Community Colleges
CCLC Community College League of California
CCLC Community College Library Consortium
CEO Chief Executive Officer
CIMIS California Irrigation Management Irrigation System
CIO Chief Instructional Officer
CMC Copper Mountain College
CMCCD Copper Mountain Community College District
CMCFA Copper Mountain College Faculty Association
CO Chancellor’s Office
COR Course Outline of Record
CSEA California School Employee Association
CSU California State University
CSU GE California State University General Education
CSUSB CA State University San Bernardino
CTA California Teachers Association
CTE Career and Technical Education
CTRAC Curriculum Technical Review Advisory Committee
223 DE Distance education
EAP Employee Assistance Program
ECE Early Childhood Education
ECMC Education Credit Management Corporation
ED U.S. Department of Education
Ed Code California Education Code
Ed Tech Educational Technology Committee
EDF Employee Development Fund
EEO Equal Employment Opportunity
EEOC Equal Employment Opportunity Committee
EMP Educational Master Plan
EMS Energy Management System
EMT Emergency Medical Technician
EOPS Extended Opportunities Programs and Services
EPICS report Employee Position Information Collaborative System
ERP Enterprise Resource Planning
ESL English as a Second Language
FA Financial Aid
FERPA Family Education Rights and Privacy Act
FLEX Flexible Calendar
FMP Facilities Master Plan
FON Faculty obligation number
FSEOG Federal Supplemental Educational Opportunity Grant
FTES Full Time Equivalent Student
FWS Federal Work Study
GED General Education Development
GPA Grade Point Average
HR Human Resources
224 HSC High School Completion
HTC Hi-Tech Center
IGETC Intersegmental General Education Transfer Curriculum
ILO Institutional Learning Outcomes
IMP Institutional Master Plan
IOR Inspector of Record
IPG Integrated Planning Guide
IS Information Systems
ISLO Institutional Student Learning Outcomes
JPA Joint Powers Authority
JSTOR Journal Storage (online database)
LGBTQ Lesbian Gay Bisexual Transgender Questioning
M&O Maintenance and Operations
MASP Military Academic Skills Program
MBCAL Morongo Basin Coalition for Adult Literacy
MCAGCC Marine Corps Air Ground Combat Center
MDF Main Distribution Frame
MLA Modern Language Association
MOU Memorandum of Understanding
MUSD MUSD Morongo Unified School District
MyCAA Military Spouse Career Advancement Account
NCLEX National Council Licensure Examination
NREMT National Registry Emergency Medical Technician
OOI Office of Instruction see also Academic Affairs
OSS Office of Student Services see also SSO
PCAH CCCCO's Program and Course Approval Handbook
PDC Professional Development Committee
POS Point of Service
225 PR Program Review
PRT Personnel Relations Team
SAN Storage Area Netwrok
SBCSS San Bernardino County Schools Services
SEP Student Education Plan
SLO Student Learning Outcome
SLOA Student Learning Outcome Assessment Coordinator
SMART Self-Monitoring, Analysis and Reporting Technology
SMP Strategic Master Plan
SOC Servicemembers Opportunity Colleges
SOCMAR Servicemembers Opportunity Colleges Degree Network Program for the Marine Corps
SOCNAV Servicemembers Opportunity Colleges Degree Network Program for the Navy
SQL Structured Query Language
SSC Student Success Center
SSO Student Services Office see also OSS
SWOT Strengths Weaknesses Opportunities Threats
TA Tuition Assistance
TABE Test of Adult Basic Education
Tech Comm Technology Committee
TLC The Library Corporation
TMC Transfer Model Curriculum
TMP Technology Master Plan
TRANS Temporary Revenue Anticipation Note
UC University of California
UPS Uninterruptable Power Supply
VA Veterans Administration
VLANS Virtual Large Area Networks
226 VN Vocational Nursing
VPAA Vice President for Academic Affairs
VPN Virtual Private Network
VPSS Vice President for Student Services
VRAP Veterans Retraining Assistance Program
WAVES Western Association of Veterans Education Specialist
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