Above: ARC Science and Fine Arts Building Front Cover: ARC Student Center
2015 SELF EVALUATION REPORT of Educational Quality and Institutional Effectiveness American River College Los Rios Community College District 4700 College Oak Drive 1919 Spanos Court Sacramento, CA 95841 Sacramento, CA 95825 (916) 484-8011 (916) 568-3041 www.arc.losrios.edu www.losrios.edu
Printed on 100% Post Consumer Waste
American River College
SELF EVALUATION REPORT of Educational Quality and Institutional Effectiveness
Support of Reaffirmation of Accreditation
Submitted by:
American River College 4700 College Oak Boulevard Sacramento, CA 95841
Submitted to:
Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges
July 2015
SELF EVALUATION REPORT 2015 TABLE OF CONTENTS
Table of Contents
Introduction ...... 1 History of American River College ...... 1 Outreach Centers ...... 2 Leadership ...... 3 Student Demographics ...... 4 Organization of the Self Evaluation Process ...... 31 Early Planning ...... 31 Formation of the Teams ...... 31 Accreditation Training ...... 31 Statistics, Surveys, and the Accreditation Web Presence ...... 32 Checks and Balances ...... 32 Writing and Editing the Self Evaluation ...... 33 Standards Teams ...... 35 Organization Charts ...... 38 Certification of Continued Institutional Compliance with Eligibility Requirements ...... 45 Certification of Continued Institutional Compliance with Commission Policies ...... 53 Standard I: Institutional Mission and Effectiveness ...... 55 Standard I.A Mission...... 55 I.A.1 ...... 57 I.A.2 ...... 60 I.A.3 ...... 61 I.A.4 ...... 61 List of Evidence Standard IA ...... 65 Standard I.B Improving Institutional Effectiveness ...... 67 I.B.1 ...... 67 I.B.2 ...... 71 I.B.3 ...... 74 I.B.4 ...... 80 I.B.5 ...... 82 I.B.6 ...... 84 I.B.7 ...... 88 List of Evidence Standard IB ...... 90 Standard II: Student Learning Programs and Services ...... 95 Standard II.A Instructional Programs...... 95 II.A.1 ...... 96 II.A.2 ...... 108 II.A.3 ...... 124 II.A.4 ...... 130 II.A.5 ...... 131
American River College i TABLE OF CONTENTS SELF EVALUATION REPORT 2015
II.A.6 ...... 133 II.A.7 ...... 138 II.A.8 ...... 142 List of Evidence Standard II.A ...... 143 Standard II.B Student Support Services ...... 151 II.B.1 ...... 154 II.B.2 ...... 156 II.B.3 ...... 158 II.B.4 ...... 185 List of Evidence Standard II.B ...... 187 Standard II.C Library and Learning Support Services ...... 193 II.C.1 ...... 194 II.C.2 ...... 215 List of Evidence Standard II.C ...... 219 Standard III: Resources ...... 223 Standard III.A Human Resources...... 223 III.A.1 ...... 224 III.A.2 ...... 232 III.A.3 ...... 233 III.A.4 ...... 236 III.A.5 ...... 241 III.A.6 ...... 244 List of Evidence Standard III.A ...... 247 Standard III.B Physical Resources ...... 251 III.B.1 ...... 251 III.B.2 ...... 259 List of Evidence Standard III.B ...... 266 Standard III.C Technology Resources ...... 269 III.C.1 ...... 269 III.C.2 ...... 282 List of Evidence Standard III.C ...... 284 Standard III.D Financial Resources ...... 289 III D.1 ...... 289 III.D.2 ...... 298 III.D.3 ...... 305 III.D.4 ...... 316 List of Evidence Standard III.D ...... 317 Standard IV: Leadership and Governance ...... 323 Standard IV.A Decision-Making Roles and Practices...... 323 IV.A.1 ...... 324 IV.A.2 ...... 329 List of Evidence Standard IV.A ...... 342 ii American River College SELF EVALUATION REPORT 2015 TABLE OF CONTENTS
Standard IV.B. Board and Administrative Organization ...... 347 IV.B.1 ...... 347 IV.B.2 ...... 356 List of Evidence Standard IV.B ...... 377 Update to 2009 Recommendations ...... 381 Recommendation 1 ...... 381 Recommendations 2 and 4 ...... 383 Recommendation 3 ...... 388 Appendix 1: Actionable Improvement Plans ...... 391 Appendix 2: LRCCD 2014 Function Map ...... 393 Appendix 3: Master List of Evidence ...... 415
American River College iii LIST OF FIGURES SELF EVALUATION REPORT 2015
List of Figures
Figure 1 ARC Main Campus and Outreach Centers ...... 4 Figure 2 ARC Service Area...... 5 Figure 3 ARC Community Zip Codes ...... 7 Figure 4 ARC Student Body Race/Ethnicity Fall 13 ...... 8 Figure 5 ARC Student Body First Generation Status Fall 14 ...... 8 Figure 6 ARC Unduplicated Enrollments 2009 to 2014 ...... 10 Figure 7 ARC FTES and Fall Headcount 2007 to 2014 ...... 10 Figure 8 ARC Percent Change in FTES and Fall Headcount 2007 to 2014 ...... 11 Figure 9 ARC DE FTES and Fall Headcount 2007 to 2014 ...... 12 Figure 10 ARC Percent Change in DE FTES and Fall Headcount 2007 to 2014 ...... 12 Figure 11 ARC Student Body Race/Ethnicity 2010 to 2014 ...... 16 Figure 12 ARC Student Body Age Group 2010 to 2014 ...... 17 Figure 13 ARC Writing, Reading and Math Placements 2013 to 2014 ...... 18 Figure 14 ARC Student Course Completion Rate 2010 to 2014 ...... 19 Figure 15 ARC Program Awards 2009 to 2014 ...... 22 Figure 16 ARC Transfers 2009 to 2014 ...... 23 Figure 17 ARC CTE Course Completion Rate 2008 to 2014 ...... 25 Figure 18 ARC Remedial Course Improvement Rates 2008 to 2014 ...... 26 Figure 19 ARC Student Persistence, 30+ Units, and SPAR Rates 2008 to 2014 ...... 27 Figure 20 Organization Chart LRCCD Administration ...... 38 Figure 21 Organization Chart ARC Administration ...... 39 Figure 22 Organization Chart ARC President's Services ...... 40 Figure 23 Organization Chart ARC Instruction ...... 41 Figure 24 Organization Chart ARC Student Services ...... 42 Figure 25 Organization Chart ARC Administrative Services ...... 43 Figure 26 Institutional Planning at ARC ...... 63 Figure 27 Institutional Planning at ARC ...... 75 Figure 28 Typical Result from an Authentic Assessment Review Record at ARC ...... 112 Figure 29 Typical Actions Based on Faculty Authentic Assessment Review Record at ARC ..... 120
iv American River College SELF EVALUATION REPORT 2015 LIST OF FIGURES
Figure 30 Current ARC President Thomas Greene, with Past Presidents Marie Smith, David Viar, and Pam Walker ...... 365 Figure 31 Overview of SLO Assessment Cycle at ARC ...... 381 Figure 32 Two-Part Course Level SLO Assessment at ARC ...... 382
American River College v LIST OF TABLES SELF EVALUATION REPORT 2015
List of Tables
Table 1 ARC Top Ten Enrollment Zip Codes...... 6 Table 2 ARC Enrollment by Cities and Towns ...... 6 Table 3 ARC Community Demographics ...... 7 Table 4 ARC Student Body Demographics Fall 14 ...... 8 Table 5 ARC Campus and Center Neighborhoods Growth Projections ...... 9 Table 6 ARC FTES by Credit Type 2007 to 2014 ...... 11 Table 7 ARC Enrollment Patterns ...... 13 Table 8 ARC Enrollment Status Fall 2010 to Fall 2014 ...... 13 Table 9 ARC Student Educational Goals Fall 2010 to Fall 2014 ...... 14 Table 10 ARC Spring 2013 High School Graduate Enrollment by District ...... 14 Table 11 ARC High School Graduate Enrollments by School ...... 15 Table 12 ARC Student Body Gender Ratio ...... 15 Table 13 ARC Student Body Race/Ethnicity 2010 to 2014 ...... 16 Table 14 ARC Student Body Age Group 2010 to 2014 ...... 17 Table 15 ARC Student Remedial Placement/Enrollment ...... 18 Table 16 ARC Student Course Completion Rate 2010 to 2014 ...... 19 Table 17 ARC Student Course Completion Rate by Modality 2010 to 2014 ...... 19 Table 18 ARC Student Course Completion Rate by Demographics 2010 to 201 ...... 20 Table 19 ARC Student Persistence Rates Fall-to-Spring ...... 21 Table 20 ARC Student Persistence Rates Fall-to-Fall ...... 21 Table 21 ARC Program Awards 2009 to 2014 ...... 22 Table 22 ARC Transfers 2009 to 2014 ...... 23 Table 23 ARC Scorecard Performance Data ...... 24 Table 24 ARC Employee Gender Fall 2014 ...... 28 Table 25 ARC Employee Gender 2007 to 2014 ...... 28 Table 26 ARC Employee Ethnicity Fall 2014 ...... 28 Table 27 ARC Employee Ethnicity 2007 to 2014 ...... 29 Table 28 ARC Employee Age Fall 2014 ...... 29 Table 29 Integrated Planning: Comparability--ARC Components and ACCJC Steps ...... 74 Table 30 ARC Standing Committees and Functions ...... 81 vi American River College SELF EVALUATION REPORT 2015 LIST OF TABLES
Table 31 Online and Onground Student Count and Course Enrollment by Term ...... 103 Table 32 Success Rate by Enrollment Preference ...... 104 Table 33 Success Rate of Online v. In-person Science Courses at ARC ...... 104 Table 34 CCCCO Datamart Fall 2014 Employee Report as of 27 April 2015 ...... 232 Table 35 ARC Capital Construction Measure A / Dual-Funded Projects...... 260 Table 36 ARC Capital Construction Measure M / Dual-Funded Projects ...... 261 Table 37 District Reserves Fund Balances ...... 306 Table 38 Participatory Governance at ARC ...... 325 Table 39 SLO Review Process at ARC ...... 382 Table 40 LRC Instructional Services Self Assessment and Module Use at ARC ...... 389
American River College vii ACRONYMS SELF EVALUATION REPORT 2015
Acronyms
AA Associate in Arts Degree AARR Authentic Assessment Review Report AA-T Associate in Arts for Transfer ABFSE American Board of Funeral Service Education ACE Accelerated College Education ADN Associate Degree in Nursing ALO Accreditation Liaison Officer ALT Alternative Technology Center AOC Accreditation Oversight Committee ARC American River College AS Associates in Science Degree ASB Associated Student Body AS-T Associate in Science for Transfer ASCCC Academic Senate for California Community Colleges ASL American Sign Language BOT Board of Trustees BS Basic Skills BSI Basic Skills Initiative BSN Bachelors of Science in Nursing CAEB Club and Events Board CalWORKs California Work Opportunity and Responsibility to Kids CARE Cooperative Agencies Resources for Education CCCCO California Community College Chancellor’s Office CCDT California Chemistry Diagnostic Test C-CERT Campus Community Emergency Response Team CCR California Code of Regulations CCSSE Community College Survey of Student Engagement CDC Community and Diversity Center CDF College Discretionary Funds CIDS Course Identification Numbering System CL&D Center for Leadership and Development COA Commission on Athletics COR Course Outline of Record
viii American River College SELF EVALUATION REPORT 2015 ACRONYMS
CPOST Correctional Peace Officers Standards and Training CSU California State University CTE Career and Technical Education CTEP College Test for English Placement CTL Center for Teaching and Learning D2L Desire to Learn (Learning Management System) DACC District Accreditation Coordinating Committee DAP Direct Assessment Plan DAS District Academic Senate DCCC District Curriculum Coordinating Committee DE Distance Education DIG Data Inquiry Group DLCC District Libraries Coordinating Committee DO District Office DSPS Disabled Student Programs & Services EEO Equal Employment Opportunity EL English Learners EMP Educational Master Plan (Unit Plan) EOC Emergency Operations Center EOP&S Extended Opportunity Program and Services ESL English as a Second Language FERPA Family Educational Rights and Privacy Act of 1974 FFA Former Foster Youth FRPM Free and Reduced Price Meals FSE Funeral Service Education FT Full Time FTES Full-Time Equivalent Students GASB Government Accounting Standards Board GE General Education GMS Grade Management System HIS Hispanic Serving Institution HMP Hazardous Materials Plan IBA Interest Based Approach
American River College ix ACRONYMS SELF EVALUATION REPORT 2015
IGETC Intersegmental GE Transfer Curriculum ILS Integrated Library System IMS Instructional Media Services iSEP Integrated Student Educational Plan ISLO Institutional Student Learning Outcomes ISP In State Private IT Informational Technology ITC Instructional Technology Center KEI Key Effectiveness Indicators LD Learning Disabilities LINCS Los Rios Internship and Career Services LMS Learning Management System LRC Learning Resource Center LRCA Los Rios Counseling Association LRCCD Los Rios Community College District LRPD Los Rios Police Department MESA Mathematics, Engineering, and Science Achievement Program MMLC Math Multimedia Learning Center NCAA National Collegiate Athletic Association NIC National Interpreter Certification OIR Office of Institutional Research OOP Out of State Private OPEB Other Post-Employment Benefits OTI Online Teaching Institute PAT Preparedness Assessment Team PCC Planning Coordination Council PDCC Professional Development Coordinating Committee PDF Program Development Funds PES President’s Executive Staff PFR Program Focus Review PIO Public Information Officer POST Peace Officers Standards and Training PPC Program Placement Council PT Part Time/Adjunct RA Reading Apprenticeship x American River College SELF EVALUATION REPORT 2015 ACRONYMS
RAD Reading Across the Disciplines RID Registry of Interpreters for the Deaf SACOG Sacramento Area Council of Governments SAG Socrates Advisory Group SARS Student Appointment Records System SEP Student Equity Plan SLO Student Learning Outcomes SLOAC Student Learning Outcomes Assessment Committee SMSR Scheduled Maintenance and Special Repair SOCRATES ARC’s curriculum management system SPAR Student Progress and Achievement Rate SRPSTC Sacramento Regional Public Safety Training Center SSO Student Services Outcomes SSP Student Success Plan SSSPP Student Success and Support Plan and Program STC Standards and Training for Corrections TAG Transfer Admission Guarantee TCD Transfer Center Director TRIO-SSS TRIO Student Support Services UC University of California VA VSOC Veterans Affairs Success on Campus VRC Veterans Resource Center WAC Writing Across the Curriculum
American River College xi
xii American River College Introduction
Introduction
Top Left: 2015 ARC Math Bee Top Right: Guest Lecture by Dr. Carol Greider, Nobel Laureate and Johns Hopkins Professor Bottom Left: 2014 ARC Graduates Bottom Right: ARC Foundation Scholarship Award Winners
SELF EVALUATION REPORT 2015 INTRODUCTION
INTRODUCTION
History of American River College American River College (ARC) opened its doors in 1955, as the 61st public junior college in California in the world’s largest system of higher education.
The College, one of the largest community colleges in the state, is looked upon as a leader in innovative programs and services. ARC transfers more students to UC Davis and CSU Sacramento than any other California community college. With approximately 400 full-time faculty, around 600 adjunct faculty, approximately 300 classified staff, and approximately 52 management staff, ARC is committed to providing excellence in education and services to its diverse student population.
Located in Del Paso Heights, Grant Union Junior College opened in 1942 to train civilians for national service during World War II. The name of the College was changed in 1945 to Grant Technical College, followed by voter approval in 1954 to establish a new junior college district. American River Junior College was created in 1955, with classes for the first three years offered at the former Grant Technical College campus. Soon after, the College bought a 153-acre site called Cameron Ranch to construct a permanent college campus. Official dedication ceremonies of this new campus were held in October 1958, after eight new buildings had been constructed among the magnificent oaks, native to the area. In 1959, the College received its first Affirmation of Accreditation from the ACCJC.
The College became a part of the Los Rios Community College District in 1965, and the word “Junior” was removed from the college name. Today, American River College is part of the four- college Los Rios Community College District, which also includes Cosumnes River College, Folsom Lake College, and Sacramento City College. All four Los Rios colleges are directed by a seven-member Board of Trustees, elected by voters residing in the seven trustee areas comprising the District.
As the College and consequent demand for space grew, Davies Hall, a three-story classroom and faculty office building, became the first major addition to the campus in 1966. In 1968-1969, the College added new facilities for Chemistry, Physics, Engineering, Physical Education, and Technical Education. The growth phase continued in the 1970s with the construction of other resources for the campus, including a three-story library, a horticulture complex, a major addition to the Technical Ed facility, a Child Care Center, and a Counseling Center. The Rose Marks Pavilion, an open-air gathering spot, and a new bookstore were built in the 1980s. In the 1990s, the College completed major remodeling of laboratories and facilities for Disabled Student Programs and Services, along with instructional technology and child development.
Growth of the College facilities continued in 2000, starting with construction of the Instructional Technology Center, which houses office space and facilities for computer and state-of-the-art technology training. Howard Hall, a new faculty office building, opened in 2003, and a new Health and Education building opened in 2005, with space for offices, classrooms, and labs for Nursing, Funeral Services, Respiratory Care, Foster Care, Nutrition, and Paramedics. In 2006,
American River College 1 INTRODUCTION SELF EVALUATION REPORT 2015
remodeling of the Learning Resource Center tripled its capacity to serve students. The College completed the theater renovation and Fine Arts expansion project in 2009. The Physical Education Department opened its new practice gym and large multi-purpose workout rooms in 2008, and later that year, the new swimming pool and water polo facilities. Using a multi-million dollar bond measure, the College renovated the library in 2009 and in 2013 opened the new Student Center. The Student Center offers approximately 55,000 additional square feet for Student Services on the ARC main campus. The academic year 2014-2015 saw completion of the expanded Culinary Arts facility, with continued new projects, including a renovated Student Services building, scheduled for completion in the near future.
Today, the College main campus includes over 40 buildings comprising over 500,000 square feet of classroom, lab, office, and other space for educational and support programs.
American River College also offers its programs at offsite locations, including the Sacramento Regional Public Safety Training Center at McClellan Park, the McClellan Center, the Natomas Educational Center, and the Mather Center.
The College service area has also expanded. ARC serves a region comprised of six counties and home to 1.7 million residents, with a projected growth to 2.2 million by 2060. Much of the growth is projected to be in the Natomas service area, where the population in 1999 was 38,369. ARC has also grown significantly since 1955, going from 500 students to more than 38,000. Originally, the College had only 38 full-time faculty, and currently, the College has approximately 400; similarly, the number of certificate programs has grown from eight to 279 (including 116 Chancellor’s Office approved certificates of completion and 163 locally approved certificates).
One of the largest community colleges in the state, American River College continues to fulfill a considerable leadership role with its innovative programs and services.
Outreach Centers American River College provides opportunities for learning to students close to and far from the main campus by supporting regional educational centers and offering a growing number of courses and support services online.
Currently, the College offers classes at the Sacramento Regional Public Safety Training Center (SRPSTC) at McClellan Park and McClellan Center, Mather Center, and the Natomas Educational Center.
The McClellan Center, operated by American River College, is dedicated to providing high quality training and educational programs for public safety personnel. The McClellan Center offers entry-level and advanced in-service instruction in areas that meet the needs of individuals as well as public and private agencies.
These courses may be certified by the California Commission on Peace Officers Standards and Training (POST), California Standards and Training for Corrections (STC), California Correctional Peace Officer Standards and Training (CPOST) and the California State Fire
2 American River College SELF EVALUATION REPORT 2015 INTRODUCTION
Marshal's Office. Most courses presented at the McClellan Center are offered in an intensive, concentrated, short-term format. The center offers also some GE courses, and students can complete degree requirements at the center.
ARC’s Mather Center offers students courses and certificates in Diesel Technology and Automotive Collision Technology. With five faculty and 150-200 students and 12,000 square feet of lab/classroom space, Mather offers five certificates in Automotive Collision Technology and five certificates in Diesel Technology.
The Natomas Educational Center is a collaborative effort between the Sacramento City Library, the Natomas Unified School District, and the Los Rios Community College District. The Center is adjacent to Inderkum High School and the North Natomas Public Library. The Natomas Educational Center has an enrollment of over 5,000 students and offers many on-site student support services to these students. Classes are offered both at the Natomas Center and at the adjacent Inderkum High School. The support services provided at the Natomas Educational Center include Admissions and Records, Assessment, Bookstore, Disability Support Programs and Services, Counseling, and Financial Aid. Whenever possible, the College offers, or is actively planning to offer, comparable learning support services at the Natomas Educational Center.
In 2010, the North Natomas Public Library opened as a 22,645 square foot joint-use facility serving the community as well as the students and faculty of the Center and Inderkum High School. The library has parallel services in place for students at the Natomas Educational Center for library orientations, research help, reserves, and inter-library loan services.
Ultimately, American River College strives to meet the needs of students at the regional educational centers and online by offering the same quality of education and support as that offered to students on the main campus.
Leadership ARC experienced a leadership transition from June 2013 through August 2014. President David Viar resigned in June 2013 to begin his new position in southern California, and Vice President of Instruction Colleen Owings was acting president from June 15, 2013 through July 15, 2013. In July 2013, the Board of Trustees determined that the College should be served by two interim presidents during the period July 15, 2013 through January 1, 2014. Accordingly, Marie Smith and William Karns each served for a two-month interval, after which a longer term Interim President was appointed. Vice President of Student Services Pam Walker served as the Interim President from January 2, 2014 through August 3, 2014, when Thomas Greene became College president.
The College operations remained stable during the leadership transition because the acting and interim presidents were all, or had been, ARC or LRCCD senior administrators. Because of their lengthy experience with the College and the District, the four individuals serving as acting or interim presidents had wide knowledge and familiarity with ARC processes and maintained a close working relationship with the other interim ARC presidents. Consequently, they provided leadership that supported without interruption the College sustained processes and direction.
American River College 3 INTRODUCTION SELF EVALUATION REPORT 2015
Student Demographics
Population and Service Area Characteristics American River College currently serves more than 30,000 students across its four sites. Located in northern Sacramento county, its service area extends along the Interstate 80 corridor and as far west as the Sacramento River.
Figure 1 ARC Main Campus and Outreach Centers
4 American River College SELF EVALUATION REPORT 2015 INTRODUCTION
The ARC service area also extends to the service boundary with Sierra College to the north, to the service boundary with Folsom Lake College to the southeast, and to the service boundary with Sacramento City College to the southwest.
Figure 2 ARC Service Area
American River College 5 INTRODUCTION SELF EVALUATION REPORT 2015
As indicated in Table 1, in fall 2014, the ten zip code areas generating the largest enrollments at ARC accounted for 41% (12,309 out of 30,242) of ARC’s total headcount. Table 1 also reflects the participation rate for each of the ten zip code areas generating the largest enrollments at ARC, which ranges between 8.4% and 2.9%, and averages 4.3%.
Table 1 ARC Top Ten Enrollment Zip Codes
Casting beyond ARC’s primary feeder zip code areas, Table 2 reflects the number of students that attended ARC in fall 2014 from a broad range of cities and towns, many of which are well outside its service area.
Table 2 ARC Enrollment by Cities and Towns
6 American River College SELF EVALUATION REPORT 2015 INTRODUCTION
ARC serves an increasingly diverse community as reflected by the demographic differences between the five zip code areas generating the largest number of ARC enrollments as indicated in Table 3. In these zip code areas alone, median household income, as reported in the 2010 Census, ranges between $37,000 and $66,000, the percentage below the poverty line ranges between 14% and 42%, the percentage of non-white adults 18 years of age or older ranges between 26% and 73%, and the percentage of adults whose primary language is not English ranges between 14% and 48%.
Table 3 ARC Community Demographics
Figure 3 ARC Community Zip Codes
Particularly with respect to race/ethnicity and the percentage living below the poverty line, ARC’s student body demographics reflect reasonably the demographics of the community. That is, the College’s 11% African American, 21% Hispanic/Latino, and 52% non-white enrollments, as indicated in Table 4, each reflect something close to the average of percentages shown for the five primary feeder zip code areas. Similarly, the proportion of ARC students that self-report living below the poverty line is also representative of the average of percentages shown for the five zip code areas.
American River College 7 INTRODUCTION SELF EVALUATION REPORT 2015
Table 4 ARC Student Body Demographics Fall 14
However, as shown in Figure 4, when compared to the entire County, Asian and Hispanic/Latino students are under-represented, and white students are over-represented.
Figure 4 ARC Student Body Race/Ethnicity Fall 13
The educational backgrounds of ARC’s five largest feeder zip code areas also vary considerably, with the percent of adults 25 years of age and older having earned a Bachelor’s Degree or higher ranging between 10% and 35%. As shown in Figure 5, 36% of ARC students have self-identified as first-generation students, which also reflects the diversity of the surrounding community.
Figure 5 ARC Student Body First Generation Status Fall 14
8 American River College SELF EVALUATION REPORT 2015 INTRODUCTION
Table 5 depicts the growth projections for 2012 derived by the Sacramento Area Council of Governments (SACOG) for the 20 census tracts most closely corresponding to the five zip code areas identified in Table 3. These projections suggest minimal short-term but greater long-term growth immediately surrounding the main campus (4% by 2020 and 14% by 2035). For ARC Centers, SACOG projects considerable short-term and long-term growth for the 20 census tracts immediately surrounding the Natomas Center (25% by 2020 and 37% by 2035). Strong short- term and considerable long-term growth is projected for the 10 census tracts immediately surrounding the Mather Center (10% by 2020 and 76% by 2035). Finally, fairly strong short-term and considerable long-term growth is projected for the six large census tracts immediately surrounding the McClellan Center (8% by 2020 and 56% by 2035).
Table 5 ARC Campus and Center Neighborhoods Growth Projections
Both recent trends and the analysis of data from the College feeder school districts suggest that the proportion of underrepresented and socioeconomically disadvantaged groups will continue to rise in these areas. Because these groups may have different educational needs, the College may need to modify its outreach efforts. Using the California Department of Education’s Dataquest tool, current reports confirm the continued growth in numbers of English Learners (EL), previously referred to as Limited English Proficient, entering and moving through the largest of ARC’s three primary high school feeder districts. Between 2010 and 2014, the number of EL students enrolled in the San Juan Unified School District increased each year to a peak in 2014 of 5,229, an 18.1% increase. While ARC’s two other primary feeder districts, Natomas Unified and Twin Rivers Unified school districts, have not experienced the same level of growth in the number of EL students, they currently enroll 2,000 and 8,700 EL students, respectively.
Dataquest reports also show that the number of students qualifying in these three school districts for the Free and Reduced Price Meals (FRPM) Program continues to rise. For instance, within the San Juan Unified School District, the percentage of students qualifying for the FRPM Program has increased steadily from 31% in 2005-06 to 50% in 2013-14. For 2013-14, 51% of Natomas Unified, and 88% of Twin Rivers Unified students qualified for the FRPM Program.
American River College 9 INTRODUCTION SELF EVALUATION REPORT 2015
Student Enrollment Data The College unduplicated enrollment (headcount) has declined considerably during the last five years, the result of strategic decisions made in response to the economic downturn in 2009-10. The number of course sections offered at ARC was cut by approximately 15% resulting in a headcount decline of 20.1% between 2009-10 and 2013-14 (from 57,116 to 45,608). Total (duplicated) enrollment for the 2013-14 academic year was 169,900, or about 3.7 classes per student, on average. Figure 6 shows headcount enrollment (unduplicated) since 2009-10.
Figure 6 ARC Unduplicated Enrollments 2009 to 2014
Enrollment expressed in terms of Full Time Equivalent Students (FTES) is shown in Figures 7 and 8, alongside fall semester headcount. The percent change column reflects change since the prior year.
Figure 7 ARC FTES and Fall Headcount 2007 to 2014
10 American River College SELF EVALUATION REPORT 2015 INTRODUCTION
Figure 8 ARC Percent Change in FTES and Fall Headcount 2007 to 2014
Table 6 shows the percentage of overall FTES generated by course offerings identified as either transferable, basic skills, or career and technical education (CTE). While the percentage of FTES generated by transferable courses has for the most part remained stable since 2006-07, basic skills FTES has increased during the last two years with a commensurate decline in CTE FTES.
Table 6 ARC FTES by Credit Type 2007 to 2014
The fall 2013 headcount enrollment at the College four sites was 25,360 at the main campus, 3,410 at the Natomas Center, 149 at the Mather Center, and 1,747 at the McClellan Center. The sum of the four sites individual headcounts exceeds the College overall unduplicated headcount by the approximately 2,000 students taking classes at more than one location.
Fall 2009 to fall 2013 headcount growth at the four sites was -10.2% at the main campus, -10.1% at the Natomas Center, and -0.7% at the Mather Center. Headcount at the McClellan Center has increased 31% since fall 2011.
American River College 11 INTRODUCTION SELF EVALUATION REPORT 2015
In addition to the four primary educational sites, the College also offers a varied distance education curriculum in fully online and hybrid modalities. In fall 2014, more than 8,300 students enrolled in one or more distance education classes at the College as a part of their overall course load. This gain of 25% over the number of distance enrollments in fall 2010 illustrates the growth potential of this modality. The growth of distance education enrollments, expressed in terms of both FTES and headcount, is illustrated in Figures 9 and 10. Both have nearly doubled since 2007-08.
Figure 9 ARC DE FTES and Fall Headcount 2007 to 2014
Figure 10 ARC Percent Change in DE FTES and Fall Headcount 2007 to 2014
12 American River College SELF EVALUATION REPORT 2015 INTRODUCTION
Table 7 indicates enrollment patterns for day and evening students and full-time and part-time status. The data shows that 54% of ARC students are enrolled in day courses only and 18% are enrolled in evening courses only, with the remaining 28% taking both day and evening courses as a part of their overall load. Table 7 also reveals that less than a third (29%) of ARC students are enrolled full-time, with 12 or more units.
Table 7 ARC Enrollment Patterns
Despite the College’s considerable headcount loss of the last five years, the relative percentages of student enrollment status has not changed appreciably, as shown in Table 8. Approximately 13% of students enroll each fall semester as new, first-time-to-college students, 14% as new transfer students, 18% as students returning to ARC after an absence, and 54% as continuing students.
Table 8 ARC Enrollment Status Fall 2010 to Fall 2014
American River College 13 INTRODUCTION SELF EVALUATION REPORT 2015
Table 9 depicts ARC student educational goals from fall 2010 to fall 2014. At ARC, 60% of fall 2014 students identified an educational goal of transfer, with or without first receiving an A.A. degree, up from 56% in fall 2010. Additionally, 28% indicated a goal of A.A./A.S. degree without transfer or a vocational certificate. Another 8% specified career oriented goals (e.g., acquire new job skills, update job skills), and 2% identified a goal of educational development (personal interest). Less than 1% indicated a goal of discovering career choices or identified development (basic skills improvement) as their goal. Finally, 2% selected other goals such as “Complete HS GED” and “Meeting a 4-yr College Requirements.” The above percentages reflect data only for students identifying education goals. Although some students identify an educational goal at the time they are admitted, these goals are not always an accurate indicator of student intent. In addition, approximately 1,000 enrollees per semester representing about 3% of students have unknown educational goals.
Table 9 ARC Student Educational Goals Fall 2010 to Fall 2014
The recent economic downturn resulting in reduced college funding and available class offerings contributed to the considerable decline of numbers of high school graduates transitioning to college. Tables 10 and 11 reflect the enrollments of students transitioning to ARC from its three primary feeder high school districts and ten top feeder schools.
Table 10 ARC Spring 2013 High School Graduate Enrollment by District
14 American River College SELF EVALUATION REPORT 2015 INTRODUCTION
Table 11 ARC High School Graduate Enrollments by School
Student Demographics Since ARC prepared its 2009 Self Study, the composition of the student body has changed, in some cases significantly. The female to male ratio of the student body has narrowed by about one percentage point during the last five years, with the percentage of female enrollees somewhat over representing that of the community served. Table 12 shows the count and percentage of female and male students since fall 2010.
Table 12 ARC Student Body Gender Ratio
American River College 15 INTRODUCTION SELF EVALUATION REPORT 2015
Moreover, the ethnicity of the College student body has changed considerably. Despite the decline in enrollment experienced by ARC, representation of non-white students increased consistently during the last five years: the number of African American, Asian, Hispanic/Latino, and Multi-Race students increased between fall 2010 and fall 2014. The non-white race/ethnic group experiencing the largest percentage gain over the last five years is the Hispanic/Latino group, now accounting for more than 21% of the student body. The largest percent decrease during this period has been for white students, representing 48.3% of the fall 2014 student body, down from 51.7% in fall 2010. Figure 11 and Table 13 depict ARC student body race/ethnicity composition for fall 2010 to fall 2014.
Figure 11 ARC Student Body Race/Ethnicity 2010 to 2014
Table 13 ARC Student Body Race/Ethnicity 2010 to 2014
16 American River College SELF EVALUATION REPORT 2015 INTRODUCTION
The age of ARC’s student body has also changed since the College’s 2009 Self Study, with students between the ages of 21 and 24 representing a larger percentage of the student body. Declines were greatest for students in the 40-49 age group. (See Figure 12 and Table 14.)
Figure 12 ARC Student Body Age Group 2010 to 2014
Table 14 ARC Student Body Age Group 2010 to 2014
To a great extent, the demographic shifts shown here reflect both the changing face of the communities the College serves and the success of the College outreach and marketing efforts.
American River College 17 INTRODUCTION SELF EVALUATION REPORT 2015
Student Preparedness for College Currently, the ARC Assessment Office provides approximately 13,000 assessment course placements for summer/fall classes and another 6,000 for spring classes, for an annual total of 19,000. During the last academic year, students received approximately 8,500 English writing, 8,600 English reading, 8,500 Math, 1,000 ESL, and 400 Chemistry assessment course placements. Figure 13 reflects the proportion of writing, reading, and math placements into transfer-level and basic skills-level courses.
Figure 13 ARC Writing, Reading and Math Placements 2013 to 2014
Not all students enroll at their recommended course placement. Table 15 shows student enrollment at the recommended course placement during their first year of attendance. Whereas nearly 60% of those receiving writing placements enroll at the recommended course level during their first year, only about 25% of those receiving a math placement do so.
Table 15 ARC Student Remedial Placement/Enrollment
18 American River College SELF EVALUATION REPORT 2015 INTRODUCTION
Student Achievement
Course Completion One of the College Key Effectiveness Indicators (KEI), course success rate, reflects the proportion of successful grades awarded. Between fall 2011 and fall 2014, this rate has declined with notable performance gaps for some groups of students and course modalities. The rate for transfer courses decreased from 73% to 68%, the rate for career and technical education (CTE) courses decreased from 78% to 74%, and the rate for basic skills courses decreased from 74% to 73%. Figure 14 and Table 16 show five years of course success rates, disaggregated by course type, and Table 17 shows completion rates by modality.
Figure 14 ARC Student Course Completion Rate 2010 to 2014
Table 16 ARC Student Course Completion Rate 2010 to 2014
Table 17 ARC Student Course Completion Rate by Modality 2010 to 2014
American River College 19 INTRODUCTION SELF EVALUATION REPORT 2015
Table 18 depicts course completion rates for gender, race/ethnicity, and age groups. In fall 2014, a 22% disparity existed between the group with the highest course success rate (Filipino at 75%) and the group with the lowest course success rate (African American at 53%). The Hispanic/Latino group posted the fourth lowest rate at 66% (following Pacific Islander and multi-race groups). The disparity between high and low success rates has ranged between 18 and 22 percentage points over the last five years.
Table 18 ARC Student Course Completion Rate by Demographics 2010 to 201
Persistence Two additional KEI criteria, fall-to-spring (F-S) and fall-to-fall (F-F) persistence rates reflect the proportion of an initial fall semester’s enrollees that re-enroll in a subsequent semester. Both F-S and F-F persistence rates of new, first-time-to-college students increased for almost all gender, race/ethnicity, and age groups between fall 2010 and fall 2014. Rates have increased approximately 3 percentage points between fall 2010 and fall 2014. Performance gaps across genders, race/ethnicity, and age groups are relatively small when compared to course success rates gaps shown above. Tables 19 and 20 show persistence trends for gender, race/ethnicity, and age groups.
20 American River College SELF EVALUATION REPORT 2015 INTRODUCTION
Table 19 ARC Student Persistence Rates Fall-to-Spring
Table 20 ARC Student Persistence Rates Fall-to-Fall
American River College 21 INTRODUCTION SELF EVALUATION REPORT 2015
Degrees and Certificates Another KEI tracks the five-year longitudinal trends of degrees and certificates awarded. Since 2009 to 2010, ARC has increased the number of awards of degrees and certificates, conferring 2% more Associate of Art degrees, 58% more Associate of Science degrees, and 109% more 6 unit and higher certificates. Female and white students currently earn disproportionally more degrees than other groups. For example, in 2013 to 2014, female students comprised 52% of the student body but earned 62% of all degrees conferred, a decline from 64% in 2009-10. White students comprised 49% of the student body but earned 58% of all degrees conferred, a slight decline from 59% in 2009-10.
For 2013 to 2014, male students earned disproportionally more certificates than female students. For example, in 2013 to 2014, male students comprised 48% of the student body but earned 57% of all certificates conferred. White students comprised 49% of the student body but earned 55% of all certificates conferred, a decline from 63% in 2004-05. While this decline might suggest that there is now greater equity with regard to awards conferred to the various under-represented ethnic groups, both degrees and certificates awarded to African American students are still strongly disproportionate. Figure 15 and Table 21 show the number of awards conferred 2009 through 2014.
Figure 15 ARC Program Awards 2009 to 2014
Table 21 ARC Program Awards 2009 to 2014
22 American River College SELF EVALUATION REPORT 2015 INTRODUCTION
Transfer The California Community College Chancellor’s Office (CCCCO) 2015 Scorecard uses a common data source to provide colleges with a consistently derived set of metrics. Counts shown in the KEI Transfer Report are sourced from the State Chancellor’s Office Scorecard and DataMart reports. These counts reflect transfers to the UC and CSU systems, as well as to In-State-Private (ISP) and Out-of-State-Private (OOP) universities. Since 2009-10, ARC’s transfers to UC have increased by 17% (from 200 to 234), its transfers to CSU have increased by 76% (from 615 to 1080), and its transfers to ISP and OOP universities have increased by 4% (from 330 to 342). (See Figure 16 and Table 22.)
Figure 16 ARC Transfers 2009 to 2014
Table 22 ARC Transfers 2009 to 2014
American River College 23 INTRODUCTION SELF EVALUATION REPORT 2015
External Performance Indicators & Outcomes The CCCCO also provides benchmarks in the form of both statewide and peer group averages, in the case of the Student Progress and Achievement Rate (SPAR). Peer group averages are derived for each of the other Scorecard metrics by downloading data sets for each of the colleges identified by the CCCCO as being one of ARC’s peers. Table 23 compares ARC’s Scorecard performance data to state and peer group averages for each of the Scorecard’s seven metrics.
Table 23 ARC Scorecard Performance Data
24 American River College SELF EVALUATION REPORT 2015 INTRODUCTION
Figures 17, 18, and 19 illustrate the trends and allow comparisons of the ARC Scorecard Performance Data from Table 23. A common scale with a differential of 40 percentage points was used for all indicators, albeit with differing start (min value) and end (max value) points in some cases. In the case of the 30+ Unit, Persistence, Remedial English, and Remedial ESL indicators, ARC’s values exceed or are within two or three percentage points of its peer group and the statewide average. However, for the Student Progress and Achievement Rate (SPAR), Remedial Math, and CTE indicators, ARC is more than five percentage points below one or both of the benchmarks.
It should be noted that later in 2015, ARC will initiate a resubmittal of the past year’s data to correct what evidence suggests are significant coding errors of math basic skills courses which, in turn, created inaccuracies in data for completion of Remedial Math.
Figure 17 ARC CTE Course Completion Rate 2008 to 2014
American River College 25 INTRODUCTION SELF EVALUATION REPORT 2015
Figure 18 ARC Remedial Course Improvement Rates 2008 to 2014
26 American River College SELF EVALUATION REPORT 2015 INTRODUCTION
Figure 19 ARC Student Persistence, 30+ Units, and SPAR Rates 2008 to 2014
American River College 27 INTRODUCTION SELF EVALUATION REPORT 2015
Employee Demographics and Diversity In fall 2014, College employees included 376 full-time (FT) faculty, 587 adjunct faculty, 323 FT classified staff, and 23 administrators. The diversity of ARC’s employees continues to become more reflective of its diverse student body. While females are somewhat over-represented among the FT faculty and classified staff, African Americans are under-represented across all four employment groups. Similarly, Hispanic/Latinos are under-represented amongst the FT faculty, adjunct faculty, and classified staff. Tables 24 through 28 reflect the number of employees in each employee group, by gender, by ethnicity, and by age.
Table 24 ARC Employee Gender Fall 2014
Table 25 ARC Employee Gender 2007 to 2014
Table 26 ARC Employee Ethnicity Fall 2014
28 American River College SELF EVALUATION REPORT 2015 INTRODUCTION
Table 27 ARC Employee Ethnicity 2007 to 2014
Table 28 ARC Employee Age Fall 2014
American River College 29
Organization & Certifications & Certifications Certifications & Organization Organization
ARC Faculty and Staff Recognition Award Winners Dr. Pam Walker at ARC Black Heritage Celebration
SELF EVALUATION REPORT 2015 ORGANIZATION OF THE PROCESS
ORGANIZATION OF THE SELF EVALUATION PROCESS ARC embraces the continual improvement process inherent within the accreditation cycle.
Early Planning In early fall of 2013, the interim College president asked the Academic Senate for recommendations of faculty who could serve as Faculty Accreditation Chair. The chosen faculty member received reassign time beginning in spring 2014 to begin serving with the Accreditation Liaison Officer (ALO), the role assigned to the Dean of Planning, Research, and Technology. By the end of the fall 2013 semester, the Faculty Chair and the ALO had recruited most of the Accreditation Standards team chairs for the College.
Formation of the Teams Recruitment of the Accreditation Standards team members, including student representatives, began in spring 2014 with a presentation at convocation and continued throughout the term. The interim College president, in consultation with the Academic Senate president and the President’s Executive Staff, appointed the administrative team members. The Academic Senate, in consultation with the College president, appointed the faculty team members. The Classified Senate, in consultation with the College president, appointed the classified staff team members. Recommendations for student representatives to the teams were sought from faculty and the Associated Student Body. To ensure that a variety of perspectives contributed to the self evaluation process, the College gave careful attention to appoint team members who were novices in accreditation as well as those who had accreditation experience. By May 2014, working with the participatory governance leaders, the accreditation leadership team completed staffing of the standards teams.
Work on the four Accreditation Standards was divided among nine research teams, with each team having a balanced membership of faculty, management, classified staff, and students.
Accreditation Training In fall 2013, the Faculty Chair and ALO participated in the ACCJC’s self evaluation workshop. In spring 2014, the Faculty Chair attended the ASCCC Accreditation Institute in La Jolla and the ACCJC ALO training workshop at Rio Hondo College. Later that semester, the Faculty Chair and the ALO offered accreditation training for standards chairs and resource managers along with four drop-in training sessions for accreditation teams. Additional training occurred in January 2014 and in August 2014. Many team members also completed the ACCJC Accreditation 101 online class.
In January 2014, the teams began their formal work, setting their own internal deadlines, organizing their meetings, and assigning tasks. The Faculty Chair and the ALO met regularly with team chairs and, upon request, with the teams.
In summer 2014, the College accreditation leadership underwent key changes. The ALO retired in June 2014, the original Faculty Chair became Interim ALO and Dean of Planning, Research, and Technology, and a new Faculty Chair was appointed by the Academic Senate. In August
American River College 31 ORGANIZATION OF THE PROCESS SELF EVALUATION REPORT 2015
2014, Dr. Thomas Greene began his tenure as College president and met with the Faculty Chair and the interim ALO for briefings on the College accreditation process. The last leadership change occurred in March 2015 when the interim ALO relinquished his position, and the ALO who had retired the previous summer returned as interim Dean of Planning, Research, and Technology and the ALO.
Statistics, Surveys, and the Accreditation Web Presence Early in the accreditation process, the College organized online resources and developed surveys for compiling data. The Office of Institutional Research (OIR) designed the major data instruments used in the self evaluation report. The KEI Report, for example, produced by the OIR, contains a significant selection of quantitative data and served as an important resource for the teams as they assembled their evidence. Also, in spring 2014, the OIR administered surveys such as the 2014 ARC Accreditation Survey, gathering opinions on a wide variety of topics important for the accreditation process. The Faculty Chair and ALO set up a D2L accreditation warehouse site for each of the accreditation teams to use for communication, collaboration, and storage of evidence and reports. Close collaboration between the OIR and the accreditation teams proved essential for the development of the self evaluation report.
Checks and Balances Accreditation Oversight Committee The Accreditation Oversight Committee (AOC) held preliminary planning meetings between fall 2012 and fall 2013, and then met regularly from spring 2014 to fall 2015 to support and advise the accreditation teams on their efforts. The AOC membership includes the President’s Executive Staff (PES), the Academic and Classified Senate Presidents, the Curriculum Committee Chair, the SLO Committee Chair, and the Public Information Officer. The PES consists of the College president, the vice president of instruction, the vice president of student services, the vice president of administrative services, and the dean of planning, research, and technology. The Faculty Chair and the ALO jointly chair the AOC.
The AOC advises on the processes and timelines for the College accreditation self evaluation activities; responds to suggestions and inquiries regarding accreditation-related issues; facilitates communication on accreditation to the College; reviews and guides the preparation of the accreditation self evaluation report; prepares the College for the external evaluation visit; and encourages institution wide dialogue on accreditation and continuous improvement.
Planning Coordination Council The Planning Coordination Council (PCC) also monitors the accreditation process. PCC is a representative body composed of members from all of the College constituency groups: standing committee chairs, governance and senate leaders, and the PES; the research staff and the PIO serve as non-voting resources to the group. The PCC functions as an advisory group to the president on policy, budgetary, and planning matters requiring broad institutional input. PCC also assures that the College’s “multi-faceted planning processes are integrated, implemented, evaluated, and changed as necessary to improve student learning and the College decision making processes.”
32 American River College SELF EVALUATION REPORT 2015 ORGANIZATION OF THE PROCESS
PCC meets once a month, and its agendas and minutes are posted on the ARC Insider webpage, a website specifically for faculty, staff, and managers of ARC.
District Accreditation Coordinating Committee The Faculty Chairs and ALOs from each of the Los Rios colleges met monthly with the District Accreditation Coordinating Committee (DACC) to facilitate development of the District Function Map, facilitate district wide training and presentations, and share best practices.
The DACC proved an effective venue for the four colleges to exchange information and address accreditation with District staff, including the District Office of Institutional Research. The DACC supported the colleges’ accreditation efforts by coordinating a full day accreditation “Question and Answer” (Q and A) event at the District Offices during Flex Days in September 2014. The District Office staff also facilitated a Standard IV specific Q and A dinner in September 2014 at the ARC campus during which the Standard IV chairs, the Faculty Chairs, and the ALOs of each college met with District Office staff and Board members to discuss governance. Similar Q and A events, focused on the three other Accreditation Standards were hosted by sister district colleges, Cosumnes River College, Folsom Lake College, and Sacramento City College.
College Involvement Besides meeting with the AOC and PCC, and in addition to working with the nine Accreditation Standards teams, the Faculty Chair and ALO communicated regularly with the College community on accreditation matters using the accreditation section of the College Insider website. The Faculty Chair and the ALO also provided monthly updates to the College via the College newsletter Notes. Additionally, the Faculty Chair and the ALO presented semester updates to the Associated Student Body, the Classified Senate, and the Academic Senate.
Writing and Editing the Self Evaluation Early Deliverables ARC’s nine accreditation committees were given a choice of due dates in November and December 2014 for completing their preliminary drafts on the Accreditation Standards. Each team organized its draft document into the three sections corresponding to the discussion of the Standards in the Self Evaluation Report: the “Descriptive Summary,” the “Evaluation,” and the “Actionable Improvement Plan.” The drafts also included evidence references and citations.
Receiving the teams’ work, the Faculty Chair melded the teams’ documents into a cohesive narrative. She worked closely with the ALO, the AOC, and the teams for their suggestions, edits, corrections, and comments. The College AOC and ALO then vetted and revised the drafts in preparation for a first-release draft to share with the District leadership and then to the College community for their reviews. The draft was distributed to the College community via email and posted on the College intranet in March 2015, along with an online comment form for readers to post feedback.
The College held three open forums in the College Student Center for public comment and discussion of the draft and two additional forums – one in the Student Center and one at the
American River College 33 ORGANIZATION OF THE PROCESS SELF EVALUATION REPORT 2015
Natomas Educational Center – specifically to ensure the student voice would be heard. The first draft was revised in April 2015 in preparation for approval by the Los Rios Board of Trustees at its May meeting.
Throughout the revision process, the standards teams, the AOC, and the College community reviewed the drafts for clarity, accuracy, and completeness. In accordance with the College participatory governance processes supporting its educational mission, the entire College community had multiple opportunities to provide input on the accreditation self evaluation report.
Self Evaluation Timeline
DATE EVENT
FALL 2013 September Appoint Faculty Co-Chair October 25 Attend ACCJC Self Evaluation Workshop (San Joaquin Delta College) Dec.- Jan. Recruit Accreditation Standards Team Chairs SPRING 2014 January 17 Present Accreditation Quiz Show at Convocation February 7-8 Attend ASCCC Accreditation Institute (La Jolla) February 20 Attend ACCJC ALO Training Workshop (Rio Hondo College) February 28 Provide ARC Accreditation Training for Standards Chairs and Resource Managers March/April Administer Surveys: District Employee Survey and CCCSE March 20 Facilitate Accreditation Drop-In Session (12:30-4:00 p.m.) April 24 Facilitate Accreditation Drop-In Session (12:30-4:00 p.m.) May 8 Facilitate Accreditation Drop-In Session (12:30-4:00 p.m.) May/June Submit Accreditation Self Evaluation Matrix FALL 2014 August 21 Present Accreditation Update at Convocation August 27-28 Facilitate Training Sessions for Accreditation Standards Teams Sept 12 Facilitate Accreditation Drop-In Session (9:00 a.m.-12:00 p.m.) October 2 Facilitate Accreditation Drop-In Session (1:30-3:00 p.m.) October 24 Facilitate Accreditation Drop-In Session (9:00 a.m.-12:00 p.m.) November 6 Facilitate Accreditation Drop-In Session (1:30-4:00 p.m.) November 14 Receive Preliminary Drafts from Standard III.B (Physical Resources) and Standard II.C (Library and Learning Support Services) November 26 Receive Preliminary Drafts from Standard III.C (Technology Resources); Standard II.A (Instructional Programs); and Standard III.D (Financial Resources) December 12 Receive Preliminary Drafts from Standard III.A (Human Resources); Standard IV (Governance and Leadership); Standard II.B (Student Support Services); and Standard I (Institutional Mission and Effectiveness)
34 American River College SELF EVALUATION REPORT 2015 ORGANIZATION OF THE PROCESS
DATE EVENT
SPRING 2015 January 18 Present Accreditation Update at Convocation Jan.- Feb. Prepare Revised Self Evaluation Report March Post Self Evaluation Report for College Review May Submit Revised Draft of Self Evaluation Report to LRCCD Board of Trustees SUMMER 2015 July Submit BOT Approved Self Evaluation Report to ACCJC FALL 2015 August Present Accreditation Update at Convocation October ACCJC External Evaluation Team visit
Standards Teams I.A, I.B Institutional Mission and Effectiveness
Chair: Jan DeLapp (Early Childhood Education Faculty) Resource Manager: Steven Boyd • John Aubert (Faculty) • Betty Low (Supervisors) • Ann Bachtold-Silva (Classified) • Sarah Mattson (Faculty) • Kristina Casper-Denman (Faculty) • Kathleen O’Brien (Faculty) • David Hylton (Students) • Christina Overmiller (Classified) • Line Kao (Classified) • Gordon Roadcap (Faculty) • Sherry Kimbrow (Classified)
II.A Instructional Programs Chair: Thuan Bui (Counseling Faculty) Resource Manager: Lisa Lawrenson • Olga Chornaya (Classified) • Oranit Limmaneeprasert (Faculty) • Damon de la Cruz (Faculty) • Lori Rasor (Faculty) • John Gamber (Faculty) • Rina Roy (Managers) • Keri Jumelet (Classified) • Yuj Shimizu (Faculty) • Roger Key (Student) • Jeff Stephenson (Managers)
American River College 35 ORGANIZATION OF THE PROCESS SELF EVALUATION REPORT 2015
II.B Student Services Chair: Rick Ramirez (Counseling Faculty) Resource Manager: Robin Neal • Paul Andre (Faculty) • Frankie Johnson (Classified) • Dana Brittingham-Garrido • Michael Maddox (Faculty) (Faculty) • Judy Mays (former Chair, now • Rachel Davis (Student) Interim Dean, Counseling) • Martin Gomez (Faculty) • Christina Wagner (Classified) • Krista Hess (Faculty) • Karen Warburton (Supervisors)
II.C Library and Learning Support Services Chair: Linda Zarzana (Chemistry Faculty) Resource Manager: Tammy Montgomery • Colette Castro (Classified) • Gabriel Meehan (Managers) • Melissa Fish (Faculty) • Jan Miller (Faculty) • Beth Hartline (Classified) • Ed Niedzinski (Faculty) • Katori Knight (Student) • Debby Ondrika (Faculty) • Sarah Lehmann (Faculty) • Alisa Shubb (Faculty) • Vicky Maryatt (Managers)
III.A Human Resources Chair: Connie Ayala (LRC Faculty) Resource Manager: Jerome Countee • Ben Baird (Supervisors) • Raye Maero (Faculty) • Lorraine Chow (Faculty) • Carlos Reyes (Managers) • Milan Fisher (Student) • Dolores White (Classified) • Melissa Hynson (Classified)
III.B Physical Resources Chair: Dyne Eifertsen (Music Faculty) Resource Manager: Dan McKechnie • Becky Alejandre (Faculty) • Heidi Fuller (Faculty) • NaKisha Allan (Student) • Adam Karp (Managers) • Keith Atwater (Faculty) • Brian Knirk (Faculty) • Cecilia Baldwin (Classified) • Rick Topinka (Faculty) • Lakia De Costa (Classified) • Koue Vang (Managers)
36 American River College SELF EVALUATION REPORT 2015 ORGANIZATION OF THE PROCESS
III.C Technology Resources Chair: Randy Nordell (CSIT/Business Tech Faculty) Resource Manager: Derrick Booth • Jeff Bucher (Supervisors) • Petr Lensky (Classified) • Gonzalo (Al) Portas-Hernandez • Susan Rankin (Classified) (Student) • Corinne Rowland (Classified) • Larry Dumais (Faculty) • Clarence Stokes (Faculty) • Allan Gonzales (Faculty) • Tatyana Torgashev (Classified) • Bob Irvine (Faculty)
III.D Financial Resources Chair: Greg McCormac (Biology Faculty) Resource Manager: Ray Di Guilio • Chiuping Chen (Faculty) • Jeanne Reed (Classified) • Kirsten Corbin (Faculty) • Stephanie Smith (Supervisors) • Ana Lukawski (Classified) • Greg Warzecka (Managers) • Chris Meadows (Faculty) • Lingling Zhang (Faculty)
IV.A. IV.B Leadership and Governance
Chair: Tressa Tabares (Political Science Faculty) Resource Manager: Kate Jaques • Gary Aguilar (Faculty) • Kevyn Montano (Classified) • Randy Singh (Student) • Chris Padgett (Faculty) • Kathleen Collihan (Faculty) • Manuel Perez (Managers) • Michaela Cooper (Faculty) • Katrina Worley (Faculty) • Frank Kobayashi (Managers) • Michelle Kiefer Cartledge (Supervisors)
American River College 37 ORGANIZATION CHARTS SELF EVALUATION REPORT 2015
ORGANIZATION CHARTS
Figure 20 Organization Chart LRCCD Administration
38 American River College SELF EVALUATION REPORT 2015 ORGANIZATION CHARTS
Figure 21 Organization Chart ARC Administration
American River College 39 ORGANIZATION CHARTS SELF EVALUATION REPORT 2015
Figure 22 Organization Chart ARC President's Services
40 American River College SELF EVALUATION REPORT 2015 ORGANIZATION CHARTS
Figure 23 Organization Chart ARC Instruction
American River College 41 ORGANIZATION CHARTS SELF EVALUATION REPORT 2015
Figure 24 Organization Chart ARC Student Services
42 American River College SELF EVALUATION REPORT 2015 ORGANIZATION CHARTS
Figure 25 Organization Chart ARC Administrative Services
American River College 43
SELF EVALUATION REPORT 2015 ELIGIBILITY REQUIREMENTS
CERTIFICATION OF CONTINUED INSTITUTIONAL COMPLIANCE WITH ELIGIBILITY REQUIREMENTS American River College affirms that it is in compliance with the eligibility requirements for reaffirmation of accreditation.
Authority The College is accredited by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges, an accrediting body recognized by the Council for Higher Education and the U.S. Department of Education. American River College is also approved under regulations of the California State Department of Education and the California Community Colleges.
Additionally, American River College receives professional accreditation by the following professional organizations:
• National Automotive Technical Education Foundation (NATEF) (Automotive Tech Program) • Dietary Managers Association and the California State Department of Public Health (the Dietary Manager (Dietary Service Supervision)) • American Board of Funeral Service Education (ABFSE) (Funeral Service Education Program) • California Alcoholism and Drug Counselors Education Program, and the California Association for Alcohol and Drug Educators (Human Services option of Chemical Dependency Studies) • California State Board of Registered Nursing (A.S. Nursing Program) • Commission on Accreditation of Allied Health Education Programs upon the recommendation of the Committee on Accreditation of Educational Programs for the Emergency Medical Services Professions (CoAEMSP) (Paramedic Program) • Commission on Accreditation for Respiratory Care (CoARC) (Respiratory Care Program)
Mission The College’s educational mission is clearly defined and published in the College catalog. In addition to the mission, the catalog also includes a vision, which defines four educational areas, followed by 14 values. The educational mission is aligned with the Los Rios Community College District’s educational mission statement. The current ARC Mission Statement was developed by the College Planning Coordination Council and approved through the College participatory governance process. It was approved by the Los Rios Community College Board of Trustees on October 24, 2012, and will be reviewed in 2015 as part of the regular three to five year review cycle.
The College’s mission statement focuses on student learning, noting that “ARC exists to 1) ensure students identify their educational goals and needs and 2) successfully accomplish
American River College 45 ELIGIBILITY REQUIREMENTS SELF EVALUATION REPORT 2015
learning in the four educational areas”: career and technical education; developmental education; general education; and lower division post-secondary education. Additionally, the College Institutional Student Learning Outcomes (ISLOs) support the mission specifically. The College has connected each of the ISLOs with a specific part of the mission to ensure they assess how effectively the College supports the mission.
Governing Board ARC is one of four Colleges within the Los Rios Community College District (LRCCD). The district is governed by a publicly elected, Board of Trustees, whose membership is defined in Policy P-3132. The seven members serve staggered four-year terms of office and are joined by a non-voting Student Trustee elected for a one-year term through a district wide election. All Board members live within trustee area boundaries. None of the board members has any conflict of interest with the institution. The Board approves all new educational programs as well as all new courses, regardless of program and course location or modality.
The Board of Trustees also adheres to a Statement of Ethics that “provides a framework for carrying out their mission and a model for behavior expected of the Board.” This Statement assures impartiality of all members and commitment to the academic and fiscal integrity of the College.
The Board of Trustees invites public input by publishing agendas for its meetings several days in advance. These agendas include an item for statements by the public on non-agenda items. Board Policy 3210 defines the process and length of time available for public comment at Board of Trustee meetings. Additionally, the agenda includes report items from the governance groups to the Board.
The Board and the Chancellor act independently of each other. The District CEO (Chancellor) Policy P-4111 authorizes the Board of Trustees to delegate administrative responsibilities and functions to the Chancellor who, in turn, may delegate powers and duties (to the College Presidents). The Chancellor serves as secretary to the Board.
Chief Executive Officer In July 2014, the District and ARC hired a full-time permanent Chief Executive Officer, Dr. Thomas Greene, after a period of interim CEOs from June 2013 to August 2014.
The College president is appointed by the Los Rios Community College District Board of Trustees and reports to the Chancellor. Policy P-9011 addresses management employees and section 2.1 states “Management employees are responsible to the Board through the Chancellor for administration of District programs.” Neither the College president nor the Chancellor serves as the chair of the board.
Administrative Capacity The College has 52 academic and support services administrative staff members with appropriate preparation and experience to provide the administrative services necessary to support the College mission and purpose.
46 American River College SELF EVALUATION REPORT 2015 ELIGIBILITY REQUIREMENTS
Operational Capacity The College serves over 30,000 students each year. Many are actively pursuing vocational or non-vocational certificates, associate degrees, and/or transfer to four-year institutions.
Degrees The College offers Associate of Arts (A.A.) and Associate of Science (A.S.) degrees, as well as Associate of Arts/Sciences degrees for Transfer (AA-T/AS-T). It has 112 degrees and 279 certificates, as outlined in the 2014-15 College catalog and catalog addenda. Of those programs, the College offers 56 A.A., 35 A.S., 15 AA-T and 6 AS-T degrees. Additionally, the College offers 116 Chancellor’s Office-approved certificates along with 163 locally approved certificates. ARC offers 74 programs of study for the 2014-15 catalog and 391 certificates and degrees offered.
Most students enroll in courses that are required for a certificate or degree program, and/or required for transfer to four-year institutions. Degree opportunities, transfer courses, Chancellor Office-approved certificates, and locally approved certificates are clearly identified in the College catalog.
Educational Programs The College degree programs are congruent with its mission and are based on recognized higher education fields of study. The Curriculum Committee, a standing committee of the Academic Senate, ensures the courses are of sufficient content, and are conducted at appropriate levels of rigor and quality for the programs offered. The Curriculum Committee and the District Curriculum Coordinating Committee recommend new programs and courses for approval by the LRCCD Board of Trustees. The degree programs fulfill the California Code of Regulations and Title 5 curriculum requirements. When combined with the general education component, the degrees represent two years of full-time academic work. All course outlines of record, programs, and degrees are regularly reviewed and have identified Student Learning Outcomes (SLOs) that are assessed to improve student learning.
Academic Credit The College awards academic credit based on accepted practices of California Community Colleges under California Code of Regulations, Title 5. The College uses the Carnegie standard unit, in accordance with Title 5, subsection 55002.5 and 55002 of the California Code of Regulations. Detailed information about academic credits is published in the College catalog and schedules and applies to all course offerings.
Student Learning and Achievement SLOs for each ARC degree program are published in the College catalog and in the specific course syllabus. SLOs for courses are presented in the course outlines filed in the Instruction Office and available online in SOCRATES, the district wide online curriculum management system. Courses that can be offered both on ground and in a DE modality define hours, methods, and evaluation strategies for the achievement of learning outcomes. Regular and systematic evaluation of outcomes every three years supports student achievement of these
American River College 47 ELIGIBILITY REQUIREMENTS SELF EVALUATION REPORT 2015
standards, regardless of where or how the courses are offered. The College has also defined SLOs for the institution (ISLOs), and these are published in the College catalog.
Faculty assess course SLOs at a minimum on a three-year, cohort-based cycle, and they use the assessment results to make improvements in courses and programs. The outcome results, the assessment cycle, and comprehensive results are available online and updated after cohorts complete the SLO assessment cycle.
More details about ARC’s SLO assessment processes can be found in Standard II.A of the Self Evaluation Report. Information concerning Student Services Outcomes (SSOs) is provided in Standard II.B.
The College catalog contains a comprehensive statement of ISLOs. The statement identifies key components of learning for all students who complete their educational goals at ARC. Additionally, the College develops, implements, and assesses SLOs and SSOs for courses and programs in a continuous cycle of well-documented and rigorous processes that are thoroughly reviewed for effectiveness by the institution. Every course outline includes SLOs that are assessed by the faculty, including adjunct faculty, using a variety of methods to ensure that authentic assessment occurs. Coordinated by department faculty, every course must meet the same professional review of achievement of student learning that is considered best practice for the College. Best practices and policies are followed for every course, regardless of its location or delivery mode.
The College uses SLO assessment processes, including:
• SOCRATES curriculum management software: Software developed by LRCCD • ARC Departmental SLO Assessment Plan: Program developed by ARC • Authentic Assessment Review Record: TracDat software package • ARC SLO Action Plan: Reporting system developed by ARC • ARC SLO Implementation Report: Reporting system developed by ARC • EMP: Unit planning system developed by ARC • Program Review: Quality control review system developed by ARC • CCSSE: Nationally-normed survey instrument • Mapping: System for mapping GE courses to College ISLOs.
General Education The College requires a minimum of 21 semester units of GE courses towards attainment of the Associate in Science degree and 21 GE units for the Associate in Arts degree. Associate Degrees for Transfer have differing but well-defined unit requirements. The GE courses “give breadth to the College experience, enhance the ability to learn, and to ensure an appropriate level of competency” (Policy P-7241). Students must demonstrate competency in writing expression, reading, and mathematics to receive an Associate Degree. GE courses serve as an introduction to major areas of knowledge. Students can also use an ethnic/multicultural studies requirement to
48 American River College SELF EVALUATION REPORT 2015 ELIGIBILITY REQUIREMENTS satisfy part of the GE requirement (Policy P-7141). All GE courses, regardless of teaching modality, meet the high quality standards of rigor as defined in the course outline.
Academic Freedom The College supports, sustains, and promotes a culture of academic freedom. It views this principle as fundamental to an educational institution that cherishes freedom of inquiry, exposition, and discussion. This commitment is included in Article 17 of the 2011-2014 LRCFT contract. As stated in the Faculty Statement of Professional Ethics in the College catalog, “As citizens engaged in a profession that depends upon freedom for its health and integrity, professors have a particular obligation to promote conditions of free inquiry and to further public understanding of academic freedom.” The District Policy P-7142 also documents the rationale and manner in which this right is maintained.
Faculty All full-time and adjunct faculty must meet the minimum requirements for their disciplines based on regulations for the minimum qualifications for California community college faculty established in California Code of Regulations, Title 5. A clear statement of faculty responsibilities exists in the faculty contract, which is available via the LRCCD website. The College Faculty Statement of Professional Ethics is also available in the College catalog. Faculty responsibilities for the development and review of curriculum, including SLO assessment, are included in the LRCFT Contract and in the Faculty Evaluation Criteria 8.4.1.2, 8.4.2.2. The Faculty Self-Study, required in the Peer Performance Review Process for faculty, also includes an option for reflection on SLOs. Both adjunct and full-time faculty participate in the SLO assessment process, as summarized in Standard II.A as well as in the “Update to 2009 Recommendations” section of the Self Evaluation.
Student Services The College provides appropriate and comprehensive services for all its students. Student services are organized to best support and encourage learning and are available in a wide variety of areas, locations, and modalities. Each service has its own set of SLOs or Student Service Outcomes (SSOs) and is also assessed regularly as part of the Program Review process. All students and the public may access information about the support services through the College website.
Admissions The College has adopted and strictly follows admission policies consistent with its mission as a public community college. The policies comply with California Code of Regulations, Title 5. The admissions policies are published in the College catalog and in the Registration Guide on the Schedule of Classes webpage.
Information and Learning Resources The College provides access to sufficient print and electronic information and learning resources through its library and academic support services to meet the educational needs of students and
American River College 49 ELIGIBILITY REQUIREMENTS SELF EVALUATION REPORT 2015
programs. The library owns or licenses a large inventory of print, non-print, and web-accessible materials. Students may access library database resources through campus computer labs or remotely through the web, both on and off campus.
Financial Resources The College has sufficient financial resources to support student learning programs and services and to improve institutional effectiveness. Planning at both the College and the District level allows financial development adequate to support the College mission and educational programs and to ensure financial stability. The College and District evaluate and modify financial plans and processes as changes require.
Financial Accountability The Los Rios Community College District (LRCCD) annually undergoes and makes available the results of an external financial audit by a certified public accountant. The audit is conducted in accordance with auditing standards generally accepted in the United States; the standards applicable to financial audits contained in Government Auditing Standards, issued by the Comptroller General of the United States; and the Contracted District Audit Manual, issued by the California Community College Chancellor’s Office. The LRCCD annual audit encompasses all operating units of the District and Colleges. In addition, the College adheres to all federal, state, and county financial standards and regulations.
Institutional Planning and Evaluation The College has established and integrated institutional planning, resource allocation, and evaluation processes. The College works with the District to plan for the development of the College, including integrating and evaluating resource allocations for human resources, learning resources, facilities, and financial development. The College planning process also includes integrated and established procedures for Program Review, student learning outcomes, and institutional improvement. The College and the District regularly and systematically evaluate how well the College is achieving its purpose and modifies processes for continuous improvement. This evaluation includes assessment of student learning and documentation of institutional effectiveness. The College institutional planning process considers evidence of student progress and achievement of educational goals to improve institutional structures and processes and to inform decisions regarding resource allocation and management.
The College makes public the extent to which it accomplishes its intended goals and purposes, including assessment of SLOs for courses, programs, and the institution. The Student Success Scorecard is published on the College homepage, and annual progress toward attainment of its Educational Master Plan goals and outcomes are made public on the Office of Institutional Research webpage. Key Effectiveness Indicators (KEIs), depicting an overview of key institutional indicators over the last five years, are available on the Office of Institutional Research webpage.
50 American River College SELF EVALUATION REPORT 2015 ELIGIBILITY REQUIREMENTS
Integrity in Communication with the Public The College makes available to the public regularly updated information about all aspects of the College and its educational and support offerings, including onsite and distance education, through the College website. The College also makes general information public in the online College catalog and the class schedule for each semester describing the College purposes and objectives, admission requirements and procedures, rules, responsibilities, and regulations affecting students, programs and courses, degrees offered and the degree requirements, costs and refund policies, information about the availability of financial aid, and other items relative to attending the College and withdrawing from it. The College catalog also lists the names of the Board of Trustees along with the names and academic qualifications of College faculty and administrators. Additionally, the catalog also includes policies affecting students, such as academic honesty, academic freedom, nondiscrimination, acceptance of transfer credit, grievance and complaint procedures, sexual harassment, and refunds of fees.
Integrity in Relations with the Accrediting Commission The LRCCD Board of Trustees provides assurance that ARC adheres to the eligibility requirements and accreditation standards and policies of the Commission. The Board also provides for compliance with accreditation standards and policies for all other College programs that seek special accreditation. Additionally, the Board describes the College in identical terms to all of 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. Finally, the College complies with all Commission requests, directives, decisions, and policies, with complete, accurate, and honest disclosure.
American River College 51 COMMISSION POLICIES SELF EVALUATION REPORT 2015
52 American River College SELF EVALUATION REPORT 2015 COMMISSION POLICIES
CERTIFICATION OF CONTINUED INSTITUTIONAL COMPLIANCE WITH COMMISSION POLICIES
Policy on Distance Education and Correspondence Education The analyses and evidence stated within Standards II.A and II.B demonstrate compliance with this policy. All courses in all modalities and locations are approved through the College Curriculum Committee and must follow the official course outline of record approved by the College. The American River College Curriculum Committee Standards for Regular and Effective Contact and Regular and Substantive Interaction in Online Classes require that any portion of a course offered in a DE format will include faculty initiated regular and substantive interactions with a frequency at least the same as it would be in an equivalent face-to-face course.
All official course outlines of record include SLOs, which must be followed regardless of modality or location of class, and faculty must regularly assess the SLOs. In November 2014, the ACCJC approved the College Substantive Change Proposal for offering 31 associate degrees and 27 certificate programs wherein 50 percent or more of the courses are delivered through distance education or electronic delivery. The College has an authentication process to ensure students who complete the course are the students who enrolled in the course. Specifically, the College requires students to use their assigned secure log-on and password to access and complete the course.
Policy on Institutional Compliance with Title IV The College strives to ensure effective processes and full compliance with regulations associated with the administration of Federal Financial Aid Programs pursuant to Title IV of the Higher Education Act of 1965, as amended. The analyses and evidence presented in the Self Evaluation report in Standard II.B demonstrate that the College Financial Aid office is diligent about ensuring compliance concerning student loan default rates, and has worked with the District to strengthen internal controls and Board Policies and Regulations associated with prevention of fraud. Standard IV.A.4 demonstrates the importance the College places on maintaining honest and transparent relationships with external agencies and discharging its fiduciary responsibility for the funds disbursed to the students of the College through its financial aid programs.
Policy on Institutional Advertising, Student Recruitment, and Representation of Accreditation Status The analysis and evidence presented in the Self Evaluation report in Standard II.B demonstrate that the College complies with each of the Policy’s elements. Readily available online, the College catalog and other publications and promotional literature are clear, factually accurate and current, and accurately depict all the information detailed in the Policy, including student recruitment. The ACCJC-accredited status is accurately represented in the College catalog, publications, and on the College website.
American River College 53 COMMISSION POLICIES SELF EVALUATION REPORT 2015
Policy on Institutional Degrees and Credits The analysis and evidence presented in Standard II.A demonstrate the College engagement in accepted practices when awarding degrees and credits and in ensuring sufficient content, breadth, and length of courses; levels of rigor appropriate for the degrees and certificates; statements of SLOs for the disciplines; and assessment results which provide sufficient evidence that students are achieving key institutional and program learning outcomes.
Standard II.A of the Self Evaluation Report also demonstrates that the College conforms to the commonly accepted minimum program length of 60 credit hours for the associate degree. The College has in place written policies and procedures for determining a credit hour. The College does not convert clock hours to credit hours in any of its courses or programs. Additionally, the College does not offer Direct Assessment Programs.
Policy on Institutional Integrity and Ethics The College has a solid history of compliance with Policy Elements 2 and 7 in providing the Commission information that is accurate, complete, current, and readily available, including reports to other accreditation agencies. The College cooperates with external evaluation processes, including site visits. The College provides the information required by Policy Elements 3 and 5. Standard I.B.5 describes the College’s compliance with Policy Elements 2, 3, and 5. Standard III.A demonstrates that the College fully complies with Policy Element 4. Standard IV demonstrates that the College complies with Policy Elements 1 and 7.
Policy on Contractual Relationships with Non-Regionally Accredited Organizations Not applicable.
54 American River College Standard One Institutional Mission and Effectiveness Standard One
Top Left: ARC Automotive Technology Program Top Right: ARC Respiratory Care Program Bottom Left: ARC Learning Resource Center Computer Lab Bottom Right: Kesha Harris, ARC Legal Assisting Graduate
SELF EVALUATION REPORT 2015 STANDARD I
STANDARD I: INSTITUTIONAL MISSION AND EFFECTIVENESS The institution demonstrates strong commitment to a mission that emphasizes achievement of student learning and to communicating the mission internally and externally. The institution uses analyses of quantitative and qualitative data in an ongoing and systematic cycle of evaluation, integrated planning, implementation, and re-evaluation to verify and improve the effectiveness by which the mission is accomplished.
Standard I.A Mission The institution has a statement of mission that defines the institution’s broad educational purposes, its intended student population, and its commitment to achieving student learning.
Descriptive Summary The statement of mission of American River College consists of three distinct parts: the college vision, mission, and values. The College reviews the mission every three to five years to align with the District strategic planning process and to ensure it reflects state laws and regulations as well as the evolving and diverse needs of students and the community. The current statement of mission was adopted by the Planning Coordination Council and subsequently approved by the Los Rios Community College District Board of Trustees on October 24, 2012 [I.A.0.1, I.A.0.2].
ARC Vision American River College is a premier learning community that transforms and enriches people’s lives.
ARC Mission American River College is a public community college granting certificates and associate degrees. The College primarily serves residents of the six-county Greater Sacramento region who are capable of benefiting from community college instruction. This service is provided through traditional classroom instruction, off-campus centers, and distance education.
ARC exists to (1) assure students identify their educational goals and needs and (2) successfully accomplish learning in the four educational areas, listed below in alphabetical order:
• Career and technical education to achieve employment or enhanced career skills for job advancement. • Developmental education to achieve basic foundation skills in reading, writing, mathematics, English as a Second Language, and learning and study skills which are necessary for students to succeed in college-level work. • GE to achieve knowledge, skills, and attitudes for post-secondary education success, personal enrichment, self-development, and a purposeful and meaningful life as a member of a global community. • Lower division post-secondary education to achieve transfer to and success in obtaining a degree at a four-year post-secondary education institution.
American River College 55 STANDARD I SELF EVALUATION REPORT 2015
ARC Values Access: Students are the reason we are here, and their education is our primary responsibility. We recognize that residents of the region should have an opportunity to enroll and be successful in college.
Benefit of Education: Individuals who have the opportunities to (1) develop their abilities, (2) engage in critical and creative thinking, (3) participate in lifelong learning, (4) succeed in a competitive global work environment, and (5) exhibit responsible citizenship benefit society as well as themselves.
Communication: Achieving the ARC mission and vision requires effective communication within the College and with the communities served by the college; civil and honest, this communication should promote mutual respect and trust.
Community Development: The College's curriculum in the arts, humanities, sciences, social sciences, mathematics and career and technical education and the College's co-curricular programs and support services benefit the community by promoting cognitive development, intellectual growth, physical well-being, student volunteerism, and economic progress.
Diversity: Because ARC is a community valuing the varied perspectives and experiences of students, faculty and staff, the college offers educational opportunities for enhancing cultural awareness, supporting diversity, and promoting the free exchange of ideas and the development of a culturally competent and inclusive college community.
Employees: As our most valued resource, faculty and staff members are entitled to a safe, secure, and supportive work environment and a culture that recognizes excellence; encourages meaningful involvement in interest-based, decision-making process; and provides opportunities for professional development, service, and leadership.
Excellence: Excellence is essential for accomplishing ARC's mission to help students identify their educational goals and achieve successful learning and for supporting the college's employees and serving ARC's community and region.
Fiscal Responsibility: Observing fiscally sound, efficient, transparent, and accountable practices is essential to achieving our mission.
Innovation and Risk Taking: Creativity, flexibility, and responsible risk-taking support achievement of the college's mission.
Leadership: Responsible leadership and service by faculty, staff, and students is actively cultivated, so the college can achieve improvement in student learning and support positive contributions to the community.
Research and Evaluation: Ongoing, data-based research and evaluation contribute to achieving SLOs and the assurance that all operations support the vision, mission and values of the college.
56 American River College SELF EVALUATION REPORT 2015 STANDARD I
Student Learning Outcomes: Student success results from identifying, assessing, and improving SLOs and allocating resources that support effective, innovative, and flexible learning opportunities.
Sustainability: Recognizing its leadership role in the stewardship of natural resources, ARC is committed to reducing its negative impact on the environment.
Technology: Responsible and effective use of technology supports the college's mission and helps students develop the skills necessary for being successful in the contemporary environment.
The mission statement clearly articulates its educational purpose and a commitment to students and learning through its declaration that the College exists to “ensure students identify their educational goals and needs, and successfully accomplish learning.”
American River College, as public two-year postsecondary institution in California, provides access to postsecondary education opportunities to all potential beneficiaries, with a specific focus on and commitment to, as evidenced in the above values, serving the diverse needs of those who reside within the six-county Greater Sacramento region.
This diversity is reflected in the four broad educational themes described in the statement of mission and addressed via 112 associate degrees, of which 22 are Associate Degrees for Transfer (ADTs), 116 Certificates of Achievement, 163 department-level certificates, and a number of apprenticeship opportunities [1.A.0.3].
Self Evaluation The College statement of mission clearly articulates and aligns its educational purpose with its intended student population and their diverse educational needs via an explicit commitment to learning. The College revised its statement of mission in 2011-12 using a collaborative process that considered both a shifting regulatory environment and the evolving diversity of needs and expectations of the community and students. The statement of mission was approved by the Board of Trustees on October 24, 2012.
Actionable Improvement Plan None.
I.A.1 The institution establishes student learning programs and services aligned with its purpose, its character, and its student population.
Descriptive Summary The College mission describes four broad educational areas that guide the provision of a wide array of programs and services intended to meet the evolving needs and interests of a diverse student population. (See the demographics discussion on pages 4 through 17.)
American River College 57 STANDARD I SELF EVALUATION REPORT 2015
1. Career and technical education to achieve employment or enhanced career skills for job advancement. 2. Developmental education to achieve basic foundation skills in reading, writing, mathematics, English as a Second Language, and learning and study skills which are necessary for students to succeed in college-level work. 3. General Education to achieve knowledge, skill, and attitudes for post-secondary education success, personal enrichment, self-development, and a purposeful and meaningful life as a member of a global community. 4. Lower division post-secondary education to achieve transfer to and success in obtaining a degree at a four-year post-secondary education institution.
INSTITUTIONAL STUDENT LEARNING OUTCOMES
• Upon achievement of his or her intended educational goal (degree, certificate, or set of courses) at American River College, a student will be able to: • Demonstrate and employ marketable skills and personal qualities for professional growth and career advancement. • Demonstrate skills and behaviors which contribute to open and respectful communication of diverse ideas and beliefs. • Utilize a variety of methods to communicate effectively. • Employ strategies to work cooperatively and effectively with others. • Locate and critically evaluate information from a variety of sources, including those accessed through technology, to create informed responses to issues, problems, and challenges. • Recognize the responsibility to behave as an ethical citizen, contributing personal knowledge, resources, and skills for the benefit of the local and larger communities. • For students earning degrees, demonstrate an understanding of the basic content and methodology for the major areas of knowledge, including the arts and humanities, quantitative reasoning, the natural sciences, and the social sciences.
Additional guidance that further strengthens the connection between the College’s programs and services and its commitment to student learning is demonstrated through the alignment of the College mission and its Institutional SLOs (ISLOs).
58 American River College SELF EVALUATION REPORT 2015 STANDARD I
The breadth and depth of educational opportunities at the College reflects and responds to the diversity of its community and students. The mission statement identifies the College as an open-access institution that serves the community’s traditional, nontraditional and underserved populations.
The College Program Review Reporting Tool presents other aspects of the College student population (including gender, age, and ethnicity) for the College as well as each instructional program. This information is provided annually to inform the College planning and decision- making processes [I.A.1.1].
Serving the needs of the College diverse population requires a depth and breadth of programs and services offered at a variety of physical locations, on various days and times, and via multiple instructional modalities.
For example, courses are offered via an assortment of time frames, ranging in length from full- term 16.4-week courses to five-week mini-courses; locations; and modalities, including standard on-ground, labs, self-paced computer labs, work experience, field studies, and distance education [I.A.1.1.1]. The College also offers numerous accelerated and self-paced formats such as the Math Multimedia Learning Center (MMLC) [I.A.1.2]. In addition to the main campus, programs are offered at a variety of outreach centers, including the Natomas, McClellan, and Mather centers, as well as via online and hybrid modalities.
The College also provides an array of student and academic support services to ensure its programs successfully facilitate the learning encompassed in the four broad educational areas described in the College statement of mission. The College, for example, supports developmental learners through programs and support services such as the Writing Center, Reading Center, and ESL Center [I.A.1.3].
Learners with specialized needs receive support through programs such as the CalWORKs; Cooperative Agencies Resources for Education (CARE); Disabled Students Programs and Services (DSPS); Dusty Baker Student Athlete Support Center; Extended Opportunities, Programs & Services (EOP&S); Foster and Kinship Care Education - Independent Living Program; Honors Program; International Student Services; Journey Program (TRIO-SSS); Learning Disabilities (LD) Program; Mathematics Engineering, and Science Achievement Program (MESA); Native American Resource Center; Puente Program; Science Skills Center; Umoja-Sakhu Learning Community; and the Veterans Resource Center (VRC) [I.A.1.3].
General education for all learners is supported through Beacon Tutoring, Reading Across the Disciplines (RAD), Tutoring Center, Writing Across the Curriculum (WAC), and the other services of the Learning Resource Center. Transfer-bound (i.e., lower-division post-secondary education) students receive support through the provision of Associate Degrees for Transfer, the Transfer Center, various Transfer Admission Guarantees with several UC schools, and ADN-to- BSN concurrent enrollment options such as those provided through College Nursing program [I.A.1.4]. Extracurricular learning opportunities, from the longstanding ARC College Hour [I.A.1.5] to various student clubs and organizations [I.A.1.6], further support the provision of a general education.
American River College 59 STANDARD I SELF EVALUATION REPORT 2015
The College statement of mission, and its accompanying vision and values statements, in tandem with its ISLOs, align with the mission statement of the LRCCD [I.A.1.6.1]. Further, it is consistent with the College goals and objectives (formerly “focus areas”) [I.A.1.7], and it is also integrated into the College strategic planning processes. Both the Educational Master Plan (EMP) [I.A.1.8] and the Program Review [I.A.1.9] processes require departments and programs to analyze how their planning processes support and align with the College mission. Additionally, these processes provide an effective assessment of both the College planning processes and the College mission statement to ensure the College meets the evolving needs of a diverse student population.
Self Evaluation The College has a mission statement that overtly focuses on student learning, accurately defines the College student population, and informs the provision of learning programs and services that reflect the College purpose, character, and student population. The College mission is explicitly linked to institutional planning and drives the continuous improvement of the College.
Actionable Improvement Plan None.
I.A.2 The mission statement is approved by the governing board and published.
Descriptive Summary The College mission statement is approved by the Los Rios Community College District Board of Trustees, with the most recent revision approved on October 24, 2012 [I.A.2.1]. The public can readily access the College mission statement and supporting vision and values statements via a convenient link on the College homepage [I.A.2.2]. The mission statement, and the vision and values statements are also posted prominently in several locations on the main ARC campus, including the Student Center, the Learning Resources Center, the Instructional Technology Center, and Administration Building. Additionally, it is made available at the Outreach Centers and in both the print and digital versions of the College catalog (pgs. 2-3) [I.A.2.3].
Self Evaluation The College formally presented the most recent version of the mission statement to the Board of Trustees at its October 2012 meeting where it was approved. It has since been published and is widely available in both physical and electronic formats.
Actionable Improvement Plan None.
60 American River College SELF EVALUATION REPORT 2015 STANDARD I
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 The College reviews and, as appropriate, revises its mission statement and the supporting vision and values statements on a regular three- to five-year cycle using its participatory governance processes [I.A.3.1]. The College president, in consultation with the PCC and the OIR, initiates the review and revision process by calling on members of the PCC to present the draft to their constituencies for discussion and feedback [I.A.3.2].
Proposed revisions to the mission statement are solicited, reviewed and/or discussed by the various constituency groups, as evidenced in the minutes of standing committees [I.A.3.3, I.A.3.4, I.A.3.5, I.A.3.6, I.A.3.7, I.A.3.8, I.A.3.8.1] and in the minutes of the Academic Senate, the Classified Senate, and the Associated Student Government [I.A.3.9, I.A.3.10, I.A.3.11]. The College governance leaders and standing committee chairs present feedback to the PCC [I.A.3.12, I.A.3.13] for consideration in preparing a working draft [I.A.3.14]. Feedback on the working draft is then solicited from the entire College community to ensure all internal stakeholders have an opportunity to comment [I.A.3.15, I.A.3.16, I.A.3.17, I.A.3.18, I.A.3.19]. In fall 2012, following the latest year-long review and revision process, the PCC finalized and approved the College current mission statement [I.A.3.20, I.A.3.21], followed by approval of the LRCCD BOT in October, 2012 [I.A.3.22].
Self Evaluation The College follows an effective institution wide process to regularly review and revise its mission statement, vision, and values. To assess the effectiveness and inclusiveness of the process, the OIR solicits feedback from college employees. Results from the ARC 2014 Accreditation Survey indicate that 78% (n=255) of respondents agreed that they are “aware of the College Mission, Vision, and Values”; 62% (n=241) agreed that they are “aware the College reviews its Mission Statement every three to five years”; and 56% (n=215) agreed that they were “given the opportunity to review the Mission, Vision and Values Statement in draft form” [I.A.3.23].
Actionable Improvement Plan None.
I.A.4 The institution’s mission is central to institutional planning and decision-making.
Descriptive Summary The statement of mission and its accompanying vision and values serve as the foundation for the College integrated processes of planning and decision-making. These processes are described in detail in the Decision Making Handbook [I.A.4.1] and the guidance document “Institutional
American River College 61 STANDARD I SELF EVALUATION REPORT 2015
Planning at American River College: an overview,” [I.A.4.2] including the explicit directive that decisions will:
• Serve the best interests of students • Support ARC’s institutional mission and college goals and objectives • Recognize that local decisions can have broad implications • Encourage and support effective communication, participation, and collaboration • Recognize Academic Senate authority in academic and professional matters • Reflect a commitment to participatory governance as codified in Board Policy 3411 [I.A.4.2.1], and the value of informed decision-making by those closest to the issue, interest, or concern • Comply with LRCCD Policies and Regulations, collective bargaining agreements, and appropriate federal and state laws and regulations, including California Education Code.
The College planning process involves four components, each of which centers on student learning—the central tenet of the College mission. The components include (1) college goal setting, (2) evaluation of effectiveness of programs and services through learning outcomes assessment and Program Review, (3) distribution and implementation of resources via the educational master planning (EMP) process (i.e., annual unit planning) that supports student learning, and (4) re- evaluation of the effectiveness of the outcomes achieved as a result of the goal setting and resource allocation.
College goal setting highlights the central role of the College mission in planning via the direct- shared framework of the District’s five strategic plan goals and the College Goals & Objectives (AKA, College Strategic Plan). That is, the District’s five strategic plan goals (i.e., student success; teaching and learning effectiveness; access and growth; community, economic and workforce development; and organizational effectiveness) are identical to the College Goals. (See Standard I.B.2 for more information on College goal setting.) For each goal, the College has established supporting objectives, with their achievement measured by progress indicators identified by the responsible departments [I.A.4.3]. Discussions intended to identify the College objectives occur every three to five years in concert with the mission revision process overseen by the PCC as part of its responsibility for ensuring that the College mission is central to planning and decision making and for aligning College and District wide planning [I.A.4.4].
As the initial step in the comprehensive Program Review process, departments/work units are explicitly prompted to consider how their efforts have directly supported the College mission and student learning over the last six years [I.A.4.4.1, I.A.4.4.2]. The College uses the annual EMP process at the departmental level to identify and report the resources needed to accomplish goals identified during Program Review and to evaluate the effectiveness of resource allocation for the previous year [I.A.4.4.3]. The results of SLO assessment are integrated into both the EMP and Program Review. A clear, intentional alignment exists between the College mission and the ISLOs that further highlights the centrality of the mission in College planning processes. Lastly, EMP resource requests and Program Review recommendations, in tandem with other research
62 American River College SELF EVALUATION REPORT 2015 STANDARD I and planning documents, inform the development of and revisions to the College technology, facilities, and distance education master plans [I.A.4.4.4].
At the center of College planning, organized within a recursive, systematic cycle of integrated planning, implementation and evaluation, and improvement, resides the College mission. (See Figure 26 and Standard I.B.3 for more detailed information on the College’s integrated planning processes).
Figure 26 Institutional Planning at ARC
Likewise, the College participatory governance and decision-making structures ensure that the College mission provides the foundation for dialogue, planning, and action throughout the institution. This work occurs in the operations of the College participatory governance groups, departments and programs, and in particular, through its eleven standing committees.
For example, the end-of-year reports of each of the standing committees summarize how the committees’ efforts of the previous year directly support the College Goals and Objectives, and by extension, the College mission [I.A.4.5]. In addition to the existing participatory governance structure and standing committees, other ad hoc committees, task forces, and workgroups also implement their planning and decision-making processes in alignment with and support of the College mission. In December 2013, for example, the PCC established two ad hoc workgroups to draft the proposed objectives supporting the five College goals. One work group focused solely
American River College 63 STANDARD I SELF EVALUATION REPORT 2015
on the goal of student success, using the recommendations from the draft of the Student Success Plan (SSP) to establish and/or update its underlying objectives. The other ad hoc group focused on establishing and/or updating the objectives associated with the other four College goals: teaching and learning effectiveness; access and growth; community, economic and workforce development; and organizational effectiveness [I.A.4.6]. The outcome of both workgroups’ efforts was a revised set of objectives supporting the College goals and, thereby the mission [I.A.4.7].
Lastly, the mission statement, vision, values, ISLOs, and goals and objectives also guide professional development to ensure that training and enrichment opportunities of faculty, staff, and management align with the needs of the College and student populations and support the College mission [I.A.4.8].
Self Evaluation The College planning processes fully align with the mission statement at both the departmental and institutional levels. As the mission statement is reviewed and updated, the planning processes refer directly to the central role of the College mission to ensure that the College continues to meet the needs and promote the success of its service populations. In the 2014 ARC Accreditation Survey, 71% (n=231) of respondents agreed that “The Mission Statement guides institutional planning and institutional decision-making” [I.A.4.9].
The College’s integrated planning processes as described in “Institutional Planning at American River College: an overview” [I.A.4.9.1] have been guided since 2007 by the College’s Decision Making Handbook, which defines and delineates the College’s decision-making processes and groups [I.A.4.10]. However, because the College has continuously improved its planning processes, the opportunity now emerges for combining these planning and governance guides into a new document more clearly reflecting these continuous improvements and more clearly describing the College integrated planning and governance processes. For example, a description of the process by which the College revises its mission is not included in the College’s Decision Making Handbook but rather is incorporated into the functions of the Planning Coordination Council [I.A.4.11]. Because of the centrality of the College’s mission to its integrated planning and decision-making processes, an integrated planning and governance guide will better reflect this alignment.
Actionable Improvement Plan The College will develop a “Guide to ARC’s Integrated Planning & Governance Processes” during the 2015-16 year.
64 American River College SELF EVALUATION REPORT 2015 STANDARD I
List of Evidence Standard IA EVIDENCE EVIDENCE TITLE LABEL I.A.0.1 ARC Planning Coordination Council Meeting Minutes, October 1, 2012 I.A.0.2 LRCCD Board of Trustee Minutes, October 24, 2012 I.A.0.3 ARC College Catalog, 2015-16, Pages 53-60 I.A.1.1 ARC Program Reviewing Reporting Tool I.A.1.1.1 ARC Class Schedule Directory I.A.1.2 ARC MMLC Home Page & Information Sheet I.A.1.3 ARC Support Services Website I.A.1.4 Description of Nursing ADN-to-BSN Concurrent Enrollment Options I.A.1.5 ARC College Hour Guidelines I.A.1.6 ARC Active Student Clubs Website I.A.1.6.1 LRCCD Mission Statement I.A.1.7 ARC College Goals & Objectives I.A.1.8 ARC Educational Master Planning (EMP) Website I.A.1.9 ARC Program Review Website I.A.2.1 LRCCD Board of Trustee Minutes, October 24, 2012 I.A.2.2 ARC Statement of Mission I.A.2.3 Vision, Mission, and Values, 2015-16 ARC College Catalog I.A.3.1 ARC Planning Coordination Council: Functions & Procedures I.A.3.2 ARC Planning Coordination Council Minutes, September 12, 2011 I.A.3.3 ARC Basic Skills Standing Committee Minutes, October 20, 2011 I.A.3.4 ARC Building/Grounds Standing Committee Minutes, December 6, 2011 I.A.3.5 ARC Equity Committee Standing Committee Minutes, November, 14, 2011 I.A.3.6 ARC Professional Development Coordination Standing Committee Minutes, November 3, 2011 I.A.3.7 ARC Student Learning Outcome Standing Committee Minutes, October 26, 2011 I.A.3.8 ARC Technology Standing Committee Minutes, November 14, 2011 I.A.3.8.1 ARC Budget Standing Committee Minutes, October 10, 2011 I.A.3.9 ARC Academic Senate Meeting Minutes, October 27, 2011 I.A.3.10 ARC Classified Senate Meeting Minutes, March 16, 2011 I.A.3.11 ARC Associated Student Body Senate Minutes 11-15-12 I.A.3.12 ARC Planning Coordination Council Meeting Minutes, October 3, 2011 I.A.3.13 ARC Planning Coordination Council Meeting Minutes, November 7, 2011 I.A.3.14 ARC Planning Coordination Council Meeting Minutes, December, 5, 2011 I.A.3.15 ARC Planning Coordination Council Meeting Minutes, February 6, 2012 I.A.3.16 ARC Planning Coordination Council Meeting Minutes, March 5, 2012 I.A.3.17 Email Communication from PIO to College
American River College 65 STANDARD I SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL I.A.3.18 Mission, Vision, Values Feedback Explanation Page I.A.3.19 Mission , Vision, Values Review of Feedback I.A.3.20 Planning Coordination Council Meeting Minutes, September 10, 2012 I.A.3.21 Planning Coordination Council Meeting Minutes, October 1, 2012 I.A.3.22 LRCCD Board of Trustee Meeting Minutes, October 24, 2012 I.A.3.23 2014 Accreditation Survey I.A.4.1 Decision Making Handbook I.A.4.2 Institutional Planning at American River College I.A.4.2.1 LRCCD Board Policy P-3411 Participatory Governance I.A.4.3 ARC College Goals & Objectives I.A.4.4 PCC Functions and Procedures I.A.4.4.1 ARC Program Review Homepage I.A.4.4.2 ARC Program Review Report Example: Prompt #1 I.A.4.4.3 ARC Educational Master Planning Homepage I.A.4.4.4 ARC Technology Master Plan: 2015 Draft I.A.4.5 ARC Standing Committees: End of Year Reports I.A.4.6 PCC Minutes 12-02-2013 I.A.4.7 PCC minutes from 04-07-14 I.A.4.8 ARC Center for Teaching & Learning Flex Activity “Got Ideas?" form I.A.4.9 ARC 2014 Accreditation Survey I.A.4.9.1 Institutional Planning at American River College: an overview I.A.4.10 Decision Making Handbook I.A.4.11 PCC Functions and Procedures
66 American River College SELF EVALUATION REPORT 2015 STANDARD I
Standard I.B Improving Institutional Effectiveness The institution demonstrates a conscious effort to produce and support student learning, measures that learning, assesses how well learning is occurring, and makes changes to improve student learning. The institution also organizes its key processes and allocates its resources to effectively support student learning. The institution demonstrates its effectiveness by providing 1) evidence of the achievement of student learning outcomes and 2) evidence of institution and program performance. The institution uses ongoing and systematic evaluation and planning to refine its key processes and improve student learning.
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 demonstrates consistent and meaningful efforts to facilitate student learning, to assess how well learning is taking place, and to implement changes to ensure ongoing improvement of learning. To inform resource allocations supporting student learning, the College incorporates the assessment of SLOs into key planning and decision-making processes. Central to this learning-centered culture is ongoing and self-reflective dialogue, the foundation of which reflects a strong, stable commitment to participatory governance processes grounded in the values of communication, collaboration, and inclusion.
One of the College’s values specifically highlights the importance of communication: “Achieving the ARC mission and vision requires communication within the college and with the communities served by the college; civil and honest, this communication should promote mutual respect and trust.” Another College value emphasizes involvement in decision making: “As our most valued resource, faculty and staff members are entitled to a safe, secure and supportive work environment and a culture that recognizes excellence, encourages meaningful involvement in interest-based, decision-making processes; and provides opportunities for professional development, service and leadership” [I.B.1.1].
The College emphasis on inclusive decision-making also reflects the LRCCD value of participatory governance: “All members of the Los Rios community are encouraged to contribute to our organizational success” and, regarding “informed and decentralized decision making,” the District further notes “We value informed decisions made by people close to the issues” [I.B.1.2 p. 41]. Participatory governance and self-reflective dialogue inform the College effort to improve student learning and institutional processes.
From the learning-centered culture of the College emanates an ongoing conversation focused on improving student learning, both directly as well as indirectly through ensuring that the best possible conditions exist in support of the learning environment. While this conversation permeates all areas of the institution, from the informal dialogue between colleagues to the narrative that is captured in formal governance and planning processes, it is no more palpable than in the ongoing assessment of student learning outcomes.
American River College 67 STANDARD I SELF EVALUATION REPORT 2015
Student Learning Outcomes (SLOs): Starting in 2004-05, two significant steps were taken that now serve as the foundation for the College’s strong commitment to the ongoing assessment of student learning. First, as part of the curriculum process, faculty developed a formalized methodology for creating and reviewing SLOs. Second, faculty established interdisciplinary work groups, appointed and led by the Academic Senate, to develop SLOs for the six GE areas of the Associate Degree. From this beginning, the dialogue about improving student learning has and continues to expand within the workgroups charged with identifying institutional SLOs and in the work of the SLO Assessment Committee (SLOAC), responsible for assisting departments with their SLO assessment activities and overseeing the College SLO assessment processes [I.B.1.3].
In 2011, such dialogue led to the decision to include the SLO coordinator in the Curriculum Committee’s tech review process, thus assuring that SLOs are clearly written, match the curriculum course topics, are guided by Bloom’s taxonomy, and are measureable and capable of authentic assessment. By 2014-15, 325 individual course outlines had been vetted through this process [I.B.1.4].
This learning-centered dialogue and culture has been supported by the OIR staff working with the SLOAC, one of the College’s eleven standing committees. The Authentic Assessment Review Report (AARR) approved in 2014 by the Academic Senate resulted from the SLOAC and OIR proposing a process for assuring the comprehensive assessment of SLOs for all courses [I.B.1.5]. The process was thoroughly discussed in the SLOAC before being brought to the Academic Senate for its review and vetting process, and subsequently, reviewed and approved by the PCC. Also resulting from the AARR is the alignment of course level and institutional level learning outcomes.
Student Services Outcomes: In 2012, spurred by this growing culture of learning assessment, the Student Services administrators and staff and the OIR initiated dialogue and more formalized efforts to determine how Student Services could improve its assessment of learning outcomes. From these efforts, the College formalized the assessment of student support services through the creation of Student Services Outcomes (SSOs) [I.B.1.6]. This process reflects the growing awareness that a one-size-fits-all instructional model of assessing learning outcomes is inadequate for many student support programs. Rather, Student Services’ assessment instruments should accurately reflect the functions of their specific programs and provide faculty and staff in these programs more flexibility in identifying outcomes, assessment processes, and the time frames for completing the assessments.
Through the Academic Senate, College faculty have the primary voice in dialogue regarding student learning programs and services, and a well-established and represented voice in College governance and decision making. The Academic Senate contributes significantly to the College learning-centered culture and dialogue in numerous ways. For example, the Senate has established a number of Senate-led committees and sub-committees (as described in Board Policy P-3412 section 3.0) where dialogue on the improvement of learning takes place, including the Curriculum Committee with its Distance Education Committee and Program Review Committee [I.B.1.7].
68 American River College SELF EVALUATION REPORT 2015 STANDARD I
The Curriculum Committee, with support from its Tech Review, General Education, and Distance Education Committees, is regularly engaged in learning-centered dialogue as an inherent part of its work to guide the development and review of instructional curriculum and academic programs. For example, the Distance Education Committee contributes significantly to dialogue on the improvement of online learning by providing direction for online course development and delivery [I.B.1.8].
In addition to the Academic Senate and its associated committees, the College learning-centered dialogue occurs in other formal and informal structures such as Advisory Committees, departmental, division, and administrative meetings and other College wide forums.
Advisory Committees assist programs in meeting the needs of the community in a manner consistent with the College mission statement. The committees provide channels of communication between the College, businesses, industry, and the community. Committee discussions focus on maintaining relevant and high quality content in CTE programs, as well as in reviewing student learning, success, and achievement in the programs. The College is currently advised by 41 such committees [I.B.1.9].
Departmental, division, and other meetings occur regularly and focus on dialogue pertaining to a wide variety of issues related directly and indirectly to student learning and success. In instructional department meetings, for example, reoccurring conversation topics include SLO assessment, budget, scheduling, enrollments, curriculum, selection of textbooks, consistency in grading and department policies, outreach, instructional innovation, instructional technology, distance education and online instruction; Program Review and the resulting recommendations and goals; and hiring of full-time and part-time faculty.
Administrative meetings also occur on a regular cycle further supporting the learning-centered culture and dialogue. These include weekly meetings of the President’s Executive Staff (PES) [I.B.1.10], monthly meetings between PES and the Academic Senate Executive Council, weekly meetings between the College president and the Academic Senate president, monthly meetings between the College president and the Classified Senate president, weekly meetings between the academic deans with the vice president of instruction [I.B.1.11] weekly meetings between the Student Services deans and the vice president of student services; weekly meetings between the Dean of Student Development and Associated Student Body leadership, and regular meetings between deans and department chairs. Communication and collaboration between constituency groups is also supported and enhanced through College wide forums such as convocation and regular brown bag discussion opportunities with the College President [I.B.1.12].
The Associated Student Body (ASB) is the officially recognized group representing all students at the College to ensure their voice is represented in dialogue that includes the improvement of student learning and success. For example, students are eligible to serve on a number of college standing and Academic Senate committees, including Assessment, Student Learning Outcomes, Budget, Buildings, Grounds and Safety, Curriculum, Equity, Information Technology committees, and the Planning Coordination Council [I.B.1.13]. The ASB also promotes activities at the College for stimulating the intellectual and social life of students [I.B.1.14].
American River College 69 STANDARD I SELF EVALUATION REPORT 2015
The College standing committees and other formal College governance bodies (e.g., workgroups, ad hoc committees/task forces) are an important part of promoting a learning- centered culture. The eleven standing committees provide faculty, classified staff, managers, and students with the opportunity and expectation that they will engage in dialogue about improving student learning by focusing on enhancing the learning environment. For example, one of the eight functions of the Basic Skills Committee is “Using qualitative and quantitative data, [to] review basic skills instructional and student support services and make recommendations for improvement” [I.B.1.15]. A key function of the Building, Grounds, and Safety Committee is to “Make recommendations … concerning needed enhancement to campus buildings and grounds with the goal of improving the educational environment for staff, faculty, students and the community” [I.B.1.16]. The mission of the Professional Development Coordination Committee is “To plan and coordinate professional growth opportunities for classified staff, faculty, and managers that enhance learning and teaching at American River College” [I.B.1.17]. The abundant selection of professional development activities provided by the Center for Teaching & Learning (CTL) and the Instructional Technology Center (ITC) also support ongoing institutional conversations focused on the improvement of student learning. (See Standard IIIA for more detailed information on College professional development opportunities).
Residing at the center of the College participatory governance structure, the Planning Coordination Council (PCC) is key to assuring a strong learning-centered culture and dialogue. Specifically, the PCC is responsible for facilitating communication on major college issues with governance groups and the college standing committees and for assuring that College planning processes are effective in improving student learning [I.B.1.18]. The structure and procedures of the PCC reflect the District and College value placed on decision making by those closest to the decision. The work of the other standing committees and governance groups is regularly reported to the PCC, whose members then communicate with their constituencies to ensure ongoing, inclusive dialogue.
For example, during the Budget Committee’s 2012-13 review and restructuring of its functions and procedures, the committee’s co-chair provided regular progress reports and requested feedback from the PCC. Members of the PCC, subsequently shared this information with their constituencies and conveyed any feedback during subsequent PCC meetings. Through this process, conversations about the allocation of resources to effectively support student learning were inclusive, broad-based, and transparent.
Integrated planning serves as the organizing framework guiding all the aforementioned participatory governance committees and groups toward meaningful, self-reflective dialogue about the continual improvement of student learning. Each of the components within the College integrated planning process, from goal setting and SLO assessment to Program Review and Educational Master Planning, direct institutional dialogue toward the achievement of the mission, and by extension, the improvement of student learning. (See Standard IA for details on the centrality of mission to integrated planning.)
Both planning and the corresponding institutional dialogue are supported by the Office of Institutional Research (OIR). A primary goal of the OIR is to bring “insight to new ideas and
70 American River College SELF EVALUATION REPORT 2015 STANDARD I directions for a better understanding of education and student success” [I.B.1.19]. The OIR produces and maintains an extensive data set in support of planning and decision making, and in tandem with the District Office of Institutional Research, assists in facilitating the learning- centered dialogue throughout the College.
Lastly, district wide self-reflective dialogue occurs in a number of district wide committees and workgroups, such as the Chancellor’s Cabinet, District Curriculum Coordinating Committee, District Matriculation and Student Success Committee, Educational Technology Committee, International Education Committee, VPI/VPSS Council, District Research Council, etc. [I.B.1.20 (only accessible from the LRCCD network)].
Self Evaluation Collegial, self-reflective dialogue on improving student learning permeates all aspects of the College. According to the 2014 ARC Accreditation Survey, less than 20% (n=242) of respondents disagreed with the statement “There is continuous collegial, self-reflective and self-evaluative dialogue about student learning, institutional process” [I.B.1.21].
The ARC community recognizes and appreciates the role of dialogue in the institution’s continuous improvement processes. This dialogue increases the opportunity for collective understanding of the meaning of evidence, data and research used in evaluation of student learning throughout the college community.
In addition to the standing committee and participatory governance structures, the learning- centered culture is supported by dialogue within an academic department. This dialogue would be further strengthened by a formal mechanism for facilitating dialogue among departments. Recent discussion by the Academic Senate supports forming a department chairs’ workgroup to support inclusion of more inter-department dialogue in this learning-centered culture.
Actionable Improvement Plan None.
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 College process for establishing College goals highlights the central role of the College mission in planning via the direct shared framework of the District’s five strategic plan goals and the College Goals & Objectives (AKA College Strategic Plan). That is, the College goals are synonymous with the District’s five strategic plan goals [I.B.2.1]. The College goal-setting process, therefore, reflects the process by which the District Strategic Plan and goals are
American River College 71 STANDARD I SELF EVALUATION REPORT 2015
established. The LRCCD 2011 Strategic Plan was developed collaboratively by the District and Colleges based on input by Board of Trustees, internal and external environmental scans, etc. [I.B.2.2, pp. 9-11].
Though using a shared-goal framework with the District, the College establishes its own supporting objectives, formerly called focus areas [I.B.2.2.1]. The process for establishing these objectives begins with review and revision of the College mission, vision, and values facilitated by the College primary governance committee, the Planning Coordination Council (PCC) (See Standard I.A.3). As one of its functions [I.B.2.7], the PCC then facilitates the college wide process for developing and/or revising the College objectives and corresponding progress indicators to reflect the evolving needs of students as identified through institutional research, including Key Effectiveness Indicators Report [I.B.2.3], Program Review recommendations [I.B.2.4], SLO assessment results [I.B.2.5], EMP requests [I.B.2.6] as well as other institutional research data.
In fall 2012, the PCC initiated a process that would lead to updating the College Goals & Objectives. Specifically, PCC tasked ad hoc work groups with drafting a student success plan intended to inform the update to the College strategic plan objectives and to guide future planning [I.B.2.7.1]. Faculty, classified staff, students, and managers appointed by the Academic Senate, Classified Senate, Associated Student Body, and President’s Executive Staff, respectively, developed a draft of this plan in spring 2013 [I.B.2.8]. The development of the draft was informed through an analysis of College data provided by the Office of Institutional Research [I.B.2.8.1], state and national trends [I.B.2.8.2], and extensive input from the College community through a large group forum held during the spring 2012 convocation [I.B.2.8.3].
In December 2013, the PCC formed two new ad hoc workgroups: one workgroup was assigned the task of considering the recommendations from the 2012-13 draft plan and to propose objectives for the first College goal, Student Success; the other workgroup was tasked with proposing objectives for the College’s other four goals [I.B.2.9]. The recommendations from these work groups were presented to the PCC in spring 2014 [I.B.2.10], and subsequently approved in September 2014 [I.B.2.11]. While the draft of the 2012-13 Student Success Plan has now been subsumed within the updated College Goals and Objectives: 2015-18 [I.B.2.12], the recommendations and associated implementation steps contained within the 2012-13 draft continue to inform the development and revision of Program Review objectives and Educational Master Plans (EMPs, aka unit plans). The 2012-13 draft also served as a rich source of information for developing the College’s state-mandated Student Success and Support (SSSP) and Student Equity Plans (SEP).
The College progress indicators are updated twice yearly, in July and February. The OIR initiates this process by compiling progress indicators into an achievement report using data and information submitted by the faculty and staff responsible for the operations supporting specific objectives [I.B.2.13]. This process assures that those responsible for achieving the objective are well informed as to progress being made. Additionally, the updated Achievement Report is shared widely via review by the PCC and PES [I.B.2.14]; used as a key component in the Chancellor’s performance review of the College president; and aggregated at the District level as part of the regular reporting of progress on the District’s strategic plan to the Board of Trustees [I.B.2.15]
72 American River College SELF EVALUATION REPORT 2015 STANDARD I
A shared understanding of the College’s goals and objectives as well as the collaborative effort toward their achievement is further supported through the College integrated planning and participatory governance processes. For example, the EMP process requires departments to link their prioritized resource requests and achievements stemming from past resource allocations directly to the College goals and objectives [I.B.2.16]. The Program Review process creates similar links to SLO assessment results as well as prompting reflection on the impact of the program/department’s past efforts on student learning and success [I.B.2.17].
Similarly, Program Review recommendations and EMP resource requests, along with other research and planning documents, inform the development and revisions to the College technology, facilities, and distance education master plans [I.B.2.17.1]. The EMP reporting tool, for example, aggregates resource requests and outcomes by resource category to assist in identifying emerging trends and needs for incorporation into the requisite master plan [I.B.2.17.2].
This shared understanding of and effort toward the achievement of the College goals and objectives is further strengthened through the College participatory governance processes. In their end-of-year reports, the eleven standing committees annually reflect on and document the impact of their work on one or more of the College goals and objectives [I.B.2.18].
Self Evaluation The College follows a proven process for establishing goals and associated objectives intended to continuously improve institutional effectiveness. It articulates these goals and associated objectives in measurable terms and reviews and discusses them in a variety of venues on a regular basis. Through the College integrated planning and governance processes, the College understands and works collaboratively toward their achievement. In the 2014 Accreditation Survey, 61% (n=249) of respondents agreed with the statement “I understand the college's Goals and Objectives (Focus Areas) and the extent to which they are achieved.” Importantly, less than 15% of respondents disagreed with the statement [I.B.2.19].
Actionable Improvement Plan None.
American River College 73 STANDARD I SELF EVALUATION REPORT 2015
I.B.3 The institution assesses progress toward achieving its stated goals and makes decisions regarding the improvement of institutional effectiveness in an ongoing and systematic cycle of evaluation, integrated planning, resource allocation, implementation, and reevaluation. Evaluation is based on analyses of both quantitative and qualitative data.
Descriptive Summary The College regularly assesses its progress toward achieving its goals, and the College decision - making structures and processes support ongoing and systematic evaluation and planning. The College integrated planning process contains four key components, each of which align with one or more of the ACCJC’s Systematic Cycle of Five Steps (Table 29)
ARC FOUR PLANNING COMPONENTS ACCJC’S SYSTEMATIC CYCLE OF FIVE STEPS
1. Goal Setting Integrated planning • College Goals & Objectives (second step in ACCJC sequence)
2. Evaluation of effectiveness of programs & services: Evaluation • Learning Outcomes Assessment (SLOs) (first step in ACCJC sequence) • Program Review
3. Distribution & Implementation of resources based Resource allocation, implementation on goal setting: (third & fourth steps in ACCJC sequence ) • Educational Master Planning (EMP)
4. Re-evaluation of effectiveness of outcomes Reevaluation achieved as a result of goal setting & resource (final step in ACCJC sequence) allocation
Table 29 Integrated Planning: Comparability--ARC Components and ACCJC Steps
Specific evaluative and re-evaluative processes exist within the College planning process to continuously improve institutional effectiveness. Each component is also grounded in College wide dialogue and collaboration with input from all participatory governance committees and groups. Lastly, at the center of these four components—organized within a recursive, systematic cycle of integrated planning, implementation and evaluation, and improvement—resides the College mission.
74 American River College SELF EVALUATION REPORT 2015 STANDARD I
Figure 27 Institutional Planning at ARC
The document “Institutional Planning at American River College: an overview” provides a detailed description of the College integrated planning and resource allocation process [I.B.3.2.].
Goal Setting is the first of the College planning components and represents the central role of the College mission in the planning process through the seamless alignment of the District’s five strategic plan goals and the College’s goals & objectives (i.e., College Strategic Plan). As part of goal setting, the College reviews and revises its mission statement and develops specific objectives every three to five years to reflect students’ needs, as identified through evaluation of institutional research data, Program Review findings, SLO assessment results, and EMP outcomes and resource requests.
Evaluation of the effectiveness of programs and services, the second component in the College integrated planning process, takes place at both the College and department/area level.
The College’s standing committees and governance and workgroups have primary responsibility for evaluating the effectiveness of Collegewide programs. As part of their end-of- year reports, for example, standing committees are prompted to evaluate the effectiveness of their functions and work during the preceding year, including how their efforts impacted the College’s goals & objectives as well as their effectiveness in responding to resource requests as identified in Program Reviews over which they have purview [I.B.3.2.1].
American River College 75 STANDARD I SELF EVALUATION REPORT 2015
The governance groups also evaluate the effectiveness of their work through reflecting on the underlying processes for performing their specific functions and charge. For example, the Academic Senate reviews its hiring prioritization procedures to ensure the process is empirically grounded and transparent before initiating the prioritization process [I.B.3.2.2, I.B.3.2.3].
In addition, both the standing committees and the governance and workgroups participate in evaluating the effectiveness of four major resource allocations; e.g., staffing, professional development, technology acquisition, and other discretionary funding. The prioritization process for staffing, for example, is initiated by the department chair and area dean in the EMP, and faculty positions are then ranked by the Academic Senate and the Instruction and Student Services Councils of Deans. The preliminary rankings are discussed by the PES and based on input from the Senates and managers; the College President’s final ranking is forwarded to the District for discussion among the Vice Presidents’ Council, where a District list is developed. This list is then reviewed by the Chancellor’s Executive Staff, where the final hiring allocations are made.
The evaluation of the effectiveness of programs and services at the department or area level primarily includes two College wide processes: learning outcomes assessment and Program Review, the latter supported by the EMP process.
SLOs assessment is the principal means by which the College evaluates its departments, programs, and services. Assessment results at the course, program and institutional level are integrated into both Program Review and Educational Master Planning processes [I.B.3.3]. The SLO assessment process for courses [I.B.3.4, I.B.3.4.1] and programs [I.B.3.5] occurs on a three- year cycle guided and reviewed by the SLOAC. In the first year, the department or program faculty complete the Authentic Assessment Review Report (AARR) of student achievement and the Direct Assessment Plan (DAP). In the second year, the faculty analyze assessment results and create an action plan designed to improve student success in achieving existing SLOs; alternatively, the faculty can use the results to determine that new SLOs should be created. In the third year of the cycle, the department implements its SLO action plan. The assessment cycle then begins again, with the review of the previous cycle’s data. While Student Services groups use a different method for assessing learning outcomes [I.B.3.6], both methods result in an action plan implementation report, the results of which are directly incorporated into Program Review and the EMP process [I.B.3.7].
Institutional SLOs (ISLOs) provide an additional means of evaluating institutional effectiveness [I.B.3.8]. ISLOs are assessed every two years using the Community College Survey of Student Engagement (CCSSE), a nationally normed survey of student engagement designed for community college students. The results of the assessment lead to development of an ISLO action plan [I.B.3.9] that is disseminated to the various College standing committees for review and implementation by the PCC. Further, starting in spring 2015, ISLOs are also assessed by the faculty, as part of the previously mentioned course-level assessment and departmental action plan report process. As a result of the College wide administration of CCSSE and department wide AARR and DAP, ISLOs are now more fully incorporated into all levels of the review and planning processes [I.B.3.10].
76 American River College SELF EVALUATION REPORT 2015 STANDARD I
Conducted by departments and areas on a regular six-year cycle, Program Review is also a key component in department and college evaluation [I.B.3.11, I.B.3.12]. The process begins with fall training for that academic year’s Program Review cohort of departments or programs [I.B.3.13] and culminates in the spring with a presentation of findings to which the entire College is invited [I.B.3.14]. During the intervening months, departments analyze a wealth of quantitative and qualitative data including: SLO assessment results in the action plan implementation report; student enrollment and outcome data provided in the Program Review data repository [I.B.3.15]; Key Effectiveness Indicators (KEIs) and other OIR generated reports [I.B.3.16]; and previous and current EMP outcomes and resource allocation reports.
In performing their Program Reviews, departments are prompted to evaluate the extent to which their objectives identified in the previous cycle’s report have been met, and specifically, how these efforts have supported the College mission. Departments also identify funding for various resources received in the previous cycle and evaluate how the implementation of these resources has impacted student learning and success. Lastly, departments identify program strengths and challenges, and based on this evaluation, establish new objectives that guide ongoing improvement efforts [I.B.3.17]. It should be noted that the College deliberately suspended Program Review in 2012-13 and moved what would have been the 2012-2013 Program Review cohort to the following year to align the three-year SLO cycle with the six-year Program Review cycle. This made it possible for departments and programs to complete a full cycle of SLO assessment results to inform Program Review processes and ensure comprehensive data support for this aspect of the integrated planning process.
The Educational Master Plan (EMP) process (i.e., annual unit planning) represents the third means for evaluating the effectiveness of programs and services. The EMP is the annual process during which each department, program, or support service, after first having evaluated its efforts of the preceding year, requests specific resources for space, staffing, equipment, and professional development [I.B.3.18, I.B.3.19]. As the first part of the annual EMP process, departments/areas evaluate progress on Program Review recommendations and SLO implementation reports prior to establishing and prioritizing resource allocation requests. As such, the EMP process serves as the bridge between evaluation and the distribution and implementation of resources.
The Distribution and Implementation of Resources relies primarily on the EMP process and is supported by both Program Review and SLO assessment. The EMP process provides departments and programs the opportunity to identify and report the resources needed to implement Program Review and SLO recommendations. As part of the process, departments link their prioritized resource requests and achievements stemming from past resource allocations directly to the College’s goals and objectives [I.B.3.20] as well as to Program Review and SLO assessment recommendations.
The EMP process begins during the spring term with training provided by the OIR [I.B.3.21]. Upon completion of the EMP by the department or area, the Area Dean or manager reviews the resource requests to verify that they support the College mission. Starting with the appropriate area deans and associate vice presidents for the discipline and moving to the level of the vice
American River College 77 STANDARD I SELF EVALUATION REPORT 2015
presidents and president, the EMP process allows for three levels of increasingly higher managerial review and prioritization.
This review and prioritization process is the foundation for the varied ways in which the College distributes differing categories of resources. Staffing resources, for example, are allocated through a process involving EMP prioritization, followed by constituency group ranking, and administrative review. The distribution of resources for instructional equipment also relies on EMP prioritization, in tandem with administrative review, as does the process by which computer labs are upgraded [I.B.3.22, I.B.3.22.1].
Resource distribution and implementation is also supported through Program Review. As the last step in the year-long process of completing Program Review, departments and programs present the results of their Program Reviews and resulting resource requests to the Program Review Council in April or May; as noted above, all College faculty and staff are invited to the Program Review presentations [I.B.3.23]. The associate vice president of instruction and learning resources and the dean of planning, research, and technology review the instructional area Program Reviews and report any trends or outstanding needs to the vice president of instruction. In consultation with the research staff, the student services deans review the Program Reviews of the College student support services and report any trends and outstanding needs to the vice president of student services. The information is discussed with the College president as part of the review of resources requested in the annual EMP [I.B.3.23.1].
Further, the contents of the individual Program Reviews are aggregated into a comprehensive report summarizing the use of and requests for resources [I.B.3.24]. This summary is presented to the PCC and can be accessed by the appropriate standing committees to close the loop on committee functions that support resources requested by disciplines during their Program Reviews [I.B.3.25].
SLO assessment results also inform the College distribution and implementation of resources. For example, the “Got Ideas” form used to submit professional development ideas to the Center for Teaching and Learning requires that potential presenters tie proposed workshop topics and resource requests to specific ISLOs, College goals and objectives, and the State’s Professional Development guidelines [I.B.3.26]. Additionally, SLO and SSO assessments support the resource requests made by the department, program, or service within the reporting templates for the Educational Master Plan and Program Review [I.B.3.27]. Resource requests made to the three professional development committees must justify how the resource requests support specific College goals.
The re-evaluative components of planning occur simultaneously with the aforementioned evaluative components at both the departmental and College levels. To summarize, departments assess the effectiveness of programs or services through (1) Program Review, where strengths and weaknesses are identified on a six-year cycle; (2) in SLOs, which routinely are assessed every three years; and (3) in the EMP, an annual process tying resource requests to College and department goals. As stated previously, college wide discussion and evaluation of the effectiveness of college wide programs occur at meetings of the College standing committees and in governance workgroups.
78 American River College SELF EVALUATION REPORT 2015 STANDARD I
The College planning processes are interdependent and framed by each other. The College ISLO and SLO assessments inform department, program, or support service requests for resources. The SLO assessment and the EMP also impact the department, program, or support service self- assessments in the Program Review. Self-assessments in the Program Reviews also inform the EMPs and the SLO assessments. Above all, the College mission statement informs the evaluation and re-evaluation inherent within the three mechanisms of the planning process.
Self Evaluation The College regularly evaluates progress in achieving stated goals. The College improves its effectiveness through an integrated planning process that follows a predictable and systematic development cycle of goal setting, evaluation, resource allocation and implementation, and re- evaluation of effectiveness [I.B.3.28]. These processes reference each other and nest into a well- synchronized set of cycles, focused on achieving the College mission. In the 2014 ARC Accreditation Survey, 66% (n=243) of respondents agreed that the College’s goals and objectives help guide the Educational Master Plan (EMP), curriculum, and staff development; while 64% (n=228) agreed that Program Review is effective in evaluating the strengths and challenges of individual programs.
Further, planning and decision making are informed by an extensive repository of research data maintained by the OIR. In the 2014 Accreditation Survey, for example, 69% (n = 210) of respondents agreed that institutional research is integrated with institutional planning and evaluation. Since the last accreditation cycle, these responses constitute an increase of 3% for management, 12.5% for faculty, and 5.9% for classified staff. The same survey demonstrated that 73% (n= 221) of respondents agreed that institutional research documents (e.g., Key Effectiveness Indicators, demographic profiles, survey results) provide information for planning and program evaluation. Since the last accreditation, this data constitutes an increase of 23.6% for faculty and 15.1% for classified staff [I.B.3.29].
However, the College recognizes that it relies on surveys (e.g., CCSSE, Distance Education Survey) as the primary source of data in supporting its research and planning function. To further strengthen its research capacity, and by extension, institutional planning and effectiveness, the College recognizes the need to collect qualitative data through focus groups and interviews.
Actionable Improvement Plan During the 2015-16 academic year, the College will develop the capacity to regularly conduct focus groups.
American River College 79 STANDARD I SELF EVALUATION REPORT 2015
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 The College planning processes have a documented history of being broad-based and integrated, with review and assessments leading to improvement. All College constituent groups (i.e., faculty, staff, and students) are offered opportunities to participate in planning at both the department and college (strategic) levels. The specific processes that serve as the foundation for broad-based, integrated planning, and decision-making are described in the Decision Making Handbook [I.B.4.1] and the guidance document “Institutional Planning at American River College: an overview” [I.B.4.2].
At the department level, integrated planning includes the six-year Program Review cycle, three- year SLO assessment cycle, and annual Educational Master Plan. Resource needs identified in the EMP and Program Review are supported by learning needs identified in the SLO assessment results and tied to the ways in which the resources will support student learning. As part of the evaluative aspect of Program Review and the EMP, faculty and staff analyze and consider the impact of receiving or not receiving requested resources, and this record is tracked in the annual comprehensive EMP database and the Program Review follow-up reports. All three evaluative processes involve broad participation from each of the constituency groups. For example, all departments and areas participate annually in the EMP process [I.B.4.3] as a prerequisite for having their resource requests considered. Further, the EMP process involves increasingly higher organizational review; i.e., department, area dean, associate vice president, vice president and College president [I.B.4.4]. SLO assessment at the course level, moreover, is equally as broad, involving all instructional faculty and their departments [I.B.4.5]. Finally, the Program Review process culminates with departments and programs presenting their Program Review recommendations and resource requests to the Program Review Council in the spring. The entire College community is encouraged to attend [I.B.4.5.1].
Likewise, College-level planning processes are broad-based and provide opportunities for participation through the efforts of the College standing committees, participatory governance groups, and workgroups. The College aligns its goals with District strategic goals. The District- led strategic planning process in 2011 included representatives from each of the College constituency groups as well as input from the Board of Trustees [I.B.4.6]. While using a shared- goal framework, the College reviews and adjusts its mission and develops specific objectives through a collaborative process facilitated by the PCC. The PCC, one of the College eleven standing committees, is charged with facilitating communication on major college issues with the other committees, and governance and work groups [I.B.4.7]. The revision of the College mission described in Standard I.A.3, and the process used to re-establish the College objectives described in Standard I.B.2 are examples of the role of the PCC in strategic planning and how the College planning processes provide opportunities for input by the various constituency groups.
80 American River College SELF EVALUATION REPORT 2015 STANDARD I
With support from the eleven standing committees, the PCC also oversees the implementation and evaluation of the various planning, evaluation, and resource allocation and distribution processes based on the mission and on improving student learning and achievement of the College objectives. These planning processes are cyclical and adhered to consistently, resulting in resource commitments that lead to institutional improvement at all levels, from courses to programs to services offered.
AREA OF RESPONSIBILITY FOR STANDING COMMITTEE RESOURCE OVERSEEN OR ALLOCATED IMPROVING STUDENT LEARNING SLO Assessment Data resulting from assessment Assessment processes Basic Skills Basic skills funding Basic skills action plan Budget Discretionary Funding Transparency of budget process supporting improvement of student learning Buildings, Grounds & Safety Facilities Facilities master plan Classified Professional PD funding Classified staff’s contribution to Development improving student learning Equity College diversity of students, faculty, and Equity plan staff Faculty Professional PD funding Faculty’s contribution to improving Development student learning Planning Coordination Council Mission, Vision, Values Integrated planning processes Professional Development College wide Professional Development Professional development strategic plan Coordination for the college and overseeing distribution of PD resources Professional Standards, A & B Faculty leaves Faculty’s contribution to improving Leaves student learning Technology Technology supporting instruction, Instructional technology planning Learning Management System (LMS)
Table 30 ARC Standing Committees and Functions
Beyond the work of the standing committees, two Academic Senate-led committees have essential responsibility for contributing at the college level to improving student learning: the Curriculum Committee and the Matriculation/Student Success Committee.
Allocations of resources, including those listed in Table 30 are made through the structures described in the Decision Making Handbook and the processes described in “Institutional Planning at ARC: an overview.” The processes are informed by input from the constituency group representatives appointed by constituency leadership and by data resulting from the planning processes and the work of the OIR, including:
• Key Effectiveness Indicators Report [I.B.4.8] • ARC Accountability Information [I.B.4.9] • Institutional Research [I.B.4.10] • Program Review [I.B.4.11] • Educational Master Plan [I.B.4.3] • ARC Surveys and Reports [I.B.4.12]
American River College 81 STANDARD I SELF EVALUATION REPORT 2015
Self Evaluation Broad-based opportunities for input by appropriate constituencies in institutional planning are ensured at both (a) the college (strategic) level through standing committee and participatory governance structures in which representatives of students, faculty, classified staff, and managers are participants and (b) the department level through the comprehensive planning processes of Program Review, SLO assessment, and EMP. In keeping with the College & District value that decision-making should reside with the entities closest to the decision, resource allocation based on college and department goals is made by appropriate standing committees, the Instruction and Student Services Deans councils, and PES, with input from participatory governance groups.
The College continuously evaluates institutional effectiveness throughout its various planning cycles, including evaluation of the impact of receiving or not receiving requested resources. Using data resulting from SLO learning assessments, EMP, Program Review, and the progress indicators supporting the College objectives, resource allocation is collaboratively implemented through the EMP and standing committee processes.
In the ARC 2014 Accreditation Survey, 73% (n=239) of respondents agreed, “I have the opportunity to provide input to the annual EMP for my department/area”, and 66% (n=221) agreed, “The college involves appropriate segments of the college community in institutional planning.” Classified employees’ responses, however, suggest more can be done to include them in the annual departmental/area EMP process [I.B.4.13].
Actionable Improvement Plan As in Standard I.A.4 (The College will develop a “Guide to ARC’s Integrated Planning & Governance Processes” during the 2015-16 year.)
I.B.5 The institution uses documented assessment results to communicate matters of quality assurance to appropriate constituencies.
Descriptive Summary The College communicates matters of quality assurance through a variety of means. The OIR is the primary office responsible for institutional data collection, analysis, and reporting [I.B.5.1]. Reports from this office are distributed to appropriate constituencies for discussion and further inquiry. For example, the OIR maintains the data reporting tools utilized by programs undergoing Program Review and the EMP process. The OIR disseminates data to the Academic Senate on matters related to enrollment management and educational effectiveness; to the PCC, College President and others on matters related to progress toward achieving strategic goals and objectives; and to other College standing committees in support of their varied functions and efforts. The OIR also compiles and distributes an annual Key Effectiveness Indicators Report (i.e., a fact book) to communicate measures of student success and achievement to the College
82 American River College SELF EVALUATION REPORT 2015 STANDARD I and community at large and coordinates with the District OIR in the submitting of other quality assurance reports such as the Student Success Scorecard.
Additionally, the OIR regularly responds to numerous individual department and area research requests related to matters of quality [I.B.5.2 (logon required)]. Individual departments or the College often request development and administration of faculty, staff, and/or student surveys to assess interest, satisfaction, or the relevancy, timeliness, and/or effectiveness related to a service or institutional process [I.B.5.3]. In 2015, for example, the College surveyed its entire student body to receive the student perspective on how the College regulates smoking and tobacco use on the main campus. The OIR also supports faculty who are interested in conducting classroom-based research to improve student learning and success [I.B.5.3.1].
Additionally, the College collects the following internal data sets to support its integrated planning processes. Included in this internal category are:
• Key Effectiveness Indicators [I.B.5.4] • SLO and SSO assessment data, including data generated by the College participation in the Community College Survey of Student Engagement [I.B.5.5] • EMP & Program Review data [I.B.5.6] • ARC Achievement Reports [I.B.5.6.1] • ARC Accreditation Survey results [I.B.5.7]
The College uses these data sets to respond to the request for data from external entities. Alternatively, this data may be generated through the instruments or templates provided by the external entities:
• The LRCCD ARC DE Student Satisfaction Survey [I.B.5.8] • American River College Student Success Scorecard [I.B.5.9] • Assessment results from professional agencies and advisory groups • California Community College Chancellor agencies and advisory groups Satisfaction Survey
The College communicates documented assessment results on matters of quality assurance to the following external constituencies: the general public; feeder school districts, especially the San Juan, Twin Rivers and Natomas districts; the two-year and four-year institutions to which ARC students transfer, especially California State University, Sacramento and the University of California, Davis; prospective employers; and external agencies, including the Accrediting Commission for Community and Junior Colleges.
To communicate matters of quality assurance to appropriate constituencies, the College posts assessment data on its external web page “About ARC” [I.B.5.10]. Prominently listed and one click away from this page is information concerning accountability [I.B.5.11], program-level SLO assessment data [I.B.5.12], institutional and program-specific accreditation [I.B.5.13], the College Mission, Vision, and Values statements and a list of ARC Institutional SLOs [I.B.5.14]. Internally, college constituencies can access quality assurance data concerning integrated planning (e.g.,
American River College 83 STANDARD I SELF EVALUATION REPORT 2015
Program Review, EMP) from the OIR web page or by contacting the OIR staff. Additionally, the District OIR provides additional reports to internal constituencies for quality assurance purposes via a secure internet connection.
The Public Information Officer (PIO) issues press releases on topics of community interest and arranges media coverage of specific events. The PIO also manages requests for College information from the local media and provides updates regarding safety issues and improvements at the College. The LRCCD police department produces an annual crime report presented publicly at a Board meeting and communicated to the College via email and the website [I.B.5.15].
Self Evaluation The College communicates matters of quality assurance to appropriate constituencies through documented assessment results. Integrated planning processes provide direction for establishing broad-based institutional goals. Evidence of institutional and programmatic achievement toward those goals is provided through the KEIs, achievement reports and various on-demand reporting tools. Further, it demonstrates transparency both internally and externally through its internal and external web pages.
The College conducts regular assessment of its procedures and programs to evaluate and improve their effectiveness and communicates the results of these assessments to the appropriate constituencies. The collection and assessment of learning outcomes occur at the course, program, and institutional level. These results inform ongoing improvement efforts related to student learning and success and support the College four-part integrated planning processes of goal setting, evaluation, resource allocation, and re-evaluation. The College uses its participatory governance structure to facilitate the dialogue essential for assuring effectiveness of participatory governance processes.
Actionable Improvement Plan None.
I.B.6 The institution assures the effectiveness of its ongoing planning and resources allocation processes by systematically reviewing and modifying, as appropriate, all parts of the cycle, including institutional and other research efforts.
Descriptive Summary The College uses a variety of approaches to review, assess, and improve its planning and resource allocation processes and its research efforts. The integrated, recursive planning cycle involves four key components, each of which includes specific evaluative and re-evaluative processes used both to continuously improve student learning and to provide the opportunities for making effective improvements to the overall planning process.
84 American River College SELF EVALUATION REPORT 2015 STANDARD I
Evaluation and modification occur at both the College and department/area level and correspond to the structure by which evaluation and re-evaluation of programs and services occurs. At the College wide (strategic) level, the College evaluates the process it uses to revise the mission, vision, and values prior to initiating the actual revision process. For example, prior to the most recent revision to the EMP process, the PCC discussed criteria used to prioritize items [I.B.6.0].
As the name implies, the PCC has primary responsibility for facilitating the planning and resource allocation process, in collaboration with the other ten College standing committees and governance and workgroups [I.B.6.1, I.B.6.2]. The PCC and the other standing committees evaluate their effectiveness through the end-of-year report. As part of this report, standing committees are explicitly prompted to evaluate the effectiveness of their functions and work during the preceding year: the specific functions corresponding to planning and resource allocation are evaluated on an annual basis. For example, the disposition of basic skills funds, a function of the Basic Skills Committee, is evaluated annually. Numerous other examples of planning and resource allocation process improvements are captured via these reports on an annual basis, providing clear evidence that the College systematically evaluates and modifies its College wide planning and resource allocation processes [I.B.6.3]. Another example concerns how the PCC developed and approved guidelines for ad hoc committees seeking approval to become a College standing committee [I.B.6.3.1].
The governance groups evaluate the effectiveness of their efforts through reflecting on the underlying processes that fulfill their specific functions related to planning and governance. For example, the Classified Senate’s consistent evaluation of its planning and governance functions has led to a number of process modifications; e.g., encouraging greater staff participation in EMP training, improving classified staff communication, classified feedback in participatory governance, and restructuring of various subcommittees to improve organizational efficiency and effectiveness [I.B.6.4].
The Academic Senate also evaluates its planning, resource-prioritization, and governance functions on an ongoing basis. For example, prior to initiating its annual hiring prioritization process, it conducts an evaluation of the underlying procedures to ensure the process is empirically grounded and transparent [I.B.6.5, I.B.6.6]. Additionally, the Academic Senate and its committees also conduct an end-of-year evaluation of the effectiveness of its efforts [I.B.6.7].
At the department or area level, the College consistently evaluates its learning outcomes assessment, Program Review, and EMP processes to ensure the effectiveness of the integrated cycle of planning. The SLOAC has responsibility for evaluating the effectiveness of the SLO assessment process as well as the process by which assessment results are integrated into other planning processes (i.e., Program Review) [I.B.6.8]. As mentioned previously, because the SLOAC is a College standing committee, the evaluation of these functions occur on a routine basis as part of the Standing Committee End-of-Year Report [I.B.6.9]. Additionally, SLOAC minutes highlight innumerable examples of how the committee regularly evaluates is planning- related functions to improve their effectiveness [I.B.6.10].
American River College 85 STANDARD I SELF EVALUATION REPORT 2015
The College response to a 2009 accreditation recommendation further highlights how the College has evaluated and modified its SLO assessment processes to ensure its effectiveness.
Recommendation 1: SLO rubric speaks to authentic assessment and the full engagement of faculty and staff; therefore, to demonstrate SLO success at the proficiency stage by the Commission’s 2012 deadline, the team recommends that American River College identify a formal process to review the quality of its assessment tools and to ensure part-time faculty participation in the assessment of SLOs (II.A.1.c, I.B.4, I.B.5).
In addressing this recommendation, in spring 2012, the SLOAC made revisions to the SLO assessment process and guidelines, which were subsequently approved by the Academic Senate. At the same time, SLOAC augmented its membership with three adjunct representatives to ensure part-time faculty participation in the learning outcomes assessment process. The College has fully implemented the visiting team’s recommendation to ensure the College identifies a formal process to review the quality of its assessment tools and that part-time faculty participation in the assessment of SLOs is actively occurring.
The College also systematically evaluates and modifies its Program Review process to ensure effectiveness of College planning and resource allocation processes. The Academic Senate-led Program Review Subcommittee is primarily responsible for the ongoing evaluation of the Program Review process [I.B.6.11]. The committee meets monthly to address concerns and monitor progress of the current year’s Program Review process. After Program Reviews are presented to the Program Review Council, the co-chairs of the Program Review Committee and the OIR staff meet to discuss and resolve difficulties that emerged during the year-long Program Review process. As improvements to the process are suggested and approved by the Program Review Subcommittee, the changes are built into the OIR’s online Program Review template and reflected in the training materials for the following year’s Program Review cohort.
The Educational Master Plan (EMP) process is evaluated on an ongoing basis to ensure the effectiveness of College planning and resource allocation processes. The PCC facilitates this evaluation through dialogue with standing committees and constituency group representatives. As a result of such evaluation, modifications have been made to the EMP process, including, for example, the clarification and streamlining of equipment prioritization procedures [I.B.6.12].
To ensure the efficacy of the EMP and the Program Review processes, the College OIR provides training to support faculty and staff in preparing their EMPs and Program Reviews. As part of their interaction with the OIR, faculty and staff who are completing their Program Reviews provide end-user feedback on how the Program Review and EMP processes might be improved. Like other College programs, the OIR regularly evaluates its functions through participation in both Program Review and the EMP [I.B.6.13]. In 2014, recognizing the growing emphasis on accountability and the importance of data-informed decision making, the College created the Data Inquiry Group (DIG). The DIG is a taskforce comprised of faculty, staff, and managers, charged with expanding the culture of data-informed inquiry and decision making within the College [I.B.6.14]. Additionally, it serves as a sounding board for the OIR in its ongoing evaluation of its functions and processes. For example, the DIG was instrumental in providing
86 American River College SELF EVALUATION REPORT 2015 STANDARD I feedback to the OIR in recent recommendations to modify the KEI reports that are central to College planning [I.B.6.15].
Lastly, high-levels of engagement in College accreditation processes, including this self evaluation report, represent other means by which the College systematically evaluates its planning processes to ensure institutional effectiveness [I.B.6.16].
Self Evaluation The College is committed to ensuring the effectiveness of the planning and resource allocation processes. It systematically evaluates and improves their effectiveness through well-established evaluative practices within the standing committees and governance groups. The College also uses established mechanisms to evaluate institutional research efforts as well as key department- level planning processes, including SLO assessment, Program Review, and the EMP. Such efforts are systematic and lead to identifiable improvements that enhance institutional effectiveness.
Over the last six years, one of the most significant reform efforts has taken place within the California Community College System. The impact of such reforms is evidenced by regulatory and legislative changes involving mandated programming (e.g., the Student Success Act of 2012); enrollment limitations (e.g., course repetition/repeatability); curricular alignment (e.g., transfer degrees, C-ID system); the regionalization of career technical education; and an intense focus on accountability. All indications suggest that the pace of this reform will continue in the future, spurred at both the state and federal levels by policymakers’ growing recognition of the interdependence of an educated workforce and a competitive economic advantage in the global economy. Recognizing the need to be more nimble in response to the continued, rapid evolution in the higher education landscape, the College will review, and where applicable, modify its already effective decision-making and governance structures to enhance their agility and responsiveness while respecting their inherent integrity.
Actionable Improvement Plan None.
American River College 87 STANDARD I SELF EVALUATION REPORT 2015
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 The College systematically reviews its evaluation mechanisms to ensure effectiveness in improving instructional programs and support services. The College integrated planning processes contain specific College- and departmental-level evaluative and re-evaluative mechanisms for continuously improving student learning.
At the College (strategic) level, standing committees with governance and workgroups have responsibility for evaluating the effectiveness of improvement efforts. Each of the eleven College standing committees has specifically delineated functions, many of which have a direct impact on the improvement of instructional programs and support services. The primary mechanism for evaluating these functions is the Standing Committee End-of-Year Report, which each standing committee completes. As an example, one key function of the Basic Skills Committee is “to review basic skills instructional and student support services and make recommendations for improvement.” The Committee evaluates its effectiveness in carrying out this function annually through reflection and dialogue prompted by the end-of-year report [I.B.7.1].
Comprised of members from each standing committee and governance groups, the PCC facilitates a periodic review of the end-of-year report to ensure its effectiveness. Over the last several years, this review has led to improvements in the end-of-year reporting process, including revision of the report template to an online program that facilitates more timely and accurate compilation of committee reports, including data supporting student participation in standing committee meetings [I.B.7.2].
At the department level, the College uses a variety of evaluation mechanisms to assess the effectiveness of its instructional and support services. These mechanisms include SLOs assessment, Program Review, and the EMP process. SLOAC has responsibility for evaluating the effectiveness of the SLO assessment process [I.B.7.3]. As mentioned previously, because SLOAC is a College standing committee, the evaluation of its functions occurs on a routine basis as part of the Standing Committee End-of-Year Report [I.B.7.4]. One such function is the routine evaluation of the effectiveness of the SLO assessment processes. For example, the SLOAC, in collaboration with the OIR, demonstrated the effectiveness of the course-level assessment process through a comprehensive evaluation in 2013 [I.B.7.5]. Over the last six years, the systematic evaluation of the SLO assessment process has led to numerous improvements in these evaluation mechanisms [I.B.7.6].
Program Review is assessed on an ongoing basis through the work of the Academic Senate-led Program Review Subcommittee [I.B.7.6.1]. As part of its charge, the committee discusses and resolves difficulties that emerge during the Program Review process. When improvements are suggested and approved by the Program Review Subcommittee, the committee works with the OIR to incorporate these changes into the online Program Review template and training for the
88 American River College SELF EVALUATION REPORT 2015 STANDARD I following year’s Program Review cohort [I.B.7.7]. Numerous improvements to Program Review have also been achieved over the last several years through this ongoing evaluation [I.B.7.8].
The PCC has primary responsibility for assessing the efficacy of the EMP process. Assessment is ongoing through dialogue within standing committees, governance, and workgroups, and the results of the dialogue are conveyed to the PCC in the committees’ regular monthly reports. The Dean of Planning, Research and Technology serves as the chair of the PCC and receives feedback on the EMP process directly through discussions in Area Deans Council and the President’s Executive Staff, workgroups in which the dean is a member. Additional feedback is garnered through informal dialogue between EMP users and OIR staff who have operational responsibility over the electronic EMP interface and the associated on-demand reporting tools.
Modifications to the EMP process and its associated systems occur regularly through the feedback conveyed through these various avenues of dialogue. In fall 2014, for example, such feedback led to EMP process modifications that clarified and streamlined the equipment prioritization procedures. It also led to the creation of an EMP User Guide. [I.B.7.9, I.B.7.10].
Self -Evaluation The College systematically assesses the efficacy of its evaluation mechanisms to ensure their effectiveness in improving instructional programs and support services. Standing committees assess their effectiveness annually through structured reflection, dialogue, and reporting. The College recognizes that the purpose supported by the end-of-year reports would benefit from more focused discussion in PCC as to how the content of these reports can be integrated more effectively into the evaluative aspect of the College planning processes. As a result, PCC continues to support this effort.
Learning outcomes assessment, Program Review and the EMP process, evaluative mechanisms at the department level, are also evaluated regularly. The Program Review Subcommittee and the PCC effectively assess the Program Review and EMP processes, respectively. While the assessment of both of these mechanisms is effective, the success associated with formalizing the evaluation of the Program Review process invites consideration of the same for the EMP process.
According to the ARC 2014 Accreditation Survey, 72% (n=247) of respondents agreed that Institutional research documents (Key Effectiveness Indicators, demographic profiles, survey results, etc.) provide information for planning and program evaluation while 64% (n=228) agreed that Program Review is effective in evaluating the strengths and challenges of individual programs [I.B.7.11].
Actionable Improvement Plan None.
American River College 89 STANDARD I SELF EVALUATION REPORT 2015
List of Evidence Standard IB EVIDENCE EVIDENCE TITLE LABEL I.B.1.1 Vision, Mission, and Values I.B.1.2 Strategic Plan page 41 I.B.1.3 ARC SLO Description Document I.B.1.4 ARC Tech Review Committee Notes I.B.1.5 Working Timeline for SLO Assessment I.B.1.6 ARC Student Services Learning Outcomes Home Page I.B.1.7 ARC Academic Senate Webpage I.B.1.8 ARC Curriculum Committee Home Page I.B.1.9 ARC Advisory Committee Home Page I.B.1.10 ARC President’s Executive Staff Agenda Compendium I.B.1.11 ARC Area Dean’s Agenda Compendium I.B.1.12 ARC College Standing Committees I.B.1.13 ARC Standing Committees I.B.1.14 ARC Associated Student Body Homepage I.B.1.15 ARC Basic Skills Committee: Functions & Membership I.B.1.16 ARC Building, Grounds & Safety Committee: Functions & Membership I.B.1.17 ARC Professional Development Coordination Committee: Functions, Mission & Membership I.B.1.18 ARC Planning Coordination Council: Functions & Procedures I.B.1.19 ARC Office of Institutional Research: Goals of the Office of Institutional Research I.B.1.20 LRCCD 2015 Accreditation Resource Website: Repository of District Participatory Governance Committee Agendas & Meeting Minutes I.B.1.21 ARC Accreditation Survey Results-2014 I.B.2.1 College Goals & Objectives 2015-18: PCC Document Repository I.B.2.2 2011 LRCCD Strategic Plan: Description of Strategic Planning Process (Pgs. 9-11) I.B.2.2.1 ARC Achievement Report: 2013-14 (College Objectives & Achievement Detail) I.B.2.3 ARC Key Effectiveness Indicators Report I.B.2.4 ARC Program Review Reporting Tool & Reports I.B.2.5 ARC SLO Assessment Webpage I.B.2.6 ARC EMP Reporting Tool I.B.2.7 ARC Planning Coordination Council: Functions & Membership I.B.2.7.1 ARC Student Success Plan Proposal I.B.2.8 ARC Student Success Plan Draft: May, 2013 I.B.2.8.1 ARC Office of Institutional Research: Current Research Documents I.B.2.8.2 ARC Plan for Student Success: References I.B.2.8.3 ARC Convocation, Spring 2012: Student Success Breakouts Discussion Summary I.B.2.9 ARC Planning Coordination Council Minutes: December, 2013
90 American River College SELF EVALUATION REPORT 2015 STANDARD I
EVIDENCE EVIDENCE TITLE LABEL I.B.2.10 ARC Planning Coordination Council Minutes: April, 2014 I.B.2.11 ARC Planning Coordination Council Minutes: September, 2014 I.B.2.12 ARC Goals & Objectives 2015-18: PCC Document Repository I.B.2.13 ARC Achievement Report Repository I.B.2.14 ARC President’s Executive Staff Agenda: December 10, 2014 I.B.2.15 LRCCD Board of Trustees Retreat Agenda: March 2015 I.B.2.16 ARC Educational Master Plan Outcomes Report I.B.2.17 ARC Program Review: Current & Past Program Review Reporting Tool I.B.2.17.1 ARC Distance Education Master Plan Draft: 2015 I.B.2.17.2 ARC Educational Master Plan: Resource Request/Allocation Reporting Tool I.B.2.18 ARC End-of-Year Reports: PCC Document Repository I.B.2.19 ARC 2014 Accreditation Survey I.B.3.2 Institutional Planning at American River College, an overview I.B.3.2.1 Planning Coordination Council: End-of-Year Reports I.B.3.2.2 ARC Academic Senate Minutes: November 6, 2014 I.B.3.2.3 ARC Academic Senate Minutes: October 10, 2013 I.B.3.3 ARC SLO Home Page I.B.3.4 ARC Course-Level SLO Home Page I.B.3.4.1 ARC Two-Part Course Level SLO Assessment I.B.3.5 ARC Program Level SLO Home Page I.B.3.6 ARC Student Services Outcomes Home Page I.B.3.7 ARC 3-Year Course and Student Service SLO Assessment, Planning, and Implementation Timeline I.B.3.8 ARC Institutional Learning Outcomes Home Page I.B.3.9 ARC ISLO Action Plan, May 2011 I.B.3.10 ARC ISLO Assessment Process Description I.B.3.11 ARC Program Review Homepage I.B.3.12 ARC Program Review Schedule I.B.3.13 2014-2015 Program Review Time Line & Training Schedule I.B.3.14 ARC Program Review Committee Presentation Archive I.B.3.15 ARC Program Review Data Repository I.B.3.16 ARC Office of Institutional Research: Current Research Documents I.B.3.17 ARC Program Review Training Presentation: Fall 2014 I.B.3.18 EMP User Guide I.B.3.19 ARC Educational Master Plan Home Page I.B.3.20 Educational Master Plan Previous Outcomes Reporting Tool I.B.3.21 Educational Master Plan Training Presentation: Spring 2015 I.B.3.22 ARC Criteria for Computer Lab Upgrade
American River College 91 STANDARD I SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL I.B.3.22.1 ARC Budget Sources: EMP Input Process I.B.3.23 Program Review Council PowerPoint Presentation I.B.3.23.1 ARC Program Review Proposal I.B.3.24 ARC Program Review Follow-up Report I.B.3.25 Standing Committee End-of-Year Report: Basic Skills I.B.3.26 ARC Center for Teaching & Learning: Got Ideas Form I.B.3.27 ARC Program Review Template Instructions:2014-15 I.B.3.28 Institutional Planning at ARC: an overview I.B.3.29 ARC 2014 Accreditation Survey I.B.4.1 ARC Decision Making Handbook I.B.4.2 Institutional Planning at ARC: an overview I.B.4.3 ARC Educational Master Plan Home Page I.B.4.4 ARC Educational Master Plan I.B.4.5 ARC Course-Level Assessment Diagram I.B.4.5.1 Program Review Council: Invitation to PR Presentations I.B.4.6 LRCCD Strategic Plan I.B.4.7 ARC Standing Committees: Guidelines, Membership & End-of-Year Reports I.B.4.8 Key Effectiveness Indicators I.B.4.9 ARC Accountability Information I.B.4.10 Office of Institutional Research Home Page I.B.4.11 ARC Program Review Home Page I.B.4.12 ARC Surveys and Reports I.B.4.13 ARC 2014 Accreditation Survey I.B.5.1 Office of Institutional Research Home Page I.B.5.2 ARC OIR Internal Research Request Form (logon required) I.B.5.3 ARC OIR Survey Administration Request Form I.B.5.3.1 ARC OIR Classroom Based Research Information Site I.B.5.4 ARC Key Effectiveness Indicators Report I.B.5.5 ARC SLO Website I.B.5.6 ARC EMP & Program Review On-Demand Data Tool I.B.5.6.1 ARC Achievement Reports Repository: PCC Document Website I.B.5.7 ARC 2014 Accreditation Survey Results I.B.5.8 LRCCD ARC DE Student Satisfaction Survey I.B.5.9 ARC Scorecard Report I.B.5.10 ARC “About ARC” Webpage I.B.5.11 ARC Accountability Public Webpage I.B.5.12 ARC Program-Level SLO Assessment Public Webpage I.B.5.13 ARC Accreditation Public Webpage
92 American River College SELF EVALUATION REPORT 2015 STANDARD I
EVIDENCE EVIDENCE TITLE LABEL I.B.5.14 ARC Vision, Mission, & Values, and ISLO Public Webpage I.B.5.15 LRCCD Clery Crime Report I.B.6.0 ARC Planning Coordination Council Minutes: September 8, 2014 I.B.6.1 ARC Planning Coordination Council: Membership &Functions I.B.6.2 ARC Planning Coordination Council Minutes: December 1, 2014 I.B.6.3 Standing Committee End-of-Year Reports: 2013-14 I.B.6.3.1 Planning Coordination Council Guidelines on ARC Ad Hoc-to-Standing Committees I.B.6.4 Classified Senate Minutes: November 20, 2013 I.B.6.5 ARC Academic Senate Minutes: November 6, 2014 I.B.6.6 ARC Academic Senate Minutes: October 10, 2013 I.B.6.7 ARC Academic Senate Minutes: May 8, 2014 I.B.6.8 SLOAC Committee: Function & Membership I.B.6.9 SLO Assessment Standing Committee End-of-Year Report I.B.6.10 SLO Assessment Standing Committee Minutes: December 3, 2014 I.B.6.11 ARC Academic Senate-led, Program Review Committee: Function & Membership I.B.6.12 ARC Planning Coordination Council Minutes: December 1, 2014 I.B.6.13 Program Review Planning Implications 2009-10 I.B.6.14 Data Inquiry Group: Taskforce Minutes I.B.6.15 DIG Presentation: KEI Update & The Future Of KEIs I.B.6.16 ARC Accreditation Webpage I.B.7.1 ARC Planning Coordination Council: Standing Committee End-of-Year Reports I.B.7.2 ARC Planning Coordination Council Minutes: October 3, 2011 I.B.7.3 Student Learning Assessment College Standing Committee (SLOAC) Home Page I.B.7.4 SLO Assessment Standing Committee End of Year Report I.B.7.5 SLOAC: Improvements to SLO Assessment Processes Report I.B.7.6 SLOAC Minutes: January 28, 2015 I.B.7.6.1 ARC Academic Senate Meeting Minutes: May 8, 2014 I.B.7.7 Program Review Subcommittee: Webpage I.B.7.8 Program Review Subcommittee: Compendium of Meeting Minutes I.B.7.9 ARC Planning Coordination Council Minutes: September 8, 2014 I.B.7.10 EMP User Guide I.B.7.11 ARC 2014 Accreditation Survey Results
American River College 93
Standard Two Student Learning Programs & Services Standard Two
Top Left: ARC Culinary Arts / Hospitality Management Program Top Right: Leonel Edwards, ARC Biochemistry Student Bottom Left: ARC Commercial Music Program Bottom Right: ARC Horticulture & Landscape Design Program
SELF EVALUATION REPORT 2015 STANDARD II
STANDARD II: STUDENT LEARNING PROGRAMS AND SERVICES The institution offers high-quality instructional programs, student support services, and library and learning support services that facilitate and demonstrate the achievement of stated student learning outcomes. The institution provides an environment that supports learning, enhances student understanding and appreciation of diversity, and encourages personal and civic responsibility as well as intellectual, aesthetic, and personal development for all of its students.
Standard II.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 ensure 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.
Overview American River College’s mission is to provide high-quality instructional programs in four major areas [II.A.0.1].
• Career and technical education • Developmental education • General Education • Lower-division post-secondary education
ARC offers a wide and expanding range of educational opportunities, with over 2,000 courses and nearly 400 degrees and certificates currently available to its students. The College has a comprehensive approach to recognized fields of study, having developed a rich set of programs in arts, letters, engineering, sciences, and career technical education. The College currently offers 112 Associate degrees, 116 certificates of achievement, and 163 department-level certificates [II.A.0.2]. ARC also has robust processes for maintaining and expanding articulation agreements with four-year institutions, including those in the California State University and the University of California systems.
ARC regularly assesses its instructional programs and updates them as needed. The College receives input from over 40 program advisory committees, all of which participate in identifying emerging fields of study [II.A.0.3]. The College also solicits input from employers, faculty, professional societies, and community organizations concerning emerging technologies and employment opportunities. Some examples of recently created programs include Speech- Language Pathology, Solar Energy Technology, Healthcare Interpreting, and Clean Diesel Technology.
ARC ensures that its instructional programs have measurable, regularly assessed outcomes. The College incorporates student learning outcomes (SLOs) into the design of all of its courses,
American River College 95 STANDARD II SELF EVALUATION REPORT 2015
degrees, and certificates. The College has also established student support outcomes (SSOs) for its student support services as well as Institutional SLOs (ISLOs) for GE and for the institution as a whole. As described in Standard IB, the College assesses its programs in three ways: through SLO/SSO assessment, Educational Master Plan (EMPs/unit plans), and Program Review. Departments and programs revise their EMPs on a yearly basis using an online planning tool that incorporates assessment as an essential step. The SLO/SSO assessment process repeats on a three-year cycle, and Program Review, operating on a six-year cycle, involves comprehensive review and assessment of all aspects of a program or department [II.A.0.4, II.A.0.4.1, II.A.0.4.2].
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 The four broad educational areas identified in the ARC mission statement are:
• Career and technical education • Developmental education • General Education • Lower-division post-secondary education
The College provides courses and instructional programs to address the needs of students in all four of these areas. The College currently offers 2,011 courses, 112 associate degrees, 116 Certificates of Achievement, and 163 department-level certificates [II.A.1.1]. Whatever the mode or location of instruction, the College strives to maintain the same high level of education for all of its instructional offerings. ARC offers courses on its main campus and in several outreach locations. While some outreach centers may have a stronger focus on a particular educational strand relative to others, the College strives to maintain broad and comprehensive course offerings at all of its facilities. Current outreach facilities include the Natomas Center, the Mather Center, the Sacramento Regional Public Safety Training Center, and the McClellan Center. Course offerings at each of these locations must meet the standards set by the College Curriculum Committee.
The Curriculum Committee, a committee of the ARC Academic Senate, provides leadership and oversight to ensure curriculum is current and contributes to the mission of the College. The Curriculum Committee reviews and makes recommendations on proposals to add, revise, or delete courses and programs [II.A.1.2]. Faculty relies on SOCRATES to manage their curriculum development [II.A.1.3]. Three subcommittees of the Curriculum Committee assist in the curriculum approval process.
• Tech Review Committee: evaluates curriculum proposals for compliance with Title 5 and District regulations, ARC Curriculum Committee standards, and SLOAC (SLOs Assessment Committee) standards for the clarity of SLOs and their ability to be authentically assessed [II.A.1.4].
96 American River College SELF EVALUATION REPORT 2015 STANDARD II
• General Education (GE) Committee: reviews and approves courses for the ARC GE pattern [II.A.1.5].
• Distance Education (DE) Committee: separately reviews courses being offered in a distance education modality [II.A.1.6].
The College offers courses using a variety of delivery methods, including on-ground, online, and hybrid (a mix of on-ground and online). Regardless of the delivery method, each section of every course must adhere to the official course outline of record (COR), ensuring that all sections of a course have the same content, objectives, learning outcomes, and academic rigor. In addition, District policies and regulations require that any portion of a course offered in a distance education (DE) format comply with all state and federal regulations regarding regular effective and substantive interactions between faculty and students [II.A.1.7]. Any course offered in a DE format at ARC is separately reviewed by the DE Committee to ensure that it complies with ARC's “Standards for Regular Effective Contact and Regular and Substantive Interaction in Online Classes” [II.A.1.8]. In addition, DE programs are identified to ACCJC through the substantive change process.
The Program Review process requires departments to review their offerings in relation to the mission statement every six years. The review includes a discussion of SLO assessment in the past two assessment cycles as well as an examination of the alignment of all instructional programs with the College mission [II.A.1.9].
Self Evaluation The 2014 Accreditation Survey revealed that 68% (n=194) of employee respondents agree or strongly agree that all instructional offerings are in keeping with the College mission, regardless of where and how they are taught [II.A.1.10].
The ARC Curriculum Committee [II.A.1.11] ensures that all of the College instructional programs uphold the mission of the institution. The committee applies uniform standards to all courses, regardless of the location or method of instruction. The College reviews its instructional programs every six years, and departments assess their resource usage and needs through an annual EMP process. The results of these reviews and EMPs are readily accessible online as evidence that the College instructional programs are of high quality and uphold the College integrity.
Actionable Improvement Plan None.
American River College 97 STANDARD II SELF EVALUATION REPORT 2015
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 To identify the educational needs of its students, the College regularly uses research data to assess the diversity, demographics, and economic situations of its students.
The ARC Office of Institutional Research (OIR) regularly conducts ongoing environmental scans to identify demands and needs for new programs and courses at the College. The OIR scans are performed using labor market statistics, advisory committee input, enrollments in similar regional programs, and both formal and informal conversations with business, industry, and government. The College analyzes the current workforce in the proposed new program area, including analyzing prospective retirees and growth projections for employee needs in the region over the upcoming five years. The College also has access to the District’s Center of Excellence, sponsored by a grant that prepares state and local needs assessments with business and industry. This Center prepares environmental scans and gap analyses to provide invaluable data for program development needs in the community. In addition, the College analyzes actual wage trends including future projections because prospective students graduating from an ARC training program must be able to earn a living wage. Finally, the College evaluates the costs and requirements for new facilities, equipment, supplies, and staffing to support the proposed programs.
This exhaustive analytical process leads the College to develop such new programs as Accelerated College Education (ACE) [II.A.1.a.1] and the Natomas’ Cohort to Transfer [II.A.1.a.2]. This process has also led to new vocational programs such as the Clean Diesel Technology and Speech-Language Pathology programs. Local hospitals also assisted ARC in developing new programs to train lactation consultants and health care interpreters [II.A.1.a.3, II.A.1.a.3.1]. Finally, once the College has established the need for such programs, the environmental scans can also lead to increased funding for existing programs. For example, the College recently used labor market information to support both 40% and 60% CTE Enhancement Fund Grants totaling over one million dollars [II.A.1.a.4].
When the environmental scans provide enough data to determine the need for a new training program, the College presents the program proposal for approval at the District Program Placement Council and the North, Far North regional consortium. Once approved by both councils, the College then develops program curriculum through the College and District curriculum processes. Ultimately, the College submits its newly approved curriculum for final approval by the State Chancellor’s Office.
The College also uses research to directly assess student readiness. ARC assesses the mathematics, reading, and writing skills of its incoming students to determine their educational backgrounds and preparation. The College also assesses non-native speakers of English who
98 American River College SELF EVALUATION REPORT 2015 STANDARD II select the ESL assessment instrument. These assessments help students determine their appropriate course placement when developing their educational plans with a counselor [II.A.1.a.5].
The student assessments also reveal the need for additional student support. To address the basic skills deficiencies identified by assessment, the College Planning Coordination Council (PCC) has, since 2007, institutionalized a Basic Skills Committee to coordinate support for under-prepared students [II.A.1.a.6, II.A.1.a.7]. Most recently, in fall 2014, the College research indicated a need for enhanced and strengthened professional development to support the achievement goals of both the Student Services Success and Equity Plans.
The College primary assessment tool, the SLO assessment tool, has been integrated into the College planning processes, including the Program Review process. The College OIR provides key data to support the reflective portions of the SLO assessment action planning segments [II.A.1.a.8].
• For course-level assessments, the OIR provides aggregated data to the department chairs in support of their collaborative action planning. From 2008 through 2014, the OIR provided departments with a report of courses in which one SLO assessed at a significantly lower student self-assessment level than the others. Programs and departments use this data to target discussions for action planning. Beginning in fall 2015, each department and program will receive similar information from the recently developed Authentic Assessment Results Reports (AARR). These reports rely on faculty assessment of student success (authentic assessment) in place of student self-assessment [II.A.1.a.9, II.A.1.a.10]. • For program-level assessments, the OIR reports aggregated data by yearly cohort to provide a key indication that student learning has increased due to SLO assessment efforts. The data is based on the OIR’s review of departmental action plans [II.A.1.a.11]. • For Institutional SLOs, the OIR provides a summary of assessment data to the College as the basis for the formation of an action plan. The primary source of the data is the Community College Survey for Student Engagement (CCSSE) in which the College has mapped specific questions to specific ISLOs. The OIR reports this summary data to the SLOAC and the PCC, who both work together to propose an action plan for College wide approval [II.A.1.a.12, II.A.1.a.12.1, II.A.1.a.13].
Research and data analysis form integral parts of the College Program Review process. Each year, approximately one-sixth of the institution’s programs undertake a detailed self- examination, the Program Review, a process that results in a thorough self-assessment of the departments and programs. As part of the Program Review process, the OIR provides student success data to each department and program for review and analysis. Programs must provide narrative reflections about the significance of the program data for the past five years. Each department’s Program Review must report on its student learning outcome assessment activity during the previous cycle, making the examination of SLOs, their updating, and their assessment a routine part of the College planning process. The process of evaluation and refinement also applies to the policies and procedures of the Program Review process itself,
American River College 99 STANDARD II SELF EVALUATION REPORT 2015
since the College Program Review Subcommittee now oversees the continual improvement of the process. This committee membership includes managers who can assist with resources as needed [II.A.1.a.14].
Each year, the College and the District Board of Trustees analyze Key Effectiveness Indicators and Scorecard data. In addition, for CTE programs, the OIR prepares and analyzes gainful employment data and makes the results available to the public [II.A.1.a.15].
Self Evaluation ARC strives to meet the varied educational needs of its students by identifying those needs and then shaping curriculum that addresses them. The College identifies student needs and learning goals through an ongoing research process that surveys the students and the communities in which they live, paying particular attention to community employment trends and existing or developing needs in the regional workforce. The College identifies student needs not only in terms of their educational goals but also in terms of their level of preparation for further education. To this end, the College supports assessment and placement programs to ensure that students are prepared to benefit from the courses in which they enroll. The College measures and evaluates student progress toward attaining learning outcomes with its SLO assessment and Program Review processes, which have been institutionalized as key components for reviewing the College curriculum, programs, and services.
Actionable Improvement Plan The SLOAC will continue to assess and improve the broad direct assessment (the new AARR process).
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 American River College uses research to develop and support instruction using a variety of delivery systems and modes of instruction for its courses, including lecture, lab, field studies, service learning, work experience, self-paced computer labs, distance education, internships, and apprenticeships. Using a rigorous curriculum approval process and a thorough assessment process, the College ensures that the delivery system or mode of instruction fits the objectives and content of its courses. For example, some concepts in Oceanography and Geology are best acquired in field experiences, while the development of culinary skill requires participation in a real kitchen. Every course, regardless of its method of delivery, must follow the official course outline of record, which lists the course topics, SLOs, instruction and evaluation methods, and typical homework assignments [II.A.1.b.1.1, II.A.1.b.1.2].
Faculty members design curriculum according to academic norms, requirements of professional organizations, industry standards, and guidelines from advisory committees. Faculty members
100 American River College SELF EVALUATION REPORT 2015 STANDARD II serve as the discipline experts in curriculum design, guided by the practices of the Curriculum Committee and its subcommittees.
The College continually assesses student needs and the effectiveness of current instructional delivery modes. As a result of this continual assessment, the College has implemented several new instructional initiatives, with some of them expanding as part of key initiatives associated with the College’s Student Equity and Student Success and Support Program plans:
Statway: A two-semester alternative to the traditional three-semester sequence that would be otherwise required to complete Elementary Statistics, this integrated course uses real-world problems in a cooperative group setting [II.A.1.b.1.3]. This program has demonstrated increased student success [II.A.1.b.1.4].
MMLC: Math Multimedia Learning Center has recently revised its curriculum to increase student accountability and to assess the course on a mastery-based evaluation. This revision has led to significant improvements in MMLC student success [II.A.1.b.1.5, II.A.1.b.1.6, II.A.1.b.1.7].
Mindset: The Math Department is participating in a Carnegie Foundation research project with 28 other community colleges teaching developmental math classes using a Mindset pedagogy. Results have been promising with increased completion and persistence rates [II.A.1.b.1.8].
Reading Apprenticeship: Reading Apprenticeship (RA) is a metacognitive pedagogy that places students in the role of an “apprentice reader” learning discipline-specific methods of reading. Over 150 faculty and staff in multiple disciplines at the College have received at least six hours of RA training. In spring 2015, the College deployed a College wide Student Reading Perception Survey to learn more about students’ self-perceptions as readers [II.A.1.b.1.9] and to help improve student success.
The College is also evaluating processes to develop further First Year Experience cohorts at the institution.
Title 5 regulations and best practice guidelines from the Academic Senate of California Community Colleges (ASCCC) provide leeway in how much of a course may be delivered via distance education without Curriculum Committee approval, but the ARC Curriculum Committee takes a very conservative approach. A course that replaces any part of in-person instruction with distance education (DE) instruction must indicate so on the course outline of record. The DE Committee establishes guidelines for developing and teaching DE courses, which include pedagogical, technical, legal, and organizational best practices. The committee also establishes standards for regular effective contact and regular and substantive interaction in online courses to delineate the difference between distance education and correspondence courses [II.A.1.b.3]. To align the course outline of record with College standards and District regulations regarding distance education, the College recently modified the SOCRATES curriculum management system to ensure the course outlines for distance education courses clearly indicate that any portion of the course taught in a DE format includes regular and effective contact between the instructor and students [II.A.1.b.3.1, II.A.1.b.3.2]. The District passed a new Regulation regarding DE in April 2015, regarding several issues, including user
American River College 101 STANDARD II SELF EVALUATION REPORT 2015
authentication, out-of-state students, the learning management software platform, and ADA regulations [II.A.1.b.3.3].
The DE Task Force, consisting of faculty, classified staff, and administrators, prepared a DE Plan in 2008, the result of dialogue about online delivery systems and modes of instruction [II.A.1.b.4]. In fall 2014, the DE Workgroup began updating the DE Plan to reflect the changes that have occurred since 2008, including the creation of a DE Coordinator position at the College [II.A.1.b.5]. The College anticipates this revised plan will have PCC approval in fall 2015.
The College sees professional development as essential in improving student success across all modalities. As a result, the College offers a wide variety of professional development opportunities throughout the academic year. For example, the Instructional Technology Center (ITC)’s Online Teaching Institute provides training to faculty preparing to teach online courses or who wish to enhance their online teaching skills [II.A.1.b.6]. Since 2001, over 600 instructors have graduated from the Online Teaching Institute. The College Center for Teaching and Learning (CTL) also regularly offers numerous pedagogy-based workshops [II.A.1.b.6.1].
Dialogue about delivery systems and modes of instruction also play an important part in instructional assessment, and this dialogue occurs in College wide committees such as the Curriculum Committee and Technology Committee. These conversations serve to maintain the currency of curriculum and to identify aspects of curriculum that may require modification or enhancement to meet changing student needs. Similar curriculum discussions take place in peer review team meetings, conferences, professional development activities, department and division meetings, advisory committee meetings, and presentations related to Program Review [II.A.1.b.6.2].
The College offers numerous resources to guide and support instructors to ensure their courses, including their DE courses, comply with the Americans with Disabilities Act (ADA). The ITC offers universal access workshops, and its website includes the College’s accessibility checklist. The College website has been awarded the National Federation of the Blind Nonvisual Accessibility (NVA) Gold Level Web Certification [II.A.1.b.7]. The Disabled Students Programs and Services (DSPS) program offers students access and accommodations in all courses with adaptable technology and accommodations [II.A.1.b.8].
To ensure continual improvement, the College regularly evaluates its course offerings, including DE offerings. The PCC, the President’s Executive Staff (PES), and the Instruction and Student Services deans regularly review the annual Key Effectiveness Indicators (KEI) Report [II.A.1.b.9]. This report includes data on retention rates and success indicators in all courses, including DE courses. Further, during Program Review, departments and programs use data from the OIR to analyze student success, retention, and the effectiveness of all their delivery methods. The College also evaluates all courses and programs, regardless of mode or location through the College three year SLO/SSO assessment process. Many programs and academic support programs such as the Veterans Resource Center, the Learning Resource Center, the Tutorial Center, the Science Skills Center and the English Area’s support programs (Reading and Writing Centers, Writing Across the Curriculum (WAC), and Reading Across the Disciplines (RAD))
102 American River College SELF EVALUATION REPORT 2015 STANDARD II deploy student satisfaction surveys each semester to assess how effectively the programs meet student needs [II.A.1.b.10, II.A.1.b.11].
Assessment data also guides the types of modalities the College uses for instructional offerings. Research indicates, for example, that demand for DE courses is growing, leading to the College offering an increased number of sections. Table 31 presents data on the enrollment trends of students in DE courses from 2008-2009 through 2012-2013 [II.A.1.b.12, II.A.1.b.13].
Table 31 Online and Onground Student Count and Course Enrollment by Term
The College regularly assesses the effectiveness of courses across modalities.
American River College 103 STANDARD II SELF EVALUATION REPORT 2015
Table 32 provides summary information about student success by time of day for on-ground and online courses. Online student success rates decreased in 2012-13. Review indicates that at least some of this drop occurred because of a District business practice change initiated in summer 2012, which set the last date students can officially withdraw from a course without a grade notation to be the same date as Census, whereas prior to this it was a week after Census. This change affected online enrollments more dramatically than on-ground enrollments [II.A.1.b.14].
Table 32 Success Rate by Enrollment Preference
Table 33 offers a more specific example, comparing the success rates for two science courses offered in both online and on-ground formats, showing slight variations between success rates in either format [II.A.1.b.15].
SUMMER 2009 TO SPRING 2014 SUCCESS RATE: ONLINE SUCCESS RATE: ON-GROUND (COMPILED) HEED 300 (Health Science) 65.0% (n = 931) 66.4% (n = 1268) PHYS 310 (Conceptual Physics) 83.0% (n = 482) 82.0% (n = 1553)
Table 33 Success Rate of Online v. In-person Science Courses at ARC
104 American River College SELF EVALUATION REPORT 2015 STANDARD II
Self Evaluation College faculty recognizes that the objectives of the curriculum can only be achieved through the careful selection of appropriate modes of instruction. The College relies on discipline faculty to propose the most appropriate mode of instruction for a particular course and relies on the Curriculum Committee to determine whether the proposal meets accepted educational norms and regulations.
Many ARC students have time and, in some cases, geographical constraints which affect their choice of instruction modality. The College seeks to accommodate the needs of those students by offering courses in a varied schedule, at a number of locations, as well as through DE. To ensure a high quality of instruction regardless of modality, the College provides all instructors, including DE instructors, with extensive professional development opportunities in effective pedagogy and use of technology for online and on-ground instruction. The curriculum approval process ensures that the curriculum design, regardless of modality, allows achievement of its SLOs and effective delivery of its content. The College regularly evaluates how effectively instructional delivery systems and modes facilitate student learning. The College uses data to guide its assessment of SLOs, and the College modifies instructional delivery and strategies, as appropriate.
Results of the 2013 DE Student Satisfaction Survey show that students feel DE courses are meeting their needs [II.A.1.b.16]. Over 83% of students surveyed responded that they are satisfied or very satisfied with their DE experience at ARC. Further, 84% of respondents agreed that their DE experience met their learning goals, and 69% of respondents agreed that the DE course or courses prepared them for the next level in the course progression. Additionally, 74% of respondents noted that they were satisfied with the amount of interaction with their DE instructors and 74% agreed that their DE instructors had answered their questions in a timely fashion. Finally, 84% agreed that the class assignments were beneficial to their learning.
The College Regular and Effective Contact survey, deployed in spring 2015, reveals that over 95% of the College DE instructors understand the importance of regular and effective contact and appropriate accommodations and communications to student success [II.A.1.b.17].
In the 2014 ARC Accreditation Survey, 81.4% of employee respondents (n=231) agree that the College offers courses using diverse modes of instruction; 72% of employee respondents (n=222) agree that the College assesses, reviews, and modifies programs and courses on a regular basis [II.A.1.b.18].
Actionable Improvement Plan None.
American River College 105 STANDARD II SELF EVALUATION REPORT 2015
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 The College requires SLOs in all course and program outlines of record, which the College maintains through the SOCRATES curriculum management system. As a result, SOCRATES remains the official repository for all course and program SLOs. The College defines a student learning outcome as "a measurable or observable behavior that a student should be able to do at the conclusion of an educational experience” [II.A.1.c.1, II.A.1.c.1.1, II.A.1.c.1.2]. Within SOCRATES, SLOs are statements that complete the prompt “At the completion of this course, the student will be able to….” As noted in the SOCRATES help file, “The activity included in an SLO should be a behavioral activity that is measurable by means of one or more of the methods of evaluation listed in the course outline.”
The College has identified SLOs for all of its courses [II.A.1.c.2]. In spring 2013, the SLOs Workgroup and the Curriculum Committee recognized that the separate process for writing SLOs for each of the six GE areas made updating curriculum cumbersome [II.A.1.c.4]. The workgroup recommended, and the Academic Senate adopted, an incorporation of these categories into the ISLOs. These learning outcomes finish an appropriate prompt such as “At the completion of this ISLO, the student will be able to…” [II.A.1.c.3]. The College measures ISLOs through two major assessment processes—the results from the CCCSE and, beginning in spring 2015, through faculty alignment of course SLOs to College ISLOs. Faculty align the course SLOs to ISLO’s through the AARR, thereby allowing faculty to assess both SLOs and ISLOs in one assessment.
All Student Services departments and programs with instructional components have had SLOs since 2008. In evaluating the SLO assessment process, however, these programs and departments identified a need for the SLO assessment process to match state and federal guidelines more completely. Additionally, the programs and departments noted that SLO prompts for courses did not align well with the services offered within Student Services. As a result, in fall 2013, faculty, classified staff, and managers from Student Services designed SSOs as a replacement for SLOs for all Student Service units. The SLOAC approved the new system in December 2013, and beginning in fall 2014, Student Services that do not have instructional components self-assess using a separate SSO assessment process [II.A.1.c.5]. Student Service components with SLO-based courses continue to evaluate their course SLOs through the existing SLO assessment processes.
The College has required program-level SLOs for all degree and certificate outlines since fall 2007. All certificates and degrees have their core courses mapped to the program SLOs to ensure that all program-level SLOs are assessed via the SLO assessment process of the corresponding courses [II.A.1.c.6]. The College reviews these mappings on a regular basis during Program Review to ensure that the mappings offer robust fulfillment of the program SLOs and that they remain valid [II.A.1.c.13].
106 American River College SELF EVALUATION REPORT 2015 STANDARD II
The Curriculum Committee evaluates program outlines of record to ensure that all of the program-level SLOs can be achieved through the core courses included in a degree or certificate. Program SLO maps are matrices that include all of the core courses; each matrix helps ensure that required courses appropriately support each program SLO [II.A.1.c.7]. The College requires program SLO maps for all new programs. When faculty and coordinators revise a program or add/ delete a course, they must also update its SLO map [II.A.1.c.8]. The SLOAC and Curriculum Committee chairs monitor the progress. Similarly, the GE Committee, a subcommittee of the Curriculum Committee, meets each semester to evaluate whether courses meet the learning outcomes of the associated GE pattern. Because of the explicit connections affirmed during the curriculum process between course-level SLOs and program-level SLOs, the cohort assessment process of courses inherently provides a measure of how well program-level SLOs are being attained.
Self Evaluation The College remains fully committed to the identification, implementation, and assessment of SLOs at the course, degree, certificate, program, GE, and institutional levels. During this accreditation cycle, the College continues to develop SLOs that are capable of authentic assessment for courses, degrees, certificates, and programs. The College has a well-advanced SLO assessment process, and the College has plans in place for continuous improvement of the assessment process in support of student learning. The College continually develops and assesses SLOs to support the evolution of courses and programs that further the College mission. The College has assessed all of its courses over three years old through SLO assessment, using either student self-assessment or its successor, the AARR. A key component of this assessment cycle is the departmental dialogue prompted by the data reported in the assessment portion of the cycle. This dialog results in departmental level action plans for improvement of student learning that go beyond the individual actions taken by faculty on a regular basis. In terms of the institutional effectiveness rubric, shown in the College Status Report on SLO Implementation, the College is methodically progressing through the proficiency phase [II.A.1.c.9].
The College takes a comprehensive, bottom-up approach to identifying and assessing student learning outcomes, first developing SLOs for all courses, followed by all GE patterns, all degrees, certificates, and student service programs. In building the SLO assessment process, the College started with the SLOs closest to classroom instruction and developed an assessment model to be used for all courses on a three-year cycle. The last piece of the College SLO development and assessment strategy was the development of ISLOs approved in early spring 2009. SLOAC has taken the lead on the ISLO assessment process which has completed two cycles and the results are posted on the SLOAC website [II.A.1.c.10]. The SLOAC will continue to involve the entire College community in refining and monitoring the SLO process including course-level SLOs via the AARR, program-level SLOs via the program mapping process, and ISLOs via institutional data.
Formal documentation of SLO assessment practices has undergone continuous review and improvement since 2007 such that now the process relies heavily on direct authentic assessment as reported by course instructors. The College also records and documents the ongoing,
American River College 107 STANDARD II SELF EVALUATION REPORT 2015
continuous assessment of SLO achievement that happens in the classroom and throughout all of the College programs [II.A.1.c.11].
In May 2014, the College purchased the license to TracDat software in order to provide a sustainable documentation system of compliance with our SLO assessment process. The OIR and the SLOAC are integrating this software into the College’s existing processes while maintaining the breadth and depth of the College’s two-pronged assessment approach [II.A.1.c.12]. With the TracDat update and other continual improvements to the process, the SLOAC is aware of the need for continual training and updating of training materials for faculty.
Actionable Improvement Plan The SLOAC will develop a handbook (to augment the existing set of web pages) to assist in training of new faculty and to provide a reference for faculty as they participate in the formal SLO assessment process. In conjunction with the handbook, the SLOAC will also review the faculty ease of interface for the new AARR process.
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 The College consistently demonstrates a commitment to offering effective and high-quality learning opportunities to students in pursuit of their educational goals. The College offers transfer, developmental, and pre-transfer courses [II.A.2.1]. The College offers support services to all students, and, for the international students enrolled at the College, the College offers the International Student Services program [II.A.2.2]. In addition, the College also offers contract education and training with other agencies, such as law enforcement, continuing education and short-term training courses and programs through the Sacramento Regional Public Safety Training Center (SRPSTC) [II.A.2.3]. The College develops, maintains, and revises all courses and programs on the basis of student need and demand, such as students who require assistance with basic developmental coursework, those planning transfer to four-year institutions, or those seeking career or professional certificates.
ARC has approximately 2,000 courses in its catalog, each designed and developed through a rigorous curriculum process. All sections of a course share the same official course outline of record regardless of instructor, location, or mode of instruction. Every course is subject to routine curriculum review and evaluation to ensure it continues to meet student needs, is at an appropriate academic level, and is of high quality. The College generally reviews and revises courses on a six-year cycle, but Career Technical Education (CTE) courses are often revised more frequently to meet industry standards and the guidelines put forth by their advisory committees.
108 American River College SELF EVALUATION REPORT 2015 STANDARD II
The College instructional faculty maintain high professional standards and support course quality. Instructional faculty meet or exceed the minimum qualifications for their disciplines, as determined by the Academic Senate of California Community Colleges [II.A.2.4].
The District offers a Study Abroad program managed by a consortium comprised of the four LRCCD colleges working in partnership with the College of San Mateo, Diablo Valley College, and Santa Rosa Junior College. Faculty at consortium colleges may apply for instructional positions for the Study Abroad program [II.A.2.5] and, if selected, teach abroad, the same courses that they teach at their own schools. The Study Abroad program only offers transfer level courses, with instruction in English, regardless of the host country. The program recruits students from all of the colleges in the consortium. During their Study Abroad term, students make substantial progress toward their graduation and transfer goals, while also benefiting from the experience of living and learning in a new environment. All Study Abroad students take a course that introduces them to the life and culture of the particular country in which they are studying, and both students and faculty return to their home colleges with broadened perspectives.
Self Evaluation The College applies uniform standards to all of its courses and programs, whatever their academic level, mode of instruction, or location. The institution has mechanisms in place, such as curriculum review and SLO assessment, to ensure the quality and improvement of those programs.
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 The College faculty play the primary role in developing and evaluating courses and programs since only faculty can create, revise, or delete any curriculum at the institution. Additionally, the development and evaluation of all curriculum at the College is overseen by the faculty-led and faculty-dominated Curriculum Committee, which consists of 13 faculty (one of which serves as vice-chair), the DE Coordinator, the Articulation Officer, the faculty chair, the past faculty chair, one student, and five administrators. The faculty chair and vice-chair undergo training at regional and state wide ASCCC curriculum meetings, including the annual Curriculum Institute. An associate vice president of instruction is designated as the lead management contact for curriculum issues and is the liaison to the State Chancellor’s Office for course and program approval. The policies and procedures that guide the work of the Curriculum Committee are
American River College 109 STANDARD II SELF EVALUATION REPORT 2015
documented in the Curriculum Handbook [II.A.2.a.2] and on the Curriculum Committee website [II.A.2.a.3]. Committee minutes are posted regularly on the ARC Insider page [II.A.2.a.4].
The College uses established processes for reviewing course and program proposals. The Curriculum’s Tech Review Committee first examines the proposals for technical compliance. This Committee consists of the Curriculum Committee chair and vice-chair, the articulation officer, and the associate vice president of instruction. The DE Committee, also a sub-committee of the Curriculum Committee, separately reviews courses with DE components. Finally, the full Curriculum Committee reviews all courses and programs [II.A.2.a.5] and approves them as appropriate, after two readings.
The College shares a common course numbering system with the other three colleges in the District, which greatly benefits students by facilitating course portability from one college to another within the District. However, sharing course numbers requires curriculum development coordination across the District, which is carried out by two groups:
• Program Placement Council (PPC) - a group that includes the VPIs from the four colleges and the Vice Chancellor of Education and Technology, which determines program placement within the district. • District Curriculum Coordinating Committee (DCCC) - a committee of the District Academic Senate (DAS), comprised of faculty and administrators, which oversees the coordination of course and program development across the district.
All new programs must first be approved by the PPC, and new courses and programs additionally require approval by the DCCC. Following DCCC approval, new courses and programs must also be approved by the LRCCD Board of Trustees and, when appropriate, the State Chancellor’s Office [II.A.2.a.6].
During Program Review, departments review curriculum, enrollment, success rates (for courses, certificates, and degrees), and student demographic data for the prior five years. In addition to the regular six-year Program Review cycle, CTE areas complete and submit quarterly and/or annual reports of program activities to the District Office. CTE programs also hold advisory committee meetings at least once a year. Advisory committee meeting minutes reflect that the advisory committee has reviewed the courses and programs for relevance, appropriateness, achievement of learning outcomes, currency, and alignment with future needs of employer requirements in support of program goals (at least once every two years). Other information that the CTE programs consider include employment outlook data and job placement figures. In addition to filing a comprehensive Program Review report, faculty from the CTE departments also make formal presentations to the College Program Review Council, who then reports trends to the PCC [II.A.2.a.7, II.A.2.a.8].
The Instruction Office, departments, and divisions oversee the administration of courses. Area deans and department chairs are responsible for staffing, scheduling, and room assignments for classes, while the three associate vice presidents of instruction supervise the synthesis of this information into the comprehensive schedule of classes published online. The vice president of
110 American River College SELF EVALUATION REPORT 2015 STANDARD II instruction has overall management responsibility to oversee all instructional functions for the college.
Faculty, all of whom must meet minimum state wide qualifications and as the content experts for each discipline, take the lead in establishing and maintaining the quality of courses and programs. Faculty, therefore, play a primary role in the key processes of developing curriculum, initiating EMPs, completing Program Review, and assessing student learning outcomes.
The College reviews its courses every six years, a process that operates in parallel with, but independent of, the six-year Program Review cycle. The official course outlines in SOCRATES include the last review year for each course. Within SOCRATES, courses may be listed by review date, making it easy to identify the courses whose reviews are imminent.
Self Evaluation The 2014 Accreditation Survey revealed that 72% of employee respondents (n=222) agree that programs are assessed, reviewed, and modified as needed on a regular basis. In addition, 65.2% of employee respondents (n=218) agree or strongly agree that faculty exercise a substantial voice in matters related to educational programs, personnel, and institutional policies [II.A.2.a.9].
Faculty at American River College are involved in all aspects of curriculum and program development, approval, delivery, evaluation, and the development of learning outcomes.
Each year, the College reviews and revises hundreds of courses, degrees, and certificates through the College curriculum approval process, resulting in the updating and improvement of virtually all elements of the course outline of record.
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 The College involves faculty, as content experts, in all aspects of establishing competency levels and determining measurable SLOs for courses and educational programs. The determination of competency levels and SLOs is embedded in the rigorous faculty-led curriculum development and approval process at the College [II.A.2.b.1], and only faculty can create, revise, and delete courses and programs in SOCRATES. As part of the curriculum development process, curriculum developers, on behalf of their departments, identify and document SLOs, and, as specified in the SLO Assessment Model, the Curriculum Committee retains responsibility for
American River College 111 STANDARD II SELF EVALUATION REPORT 2015
approving all proposed SLOs for courses (including GE courses), degrees, and certificates [II.A.2.b.2].
As noted in Standard II.A.1, the development of appropriate SLOs fulfills an essential role in the curriculum approval process, and SLOs are listed on the outlines of record for all courses, degrees, and certificates. Individual courses and their SLOs form the basis of certificate and degree SLOs and certify competency within the program [II.A.2.b.3]. Additionally, each course outline has an assessment and evaluation section describing the methods by which faculty will assess the SLOs and the acquisition of knowledge and skills [II.A.2.b.4].
The College seeks to continuously improve all of its processes including that of SLO assessment. The Academic Senate has approved the revisions of the SLO assessment process proposed by the SLOAC effective fall semester 2014 [II.A.2.b.5]. The SLOAC has now strengthened its two-part three-year SLO assessment process [II.A.2.b.6]. This two-part process assesses SLOs through student achievement of all courses within the discipline. In the same cycle, this process also assesses SLOs through a focused Departmental Assessment Plan (DAP) for one of the key courses within the discipline. This three-year SLO assessment cycle, includes, in the first year of the cycle, an AARR, in which the instructor uses course established assessment tools to evaluate the success of students meeting the course SLOs. In the following two years, using the data from the AARR, the department or program develops and implements a DAP to continuously improve the SLO assessment results. Finally, at the end of the second year, the department or program reports the analyses and results to the OIR [II.A.2.b.7, II.A.2.b.8].
SLO Assessment Action Items From Fall 2015 Departmental Action Plans Full report from which this information is taken is available from the SLOAC and from the Sharepoint system Processed 4-12-15 by Shuster
# ACTION(S) SPECIFIC ACTION(S)
SLO 1.4 Action 1: After a review and discussion of the theoretical models, divide the class into small groups. Each group will discuss a theoretical model for presentations to the entire class. Action 2: Provide the class with additional materials, including handouts and videos focusing on the extent of the crime problem in America. Then assign the class a homework assignment of a 1-2 page paper describing the extent of the crime problem in America. SLO 1.5 3 Assign students a 3-5 page research paper regarding crime causation theories to address the deviation in the student survey of “explain crime and criminality using criminological theories.” SLO 1.6 Provide the class with additional materials, including handouts and videos, focusing on juvenile delinquency systems abroad. Then assign the class a short paper which compares and contrasts these systems including that of the United States.
Figure 28 Typical Result from an Authentic Assessment Review Record at ARC
112 American River College SELF EVALUATION REPORT 2015 STANDARD II
As noted in Standard II.A.2.a, the College also relies on the Program Review process as an assessment tool for student success. During Program Review, the OIR provides departments and programs with data on course completion, certificates, and degrees awarded, job placements, transfers, and, when applicable, input from advisory committees. This information and data provide another opportunity for discipline faculty to reflect, analyze, and plan for continuous improvement in instruction. The Program Review process culminates in the discipline’s sharing of its findings and future plans for the program/department to the College, and the Program Review Council then reports these findings to the PCC to guide future planning.
For CTE programs, as also noted in Standard II.A.1, advisory committees play an important role in the development of curriculum and SLOs [II.A.2.b.9]. The College has 41 advisory committees, and membership lists, meeting minutes, and annual status reports are posted on the College Advisory Committee website [II.A.2.b.10, II.A.2.b.11, II.A.2.b.12, II.A.2.b.13].
Assessment of student progress in all courses occurs regularly among several levels. The evaluation of student learning via grades (which combine achievement of SLOs with other important experiences and observable behaviors, such as participation, which make up the total educational scope of a class) is well established at the College. Selecting evaluation methods from the course outline of record, faculty establish, publish, and use grading criteria in their class syllabi. Copies of each semester’s class syllabi are kept on file in division offices. Norms for evaluation methods and grading standards are developed through professional dialogue among faculty during department, division, and advisory committee meetings. One purpose of the SLO assessment process is to record faculty effectiveness at identifying and implementing actions intended to improve student learning.
Self Evaluation The College relies on faculty to develop and approve curriculum and SLOs. Faculty develop competency levels and SLOs based on their subject matter expertise, their knowledge of external standards, and, in the case of CTE programs, the advice and counsel of advisory committees and employers within the community. Review and revision of SLOs for courses, certificates, and degrees are embedded within the rigorous curriculum approval process, and SLOs are developed and/or revised concurrent with development and/or revision of courses and programs.
Faculty members assess student progress toward these outcomes through thoughtfully constructed grading criteria consistent with the course outline of record and departmental norms. To document that faculty engage in continuous, systematic, and institutionalized assessment of course-level SLOs specifically, the College has a formal process in which departments and programs assess course SLOs and report them to the SLOAC. During Program Review, departments and programs use SLO assessment data and data provided by the OIR to identify trends and emerging opportunities for continuous improvement in instruction.
Actionable Improvement Plan None.
American River College 113 STANDARD II SELF EVALUATION REPORT 2015
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 The College ensures high-quality instruction and an appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning within all its programs. It develops and approves all courses, degrees, and certificates through an extensive and thorough curriculum process led by the College Curriculum Committee. Conversations about quality curriculum occur at the discipline level, with other College faculty in the District teaching similar courses and programs. Discussions also occur in meetings of the Tech Review Committee, the Curriculum Committee, the DE Committee, the DCCC, and CTE advisory committees, as well as during the SLO assessment process and Program Review [II.A.2.c.1].
Course outlines of record include student learning outcomes, topics, permissible methods of instruction, and evaluation. To ensure consistency among course sections, the College makes course outlines available to all instructors through the SOCRATES curriculum management system. As noted in the contract between the Los Rios College Federation of Teachers (LRCFT) and the LRCCD, faculty must “adhere to the approved course outline and effectively assess SLOs as stated in the approved course outline” [II.A.2.c.2].
Faculty curriculum developers sequence all courses in a given program with prerequisites, co- requisites, and advisories to ensure that students have the foundational skills to be successful in their educational paths. Certificates typically offer shorter time to completion than degrees; thus, it is not uncommon for departments to offer both certificate and degree versions of a particular program of study, providing students with educational choices. As appropriate, some discipline faculty have developed capstone courses, internships, or other types of summative experiences in which students apply all the skills they have acquired during the program of study. The Curriculum Committee expects summative experiences to have similar outcomes to the ones identified for the overall program.
Department chairs and division deans work collaboratively to develop a course schedule that both meets student demand and allows students to complete degrees and certificates in a timely manner. They pay close attention to ensure that the departments and programs offer course sections of important courses in a variety of times, locations, and modes, including both day and evening classes and at outreach locations and via distance education when pedagogically appropriate.
The College recognizes that high-quality instruction begins with a first rate, committed faculty. To this end, the College devotes substantial resources to hiring the best candidates. Each year, the Academic Senate completes a robust faculty hiring prioritization to ensure that the most needy areas receive additional faculty staffing, either to maintain the quality and integrity of an existing program or to begin service in a new and emerging area. The College follows a formal set of procedures to solicit the best candidates [II.A.2.c.3]. During the screening process, faculty- weighted committees review candidates against criteria identified as important to quality
114 American River College SELF EVALUATION REPORT 2015 STANDARD II instruction by the department and the College. Almost all interviews include a 10- to 15-minute teaching demonstration to evaluate the quality of a candidate’s instruction skills. Finally, the College President participates in each full-time hiring process, before making the final decision. More details about faculty hiring are available in Standard III.A.
Once new faculty are hired, the College helps them adjust through College- and District-level orientations and the assignment of faculty mentors. All faculty, not just newly hired, benefit from an extensive array of professional development activities. The College well-established Center for Teaching and Learning (CTL) coordinates the programming for the required four days per year of professional in-service activities, many of which focus directly on improving classroom instruction and success with the College diverse student body. In addition, the CTL sponsors numerous pedagogically-focused talks, seminars, and workshops during the semester, such as the Instructional Skills Workshop, Teaching Diverse Students, and Reading Apprenticeship [II.A.2.c.4]. The Instructional Technology Center (ITC) offers frequent and regular workshops on new instructional technologies along with an eight-week Online Teaching Institute focusing on DE instruction. Faculty can also apply for funding and time to continue their professional development outside of these venues through the Professional Development Committee and the Professional Standards Type A/Type B Leaves Committee. More detail on this support is available in Standard III.A.
High-quality instruction and service to students remains a professional responsibility of faculty. Article 8 of the faculty collective bargaining contract outlines responsibilities for classroom faculty, counselors, librarians, nurses, and coordinators and provides for a comprehensive performance review of the instructional performance of both full-time and adjunct faculty. The College has specific procedures in place for reviews of both tenured and tenure-track faculty. A performance review may include classroom or worksite visits by team members, a self-study, and student evaluations [II.A.2.c.5].
Advisory committee members oversee course and program effectiveness where career and technical certificates are involved. Both Program Review and the SLO assessment process ensure program analysis and continuous quality improvement [II.A.2.c.6, II.A.2.c.7, II.A.2.c.8].
Self Evaluation The College curriculum approval process and professional dialogue within departments and programs facilitate the College efforts to pay careful attention to the breadth, depth, rigor, sequencing, time to completion, and synthesis of learning. Every piece of approved curriculum goes through the College rigorous curriculum review process. This process requires that the curriculum be approved by the discipline, approved through a technical review evaluation, and then, finally, approved by the ARC Curriculum Committee. All new courses and programs are also approved by the DCCC, and programs and courses that are new to the District are approved by the District Board of Trustees [II.A.2.c.9].
The College carefully follows four-year college curriculum and articulation standards for transfer courses and programs. The GE Committee and the full ARC Curriculum Committee review all transfer curriculum to ensure it meets the necessary transfer rigor before it is sent to the four-year college for transfer approval [II.A.2.c.10].
American River College 115 STANDARD II SELF EVALUATION REPORT 2015
The College follows effective procedures for hiring high-quality faculty, offers a comprehensive orientation, and plans for enhanced professional development for new faculty. The College also provides faculty professional development workshops to improve instruction, technology skills, and understanding of the diverse learning needs of the ARC student population.
To maintain ongoing effectiveness in student learning, all faculty participate in the College negotiated performance review process.
SLO assessment, Program Review, and consultation with advisory groups help the college maintain effective and continuously improving courses and programs.
Based on the 2014 Accreditation Self Evaluation Survey, 68% (n=194) of employee respondents agree that instructional offerings are in keeping with College mission, and 85.2% (n=244) agree that course outlines specify the subject matter to be covered and the skills to be acquired by students [II.A.2.c.11].
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 The College recognizes that its diverse student body requires a wide menu of instructional offerings to accommodate the varied needs and learning styles of its students. As a result, the College offers a variety of delivery modes and teaching methodologies, including DE, field studies, study abroad, work experience and internships, small group work, independent study, apprenticeship, and special studies to meet and address the diverse needs and learning styles of its students. The College is committed to ensuring that all courses, whether taught in person or in a distance education format, maintain the same high quality of instruction and meet student needs.
The College regularly assesses student needs through surveys including the CCSSE, which includes specific questions on student engagement in classes and college activities, and the DE Student Satisfaction Survey, which assesses the needs of DE students.
To ensure that the College meets the needs of all students, ARC has a robust variety of programs in the Student Services unit. Veterans, Transfer, DSPS, and other programs work with students to identify specific learning needs and styles and consult with faculty to ensure diverse student needs are addressed. These primarily non-instructional services assess their student success through the regular and comprehensive SSO assessment process, with the results guiding continuous improvement of the services. Each year, an award is given to an ARC professor who most exemplifies accommodating the diversity of student learning needs.
116 American River College SELF EVALUATION REPORT 2015 STANDARD II
The College recognizes that professional development plays an important role in instructional excellence, particularly in instruction of a diverse student population. The CTL and the ITC both frequently and regularly host training related to pedagogy. Each year, the College holds four days of flex workshops, many aimed specifically at enhancing faculty understanding of student learning styles and student diversity. In addition, the CTL and ITC sponsor numerous pedagogically or discipline-focused talks, seminars, and workshops each semester [II.A.2.d.1, II.A.2.d.1.1]. Finally, the College offers several diversity-related extended workshops and presentations focusing directly upon building pedagogical skills in working with these students. For example, at the August 2014 Convocation, the College invited Dr. Rebecca Cox, author of College Fear Factor, to speak to the College on how to help students develop a sense of confident belonging in the College community. Additionally, the College offers two six-week diversity workshops, “Reaching and Learning” and the “Diversity Institute,” both designed to help instruct faculty in acknowledging and working with a diverse student population. More details on professional development can be found in Standard III.A.
As described in Standard I.A.4, the College Program Review process also requires faculty and departments to evaluate their effectiveness, which includes delivery modes. Instructors frequently use data to assess and continuously improve their instruction.
Self Evaluation The College regularly assesses the learning styles and needs of students both formally, through CCSSE and SSO assessment, and informally. Teaching methodologies vary by discipline and are selected based on educational research and faculty expertise. The College, the CTL, and the ITC are dedicated to promoting effective and emerging teaching methodologies, and Student Support Services programs and departments strive to meet the needs of the College varied student population.
Based on the 2014 Accreditation Survey, 81.4% (n=231) of employee respondents agree that ARC course offerings include diverse methods of instruction, and 79.2% (n= 226) of employees agree that ARC course offerings expose students to a variety of diverse perspectives [II.A.2.d.1.2].
Actionable Improvement Plan None.
II.A.2.e The institution evaluates all courses and programs through an ongoing systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans.
Descriptive Summary The College systematically reviews courses and programs for relevance, currency, appropriateness, achievement of SLOs, and future needs. This course and program review occurs through the College’s robust review process including curriculum revision, the SLO assessment, the Program Review, and the EMP processes.
American River College 117 STANDARD II SELF EVALUATION REPORT 2015
As noted elsewhere in this Standard, College faculty create, review, and revise courses, degrees, and certificates throughout the academic year and through curriculum development and assessment processes. The College reviews all courses, degrees, and certificates on a six-year cycle, with CTE courses and programs reviewed as often as necessary to improve and meet industry standards. At the beginning of each semester, the Curriculum Committee notifies departments of courses due for review. If a department has courses that have not been reviewed in the past eight years, the Curriculum Committee will no longer consider new curriculum proposals from that department until the overdue courses are reviewed [II.A.2.e.2].
As described in Standard II.A.1.c and II.A.2.a-e, ARC also follows a robust system of SLO assessment, review, planning, and action in order to work towards the highest possible level of student learning [II.A.2.e.3].
Additionally, all programs and departments undergo a rigorous self-assessment every six years in the Program Review process [II.A.2.e.4]. Note: the word “program” is used in two distinct senses at ARC. In the context of curriculum, a program is a degree or certificate. In organizational terms, a program can be a unit of the college such as a department or office. For purposes of Program Review, such different college entities as the Mathematics department, Admission & Records, EOP&S, DSPS, and Print Services are considered programs and subject to regular Program Review. When the program includes instructional courses, the Program Review process includes an overview of the department’s cumulative SLO assessment results for the last six years. The Program Review also includes close department and program analysis of department and program specific data sets from the College OIR. CTE programs complete an additional assessment according to the requirements of the Resource Guide for the Carl D Perkins Title IC Funds [II.A.2.e.5].
Department and program EMPs provide another opportunity for evaluation of institutional effectiveness. Departments and programs review and update their EMPs annually [II.A.2.e.6]. In the EMP, programs indicate department/program goals and objective accomplishments and outline what resources (equipment, supplies, faculty, staff, facilities, etc.) are needed to accomplish remaining objectives or outcomes. Departments and programs must tie resource requests to the College vision, mission, goals, and objectives, and the College integrates the EMP reports for planned decision making of its resource allocation.
Self Evaluation The College uses the systematic, cyclical, and robust processes of curriculum revision, Program Review, SLO assessment, and EMP to review all courses and programs. The College curriculum process ensures the integrity and currency of courses, degrees, and certificates. SLO and SSO Assessments indicate, to departments and programs, the extent to which students achieve their SLOs/SSOs and allow them the opportunity to plan for continuous improvement of their instruction/service. The Program Review assessment process helps departments determine the relevance and appropriateness of their offerings and provides them with data about their student population to help them assess the departments or program’s efficacy in instruction [II.A.2.e.7]. Annual EMPs enable departments and programs to tie resource allocations to the
118 American River College SELF EVALUATION REPORT 2015 STANDARD II needs and action plans from the Program Reviews and to tie all resource requests to the College vision, mission, goals, and objectives.
Actionable Improvement Plan None.
II.A.2.f The institution engages in ongoing, systematic evaluation and integrated planning to ensure currency and measure achievement of its stated SLOs for courses, certificates, programs including general and vocational education, and degrees. The institution systematically strives to improve those outcomes and makes the results available to appropriate constituencies.
Descriptive Summary The College development, revision, and assessment of SLOs have been and continue to be a methodical, deliberate, and sequential process. The College has a recognized and demonstrated commitment to develop these processes as cyclical feedback loops [II.A.2.f.1].
Specifically, the College’s comprehensive SLO assessment plan for courses has been fully developed into a robust, institutionalized system that formally documents the ongoing assessment activities. These activities remain inherently part of the best practices of the institution's educational assessment methods. SLO assessment occurs on a three-year cycle for assessment, analysis, response, and re-assessment. It is important to note, though, that this process slots smoothly into the College six-year Instruction and Student Services Program Review process. The three-year cycle of the SLO assessment occurs midway between Program Review assessments. Results of both processes are posted online for easy accessibility [II.A.2.f.2, II.A.2.f.3].
SLO Assessment Action Items From Fall 2015 Departmental Action Plans Full report from which this information is taken is available from the SLOAC and from the Sharepoint system Processed 4-12-15 by Shuster # ACTION(S) SPECIFIC ACTION(S)
SLO 1.4 Action 1: After a review and discussion of the theoretical models, divide the class into small groups. Each group will discuss a theoretical model for presentations to the entire class. Action 2: Provide the class with additional materials, including handouts and videos focusing on the extent of the crime problem in America. Then assign the class a homework assignment of a 1-2 page paper describing the extent of the crime problem in America. 3 SLO 1.5 Assign students a 3-5 page research paper regarding crime causation theories to address the deviation in the student survey of “explain crime and criminality using criminological theories.” SLO 1.6 Provide the class with additional materials, including handouts and videos, focusing on juvenile delinquency systems abroad. Then assign the class a short paper which compares and contrasts these systems including that of the United States.
American River College 119 STANDARD II SELF EVALUATION REPORT 2015
# ACTION(S) SPECIFIC ACTION(S)
1 Develop and adopt homework assignments consistent with SLO 3 in an attempt to improve student learning in this area.
The last two SLOs were rated lower by students than the others. These SLOs relate to policy (laws and regulations) which involves dynamic and complicated content with which students are typically 2 unfamiliar. The instructor for this course plans to (a) ensure that appropriate class time (as per Socrates course outline) is allocated to these issues and (b) work on providing more clarity through enhanced instructional materials, especially supporting documents to be made available via the class D2L website.
Course 1: To emphasize SLO 1.3, we will add more DVD viewing sessions of manners, dress, and dance forms of historical periods. Course 2: To emphasize each SLO, we will explain the meaning of the syntax in which each SLO is 4 written and how these SLOs correspond to the complex techniques, principles, and concept that we are covering in class. Course 3: To emphasize SLO 1.2, we will spend more class time explaining and testing the basic parts of the anatomy that affect and support vocal production.
Figure 29 Typical Actions Based on Faculty Authentic Assessment Review Record at ARC
The College communicates SLO assessment results to the appropriate constituencies in a timely manner. The SLOAC provides course level SLO assessment data to the department chair for use in action planning and Program Review. In addition, the SLOAC regularly reports on activities within the monthly SLOAC committee meetings, meetings with the vice president of instruction and Academic Senate President, and the PCC.
College wide assessment data, in the form of ISLOs, is reported to the PCC after each round of CCSSE results, and this data is shared with the College community through an Action Plan developed and recommended through the SLOAC, PCC, and the Academic Senate [II.A.2.f.9].
The College balances these long-term planning elements with the annual EMP process. The EMP requires departments to link all resource requests to the College vision, mission, goals, and objectives and also to the departments’ own goals and objectives. Departmental goals and objectives must first be clarified independent of resource requests. Additionally, the EMP includes an embedded feature for reporting timelines and progress for each objective [II.A.2.f.4]. Acquisition of resources requested through the EMP process is subsequently supported, as funding becomes available [II.A.2.f.5].
The OIR also plays a key role in the evaluation of institutional effectiveness. The OIR produces a wide variety of annual research reports to support planning processes including the KEI report, program reports, instructional Program Reviews, Student Services Program Reviews, Course Sections and Average Enrollment Report, and annual evaluation of DE, Basic Skills, and the annual high school reports [II.A.2.f.6].
In addition, the OIR assists departments and academic support programs such as Writing Across the Curriculum (WAC), Reading Across the Disciplines (RAD), Beacon tutoring, and the Science Skills Center with customized research reports [II.A.2.f.10].
120 American River College SELF EVALUATION REPORT 2015 STANDARD II
The College, through participatory governance and College wide discussions, maintains transparency and supports the growing culture of evidence at the College. The data and research reports of the OIR are straightforward, available online and by request, and are easily interpreted [II.A.2.f.7, II.A.2.f.8]. SLO assessment, Program Reviews, and EMPs are easily accessible via the College Insider webpage. The resulting College wide discussions include the use of research data, such as KEIs, to set goals, justify allocation of resources, and evaluate the effectiveness of the planning and allocation process.
Self Evaluation The College relies on its comprehensive planning and assessment processes to provide oversight of SLO success and analysis. The three-year systematic SLO assessment process ensures that faculty utilize authentic assessments to measure achievement of the stated SLOs, and the College OIR assists with ongoing and systematic evaluation of the SLOs for courses and programs. The College uses its annual EMP system as the primary planning instrument for resources, and departments and programs integrate EMPs into the College longer-term planning cycle of Program Reviews. This continuing process of evaluation and planning allows the College to find opportunities for program improvements and to set agendas for implementing those improvements.
The College uses SLO action plans and Program Review processes as systematic and regular assessment tools to improve student achievement of outcomes. Both SLO Action Plans and Program Review recommendations identify strategies and resources to improve student achievement of outcomes. Once identified, departments develop and implement a timeline for an Action Plan to improve student achievement. Finally, the College assesses the effects of implementing the Action Plan or Program Review recommendations, beginning the next cycle toward ongoing improvement. The College makes the SLO assessment results and Program Review reports easily accessible on the College Insider website.
Actionable Improvement Plan None.
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 In those courses and/or programs requiring industry accreditation or licensure (e.g., nursing, funeral services, and respiratory therapy) a standardized exam is required. These exams are provided and monitored by the relevant accrediting or credentialing bodies. Programs such as ESL use departmentally developed rubrics and department wide norming to evaluate writing samples and determine grades.
American River College 121 STANDARD II SELF EVALUATION REPORT 2015
Self Evaluation Only programs requiring licensure or industry accreditation use departmental course and/or program examinations that are provided by external accrediting authorities [II.A.2.g.1]. Where appropriate, faculty in other instructional programs use rubrics to analyze student work and minimize test bias.
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 The College uses the Carnegie unit definition to determine the number of units of credit for a course based on the number of lecture and lab hours, an accepted norm in higher education. One hour of lecture or three hours of lab per week is equivalent to one unit of credit [II.A.2.h.1]. This is consistent with Title 5, section 55002, and with the CCCCO Program and Course Approval Handbook [II.A.2.h.2, II.A.2.h.3].
Further, faculty must “adhere to the approved course outline and effectively assess SLOs as stated in the approved course outline” [II.A.2.h.4]. The 2014-15 ARC catalog [II.A.2.h.6] as well as previous catalogs, detail the grading system used by faculty at the College. LRCCD Board Regulation R-7252 on Academic Standards [II.A.2.h.7] describes grading practices and standards, grade point average, and graduation requirements consistent with Title 5 regulations. While “Faculty members have the principal right and responsibility to determine the methods of instruction, the planning and presentation of course materials, and the fair and equitable methods of assessment in their assignment,” [II.A.2.h.8] the College recognizes that SLOs inform a significant portion of most grading policies [II.A.2.h.9]. This recognition allows faculty autonomy to include other important educational factors in addition to SLOs in assessing the full range of student learning in the classroom.
Self Evaluation ARC adheres to generally accepted norms in higher education in terms of awarding credit. Credit is awarded to students based on clearly-stated measures of student achievement related to explicit learning outcomes.
Actionable Improvement Plan None.
122 American River College SELF EVALUATION REPORT 2015 STANDARD II
II.A.2.i The institution awards degrees and certificates based on student achievement of a program’s stated learning outcomes.
Descriptive Summary The College relies on a robust and valid system of SLO assessment to ensure that the College awards certificates and degrees only to students who have completed and passed all required courses. Faculty have reviewed and mapped all course SLOs to associated program level SLOs during the curriculum development process. This ensures that course SLOs meet the associated program’s stated SLOs. The faculty, students, and administration all have roles in the process of earning and awarding degrees and certificates.
A passing grade indicates that the student has met the faculty member’s expectations of learning as measured by authentic assessments of course SLOs and thus the program’s SLOs.
The College requires students to successfully complete the full set of courses required for the desired certificate or degree. Because courses are mapped to the program SLOs they support, completion of all required courses ensures that the student has achieved the expected learning outcomes for the certificate or degree. The College also requires students to petition the College for award of each separate certificate or degree for which they feel they have completed all requirements.
The College administration coordinates the award process initiated by the student petition. Counselors meet with students in order to ensure that all requirements for the award have been met at the appropriate level or are in process. Evaluators provide the final check to ensure that all requirements are completed with no outstanding questions or special concerns after final grades have been entered into the Grade Management System. The College awards certificates and degrees only after faculty have approved the final evaluation.
Self Evaluation Program SLOs provide the framework for development of the course list for each certificate and degree, and, through the curriculum process, faculty have mapped 100% of offered certificates and degrees to courses [II.A.2.i.1]. The College publishes program outcomes in the College Catalog [II.A.2.i.2]. The SLOAC Chair vets course-level SLOs as part of the curriculum tech review process to ensure that the outcomes are capable of authentic assessment, easily understood, well written, and matched to the course topics. The SLOAC Chair also provides regular updates about the faculty performance in developing SLOs [II.A.2.i.3]. Faculty members perform authentic assessments of the official course-level SLOs from SOCRATES as a normal part of their instructional self-assessments [II.A.2.i.4]. They report student achievement through the Grade Management System (GMS) [II.A.2.i.5] in a timely manner so that students can monitor their progress towards the desired certificate or degree [II.A.2.i.6].
Students track their progress of course completion towards their stated degree or certificate through the online Degree Audit System from enrollment services or by meeting with a counselor [II.A.2.i.7]. Students can also find instructions on the graduation petition process in
American River College 123 STANDARD II SELF EVALUATION REPORT 2015
the Ask ARC 24/7 website [II.A.2.i.8]. This information includes both the required steps and the deadlines [II.A.2.i.9] that apply to the process.
The College petition process uses a hard-copy system that ensures that each petition is reviewed during a student/counselor session in the semester of planned graduation [II.A.2.i.10]. Counselors validate the requirement list and grades (student achievement) for each petition, with the exception of grades for in-process courses. After validation, an Evaluator once more reviews the petition when final grades for the semester are posted. Only after completion of this final evaluation will the College award a degree or certificate to eligible students.
Actionable Improvement Plan None.
II.A.3 The institution requires of all academic and vocational degree programs a component of GE 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 GE curriculum by examining the stated learning outcomes for the course.
Descriptive Summary The ARC catalog includes the following statement on the institution’s GE philosophy.
The primary function of education is to transmit from each generation to the next the knowledge and skills requisite to enlarge the comprehension of our place in the universe. GE gives breadth to the college experience, enhances the ability to learn and develops critical thinking skills.
American River College is committed to the principle of providing GE including Humanities, Languages and Rationality, Living Skills, Natural Sciences, Social and Behavioral Sciences and Ethnic/Multicultural Studies. The College considers all of these areas as basic and necessary to participate in and contribute to a balanced life in a democratic society diverse in its social, cultural, and educational backgrounds.
To meet the demands of this statement, the College requires all students to complete its GE requirements in order to earn a degree. The GE pattern includes course work in the following areas: Humanities, Languages & Rationality, Living Skills, Natural Sciences, Social/Behavioral Sciences, and Ethnic/Multicultural Studies [II.A.3.1]. The College also requires students to meet competency requirements in written expression, reading, and mathematics in order to earn a degree. The College catalog lists GE and competency requirements, which are also provided to students on handouts available in the Counseling Center and on the Counseling website [II.A.3.2].
124 American River College SELF EVALUATION REPORT 2015 STANDARD II
ARC offers two categories of associate degree:
• Standard two-year Associate of Arts (A.A.) and Associate of Sciences (A.S.) degrees, which meet ARC’s GE requirements.
• Associate of Arts for Transfer (A.A.-T) and Associate of Sciences for Transfer (A.S.-T) degrees, which fulfill CSU GE requirements and provide students with priority admission with junior status to the CSU system.
In the College catalog, the list of requirements for a standard associate degree concludes with a statement notifying students of the need to complete ARC GE and competency requirements in order to graduate. The list of requirements for a transfer degree concludes with a statement notifying students of the need to complete either the Intersegmental GE Transfer Curriculum (IGETC) or the California State University GE-Breadth Requirements [II.A.3.3].
The College catalog also includes descriptions of what types of course content meet GE requirements. As part of its continuous improvement efforts, in spring 2013, the SLOAC reviewed the College GE SLO assessment process. This review revealed that the College did not have an identified responsible party for the review of GE SLO assessment data nor a solid systematic vehicle to address the outcome of GE SLO assessment results. Participatory governance representatives, including the SLO coordinators, OIR, Articulation Officer, Academic Senate, faculty, and classified staff developed processes to modify and augment the College ISLOs to subsume the College existing GE SLOs [II.A.3.6]. The College adopted the revised ISLOs in November 2013. In spring 2014, the College removed the pre-existing GE SLOs from the 2014-15 College catalog. The revised ISLOs aligned with each of the GE areas and are included in the 2014-15 College catalog as an addendum [II.A.3.4].
The GE Committee handles the process for accepting courses to meet the GE requirement; this committee is chaired by the Articulation Officer and includes one faculty member from each College area. This committee’s responsibility includes reviewing the course outline of record in order to determine whether a course may be included in ARC’s GE pattern. This review includes a comparison of course level SLOs with:
• ARC’s current GE pattern • District Policy for AA and AS degree requirements • ARC’s SLOs for the GE areas • ARC’s current CSU GE pattern • The updated Executive Order 1065 (CSU GE area definitions) • ARC’s current IGETC pattern • IGETC Area Definitions • ARC’s ethnic/multicultural studies checklist • UC System Office definition of transferability [II.A.3.5]
American River College 125 STANDARD II SELF EVALUATION REPORT 2015
Self Evaluation The College requires its students to complete the College GE pattern in order to graduate. A description of these requirements is readily accessible to students, faculty, and the community via the College catalog, handouts, and the ARC website. Faculty members, using the GE policies of the College and District and evaluation of SLOs, determine the appropriateness of courses being considered for inclusion in the GE pattern. The College catalog clearly states the College GE philosophy.
Actionable Improvement Plan None.
II.A.3.a GE has comprehensive learning outcomes for the students who complete it, including the following:
An understanding of the basic content and methodology of the major areas of knowledge: areas include the humanities and fine arts, the natural sciences, and the social sciences.
Descriptive Summary The College offers a broad GE experience to students earning degrees. Each GE area is aligned with part of this ISLO: “For students earning degrees, demonstrate an understanding of the basic content and methodology for the major areas of knowledge, including the arts and humanities, quantitative reasoning, the natural sciences, and the social sciences” [II.A.3.a.1].
The College has clear academic standards, set by District policy, for inclusion of courses into the GE pattern. The basic content and methodology of traditional areas of knowledge in GE is determined by District Policy 7240 regarding graduation requirements. District Policy 7240 is derived from the California Community College Title 5 requirements and falls within the Standards of Accreditation for GE [II.A.3.a.2].
The GE Committee ensures that GE courses, including the course SLOs, cover the basic content and methodology of traditional areas of knowledge contained in the official course outline of record.
The College catalog clearly lists descriptions of the GE areas along with SLOs aligned with each area, specifically in the areas of humanities, including the fine arts, the natural sciences, and the social sciences.
As representative examples, the following are general descriptions and aligned SLOs as they appear in the 2014-15 College catalog addendum for two of the aforementioned areas:
126 American River College SELF EVALUATION REPORT 2015 STANDARD II
• For Humanities, the general description states “Courses in the humanities are those which study the cultural activities and artistic expressions of human beings. To satisfy the GE requirement in the humanities, a course should help the student develop an awareness of the ways in which people throughout the ages and in different cultures have responded to themselves and the world around them in artistic and cultural creation and help the student develop an aesthetic understanding and an ability to make value judgments. This category includes introductory or integrative courses in the arts, foreign languages, literature, philosophy, religion, and related disciplines.” This area is aligned with the ISLO, “Demonstrate skills and behaviors which contribute to open and respectful communication of diverse ideas and beliefs” [II.A.3.a.3]. • For Social Sciences, the general description states, “Courses in the social and behavioral sciences are those which focus on people as members of society. To satisfy the GE requirement in social and behavioral sciences, a course should help the student develop an awareness of the method of inquiry used by the social and behavioral sciences. It should stimulate critical thinking about the ways people act and have acted in response to their societies and should promote appreciation of how societies and social subgroups operate. This category includes introductory or integrative survey courses in anthropology, economics, history, political science, psychology, sociology, and related disciplines, exclusive of those which fulfill the American Institutions requirement.” This area is aligned with the ISLOs, “Utilize a variety of methods to communicate effectively.” and “Employ strategies to work cooperatively and effectively with others” [II.A.3.a.4].
GE course SLOs are assessed through the College wide SLO assessment process, which includes both broad and focused learning outcomes assessments. The College uses multiple measures to assess ISLOs aligned with GE areas and courses. These measures include the CCSSE, most recently conducted in spring 2014. This survey revealed improvements across five of the six mapped ISLOs. CCSSE items that showed improvements included those items focusing upon student ability to apply knowledge to subsequent coursework or employment, such as “5c. Synthesizing and organizing ideas, information, or experiences in new ways, 5e. Applying theories or concepts to practical problems or in new situations, and 12e. Thinking critically and analytically” [II.A.3.a.5].
Self Evaluation Faculty determine which courses meet the requirements for humanities and fine arts, natural science, and social science areas by referring to ARC’s GE area descriptions and aligned ISLOs and by reviewing course outlines, including course SLOs. This assessment ensures that course content and methodology cover the material necessary to provide knowledge in humanities and fine arts, natural sciences and social sciences. All courses listed as GE courses go through this process. The College regularly assesses student achievement of course SLOs and ISLOs, and the College assesses those evaluative processes regularly for continual improvement.
Actionable Improvement Plan None.
American River College 127 STANDARD II SELF EVALUATION REPORT 2015
II.A.3.b GE has comprehensive learning outcomes for the students who complete it, including the following:
A capability to be a productive individual and life-long 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 The College offers academic challenges to its students by the nature and amount of assigned academic work, the complexity of cognitive tasks presented, and the standards faculty use to evaluate student performance based on identified SLOs.
ARC’s GE areas offer students opportunities to develop skills in oral and written communication (under the GE category of Language & Rationality), information competency and computer literacy (Language & Rationality and Living Skills), and scientific and quantitative reasoning (Natural Sciences and Language & Rationality). The process for ensuring that GE courses require college-level skills in these areas, as reflected in their course SLOs, is handled by the GE Committee. The College’s regular SLO assessment process measures the student’s achievement of these skills by measuring both course SLOs and ISLOs aligned with the GE areas. As noted in II.A.3.a, the most recent ISLO assessment using the spring 2014 CCSSE revealed improvements across five of the six GE aligned ISLOs, including the ability to “utilize a variety of methods to communicate effectively” and to “locate and critically evaluate information from a variety of sources, including those accessed through technology, to create informed responses to issues, problems, and challenges” [II.A.3.b.1].
In addition, students at the College have the opportunity to develop comprehensive learning skills through access to less traditional modes of instruction. These alternative modes of instruction include course work in work experience, internships, tutoring opportunities, apprenticeships, and an extensive DE offering, all of which offer a variety of means through which students can acquire knowledge.
Self Evaluation The College has SLOs aligned with each of the GE areas. Ongoing, systematic dialogue and determination of courses that fulfill graduation competencies occur in District wide discussions with representative faculty from each Los Rios college.
The faculty determines which courses meet the requirements for languages and rationality, living skills, and natural sciences by referring to ARC’s GE area descriptions and aligned ISLOs. Faculty also review course outlines to ensure that the courses’ content covers the material necessary to provide knowledge in languages and rationality, living skills, and natural sciences.
Actionable Improvement Plan None.
128 American River College SELF EVALUATION REPORT 2015 STANDARD II
II.A.3.c GE has comprehensive learning outcomes for the students who complete it, including the following:
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 The College GE pattern includes categories in Living Skills, Social/Behavioral Sciences, and Ethnic/Multicultural Studies. These areas cover materials that help students appreciate human differences, be effective citizens, develop historical aesthetic sensitivity, and develop cultural competency and cultural sensitivity. Courses listed in the Social/Behavioral Sciences area cover topics such as History, Government, Psychology, Social Sciences, and other related areas. These courses help to develop a student’s ability to understand and appreciate people with diverse backgrounds. Courses demonstrate that they fulfill these requirements by the SLOs in their course outlines. Specific aligned ISLOs for this area include the ability to “utilize a variety of methods to communicate effectively,” and “employ strategies to work cooperatively and effectively with others” [II.A.3.c.1].
Examples of courses that address morals, ethics, citizenship, historic sensitivity, and cultural diversity include:
• ADMJ 302 Community Relations: Multicultural Issues • BUS 312 Workplace Behavior and Ethics • BUS 330 Managing Diversity in the Workplace • DEAF 351 Introduction to American Deaf Culture • ECE 430 Culture and Diversity in Early Childhood Education • HIST 320 History of the United States: African-American Emphasis • HIST 323 History of the United States: The American Indian Experience • HIST 327 History of the Chicano/Mexican American • HIST 330 Women in American History • PHIL 310 Introduction to Ethics • PHIL 315 Contemporary Moral Issues • POLS 342 Women and Politics from a Global Perspective • PSYC 354 The Psychology of Family Life and Intimate Relationships in a Diverse Society • PSYC 358 Principles of Interpersonal Relations • PSYC 361 Psychology of Women in a Multicultural Society • PSYC 365 Issues of Diverse Populations • SOC 309 Self and Society • SOC 320 Minorities in America • SOC 342 Gender Relations in American Society
American River College 129 STANDARD II SELF EVALUATION REPORT 2015
The Ethnic/Multicultural Studies requirement can be fulfilled by a large number of courses in a variety of disciplines including Anthropology, Art History, Humanities, Theater, and Psychology. Specific ISLOs in this particular GE category include the ability to “demonstrate skills and behaviors which contribute to open and respectful communication of diverse ideas and beliefs” [II.A.3.c.2, II.A.3.c.3].
The category of Living Skills includes courses from such areas as Human Career Development, Psychology, Gerontology, and Human Services. Coursework in Living Skills helps students learn how to develop appropriate personal goals, interact with people from various backgrounds, and develop appropriate skills for the workplace [II.A.3.c.4].
GE is a part of the College mission and is included in the mission statement in the catalog [II.A.3.c.5]. The College goal in this regard is for students, through their GE, “to achieve knowledge, skills, and attitudes for post-secondary education success, personal enrichment, self- development, and a purposeful and meaningful life as a member of a global community.”
Self Evaluation Courses are offered throughout the GE pattern in ethics (Philosophy); self-development (Human Career Development, Psychology, Human Services, Gerontology); civility and interpersonal skills (Human and Career Development, Speech, Human Services); cultural diversity and historical and aesthetic sensitivity (note the College GE requirement for Ethnic/Multicultural Studies) as well as civic, political and social responsibility (Political Science, Work Experience).
To determine which courses meet the requirements for the categories of Social/Behavioral Sciences, Ethnic/Multicultural Studies, and Living Skills, faculty refer to ARC’s GE area descriptions and aligned institutional SLOs. Faculty also review course outlines to ensure that the content includes the material necessary to provide knowledge in Social/Behavioral Sciences, Ethnic/Multicultural Studies and Living Skills.
Actionable Improvement Plan None.
II.A.4 All degree programs include focused study in at least one area of inquiry or in an established interdisciplinary core.
Descriptive Summary As described in LRCCD Policy P-7241, section 2.2.1 [II.A.4.1], the College requires a minimum of 18 units in a major field of study or an area of emphasis to receive an associate degree. The ARC Curriculum Committee enforces this policy during the curriculum approval process.
The College also offers four interdisciplinary degrees, each with a minimum of 18 units in a specific area of inquiry. These include English Communication and Literature, Language Studies, History of the Creative Arts, and the Individual and Society [II.A.4.2].
130 American River College SELF EVALUATION REPORT 2015 STANDARD II
Self Evaluation Every degree the College offers includes focused study in an area of emphasis or in an established interdisciplinary core.
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 The College offers a significant variety of vocational and occupational certificates and degrees, all of which demonstrate technical and professional competencies that meet employment and other applicable standards, and which are prepared for external licensure and certification. The College offers 58 occupational degree programs and six apprenticeship degrees. The College also offers 104 Chancellor’s Office-approved occupational certificates, eight apprenticeship certificates, and 157 occupational department certificates.
New occupational and apprenticeship CTE certificate and degree programs are developed based on recommendations from employers, advisory committees, professional organizations, apprenticeship programs, and faculty. With the assistance of advisory committees, employers, and students, faculty develop and refine measurable SLOs for courses and programs [II.A.5.1, II.A.5.2, II.A.5.3].
The College CTE program development process includes evaluation of labor market information and employer surveys, availability of facilities, and resources. The LRCCD Program Placement Council (PPC) must first approve certificates and degrees before they are announced and reviewed by the North Far North Regional Consortium for demonstrated need and unnecessary regional duplication. Once they are on the PPC approval list and receive North Far North Regional Consortium approval, programs go through the entire curriculum process [II.A.5.4, II.A.5.5, II.A.5.6, II.A.5.7].
The College also offers programs that require external state and national certification, licensure, or accreditation (e.g., nursing, paramedics, respiratory care, funeral service, early childhood education, and automotive technology). The College submitted twenty 12-18 unit CTE certificates to the State Chancellor’s Office for approval, and twenty were approved between 2009 and 2014. These CCCCO-approved certificates are listed on student transcripts [II.A.5.8, II.A.5.9].
To support student career goals and planning, the College offers a comprehensive career center and an internship program that connect students to employment and internship opportunities. In addition, the District provides an online job posting service at no cost to students or
American River College 131 STANDARD II SELF EVALUATION REPORT 2015
employers [II.A.5.10, II.A.5.11]. The ARC Career Center collaborates with local employers, government, and public organizations to promote career pathways and offer various resources to help ARC’s diverse population, for example student veterans, to successfully transition to the workforce [II.A.5.14]. Each year the District surveys employers and graduates of selected programs to determine how ARC’s graduates performed on the job after completing training.
To assist students in achieving their ultimate goal, CTE programs provide them with information about employment opportunities in their respective fields and post links to job resources on the Web [II.A.5.12]. In addition, the College publishes gainful employment disclosures on its website for all of its financial-aid eligible CTE programs, which include employment and cost information [II.A.5.13].
Self Evaluation The College maintains program standards through regular external review of courses, certificates, and degrees by advisory committees, external accreditation, and regulatory agencies. Internally, the College implements a Program Review process, supports program follow-up and employer surveys, and ensures feedback to faculty from employers and students [II.A.5.15, II.A.5.16, II.A.5.17]. The College maintains advisory committee membership and minutes on the ARC Insider Web page. The College requires this information and documentation to be submitted by the program for the internal allocation of federal funding [II.A.5.18].
CTE programs that must meet competency for licensure have a process for evaluating graduates’ competencies. For example, the ARC Funeral Service Education Program is accredited by the American Board of Funeral Service Education (ABFSE). The faculty within the Funeral Service Education (FSE) program evaluate each student in a clinical setting using evaluative guidelines and tasks delineated by its accrediting body [II.A.5.19, II.A.5.20].
Likewise, the Interpreter Preparation Program assesses student success using parameters set by its accrediting body. This program assesses students in two areas: the National Interpreter Certification (NIC) and the Educational Interpreter Performance Assessment. Candidates in ARC Interpreter Preparation Program in the last three years have all passed the Registry of Interpreters for the Deaf (RID) NIC written exam [II.A.5.21].
Not all CTE programs require licensure, but for those that do, passing rates by institutions are posted on the website of the licensing agencies. Links to these agencies are also available on the College website.
To meet external licensure, certification, or accreditation standards, many programs maintain records of student success on external exams, especially in the area of allied health. These programs also conduct employer and student surveys. The ARC Respiratory Care program administers an assessment tool developed by the Commission on Accreditation for Respiratory Care, the accrediting agency of the Respiratory Care program. However, some external testing agencies do not provide confidential student outcome data to the College [II.A.5.22, II.A.5.23, II.A.5.24, II.A.5.25].
132 American River College SELF EVALUATION REPORT 2015 STANDARD II
The District OIR conducts follow-up studies for larger CTE programs (e.g., Automotive, Computer Information Science, Early Childhood Education), and the College uses this data systematically to strengthen these courses and programs. Until 2006, core indicator information from the CCCCO for student placement and retention in employment was provided through matches with unemployment insurance (UI) data. Currently, the CCCCO and the CCCCO Launch Board provide Core Indicator data that are invaluable for review of program outcomes and student success and support program improvement. Deans also use Core Indicator data and Launch Board data for planning and enrollment management [II.A.5.26, II.A.5.27].
In 2009, the District upgraded the online job posting service to allow for screening and approval of internships, job openings, and employer sites before they become available to students [II.A.5.28]. The College also improved the data submission process for local/department certificates by creating a mechanism that allows for their easy tracking and inclusion in MIS data reports [II.A.5.29, II.A.5.30].
The Funeral Service Education program has enhanced its self-assessment by developing an online assessment tool in conjunction with the OIR. This assessment tool, which the department anticipates to be deployed in fall 2015, will be administered to graduates on an annual basis; a portion of the tool will capture employer contact.
For continual improvement in CTE, the College will execute an agreement with the Research and Planning Group (RPG) for the California Community Colleges to conduct a comprehensive CTE outcomes survey in early spring 2016. The results will be available in June 2016.
Actionable Improvement Plan None.
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 objectives consistent with those in the institution’s officially approved course outline.
Descriptive Summary The College catalog provides clear and accurate information about College policies, courses, programs, and transfer. All degrees and certificates listed in the catalog include the courses and number of units required, as well as program SLOs, which inform students about what they will be able to do upon completing the program. The course description section of the catalog lists all of the courses offered by the College. It includes the course title, number of units, prerequisites and co-requisites, advisory information, and required hours of lecture/lab. In addition, the course description includes transferability and C-ID information, when appropriate, as well as whether the course is applicable for ARC GE, CSU GE, and IGETC.
American River College 133 STANDARD II SELF EVALUATION REPORT 2015
The College and District require that students receive syllabi for each of their classes and that copies of these syllabi be kept in area offices [II.A.6.1]. Student questionnaires for periodic performance reviews include a question about whether students received syllabi from their instructors. The Academic Senate passed a resolution to make SLOs available to students [II.A.6.2], and area deans audit syllabi each semester to verify each syllabus accurately identifies the course learning outcomes.
Self Evaluation The College publishes an annual catalog containing complete descriptions of its courses and programs, including program-level SLOs and course transferability. In addition, faculty are required by the College to create and distribute syllabi to their students and meeting that requirement is included in the negotiated performance evaluation. Syllabi have clearly outlined course information including SLOs, verified by area deans.
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.
Descriptive Summary The College has clearly defined policies on transfer of credit. LRCCD Board Policy P-7135 and Regulation R-7135 establish the manner in which ARC and its sister colleges address transfer courses [II.A.6.a.1.1, II.A.6.a.1].
The College uses its catalog, class schedule, and website as primary sources of information regarding the instructional programs offered and transfer policies governing the College. The catalog lists all of the courses offered by the College. Each course listing states whether the course is transferable, whether it is approved for the CSU GE and IGETC patterns, and whether it has been approved for a C-ID number (Course Identification Numbering System). This information is also available in the online class schedule. The catalog also contains information regarding transferring credit from ARC to four-year institutions. The College website provides links to the catalog [II.A.6.a.2], the class schedule [II.A.6.a.3], and to the Transfer Center [II.A.6.a.4].
In addition to the information published in the catalog, class schedule, and College website, counselors provide guidance regarding transfer requirements, articulation agreements, and transfer admission agreements. The College has a very active Transfer Center that provides
134 American River College SELF EVALUATION REPORT 2015 STANDARD II current transfer information to students as well as provides students with access to a transfer counselor from a variety of four-year colleges. This Center also helps students plan a transfer agreement. Students can find current transfer information in printed form and on the Transfer Center’s website.
To facilitate the movement of its transfer students, the College counselors also review courses from other colleges to determine if they fulfill the ARC’s graduation requirements, using one of the following methods:
• “pass along”: using it as the original institution uses it. • “meet the intent of the area” based on Los Rios District guidelines for Associates Degree Requirements [II.A.6.a.5] • or based on the C-ID approved list [II.A.6.a.6]
Counselors record this information on the students’ curriculum planning sheets, as comments on student education plan, or CSU/IGETC checklist or certification form [II.A.6.a.7].
In accordance with the LRCCD Board policies and regulations, the College Articulation Officer participates in curriculum development by participating on the Curriculum Committee. The Articulation Officer develops, implements, and evaluates articulation agreements. The Articulation Officer also seeks course-to-course articulation with four-year institutions by reviewing current agreements and then contacting the institution with a request to articulate particular courses. The Articulation Officer submits course outlines to the four-year colleges and universities and keeps track of articulation and GE requests, as well as developing GE advising sheets reflecting new course approvals and any changes in GE format. In addition, the Articulation Officer also reviews current agreements for approval by requesting appropriate course-to-course articulation [II.A.6.a.8].
The ARC Articulation Officer position, formerly held by a Counseling faculty member, has been vacant since December 2014. Recognizing the importance of the articulation function, and how the role has evolved over the last several years to include additional responsibilities related to transfer degrees and the C-ID, the College formalized the role of the Articulation Officer by creating a separate job description for a full-time Articulation Officer Coordinator. The faculty and administration approved the new job description, and the College expects to have a new Articulation Officer Coordinator on board by July 2015. Until the College has filled this position, two academic counselors have fulfilled articulation-related responsibilities at the College.
All current articulation agreements with the UC and CSU systems are available on the ASSIST website [II.A.6.a.9]. ARC also has articulation agreements with private and out-of-state colleges; these agreements are posted on the Transfer Center Web page under “College-Specific Guidelines” [II.A.6.a.10, II.A.6.a.11, II.A.6.a.12]. The Articulation Officer or the designee submits courses for UC and CSU transferability on a regular basis. The College also submits courses for C-ID approval on an ongoing basis.
American River College 135 STANDARD II SELF EVALUATION REPORT 2015
Additionally, ARC participates in a state wide program to help students receive advanced standing credit while still in high school. Detailed information for the school, parents, and students is available on the Statewide Career Pathways website [II.A.6.a.13].
Self Evaluation The College has clearly defined and publicly available policies regarding transfer-of-credit. In addition, counselors regularly advise students regarding transfer options and requirements.
Students who wish to transfer from ARC to four-year institutions have information available online through the Transfer Center webpage and receive this information when meeting with a counselor. Students can also have their CSU GE or IGETC units certified by a counselor to ensure that their coursework fulfills the lower-division GE requirements for transfer. Furthermore, since the implementation of SB1440, the College is in full compliance with the mandate. As of fall 2014, the College has 22 Associate Degrees for Transfer (ADTs) approved, and a few awaiting approval from the Chancellor’s Office; ADTs guarantee priority admission to students with junior status to the California State University System. The College recognizes the importance of having an Articulation Officer at hand, and anticipates filling the position, designated as a critical hire, by July 2015.
Actionable Improvement Plan None.
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.
Descriptive Summary The College strives to allow enrolled students to complete their education in a timely manner with a minimum of disruption when programs are eliminated or significantly changed. Before eliminating a program, departments must first complete a Program Focus Review (PFR) with the Curriculum Committee [II.A.6.b.1]. In this review, the appointed panel of faculty and administrators examines demand for the program both from students and from the community, and the panel approves the proposed elimination only if the panel deems the program non- viable. Students enrolled in a program that has been eliminated or significantly altered may exercise their catalog rights to complete their course of study [II.A.6.b.1.1]. The College encourages students affected by program elimination or revision to work closely with counselors and discipline faculty to ensure they complete their education in a timely manner.
Self Evaluation The College only rarely eliminates or significantly modifies a program, but when it happens, the College encourages students to work with discipline faculty and counselors to identify educational plans to allow them to complete their education with a minimum of disruption.
136 American River College SELF EVALUATION REPORT 2015 STANDARD II
Students may submit petitions requesting to substitute an alternate course for the original required course if it is no longer offered, or discipline faculty may determine an appropriate substitute course. The Counseling Center staff maintains a cumulative course substitution database with specific guidelines from departments to apply to student graduation without individual student petitions [II.A.6.b.2].
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 ensure integrity in all representations about its mission, programs, and services.
Descriptive Summary The College represents itself clearly, accurately, and consistently through such publications as the catalog, the class schedule, and website [II.A.6.c.1, II.A.6.c.2, II.A.6.c.3].
The College updates and publishes the catalog annually and publishes the schedule twice a year. Additionally, up to two catalog addenda are published each year to account for any significant changes. Prior to publication, the College widely distributes drafts of the catalog and class schedule to check for accuracy. The Instruction, Student Services, and Public Information offices work together to ensure the clarity, accuracy, and consistency of catalogs and schedules.
The College external website, containing information about the College mission, programs, and services, serves as a primary source of information to students and to the public. It also contains links to the current and past editions of the catalog and to the online class schedule. On its website, the College makes available student achievement information, in the form of KEIs, trend line student success data, ARC’s CCCCO Student Success Scorecard, and SLO assessment results [II.A.6.c.4]. It also provides a link to annually updated gainful employment information for CTE programs that qualify [II.A.6.c.5], and links to that same information in its online catalog.
The College Community Relations Office works with other College departments and offices to publish printed publications including the College catalog, class schedule, registration guide, and tabloid (a newspaper style publication mailed to all homes in ARC’s service area). All printed publications are reviewed and evaluated in collaboration with instructional and student services departments, as well as relevant College committees. Before a publication goes to print or is made available online, the College gathers information on revisions, corrections, and improvements from appropriate departments and individuals. If a new regulation or policy demand change, the change can usually be made on the same day.
American River College 137 STANDARD II SELF EVALUATION REPORT 2015
The PIO also manages and coordinates the College’s many external social media channels, including Facebook, Twitter, Instagram, LinkedIn, and Google Plus to ensure that these channels share accurate, consistent information; the PIO also responds to public inquiries as they arise. The Community Relations Office works with other departments/offices to publicize upcoming events while also highlighting student, employee, and program accomplishments. The Office also publishes Notes, a weekly electronic employee newsletter and coordinates internal communications with a wide variety of departments and offices. All the publication and community relations work support the College’s mission, vision, and values, while also following professional standards guided by organizations such as the National Council on Marketing & Public Relations and California Community College Public Relations Organization.
The District Board of Trustees has a systematic and regular process for review of its policies and regulations, which are posted on the District’s website. This review process assures compliance and responsiveness to the changing needs of the College and District [II.A.6.c.6].
Self Evaluation The College makes every effort to provide clear, accurate, and consistent information to students, staff, and the public through the College catalog, class schedules, and websites, including information regarding student success at the College. The College is aware that all public communication needs to be universally accessible and is evaluating processes to ensure that this is so.
Actionable Improvement Plan None.
II.A.7 In order to ensure 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 world views. These policies make clear the institution’s commitment to the free pursuit and dissemination of knowledge.
Descriptive Summary The LRCCD Board has issued a formal policy on academic freedom, available on the District website: “The Board adopts the position that in a world of rapid change, a college best serves its community not as a stronghold of rigid tradition, but as an open intellectual forum where varying shades of opinion may be freely expressed and fairly debated. Positive values evolve for a free exchange of ideas among informed citizens, and the progressive evolution of American institutions may depend upon their quality of flexibility in meeting changing social and economic needs” [II.A.7.1].
The collective bargaining agreement, publicly available on the District website, between the District and the faculty union also includes language declaring “the LRCCD and LRCFT agree
138 American River College SELF EVALUATION REPORT 2015 STANDARD II that academic freedom is essential for the fulfillment of the educational mission of the District and for the ability of faculty to perform their professional duties” [II.A.7.2].
The College is also committed to students’ right to exercise their First Amendment rights of written and oral expression, as well as their right to peaceably assemble. The College publishes this commitment in the catalog and on the College website [II.A.7.3, II.A.7.4].
Self Evaluation The College complies with LRCCD Board policies on academic freedom and responsibility and student academic honesty. ARC is committed to the free pursuit and dissemination of knowledge. These policies are published on the District and College websites and available to the public.
Actionable Improvement Plan None.
II.A.7.a Faculty distinguishes between personal conviction and professionally accepted views in a discipline. They present data and information fairly and objectively.
Descriptive Summary Board Policy P-7142 and Administrative Regulation R-7142 1.0 and 2.0 clearly outline the expectation that faculty distinguish between personal conviction and professionally-accepted views in a discipline. Such statements as 1.1 “the individual faculty member who is discussing controversial issues should present the issues openly, with fairness and clarity,” and 1.2 “the faculty member should avoid imposing personal opinions by the pressure of authority in the classroom” clearly describe that expectation [II.A.7.a.1]. Board Policy 7142 1.3 notes that agreements should be presented from various points of view and 1.4 states “students should be encouraged to analyze issues impersonally, and to draw independent conclusions.”
The “Faculty Statement of Professional Ethics,” published in the College catalog, states that the faculty “accept the obligation to exercise critical self-discipline and judgment in using, extending, and transmitting knowledge. They practice intellectual honesty. Although professors may follow subsidiary interests, these interests must never seriously hamper or compromise the freedom of inquiry.” The catalog also notes “Professors demonstrate respect for students as individuals and adhere to their proper roles as intellectual guides and counselors” [II.A.7.a.2]. The LRCCD collective bargaining agreement with LRCFT, under Article 11.2 Professional Expectations, states “In order to fulfill their professional expectations, faculty shall clearly differentiate to students the expression of a faculty member’s personal opinions or convictions from the objective presentation of theory, fact, or ideas” [II.A.7.a.3].
The collective bargaining agreement with LRCFT outlines a process for performance review for part-time and full-time faculty that provides faculty and managers the opportunity to observe
American River College 139 STANDARD II SELF EVALUATION REPORT 2015
instructors presenting and discussing controversial topics to ensure that faculty distinguish between personal conviction and professionally-accepted views [II.A.7.a.4].
Student surveys are a part of the faculty performance review process. Students evaluate the faculty performance and are encouraged to make comments on a survey conducted outside of the faculty member’s presence. Original individual student review forms are not returned to the faculty until after grades have been submitted [II.A.7.a.5]. Classroom observations, student reviews of their classroom experience, and discussions with faculty during the performance review process all help determine whether faculty are meeting this expectation [II.A.7.a.6, II.A.7.a.7, II.A.7.a.8].
Self Evaluation At the College, Board Policies and Administrative Regulations clearly direct faculty to distinguish between personal conviction and professionally accepted views in a discipline. The “Faculty Statement on Professional Ethics” and the faculty collective bargaining agreement both echo and support this expectation. The College reviews faculty on a regular basis to ensure that they are meeting the expectation.
Actionable Improvement Plan None.
II.A.7.b The institution establishes and publishes clear expectations concerning student academic honesty and the consequences for dishonesty.
Descriptive Summary The LRCCD Board of Trustees has established and published clear expectations regarding academic honesty and the consequences of dishonesty. The College abides by the California Education Code and all College rules and regulations described in the LRCCD Board of Trustees Policy P-2411 “Student Rights and Responsibilities” and P-2441 “Standards of Conduct and Due Process” [II.A.7.b.1, II.A.7.b.1.1].
Detailed descriptions and consequences related to student honesty can be found at the following:
• ARC Website under “Students Rights and Responsibilities” [II.A.7.b.2] • College catalog under “Student Rights & Responsibilities” [II.A.7.b.3] • The Faculty Handbook, “Discouraging Cheating, and Plagiarism” (anticipated approval of revised Handbook 2015-2016). • Workshops and other professional development activities dealing with plagiarism and cheating offered through the College Teaching Institute and the Instructional Technology Center’s Online Teaching Institute for faculty [II.A.7.b.4]
140 American River College SELF EVALUATION REPORT 2015 STANDARD II
Information about plagiarism and cheating is located in the College online student orientation in D2L. Hard copies are also available upon student request in the Center for Leadership and Development.
Instructors’ syllabi contain statements regarding ARC’s academic honesty policy and their specific classroom policy on academic honesty [II.A.7.b.6, II.A.7.b.7].
Self Evaluation The College’s website and catalog clearly establish the expectation for student honesty and integrity and the consequences for dishonesty. The College’s Dean of Student Development meets with students who have violated this expectation to discuss the College policy and establish consequences for individual violations.
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 world views, give clear prior notice of such policies, including statements in the catalog and/or appropriate faculty or student handbooks.
Descriptive Summary The College does not seek to instill specific beliefs or world views. On the contrary, ARC encourages its students to “engage in critical and creative thinking (and) participate in lifelong learning... The college offers educational opportunities for enhancing cultural awareness, supporting diversity, and promoting the free exchange of ideas and the development of a culturally competent and inclusive college community” [II.A.7.c.1]. The Welcome page of the Center of Leadership and Development website clearly states that “American River College is building a learners community of academic integrity and personal dignity. As an institution of higher education, ARC is committed to the free exchange of ideas, respect for the contributions and dignity of every person, and to a learning environment in which academic achievement and personal responsibility are fostered and celebrated” [II.A.7.c.2]. The College does follow established Board policies regarding student and faculty codes of conduct as outlined in the California Education Code and the Policies and Administrative Regulations of the District. The respective responsibilities of both the students and the College are found in the Academic Integrity statements and Standards of Student Conduct statements. ARC also follows the LRCCD Statement of Ethics for all District employees [II.A.7.c.3, II.A.7.c.4].
Self Evaluation The College gives clear prior notice of its policies on student and faculty codes of conduct. Detailed descriptions of the Academic Integrity of Faculty and the Standards of Conduct for students, faculty, administrators, and staff can be found at the following:
American River College 141 STANDARD II SELF EVALUATION REPORT 2015
• ARC Webpage on Student Rights and Responsibilities [II.A.7.c.5]. • ARC Catalog, Student Rights and Responsibilities [II.A.7.c.6] • The Faculty Handbook, “Faculty Statement on Professional Ethics.” • ARC Statements of Professional Ethics for Faculty, Classified Staff, and Administrators [II.A.7.c.7]. • Board Policy P-3114, Board of Trustees Statement of Ethics for all Los Rios Community College employees [II.A.7.c.8]
Along with the above well-publicized statements of expectations, all LRCCD employees receive a memo every semester reminding them of their rights and responsibilities. The memo from the Associate Vice Chancellor of Human Resources provides statements regarding professional and ethical behavior [II.A.7.c.9].
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 American River College does not offer curricula in foreign locations to students other than U.S. nationals.
Self Evaluation Not applicable.
Actionable Improvement Plan Not applicable.
142 American River College SELF EVALUATION REPORT 2015 STANDARD II
174List of Evidence Standard II.A EVIDENCE EVIDENCE TITLE LABEL II.A.0.1 College Mission II.A.0.2 2014-15 College Catalog pp. 54-56 II.A.0.3 Advisory Committee Manual II.A.0.4 EMP II.A.0.4.1 Program Review II.A.0.4.2 SLO Assessment Process II.A.1.1 2014-15 College Catalog pp. 54-56 II.A.1.2 Curriculum Handbook, p. 20 II.A.1.3 SOCRATES login page (login required to access SOCRATES) II.A.1.4 Curriculum Handbook pp. 8-9 II.A.1.5 Curriculum Handbook, p. 25-26 II.A.1.6 Curriculum Handbook, p. 27-28 II.A.1.7 LRCCD Board Policy P-7145 Distance Education II.A.1.8 ARC Curriculum Committee Standards for Regular Effective Contact and Regular and Substantive Interaction in Online Classes II.A.1.9 Program Review II.A.1.10 2014 Accreditation Self Evaluation Survey II.A.1.11 Curriculum Committee II.A.1.a.1 Accelerated College Education II.A.1.a.2 Cohort to Transfer II.A.1.a.3 Health Care Interpreters Advisory Committee Minutes II.A.1.a.3.1 Lactation Advisory Group Minutes II.A.1.a.4 CTE Enhanced Funding Email Thread II.A.1.a.5 Assessment Center II.A.1.a.6 Basic Skills Initiative II.A.1.a.7 PCC Minutes 12-1-2014 II.A.1.a.8 ARC SLO Action Plan Entry Template II.A.1.a.9 SLO Authentic Assessment Results Report process II.A.1.a.10 Two-part Course Level SLO Assessment diagram II.A.1.a.11 SLO Assessment Results Cohort I, 2013-14 II.A.1.a.12 ISLO Assessment Results II.A.1.a.12.1 CCSSE II.A.1.a.13 SLOAC Agenda January 28, 2015 II.A.1.a.14 Program Review Committee II.A.1.a.15 Gainful Employment Disclosures II.A.1.b.1.1 Sample Course Outline (CHEM without DE) II.A.1.b.1.2 Sample Course Outline (PROPTX with DE)
American River College 143 STANDARD II SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL II.A.1.b.1.3 Statway webpage II.A.1.b.1.4 Statway Results II.A.1.b.1.5 MMLC webpage II.A.1.b.1.6 MMLC Arithmetic to Pre-Algebra Results II.A.1.b.1.7 MMLC Elementary to Intermediate Algebra Results II.A.1.b.1.8 Pathways to Improvement: Mindset/Math II.A.1.b.1.9 Reading Apprenticeship webpage II.A.1.b.3 ARC Curriculum Committee Standards for Regular Effective Contact and Regular and Substantive Interaction in Online Classes II.A.1.b.3.1 District Curriculum Coordinating Committee Minutes: February 27, 2015 II.A.1.b.3.2 Socrates Advisory Group Minutes: February 27, 2015 II.A.1.b.3.3 LRCCD Board Regulation R-7145 Distance Education II.A.1.b.4 2008 ARC Distance Ed Plan II.A.1.b.5 2015 ARC Distance Ed Plan - Draft II.A.1.b.6 ITC Online Teaching Institute Overview Website II.A.1.b.6.1 Center for Teaching and Learning (CTL) II.A.1.b.6.2 English Department Minutes: November 4, 2014 II.A.1.b.7 NFB-NVA Gold Level Web Certification II.A.1.b.8 DE Access & Accommodations for DE Courses Website II.A.1.b.9 KEI Report Website II.A.1.b.10 Writing Across the Curriculum Survey Instrument II.A.1.b.11 Reading Across the Disciplines Survey Results II.A.1.b.12 2013 DE Student Satisfaction Survey results II.A.1.b.13 Substantive Change Proposal to ACCJC, Appendix D, p. 39 II.A.1.b.14 Substantive Change Proposal to ACCJC, Appendix D, p. 14 II.A.1.b.15 Spring 2014 student success rates (HEED 300/PHYS 310 – online vs. on-ground) II.A.1.b.16 2013 DE Student Satisfaction Survey II.A.1.b.17 Regular and Effective Contact Survey 2014 II.A.1.b.18 2014 ARC Accreditation Survey II.A.1.c.1 SLO Website FAQ Page II.A.1.c.1.1 Sample Course Outline II.A.1.c.1.2 Sample Program Outline II.A.1.c.2 College Status Report on SLOs Implementation—ACCJC Report II.A.1.c.3 College Catalog, p. 7 II.A.1.c.4 Minutes SLOAC GE Retreat May 2013 II.A.1.c.5 SLOAC Student Services II.A.1.c.6 Curriculum Handbook p. 48 II.A.1.c.7 Design Tech SLO Map – Reference Copy Downloaded 02/15
144 American River College SELF EVALUATION REPORT 2015 STANDARD II
EVIDENCE EVIDENCE TITLE LABEL II.A.1.c.8 Curriculum Handbook p. 48 II.A.1.c.9 College Status Report on SLOs Implementation—ACCJC Report II.A.1.c.10 ISLO Website II.A.1.c.11 SLO Process Improvement Chart II.A.1.c.12 SLOAC Training Presentations II.A.1.c.13 Program Review Training Presentation – SLO Mapping - Slide #8 II.A.2.1 ARC Catalog: Transfer II.A.2.2 ARC International Students Website II.A.2.3 ARC Sacramento Regional Public Safety Training Center II.A.2.4 ASCCC Minimum Qualifications II.A.2.5 Study Abroad Los Rios Faculty 2015 II.A.2.a.2 Curriculum Handbook 2014-15 II.A.2.a.3 Curriculum Website II.A.2.a.4 ARC Standing Committees--Curriculum Committee Website II.A.2.a.5 Curriculum Handbook, pp.15-16, Table: Curriculum Stages For Each Proposal Type II.A.2.a.6 Curriculum Handbook, p.10 II.A.2.a.7 Program Review Council Presentations to PCC – PCC Minutes November 5, 2012 II.A.2.a.8 CTE Guidelines II.A.2.a.9 2014 ARC Accreditation Survey II.A.2.b.1 Curriculum Handbook 2014-15 II.A.2.b.2 Sample Course Outline – Section 3 – Learning Outcomes and Objectives II.A.2.b.3 ARC Course-Level SLO Extracts, Reports, SOCRATES 2014 report II.A.2.b.4 Acct 101 Course Outline – Section 8, Evaluation and Assessment Methods 02-15 II.A.2.b.5 SLO Assessment Committee Minutes: January 29, 2014 II.A.2.b.6 Two Part Course Level Assessment, AARR and DAP II.A.2.b.7 Three Year SLO Assessment Cycle II.A.2.b.8 Program Level SLO Outcomes II.A.2.b.9 ARC Advisory Committee Handbook, pp. 10-11, Appendix 1 p. 28 II.A.2.b.10 Advisory Committee Minutes & Agendas Website II.A.2.b.11 Advisory Committee Meeting Minutes – Automotive Collision Tech II.A.2.b.12 Accounting Advisory Committee Minutes–April 25, 2014 II.A.2.b.13 Advisory Committee Meeting Minutes, Nursing - 2014 II.A.2.c.1 ARC Curriculum Handbook 2014-2015, Stages in the Curriculum Process, pp. 5-15 II.A.2.c.2 Article 8.4.1.2, LRCFT Contract, 2014-17, p. 64 II.A.2.c.3 Faculty Hiring Manual II.A.2.c.4 Professional Development Booklet, p. 17 II.A.2.c.5 LRCFT Contract, 2014-17, pp. 80-92 II.A.2.c.6 Program Review Website
American River College 145 STANDARD II SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL II.A.2.c.7 Two Part Course Level Assessment II.A.2.c.8 Concept Mapping of the three year cycle SLO Assessment II.A.2.c.9 ARC Curriculum Handbook 2014-2015 II.A.2.c.10 Curriculum Committee II.A.2.c.11 2014 ARC Accreditation Survey II.A.2.d.1 Center for Teaching and Learning II.A.2.d.1.1 Instructional Technology Center II.A.2.d.1.2 2014 ARC Accreditation Survey II.A.2.e.2 ARC Curriculum Handbook, p. 8 II.A.2.e.3 SLOs Assessment Committee Website II.A.2.e.4 Program Review II.A.2.e.5 Career Technical Education Resource Guide for the Carl D. Perkins Title IC Basic Grant Funds II.A.2.e.6 EMP II.A.2.e.7 Program Review II.A.2.f.1 SLO Assessment Cycle II.A.2.f.2 Program Level SLO Assessment Website II.A.2.f.3 Program Review Results Look-up Site II.A.2.f.4 EMP II.A.2.f.5 EMP Equipment Request II.A.2.f.6 KEI Reports Website II.A.2.f.7 Research Reports II.A.2.f.8 Current Research Documents II.A.2.f.9 ISLO Assessment Results as reported to PCC II.A.2.f.10 Current Research Documents II.A.2.g.1 ARC Accreditation Website II.A.2.h.1 Units handout II.A.2.h.2 Title 5 section 55002, Standards and Criteria for Courses in the PCAH II.A.2.h.3 CCCCO Course Approval Handbook II.A.2.h.4 LRCFT Contract p. 64 (8.4.1.2) II.A.2.h.6 ARC Catalog Current and Previous Years II.A.2.h.7 LRCCD Board Regulation R-7252 Grading Practices and Procedures II.A.2.h.8 LRCFT contract, section 17.2 II.A.2.h.9 SLO Assessment FAQ Sheet II.A.2.i.1 Curriculum Report–Approved Program vs SLO Mapping Audit II.A.2.i.2 ARC Catalog Website II.A.2.i.3 SLOAC Tech Review Notes–pdf download 03-15 II.A.2.i.4 AARR Summary Report–Fall 2014
146 American River College SELF EVALUATION REPORT 2015 STANDARD II
EVIDENCE EVIDENCE TITLE LABEL II.A.2.i.5 Sample Intranet PeopleSoft Online Grade Reporting and Class Rosters II.A.2.i.6 e-Services–Academic Requirements Report (logon required) II.A.2.i.7 Counseling Appointments II.A.2.i.8 Ask ARC II.A.2.i.9 Academic Calendar II.A.2.i.10 How to Obtain An Associate’s Degree–Step 2 II.A.3.1 Graduation Requirements List–General Ed Requirements for AA or AS Degree II.A.3.2 Counseling Center Website II.A.3.3 ARC Catalog–About the College II.A.3.4 College Catalog Addendum 2-General Ed Pattern June 1, 2014 II.A.3.5 Curriculum Handbook, pp. 25-27 II.A.3.6 ISLO/GE Process Timeline II.A.3.a.1 ARC ISLOs II.A.3.a.2 LRCCD Policy P-7241 Graduation Requirements II.A.3.a.3 ARC ISLOs II.A.3.a.4 ARC ISLOs II.A.3.a.5 ISLO CCSSE Results Summary II.A.3.b.1 ISLO CCSSE Results Summary II.A.3.c.1 ARC ISLOs II.A.3.c.2 ARC ISLOs II.A.3.c.3 ARC GE Website--Multicultural Guidelines II.A.3.c.4 ARC GE Website II.A.3.c.5 ARC College Catalog: About the College II.A.4.1 LRCCD Board Policy P-7241, section 2.2.1 II.A.4.2 ARC College Catalog, Programs of Study – Interdisciplinary Studies II.A.5.1 ARC College Catalog, Programs of Study II.A.5.2 Curriculum Inventory on Chancellor’s Office Website II.A.5.3 Advisory Committees II.A.5.4 Curriculum Handbook, pp. 15, 17 II.A.5.5 North Far North Regional Consortium II.A.5.6 NFNRC Program Proposals.pdf II.A.5.7 ARC Programs Approved by PPC to Proceed in 2013-14 and 2014-15 – updated 10-2-14 II.A.5.8 Appendix A. List of CTE Programs Updated Since 2009 II.A.5.9 Curriculum Inventory on Chancellor’s Office Website II.A.5.10 Career Center Website II.A.5.11 Cooperative Work Experience Education and Internship Program Website II.A.5.12 Respiratory Care Employment Opportunities Website II.A.5.13 Gainful Employment Disclosures Website
American River College 147 STANDARD II SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL II.A.5.14 Veterans Resource Center Website II.A.5.15 Advisory Committee Website II.A.5.16 Program Review II.A.5.17 Program Review Planning Implications: Cohort 2009-10 II.A.5.18 Advisory Committees Website II.A.5.19 American Board of Funeral Service Education II.A.5.20 Embalming Proficiencies Competency Report II.A.5.21 Interpreter Preparation Program Competencies Verification II.A.5.22 COARC Graduate Survey II.A.5.23 2014 COARC Annual Report II.A.5.24 Evaluation Form for Internship Sites II.A.5.25 Evaluation Form for ARC Funeral Services II.A.5.26 CTE Core Indicator Reports-CCCCO II.A.5.27 Area Deans Meeting Agenda: March 19, 2014 II.A.5.28 Email from Victoria Rosario II.A.5.29 Data Mart-Chancellor’s Office II.A.5.30 Program Awards Summary Report II.A.6.1 LRCFT contract II.A.6.2 Senate Resolution 2007.04 II.A.6.a.1 LRCCD Board Regulation R-7135 II.A.6.a.1.1 LRCCD Board Policy P-7135 II.A.6.a.2 College Catalog pp. 44-52 II.A.6.a.3 Class schedule II.A.6.a.4 Transfer Center Website II.A.6.a.5 LRCCD Board Policy P-7241 II.A.6.a.6 C-ID II.A.6.a.7 CSU/IGETC cert forms II.A.6.a.8 LRCCD Regulation R-7135, Articulation Officer Function II.A.6.a.9 ASSIST II.A.6.a.10 College-Specific Guidelines II.A.6.a.11 LRCCD Board Policy P-2216 Acceptance of transfer credit II.A.6.a.12 Transfer Center Website II.A.6.a.13 State Pathways -- Articulation with High Schools II.A.6.b.1 Curriculum Handbook, Appendix B II.A.6.b.1.1 ARC Catalog, p. 54 II.A.6.b.2 Course Substitution/Equivalency Petition II.A.6.c.1 ARC Catalog II.A.6.c.2 Class Schedule
148 American River College SELF EVALUATION REPORT 2015 STANDARD II
EVIDENCE EVIDENCE TITLE LABEL II.A.6.c.3 ARC Class Offerings & Related Resources II.A.6.c.4 ARC Accountability Report II.A.6.c.5 ARC Gainful Employment II.A.6.c.6 Main Page - District Policies & Administrative Regulations II.A.7.1 LRCCD Board Policy P-7142 Controversial Issues II.A.7.2 LRCFT 2014/2017 Contract, Article 17 II.A.7.3 Guide to Students Rights & Responsibilities II.A.7.4 ARC Catalog, p. 43 II.A.7.a.1 LRCCD Board Policy P-7142 Controversial Issues II.A.7.a.2 Faculty Statement of Professional Ethics, 2015-2016 ARC catalog, page 51 II.A.7.a.3 LRCFT 2014-2017 Contract, Article 11 II.A.7.a.4 LRCFT 2014-2017 Contract, Article 8, pp. 80-92 II.A.7.a.5 LRCFT 2014-2017 Contract, Article 8, 8.7.3.1.d., p. 82 II.A.7.a.6 Work Station Observation Worksheet II.A.7.a.7 Classroom Faculty Performance Review Form II.A.7.a.8 Performance Review Narrative Comments Form II.A.7.b.1 LRCCD Board Policy P-2411 Student Rights and Responsibilities II.A.7.b.1.1 LRCCD Board Policy P-2441 Standards of Conduct II.A.7.b.2 Student Rights and Responsibilities II.A.7.b.3 ARC Catalog, Policies, Rights & Responsibilities p. 43-47 II.A.7.b.4 ITC Website II.A.7.b.6 Fire Tech Course Syllabus II.A.7.b.7 NUTRI 300 Course Syllabus II.A.7.c.1 ARC Vision, Mission, Values, and ISLOs II.A.7.c.2 Student Rights & Responsibilities Website II.A.7.c.3 LRCCD Board Policy P-3114 Statement of Ethics II.A.7.c.4 College Catalog p. 51-52 II.A.7.c.5 Student Rights and Responsibilities II.A.7.c.6 College Catalog p. 43-47 II.A.7.c.7 Statements of Professional Ethics II.A.7.c.8 LRCCD Board Policy P-3114 Statement of Ethics II.A.7.c.9 Spring 2015 Reminder of Rights and Responsibilities
American River College 149 STANDARD II SELF EVALUATION REPORT 2015
150 American River College SELF EVALUATION REPORT 2015 STANDARD II
Standard 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.
Overview American River College commits to student learning as its principal focus and to student success as its key goal. The institution recruits and admits diverse students able to benefit from its programs, consistent with its mission. All students over the age of 18 years of age and who have graduated from high school or have a high school GED or proficiency are presumed able to benefit from enrollment and are admitted to the College. Additionally, any Kindergarten-12th grade student with recommendations from both their principal and parent/guardian for specific college-level courses is also eligible for admission through the Advanced Education process [II.B.0.1].
The entire student pathway through the institutional experience is characterized by a concern for student access, progress, learning, and success. To meet its goal of student success, the College has developed a broad and growing range of student support services designed to help the College highly diverse student population reach their educational goals. These support services include: Accelerated College Education Program (ACE), Enrollment Services, Assessment, Beacon Tutoring Program, CalWORKs Support Services, Career Center, Center for Leadership and Development, Child Development Center, Counseling Center, Disabled Student Programs & Services (DSPS), Dusty Baker Student Athlete Resource Center, eServices Center, ESL Center, Extended Opportunity Programs and Services (EOP&S), Financial Aid, Health Center, Club and Events Board (CAEB), International Students, Learning Disabilities (LD) Program, Journey/TRIO Program, Mathematics, Engineering and Science Achievement (MESA), Native American Resource Center, Puente Project, Reading Across the Disciplines (RAD), Reading Center, Science Skills Center, Associated Student Body, Transfer Center, Tutorial Center, Veterans Resource Center (VRC), Writing Across the Curriculum (WAC), and the Writing Center [II.B.0.2].
The College recognizes that the student population is rapidly changing, and the institution continually re-evaluates student needs and, when necessary, adjusts the variety and delivery modes for support programs to meet those needs.
The College recruits students through high school and community outreach by service programs, instructional areas and counselors. The College has a high profile in the community through hosting high school and community athletic and arts events and through specific high school outreach efforts. Through support from the Student Success and Support Program (SSSP) and the Student Equity Plan (SEP), the College annual “Steps to Success” offers high school students a “one stop shop” for information and support for completing admission processes to the College. The College offers event brochures in Spanish and Russian languages and conducts
American River College 151 STANDARD II SELF EVALUATION REPORT 2015
event sessions in various languages for students and parents. Students attending this event can meet with counselors, complete assessment tests, and learn more about the College through tours and presentations. Also, students completing the Steps to Success meet the necessary requirements under the Student Success Act to gain priority registration. Beginning with students who apply for enrollment for summer/fall 2014, students must have completed orientation, assessment and have an integrated student educational plan (iSEP) in order to obtain priority registration. The College also participates in the annual Northern California “Steps to College” recruiting event, attended by more than four thousand students from around the region including the San Francisco Bay area. The College hosts the annual Art and Tech Festival and participates in the Career GPS attended by over 10,000 high school students in the local area. [II.B.0.2.1]. Finally, the College faculty have created disciplinary specific partnerships with high schools including BioTechnology and History [II.B.0.3].
The College recognizes that residents of the region should have an opportunity to enroll and be successful in college [II.B.0.4]. To accommodate populations across its service area, American River College offers classes not just on the main campus but also at its Natomas Educational Center, the Mather Center, and the McClellan/Sacramento Public Safety Center to allow students to access services and course offerings off campus. Each of these Centers regularly provides selected student support services. Once students enter the College at these locations, they are matched to the services they need through assessment, orientation, and referrals by staff and faculty, as well as by student self-referral or inquiry.
The College further meets the diverse need of its students by offering classes and programs using a varied schedule of day, night, weekend, online, and accelerated classes. The College offers counseling appointments online and via the telephone, and the Counseling Services offers Saturday appointments available at the beginning of the semester.
The College strives to help students succeed through multiple, regular, and systematic needs evaluation processes and through a rigorous self-assessment of the Student Service Programs. These assessments also include EMP, Program Review, and student satisfaction surveys. American River College systematically assesses student support services using Student Services Outcomes (SSOs) [II.B.0.5, II.B.0.5.1], faculty and staff input, and other appropriate measures [II.B.0.6] in order to improve the effectiveness of these services. Self-assessment lies within the College values, including the value that “Student success results from identifying, assessing and improving SLOs and allocating resources that support effective, innovative, and flexible learning opportunities” [II.B.0.7].
All Student Support programs self-assess using established Student Services Outcomes [II.B.0.8, II.B.0.8.1, II.B.0.8.2], and programs have tied each of the SSOs to the College ISLOs as well to the Student Success and Support Program and the Student Success Plan [II.B.0.9]. All programs use the same SSOs but customize the measuring tool and assessment for their specific program, and all programs self-assess their services annually. During the spring semester of each year, each Student Support Program collects data from the previous fall and spring semester. During the summer term, the program reviews its data and creates action plans to address concerns. In the fall semester, the program implements the plans, which the program assesses in the following spring semester, and the SSO assessment cycle continues in the following summer.
152 American River College SELF EVALUATION REPORT 2015 STANDARD II
Prior to identifying Student Services Outcomes, the College assessed the Student Services through the instructional SLOs assessment tool. Several Student Services programs do not have instructional components, however, so the College recognized the need for and designed the Student Services Outcomes assessment for implementation in the 2014-15 academic year [II.B.0.10]
More impetus for re-evaluating the assessment tools used by the Student Services programs came from the implementation of the College Equity and Student Success and Support Plans (SSSP) [II.B.0.12], both of which require new reporting structures and evaluation. The new SSOs assessment process allows the College to capture SSSP and Equity data along with offering the Student Support programs tools for a more complete self evaluation. Additionally, the new SSO Assessment and the SSSP data evaluation processes both closely align the CCCSE data, the College goals, and the College ISLOs, allowing for a more complete picture of the efficacy of the Student Service Programs [II.B.0.13].
The College offers students a clear and supported pathway to achievement of their educational goals all the way from New Student Orientation through certificates, degrees, graduation, and transfer. In the fall of 2013, the LRCCD formed a workgroup that created an Online Orientation that all new-to-college students would complete in order to meet that particular requirement to receive priority registration [II.B.0.14]. Additionally, new legislation requires all students declaring or changing their major to meet with College counselors to ensure their Integrated Student Educational Plan (ISEP) is current, complete, and accurate [II.B.0.14.1]. The College does not allow out-of-state students to enroll into online courses. Each semester, the Enrollment Services Department runs a Crystal Report to identify students in online courses with an out-of- state address. The College then drops students from their enrolled course(s).
To help further support students on their educational pathway, counselors also regularly offer student success courses as well as workshops on transfer and scholarship or financial aid to support students on their educational journeys [II.B.0.16]. Additionally, counselors often visit classes to discuss student success, success skills, and how to complete educational goals. Finally, the Counseling website contains comprehensive information to help students succeed at the College. The site contains multiple links leading to information including “How to Obtain an Associate Degree,” “Create your Educational Plan,” “Waitlist Information,” and “When Do I See a Counselor?” The website also offers comprehensive information about graduation and Associate Degrees for Transfer (AD-T). The Counseling website offers comprehensive information to support the students’ entire educational journey from preliminary enrollment all the way through the completion of their educational goals. [II.B.0.17]
American River College 153 STANDARD II SELF EVALUATION REPORT 2015
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.
Descriptive Summary The College 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. The College actively evaluates both student needs and student support services to ensure the quality of the programs and their effectiveness in enhancing student success. To ensure quality of student support services regardless of location or means of delivery, all student support services participate in the College planning, evaluation and review process, which includes the annual Educational Master Plan (EMP) [II.B.1.1], Student Service Outcomes (SSOs) development and assessment [II.B.1.2], and the Program Review process [II.B.1.3]. The College OIR provides regular analysis of the impact of the student support programs on student achievement [II.B.1.3.1] Note: As discussed in Standard II.C, the instructional support services, such as Beacon, Reading Across the Disciplines, and Writing Across the Curriculum, assess their SLOs within their respective instructional departments. For example, English reading and writing faculty design and implement SLO assessments in RAD and WAC SLOs.
The College requires Student Support Services to have Student Service Outcomes (SSOs) and to participate in the regular SSO assessment process [II.B.1.4]. The College formal Program Review also provides a regular and systematic evaluative process for Student Services programs to self- assess and to facilitate continuous quality improvement. Through the annual resource allocation process supported by the EMP, programs and departments assess their resource requests against their identified outcomes. Programs use their Program Review to examine the program’s goals and outcomes identified in the EMPs and to assess how effectively their programs meet student needs. Program Review data includes demographic information and statistics on student retention, persistence, success and transfer rates, degrees and certificates awarded, and student satisfaction levels [II.B.1.5].
The College uses the District Distance Education Satisfaction Survey to assess the level and effectiveness of DE support services available online for students who do not come to the main campus. The Program Review process, yearly submission of the EMPs, the three-year SSO assessment, and department specific online surveys help the College assess distance education support services. Programs offering distance education services continuously evaluate the services to ensure they are comparable to on-ground services.
In addition to the College Program Review process, the categorical programs (i.e., CalWORKs, DSPS/LD, EOP&S, Financial Aid and Matriculation and Student Success) also assess themselves through regular reports submitted to the College, including Program Reviews, and to external agencies, such as the CalWORKs, Financial Aid, and Transfer Center annual reports [II.B.1.6, II.B.1.6.1, II.B.1.6.2]. They also have site visits and performance monitoring as mandated by the state or by the California Community Colleges Chancellor’s Office (CCCCO). For example, the
154 American River College SELF EVALUATION REPORT 2015 STANDARD II
Transfer Center submits an annual report to the CCCCO every fall indicating that the program has established SSOs [II.B.1.7].
A continuing College wide dialogue about student support services occurs at departmental, divisional and College levels. Student services participate in the instruction deans’ meetings to ensure that programs in Instruction and Student Services work collaboratively to meet student needs and enhance student learning [II.B.1.7.1, II.B.1.7.2, II.B.1.7.3, II.B.1.7.4]. Student Services faculty and staff also serve on the College standing committees such as the Equity Committee [II.B.1.8] and the Basic Skills Committee [II.B.1.9]. Regular staff meetings and Student Services division meetings bring faculty, classified staff, and administrators together on a regular basis to improve effectiveness of services.
The College also assesses its services through direct student feedback. The Community College Survey of Student Engagement (CCSSE) assessment survey on student satisfaction is administered biannually, most recently in 2014 [II.B.1.10]. During the Program Review process, individual Student Services programs self-assess using CCCSE and a variety of assessment tools that may include other surveys, focus groups, and assessments administered at the Natomas Center.
The College recognizes the value of using both quantitative and qualitative data in its assessment practices, and the College is currently evaluating methods to train faculty as facilitators for the student focus groups scheduled for implementation in 2015-16. These focus groups, arising from data from the Student Equity Plan, will help the College understand the barriers facing disproportionately represented students at the College [II.B.1.11].
Self Evaluation The College regularly and systematically assesses 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 College mission.
The College regularly assesses its support programs through the Student Services Outcomes (SSO) assessment process, six-year cycle Program Review, and the annual Educational Master Plan (EMP) process, in which all student services programs participate. Through this continual process of review and assessment, the College has determined that its student support services have a significant positive impact on student learning and success. For example, students who receive financial aid or participate in categorical programs, such as EOP&S and Veterans, have higher success rates than the general student population [II.B.1.12, II.B.1.13].
Through its robust assessment processes, the College continues to enhance and expand its student support services regardless of delivery or location to meet the needs of all its students.
Actionable Improvement Plan None.
American River College 155 STANDARD II SELF EVALUATION REPORT 2015
II.B.2 The institution provides a catalog for its constituencies with precise, accurate, and current information.
Descriptive Summary The College provides a catalog for its constituencies with precise, accurate, and current information. The College annually updates the College catalog, a comprehensive source of student information, and makes the document readily available as both a hard-copy publication and an online document on the College website. Further, the catalog is available on designated College computers in alternative media format via assistive technology software systems to provide access to students with identified disabilities.
Note: All page numbers are from the 2014-2015 catalog [II.B.2.1].
II.B.2.a. General Information • Official Name, Address(es), Telephone Number(s), and Website, pp. 1, 5 • Educational Mission, pp. 6-7 • Course, Program, and Degree Offerings, pp. 54-464 • Academic Calendar and Program Length, p. 5 • Academic Freedom Statement, p. 477 for faculty • Available Student Financial Aid, Catalog, pp. 16-17 • Available Learning Resources, pp. 11-12, 29-31 • Names and Degrees of Administrators and Faculty, pp. 466-476 • Names of Governing Board Members, p. 1
II.B.2.b. Requirements • Admissions, pp. 10-14 • Student Fees and Other Financial Obligations, pp. 28-29, 33 • Degree, Certificates, Graduation and Transfer, pp. 28-63
II.B.2.c. Major Policies Affecting Students • Academic Regulations, including Academic Honesty, pp. 24-29, pp. 36-41; Guide to Student Rights and Responsibilities, pp. 5-7 (This document is available to all students from the Support Service/Center for Leadership & Development/Student Rights and Responsibilities website [II.B.2.2] • Nondiscrimination, p. 35 • Acceptance of Transfer Credits, pp. 44 & 60 • Grievance and Complaint Procedures, pp. 38-39; Guide to Student Rights and Responsibilities, p. 11 (This document is available to all students from the Support Service/Center for Leadership & Development/Student Rights and Responsibilities website) [II.B.2.3]
156 American River College SELF EVALUATION REPORT 2015 STANDARD II
• Sexual Harassment, pp. 35, 38-39; Guide to Student Rights and Responsibilities, p. 10 (This document is available to all students from the Support Service/Center for Leadership & Development/Student Rights and Responsibilities website) [II.B.2.4] • Refund of Fees, p. 29
II.B.2.d. Locations or Publications Where Other Policies May be Found All institutional policies are included in the College catalog which is easily accessible online or in print. An additional publication entitled “Guide to Students Rights & Responsibilities” is published by the Center for Leadership & Development and is easily accessed through their website. All other policies may be found in the District board policies and regulations [II.B.2.5].
The College publishes its catalog annually. The associate vice president of instruction coordinates the catalog development process, which involves collaboration with the Dean of Enrollment Services, the vice president of student services, the Articulation Officer, the Curriculum Committee, the Matriculation/Student Success Committee, the Office of Instruction, the instructional divisional areas, department chairs, and other offices both at the College and at the District.
To ensure that information provided to students is current and complete, the College produces (when necessary) up to two catalog addenda per year that may include changes to curricula, policies, and other information. A printed version of the addendum is distributed in student services, and copies are also inserted in college catalogs that are for sale. The addendum is also posted on the College website next to the catalog link. Both the print and digital versions of the catalog are identical, thereby ensuring consistency of information and student catalog rights.
The College catalog includes many but not all policies that pertain to students, student support services, and related College operations. Additional district board policies and regulations, due to their length, cannot be included in the catalog. However, these board policies and regulations can be accessed through the District website where all board policies and regulations can be viewed in their entirety.
Many instructors also publish the College policies in their class syllabi, on their class websites, or they include links to the policies on the College website.
Self Evaluation The College catalog is comprehensive and up to date with precise, accurate, and current information. The catalog is current, clean, easy to understand, easy to use, and is well structured. The College Public Information Officer, vice presidents, associate vice presidents, instructional and student service deans, department chairs, and other groups at the College all review the catalog for accuracy.
The College thoroughly reviews the catalog each year for adherence to accreditation and legal requirements. The printed version and the electronic versions of the catalog are identical. Any corrections to the catalog are made in the next addendum and addendums are published twice a year (November and June), if needed.
American River College 157 STANDARD II SELF EVALUATION REPORT 2015
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.
Descriptive Summary The College researches and identifies the learning support needs of its student population and provides appropriate services and programs to address those needs. This commitment to Institutional Effectiveness echoes the District’s Goal for Teaching and Learning Effectiveness:
“We are committed to providing the highest quality instructional programs in transfer, vocational and GE, using the best current and emerging instructional methods and technologies” [II.B.3.1].
The College identifies a clear understanding of the student population and its College wide and program-specific needs through comprehensive reports from the College OIR. Most recently, the College completed the Student Success and Support Plan (SSSP) and the Student Equity Plan, comprehensive student success plans describing how best to support disproportionately impacted student populations within the District’s four colleges [II.B.3.2]. Created through a thorough data-gathering and analysis process grounded in participatory governance, the SSSP emphasizes front-end services to students to successfully begin their college career [II.B.3.2.1]. These services include orientation, assessment, and student educational plans. The plan also includes follow-up services for students on probation and dismissal as well as for students to update their iSEPs. These processes and services allow the student, along with the counselors and other support staff, to identify the learning support needs of the student and provide appropriate referrals to services and programs.
The College also researches and assesses the students’ learning support needs through a variety of internal College reports. For example, the Key Effectiveness Indicators (KEI’s) report helps the College to assess and analyze student needs in order to plan, implement, and improve appropriate services and programs [II.B.3.3]. The College comprehensive SLOs and Student Service Outcomes processes both reveal important data to guide the College strategic planning for student learning support. Additional assessment of student needs occurs during the Program Review process, in which Student Services programs evaluate the effectiveness of their programs. These review processes include data from the Community College Survey of Student Engagement (CCSSE) report [II.B.3.4]. In addition to the College wide analyses of student needs, individual support programs also have assessment tools and processes for identifying student needs and appropriate program development. The College presents program assessment results annually to the Los Rios Board of Trustees.
The College also identifies student needs through assessment in the College matriculation process; students are more likely to be successful when they have an accurate assessment of their
158 American River College SELF EVALUATION REPORT 2015 STANDARD II skills, clear educational goals, and an understanding of course selection and enrollment processes [II.B.3.5]. Matriculation services (i.e., assessment, orientation and counseling) help students develop and achieve their educational goals. To enhance assessment of student needs and to support student success, the College also requires assessments for English, ESL, Math, Reading, a Chemistry placement test, and utilizes test scores for making the final placement determination.
In the spring of 2014, counselors developed Group Planning Sessions (GPS) for students to be placed in groups based on their writing assessment data. This new counseling strategy assists students in course planning following orientation and assessment. Every new student who completes assessment, orientation, and counseling receives a Student Guide and Academic Planner, which contains College policies and procedures, as well as information on time management and campus resources to support student success [II.B.3.6].
Additionally, each categorical program (e.g., DSPS/LD, EOP&S, and CalWORKs) requires new students to complete an intake and orientation process. Counselors and staff work individually with students to assess their learning and service needs and develop plans to meet those needs. The instructional support services (e.g., RAD, WAC, Tutoring, and the ESL Center) also assess each student’s needs and design curricular plans to meet those needs. Together, these Student Services and Instruction programs and services provide a comprehensive approach to assessing and meeting students’ needs for assistance and accommodation, whatever forms those needs may take [II.B.3.7].
The College has a comprehensive program to serve and support students who are on probationary/dismissal status. The College encourages students placed on Probation to attend a probation workshop; however, the College requires all dismissed students to attend a Probation and Dismissal workshop [II.B.3.8]. The program requires students to meet with counselors to review, assess, and discuss factors that have contributed to the student’s probationary/dismissal status and to develop a multi-semester educational plan. Students on probation or dismissal status may be directed to enroll in the Human/Career Development (HCD 114) course, Human Potential Seminar. Students on dismissal status must meet with a counselor to complete a petition for readmission and may be required to meet with the Dean of Counseling and Student Services, who approves or denies petitions for readmission. The College maintains probation and dismissed student program records in a database to track student persistence and retention over subsequent semesters [II.B.3.8.1]. In spring 2015, the program also participated in a College wide Student Reading Perception Survey in order to assess its students needs further. Results from that survey are anticipated to be available in fall 2015 [II.B.3.9].
As stated previously, prior to 2013-14 and the new SSOs, thirteen areas in the Student Support Services had developed Student Learning Outcomes. However, under the more recent SSO assessment process, all Student Support Services now participate in a regular cycle of assessment [II.B.3.10].
Self Evaluation All student services areas participate in Program Review as well as assessment of Student Service Outcomes (SSO) [II.B.3.11]. Each area in the Student Services collects data in relationship
American River College 159 STANDARD II SELF EVALUATION REPORT 2015
to the identified SSO. The data collected creates a benchmark for comparison with future data- cycles and guides the program’s design of its SSO Action Plan intended for continuous quality improvement [II.B.3.12]. The College implemented this process in the 2014-15 academic year with action plans due during the summer of 2015.
Through the new Student Success and Support Program (SSSP) and the Student Equity Plan (SEP), the College and District underwent an evaluation of the various matriculation components in the fall of 2013. At this time, seven District workgroups convened to align services to better serve our students. The workgroups, for example, created a District wide online orientation to capture the SSSP required elements of an orientation. This universal orientation now allows consistency for all students enrolled at multiple Colleges within the District.
Actionable Improvement Plan None.
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.
Descriptive Summary The College strives to offer equitable access to all of its students regardless of location or modality, through continually improving appropriate, comprehensive, and reliable services. The College population includes a diverse group of students, and an increasing number of students enroll in classes held in locations or offered through modalities off the main College campus. The College recognizes that students enrolled in classes at the outreach facilities or online must have equal access to student support services. Consequently, the College offers a variety of support services online, including orientation, and students who attend outreach centers find at those centers services tailored to the particular student population.
The majority of information regarding student services is available at all times to all students via the College website. This availability includes access to all registration functions including applications, orientation/matriculation, request forms, appeals, complaints, counseling, student health, financial aid applications, access to records and educational planning (iSEP), library services, services for disabled students, accommodation services, College activities, clubs and scholarships, and special programs such as Veterans Resource Center and the Transfer Center.
Additional services offered to students in a variety of modalities include the following:
Financial Aid: All forms are available online, with the exception of those that are federally required to be handled in-person. Students who complete debt management are required to use the Salary Surfer website to complete financial aid. Students can communicate with staff via phone or CCC Confer, and the College predominately uses email to notify students of actions required, status, and notifications [II.B.3.a].
160 American River College SELF EVALUATION REPORT 2015 STANDARD II
Counseling: Based upon a needs assessment and to further enhance student access to support services, the Counseling Program has piloted distance counseling via Skype and Google Hangout. Additionally, the College Counseling Department has created Group Planning Sessions (GPS) to meet the needs of incoming students and has now formalized the GPS service for all students who place into certain levels of English reading and writing [II.B.3.a.1]. Currently, students unable to meet at the main campus can make a phone appointment to meet with a counselor or choose, if they meet the criteria, to attend a counseling appointment in a virtual environment.
All new students complete the online orientation. Currently a number of groups of students, for example, student athletes, advanced education, and new-to-college students, have the ability to schedule an appointment with a counselor through an online portal in the SARS system. All students have access to their integrated student educational plan (iSEP) through their student portal, as well as access to their placement scores and the degree audit system.
The College offers counseling services to all students through the College two main outreach centers as well through online counseling services [II.B.3.a.1.1]. The Natomas Center provides general counseling services on a daily basis Monday through Friday year round. A DSPS counselor is available one day per week year round. The College also offers general counseling on site at the McClellan Public Safety Center one day per week throughout each semester. Students living at a distance may make a telephone appointment to speak with a counselor; those who have internet access and a webcam can make an appointment via an online link on the Counseling Department website for a face-to-face meeting via the internet [II.B.3.a.1.2].
Student Development/Center for Leadership and Development: The College uploads all forms related to student leadership and development for student access (starting clubs, club financing forms, ASB leadership forms, etc.). The College provides online all information regarding bike lockers, Access Cards, and housing along with program applications for International Students, Journey Program, SAGES, and others. The College has also uploaded for online access all District policies, regulations, and forms related to standards of student conduct and due process for students. Finally, the College offers meetings and hearings for student conduct via phone on a case-by-case basis as the need arises [II.B.3.a.1.3].
DSPS: DSPS offers all their forms online, with email contact available directly with counselors, or via the program website. Counseling appointments can be conducted via phone or videophone on a case-by-case basis, and DSPS, recognizing the need for online support for students, is actively working to establish more cohesive practices for distance education students [II.B.3.a.1.4].
CalWORKs: All CalWORKs forms are available on the CalWORKs website with additional email and phone contact through the program’s website [II.B.3.a.2].
Career Center: The Career Center lists information about email help and phone communications and information on the program website. The website includes a section called “CareerSpots” which offers a range of online career development videos including job search instruction, resume/cover letter augmentation, interviewing techniques, and networking tips.
American River College 161 STANDARD II SELF EVALUATION REPORT 2015
The Jung Typology test is available online to help students define their personality type and the types of careers or workplace environments that fit best with their personality. The program website offers Eureka for additional career and skill assessments online. The site also includes LINCS for students to job search employers looking for college students to hire [II.B.3.a.3].
EOP&S: All EOP&S forms are available on program website, with email and phone information and counseling available although these contacts do not fulfill the mandated three student/program contacts. E-SAR is also available online [II.B.3.a.4].
Transfer Center: This service offers links to ASSIST, and UC and CSU websites, in addition to providing information about the AA-T and AS-T degrees, transfer admission agreements, and links to applications to public and private institutions. A full-time counselor is assigned to the Transfer Center as its director. Related to the transfer function is the “Cohort to Transfer Program” at Natomas Center, which offers transfer curriculum leading to an AA-T in psychology and sociology [II.B.3.a.4.1]
Veterans Resource Center (VRC): All required Veterans forms along with email and phone contact information are offered on the program’s website. Veteran students can call for advice and guidance in completing the forms. Military service members have called the VRC from Europe, Japan, Korea, Afghanistan, Kuwait, and Iraq asking for form guidance. The program offers additional phone appointments and email contacts with Veterans and dependents as needed [II.B.3.a.5].
The HUB: General counseling is provided to all students who visit the HUB located inside the Student Center. Counseling is available to students from Monday through Thursday from 8AM – 7PM and on Fridays from 8AM – 5PM during the academic year. In addition to general counseling, counseling services for specialized communities are also located within the HUB. The HUB addresses the counseling service needs of our Journey Program (TRIO Student Support Services), PUENTE Program, UMOJA Learning Community, Math Engineering Science Achievement (MESA) Program, International Students Program, and Community & Diversity Center students.
The College also offers instructional support services specifically for distance education students. For example, while tutoring is provided to students in the Learning Resource Center, the College has also offered students online tutoring using ARC tutors since 2012. In fall 2014, moreover, the College initiated a pilot online tutoring service (tutoring.com) to provide tutoring services 24 hours a day, seven days a week, in a variety of subjects, for up to three hours a semester [II.B.3.a.6]. Additional online tutoring is available for students via the Sacramento Public Library [II.B.3.a.6.1, II.B.3.a.6.2]. (More information about instructional support services for Distance Education students can be found in Standard II.C.)
Students enrolled at the Natomas Center find a full-service outreach facility providing the following services: application and enrollment, business services, assessment, counseling, tutoring, library, financial aid, and Disabled Student Programs and Services (DSPS)/ Learning Disabilities (LD) [II.B.3.a.6.3].
162 American River College SELF EVALUATION REPORT 2015 STANDARD II
Students enrolled at the College’s other outreach facilities can access support services online and at the Centers. The McClellan Public Safety Center offers entry-level and advanced in-service instruction in areas that meet the needs of individuals as well as public and private agencies. Several of these courses are certified by the California Commission on Peace Officers Standards and Training (POST), California Standards and Training for Corrections (STC), California Correctional Peace Officer Standards and Training (CPOST) and the California State Fire Marshal’s Office. Most courses presented at the SRPSTC are offered in an intensive, concentrated, short-term format, and the nature of the professional short-term classes means that the students there typically do not need instructional support beyond that available online or through the course. The Center provides weekly registration, financial aid, and counseling services, however, and students who desire additional support can find online tutoring and other support services. Additionally, the McClellan Center is located only about three miles from the College main campus, so students enrolled at that Center who need additional on-ground support services can access those services on the College main campus.
The College has a third outreach facility at Mather, where the courses focus on automotive collision and diesel technology. Again, these students typically do not need instructional support beyond that offered online or in the course. The College offers weekly counseling sessions along with early semester textbook sales for these students. If the students request additional support not currently available via phone, internet, or other remote means, the Mather Center staff refers these students to additional support services on the main campus.
The College also offers support services at other off-campus sites. For example, students at the Twin Rivers Pre-Apprenticeship Training site have access to counseling services via in-person or by telephone appointment. Additionally, the Career Center staff conducts two progressive resume development workshops, an interview preparation workshop, and a mock interview exercise for each program cohort. Students also have access to a variety of forms online through various websites including Enrollment Services and Financial Aid [II.B.3.a.7, II.B.3.a.8].
The College uses a variety of mechanisms to identify the need for support services, including SSOs, EMP, Program Review, CCSSE, Distance Education and various other student satisfaction surveys to identify the need for support services. Survey reports, such as the Natomas Education Center Student Services & Learning Resources Survey Report and Program Review, are also used to identify student needs [II.B.3.a.9]. Standard II.B.4 includes a more detailed description of the assessment of student support services. The College offers the breadth and depth of support services in a wide variety of modalities and locations.
Self Evaluation The College provides diverse options for students to ensure equitable access to appropriate, comprehensive, and reliable services regardless of service location or delivery methods. Students have access to a wealth of services through the College website and can access a number of forms and services through the website. All new students complete the online orientation through the website. Currently a number of groups of students, for example, student athletes, advanced education, and new-to-college students, have the ability to schedule an appointment with a counselor through an online portal through the SARS system. Also, all students have
American River College 163 STANDARD II SELF EVALUATION REPORT 2015
access to their integrated student educational plan (iSEP) through their student portal, as well as access to their placement scores and the degree audit system.
The College continues to assess services to determine the ability to offer them online to meet students’ needs.
Actionable Improvement Plan None.
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 The College provides an environment that encourages personal and civic responsibility, as well as intellectual, aesthetic, and personal development for all its students. Based on District values [II.B.3.b.1], the College mission, vision, values, and goals reflect the College commitment to creating an environment that encourages personal and civic responsibility, as well as intellectual, aesthetic, and personal development opportunities for all of its students. The College mission declares that students will achieve knowledge, skills, and attitudes for post-secondary success, personal enlightenment, self-development, and a purposeful and meaningful life as a member of a global community. The College values include leadership, diversity, community development, and communication [II.B.3.b.1.1].
Personal and Civic Responsibility: The College offers students the opportunity to develop their sense of personal and civic responsibility through multiple avenues including coursework, clubs, and student government [II.B.3.b.2, II.B.3.b.3].
Student services counselors, both in the Counseling Department and those serving special populations in DSPS, EOP&S/CARE, CalWORKs, and Veterans, encourage students to enroll in courses that promote personal and civic responsibility [II.B.3.b.4]. Through the personal development curriculum, students develop skills in self-advocacy, civic engagement, and personal responsibility [II.B.3.b.5].
Students can also develop skills through student governance and training offered through the College Center for Leadership and Development, supervised by the Dean of Student Development [II.B.3.b.6]. Housed in the College’s new Student Center and created in response to Recommendations 2 and 4 in the 2009 Accreditation Evaluation, the Center for Leadership and Development oversees and organizes the participatory governance for students. (For more detailed information, see the Update to 2009 Recommendations section.)
The ARC Associate Student Body’s (ASB) newly revised Constitution notes that the mission of the ASB is to “provide the students of the College with a voice in the College and the Los Rios
164 American River College SELF EVALUATION REPORT 2015 STANDARD II
Community College District’s shared governance process” [II.B.3.b.7]. The Student Senate, advised by the Dean of Student Development, meets regularly and represents the ASB constituency of ARC.
Students seeking to grow as leaders can attend the College Leadership Summit, the District Leadership Summits, and the California Community College Student Affairs Leadership Summit [II.B.3.b.9]. Students seeking leadership development may also apply to be College Student Development SAGES, paid liaison positions created by the College in 2014. The SAGES serve as guides and facilitators of information between and among students, faculty, staff, and administration.
Students can also participate in any of the fifty recognized student clubs sponsored by the Club and Events Board (CAEB) [II.B.3.b.9.1] These clubs plan, organize, and host events such as Earth Day, Welcome Day, Club Day, Multicultural Day, and Lobby Day.
In addition to these leadership development opportunities above, the College also offers students opportunities to participate on various College standing committees and the nine Accreditation teams [II.B.3.b.9.2, II.B.3.b.9.3]
The Community and Diversity Center (CDC) also offers training and support for civic responsibility for both employees and students at ARC. Students can also organize, participate, and engage in the many ethnic and cultural heritage events that celebrate the diversity of the College community such as Black Heritage Celebration, Hispanic/Chicano/Latino Heritage Month, Asian Pacific Heritage Month, and LGBT Awareness Celebrations.
The College catalog includes sections on “Student Rights and Responsibilities” along with sections defining and detailing the consequences of sexual harassment, substance abuse, and other violations of civic engagement. The District website also includes information on the definition and consequences of sexual harassment in terms of Board policies and regulations and Title IX.
Intellectual Development Students develop their intellect through participation in their classes, by earning certificates, degrees, and through their preparation for transfer to four-year colleges. The College enhances students’ intellectual development through rigorous class offerings, numerous participatory governance opportunities and training, and frequent innovative workshops and speakers. In March 2015, for example, the 2009 Nobel Laureate in Medicine/Physiology, Dr. Carol Greider, spoke at a free presentation in the American River College Theatre.
Beyond curriculum, departments and disciplines also offer students innovative opportunities to develop intellectually. The ARC English Department, for example, offers students the opportunity to participate in “SummerWords,” a three-day creative writing colloquium for the College and surrounding community. The English Department supports students in creating the College national award-winning, student-led literary publication, American River Review, a collaboration between the English and Art New Media departments. The American River Review frequently surpasses Yale, Harvard, and other prestigious four-year institutions in student
American River College 165 STANDARD II SELF EVALUATION REPORT 2015
literary magazine competitions [II.B.3.b.10, II.B.3.b.11]. The ESL Department also frequently publishes The Parrot, a newsletter featuring ESL student articles [II.B.3.b.12].
In CTE, sciences, and the applied arts, the College Engineering Club regularly demonstrates applications of theory, e.g., its 3D printer. The College Astronomy Club undertakes experiments such as launching a balloon to the upper atmosphere to gather scientific measurements for analysis by the ARC Research Club. The Electronics Club consistently prepares award-winning exhibits at the California State Fair, and the Fashion Club produces an annual fashion show featuring student designs and student models. The Physics Department also offers a regular series of speakers in their “Physics Lunch Bunch” series [II.B.3.12.1].
Finally, to enhance student exposure to new ideas, students may also attend “College Hour” workshops and presentations, a series of weekly presentations on a wide variety of presentations sponsored by the Center for Teaching and Learning but designed to engage the entire College community in intellectual and personal enrichment [II.B.3.b.13].
For students seeking additional rigor in their classroom experience, ARC offers a substantive Honors Program with three Honor societies: Phi Theta Kappa, Alpha Gamma Sigma and Psi Beta, all of which are active at the College and which present at local, regional, and national conferences. Students who participate in this program qualify for the UCLA Transfer Alliance Program (TAP) to receive priority admission to UCLA [II.B.3.b.13.1].
Aesthetic Development Several departments and programs offer students opportunities for aesthetic development. The ART 398 class “Ceramic Murals and Tiles” has designed, produced and installed eleven murals on campus and at the Natomas Center in both indoor and outdoor locations, and installed under the direction of instructional faculty in art. The Art Department also hosts the annual student art show [II.b.3.b.14.1, II.B.3.b.14.2].
The Horticulture department funds and maintains a greenhouse, several open area floral and plant gardens, and a grape vineyard. Horticulture classes offer students the opportunity to build professional skills and aesthetic development by maintaining the Horticulture area. The horticulture students grow plants given to the College for its landscaping, vegetables donated to the Culinary Arts department, flowers sold as floral arrangements, and raise grapes used by the Culinary department to make wine [II.B.3.b.15].
The recent completion of the Student Center provides full food service opportunities and meeting space for college and community events. Within the Center, the Center for Leadership & Development (student government), the Hub (where several Student Support Services are housed), and the eServices registration lab all offer plentiful seating in an aesthetically pleasing, spacious, and well-lit area. The College also strives to provide students with an aesthetically pleasing physical environment. According to the ARC Facilities Master Plan, the College strives toward the goal of “improving the site, landscaping, and architectural amenities to enhance the student experience and public image of the campus” (page 19). The College plans new buildings or renovations with spacious and well-lit spaces in mind, and during facility strategic planning, the College assesses functional and aesthetic demands surrounding physical features to ensure
166 American River College SELF EVALUATION REPORT 2015 STANDARD II the aesthetic alignment of new and old physical facilities and landscaping features (page 23) [II.B.3.b.14]. Numerous buildings and their surrounding landscapes on campus have been renovated or rebuilt since 2009. With the completion of the Fine and Applied Arts and the Arts/Science buildings, the north area of the campus is much improved functionally and aesthetically. The College recently opened a multi-million dollar Culinary Arts building designed to house the four-star, student-run Oak Café restaurant with maximum efficiency, functionality, and aesthetic design.
Personal Development The College offers students a wide array of opportunities for personal enrichment. These opportunities include involvement in student clubs, Student Government, and numerous support programs dealing with specific interests or cultural/ethnic backgrounds. ARC has more than 50 recognized student clubs at the College, each centered around a specific interest or concern, and all with membership open to all ARC students. All Student Clubs have constitutions and faculty advisors, and the Club and Events Board (CAEB), a sub-committee of the Associated Student Body and Student Senate, meets weekly to coordinate club concerns, schedules, and interests. These student clubs and associations range from academic clubs such as the Accounting Society and the Respiratory Care Club to special interest groups such as the Veg- Fit and Mantra Meditation clubs. The Model UN Club attends the annual regional UN Conference each year, and the American Medical Students Association sponsor physician speakers and workshops throughout the year. Clubs such as FIERCE, the Muslim Student Association, and the Native American Student Association offer students the opportunity to celebrate the diversity of students at ARC [II.B.3.b.16, II.B.3.b.16.1].
The College also offers students opportunities to build their professional and career skills. The Career Center offers multiple workshops each semester covering topics such as interview skills, resume writing, and job-hunting along with more career-specific coverage such as working for the FBI [II.B.3.b.17]. Students can also find an excellent opportunity to network and explore career possibilities at the College Career Fair, at which more than thirty employers participate [II.B.3.b.18]. Students can also publish their work in and gain journalism experience by working with the school newspaper, The Current [II.B.3.b.19] and the ESL newsletter, The Parrot [II.B.3.b.20].
The College Cooperative Work Experience Education and Internship Program offer students the chance to build their professional skills through internships and externship with the College community and employee partners. This program allows students to apply what they have learned in the classroom to a work environment while earning college credit. The Cooperative Work Experience Education and Internship Program use the Los Rios Internship and Career Services (LINCS) to assist students and alumni with career training and employment needs. Through LINCS, the Career Center, CalWORKs, and Co-op Work Experience and Internship Program collaborate to support students seeking job or internship opportunities [II.B.3.b.21].
The College offers personal development opportunities through the Community and Diversity Center (CDC). The CDC offers ongoing workshops and speaker series for the College community. Additionally, community forums offered through the Center for Leadership and
American River College 167 STANDARD II SELF EVALUATION REPORT 2015
Development allow the entire College community to come together in an open and inclusive space for the purpose of interaction and dialogue. These spaces, titled “Brave Space Dialogues,” focus on providing the College community an opportunity and space from which to unpack, deconstruct, and process catastrophic and/or urgent contemporary issues. The most recent Brave Space Dialogues centered on the LGBTQIA community, homophobia, and hate crimes and racial relations, racial profiling, and police intervention [II.B.3.b.22, II.B.3.b.23].
Students seeking additional support for personal development can visit the College Counseling Center to receive educational, career, and personal counseling. Students can see counselors by appointment or drop-in. Students can also enroll in one of the many Human Career Development courses offered by Counseling faculty, on topics such as “College Discovery,” “College Success,” and “Life and Career Planning” [II.B.3.b.24].
Finally, as a source of inspiration to the College community, ARC’s website provides a listing of prominent former students from the fields of entertainment, sports, politics, business, science, and medicine. These former students include Dr. Michele Aizenburg, a prominent neurosurgeon; Dusty Baker, the manager of the Cincinnati Reds; Lloyd Connolly, California Superior Judge; and Guy Fieri, the author and host of television shows on The Food Network [II.B.3.b.25].
Self Evaluation Through a wide variety of instructional disciplines along with numerous enrichment options, the institution provides students an array of opportunities to develop intellectually, personally, and aesthetically and to build skills supporting their personal and civic responsibilities. College departments, programs, and groups, including the CAEB, Center for Leadership and Development, and Community and Diversity Center, meet regularly to plan enrichment options.
In the 2014 CCSSE survey, 61.1% of students indicate that they have applied concepts to practical problems or in new situations and 69.6% of students indicate that their experience in college has contributed to their knowledge, skills, and personal development acquiring a general education, findings that suggest the College offers students intellectual challenges. In that same survey, students at ARC agreed that their college experiences have helped them contribute to the welfare of their society more so than what students reported at most other colleges in the CCSSE national cohort. The same differences existed for ARC students compared to this cohort relative to how they perceived their college experiences had helped them develop a code of values and ethics [II.B.3.b.26].
Actionable Improvement Plan None.
168 American River College SELF EVALUATION REPORT 2015 STANDARD II
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 to support student development and success and prepares faculty and other personnel responsible for the advising function. American River College is committed to providing effective, timely, and appropriate support in a variety of locations and modalities to ensure student development and success for all of the College’s diverse students. These services include General counseling offered at the Counseling Center, the HUB, MESA, and Athletics; EOP&S, DSPS/LD; CalWORKs, Career Center; Outreach Centers; Transfer Center; and Veterans Resource Center.
The College designs and improves its support services through regular assessment of Student Services Outcomes (SSOs). As is the case for the Program Review and EMP processes, Student Services departments participate annually in the College learning assessment cycle. Additionally, Support Services and Counseling frequently conduct custom surveys to assess their services. During the 2014 administration of the Community College Survey of Student Engagement, almost three quarters of the respondents agreed with the statement that the College provides the support they need to help them succeed at this College [II.B.3.c].
Counseling faculty engage in ongoing rigorous professional development to ensure currency in the field. They balance their schedules of counseling responsibilities with professional development efforts held on and off campus, including but not limited to the following:
• Ongoing training meetings for full-time counselors • Monthly training of adjunct counselors • Los Rios Counseling Association (LRCA) and BRITEC conferences • UC and CSU counselor conferences on transfer admission • EOP&S conference • California Association for Post-Secondary Education and Disability (CAPED) conference • Meetings with departments in Instruction and assignments as liaisons between Counseling and the departments in Instruction • CTL programs • Staff development leaves.
General Counseling The District currently allocates funds for 29.4 FTE counseling faculty at ARC for general counseling, with additional funding for counseling provided in the College matriculation budget [II.B.3.c.1]. The District is committed to maintaining a student-to-counselor ratio of 900 to 1.
American River College 169 STANDARD II SELF EVALUATION REPORT 2015
To meet student demand, the Counseling Center employs 26 full-time and 24 adjunct counselors, and is open 59.5 hours per week Monday through Friday, with some additional Saturday hours. Specific counselors are assigned to answer questions submitted by email. In addition, Distance Education students may make phone and online appointments for counseling services. In the fall 2014, semester, the Counseling Center completed 3243 phone counseling appointments, and 263 email appointments [II.B.3.c.1.1].
Students may meet with a counselor in person either by appointment or on a drop-in basis. The College designates Fridays as drop-in days when access to counseling is most convenient for many students, especially given many students’ four-day schedules under the College compressed calendar. Throughout the week, however, the Counseling Center assigns a counselor to the “Quick Question” counter, where students may ask questions that do not require a full half-hour meeting with a counselor. At the beginning of each semester, counselors staff a pre-requisite room, where students can receive verification that they have met the pre- requisites for the classes they are taking. Counselors also make regular scheduled visits to Basic Skills classes to provide information about counseling and other student support services. In 2012-13, 26,274 students saw counselors for appointments or drop-in visits, and many of those were repeat visits. The number of students seen for Counseling appointments in 2013-14 slightly increased to 26,679 [II.B.3.c.2].
To accommodate student needs, the College offers counseling in numerous locations including in the HUB, a student space in the newly constructed Student Center, where students gather to study, receive tutoring, connect and receive support from peers and counseling professionals. One full-time counselor is assigned to an office in the HUB, and other counselors are assigned to a second office during peak times, thus ensuring continuous coverage and access for students. For space and visibility purposes, transfer workshops and counseling appointments with the Transfer Center Director also take place at the HUB. Counselors assigned to the HUB also serve as the Puente, MESA, Journey, and Umoja counselors and are available at specific times for students in these programs. Students can see counselors at the HUB by appointment or on a drop-in basis. During the 2012-13 academic year, 2,084 students met with a HUB counselor at least once and this number increased significantly in 2013-14 to 4,027 [II.B.3.c.3]. The College assesses the HUB’s counselor services by tracking usage hours and visitors through a sign in/out system at the program.
The College also provides full-time counselor services to the Student Athlete Support Program, with a full-time counselor providing personal and academic counseling to all the student athletes. The counselor maintains current knowledge of National Collegiate Athletic Association (NCAA) and Commission on Athletics (COA) eligibility requirements and guidelines. Other counselors assist with athletic counseling as needed for continuous coverage. During 2013-14, 875 student athletes met with a counselor [II.B.3.c.4]. Counselors are available via in-person, by telephone, and using distance education technologies. Student athletes also have the ability to schedule appointments via eSARS (Appointment Scheduling and Records software) through the internet.
The Dean of Counseling provides day-to day oversight of general counseling services, and a Supervisor of Counseling oversees the classified staff operation. The Dean of Student Support
170 American River College SELF EVALUATION REPORT 2015 STANDARD II oversees student support programs with additional support from the supervisors and coordinators of the various support programs. The Dean of Student Development and a Program Director both oversee the College Journey/TRIO program.
Extended Opportunity Programs and Services (EOP&S) The College offers comprehensive counseling and support services to its Extended Opportunity Programs and Services (EOP&S) students. Counselors are available at the EOP&S office 49 hours per week through appointments and on a drop-in basis. EOP&S counselors meet individually with students three times per semester to help them develop their educational plans, review their progress, and address any challenges they may be facing. EOP&S counselors develop strong relationships with their students and frequently connect them to resources and services that the students might not otherwise find. EOP&S supports 3.2 FTE counselors and in 2013-14 had 5,339 student contacts including 4,763 individual and 576 group appointments [II.B.3.c.5].
In addition, EOP&S provides tutoring services in math and science along with other services to support their students’ academic success. In 2013-14, 581 students attended mandatory program orientation, EOP&S provided tutoring to 295 students, and loaned 73 books from its lending library. The program also offers additional support services for more specific student populations. For example, the EOP&S office manages the CARE program, for single parents receiving public assistance including the student-run CARE club, which provides a venue for CARE students to support each other through their educational experience. EOP&S also offers assistance to former foster youth and has recently hired a SPA (Student Personnel Assistant) to work with the College former foster youth students to assist them with their transition to college. Students utilizing the services of EOP&S can also make telephone appointments with the counselor and meet with the counselor using email.
The core of EOP&S is to provide support for the College most economically and educationally disadvantaged students, support which aligns with College SEP goals of improving retention and course completion, greater access for disenfranchised populations and support for the college’s ESL community [II.B.3.c.5.1].
Disabled Student Programs and Services/Learning Disabilities (DSPS/LD) The College Disabled Student Programs and Services/Learning Disabilities (DSPS/LD) office is staffed by three full-time and seven part-time counselors, and the office is open for counseling 49 hours per week. In addition to individual counseling, the program offers learning disabilities testing services, disability accommodations, assessment testing accommodations, test proctoring services, student success strategies workshops and a peer coaching program. DSPS/LD served 7,884 students during 2013-14 [II.B.3.c.6]. Through DSPS/LD, the College ensures that all students with disabilities are provided appropriate services and accommodations needed for access to college facilities, programs, and activities.
CalWORKs ARC’s CalWORKs (California Work Opportunity and Responsibility to Kids) office is a state- funded welfare-to-work program designed to help individuals on public assistance become self- sufficient. This program, open for 47 hours a week, provides educational and career
American River College 171 STANDARD II SELF EVALUATION REPORT 2015
opportunities through a variety of high quality support services. Six adjunct counselors work in CalWORKs, and in 2013-14, CalWORKs counselors provided counseling and case management services amounting to 2,198 contacts [II.B.3.c.7]. The program also offers on and off campus work-study opportunities to provide additional financial support for students and to help develop their professional skills and employability. In 2013-2014, CALWORKs offered 383 work- study employment opportunities for its students. In addition, CalWORKs offers other services such as a lending library, student-success workshops, on-sight DHA workers, and professional clothing for job interviews.
Career Center The Career Center provides career services to all enrolled students with an adjunct career counselor available approximately 20 hours each week during the fall and spring semesters. At the Career Center, students have access to a number of career assessment tools and can discuss the results of those assessments with the Career Center counselor or any other counselor at the college. The Career Center also offers regular workshops on career development and job search techniques, career fairs, as well as presentations by local employers such as the FBI. It also maintains a computer lab for students to conduct job searches, career assessments and resume preparation. In 2013-14, the Career Counselor met with 449 students in individual and group meetings and other visits to the Career Center amount to just over 2,300 students, which included SPA contacts, personality assessments, computer lab use and event attendance [II.B.3.c.8, II.B.3.c.9].
Natomas Center The College strives to provide counseling for all its students, regardless of where they are located. The College, therefore, provides general counseling services at the Natomas Center during the week from Monday through Friday. One full-time counselor maintains an office at Natomas, and other full- and part-time counselors provide additional coverage. In 2012-13, general counselors met with 2,062 students, many of them seen more than once. In 2013-14, counselors met with 2,461 students. DSPS schedules a DSPS counselor to see students at the Natomas Center at different times throughout the semester [II.B.3.c.10].
The College recognizes that the Natomas student population has unique support service needs, and in spring 2015, the College OIR, the Dean of Natomas, and the Natomas Research LRC Coordinator designed, deployed, and analyzed a student needs survey to assess how best to offer support services at this outreach center [II.B.3.c.11].
Transfer Center Part of the College mission statement notes that the College is committed to helping students achieve transfer [II.B.3.c.12]. To accomplish this goal, the College offers counseling services for transfer students through the College Transfer Center. The Transfer Center Director (TCD) (a counseling faculty with 0.5 reassigned time for coordination) serves as the primary point person for transfer admissions, updates fellow counseling faculty, coordinates the evaluation of UC transfer admissions guarantee (TAG) applicants, and coordinates transfer-related workshops/clinics (UC TAG applications, CSU/UC applications, UC personal statement, the
172 American River College SELF EVALUATION REPORT 2015 STANDARD II
Common Application). The TCD also teaches a course on transfer admissions (HCD 318 – Transfer: Making It Happen).
In accordance with the Transfer Center Educational Master Plan and Program Review, the TCD collaborates and coordinates with other student support services programs by regularly offering Transfer workshops and holding appointments at the HUB [II.B.3.c.13]. The Transfer Center has solidified its role in student success by collaborating with the following programs [reference]:
• Disabled Students Programs & Services • Extended Opportunity Programs & Services • Honors Program (Transfer Center Director plays a role in maintaining compliance for UCLA Transfer Alliance Program membership since 2011-12) • Journey Program • MESA • Puente Project • Umoja-Sakhu Learning Community
The Transfer Center has also updated its website to provide more updated information to include direct links to UC TAG, CSU, UC, private, and out-of-state public institutions, HCD 318 course information, and an abbreviated list of admits [II.B.3.c.14]. In 2013-14, the Transfer Center had 4,263 student contacts consisting of computer use, meeting with UC Davis or CSU Sacramento representatives, counseling appointments with the Transfer Center Director, classroom presentations, and workshops [II.B.3.c.15, II.B.3.c.15.1].
To inspire other transfer students, the Transfer Center also highlights on its website particularly successful or noteworthy transfer students. For example, in spring 2014, one spotlighted student had received a prestigious Jack Kent Foundation Undergraduate Scholarship to Columbia University [II.B.3.c.16].
Veterans Resource Center The College Veterans Resource Center (VRC) serves as a one-stop service center to support veterans as they transition from military to college life. The Center provides wraparound support services, including assistance with the college application process, on-site certifying officials, counseling, tutoring, career development assistance, a place to study, veteran-specific orientations, peer mentoring, and referrals to social services in the community. The VRC also houses a full-time Veterans Affairs Success on Campus (VA VSOC) counselor to work directly with those veterans utilizing vocational rehabilitation benefits. The Veterans Center moved into the current VRC space in March 2014 to significantly increase the services provided to veterans. In the last four months of 2013-2014, when services started to be tracked, the VRC had 3,445 student contacts including services from certifying officials, VSOC appointments, use of the computer lab, resource referrals and meetings with community partners to name just a few [II.B.3.c.17].
The drawdown of U.S. military forces has created a large influx of veterans at American River College, which now hosts the sixth largest veteran population of all community colleges in the
American River College 173 STANDARD II SELF EVALUATION REPORT 2015
state–-approximately 1,300 students as of spring 2014. Many of these veterans are first generation college attendees and are considered low-income with high rates of unemployment. The services provided in the VRC are designed to address these specific needs. During 2014-15, the VRC received the Student Success Award from the California Community College Chancellor’s Office.
Journey Program The Journey Program, a federally-funded Student Support Services program, annually serves 140 first generation, low-income students, including students with disabilities, who have a goal to transfer to a four-year college or university. The Journey Program provides students with a rich variety of services designed to provide academic, personal, and social support to achieve their dreams. Students must be U.S. Citizen or Permanent Resident, enrolled at American River College, and meet one or more criteria in order to be eligible for application to the Journey Program [II.B.3.c.17.1, II.B.3.c.17.2].
Former Foster Youth The Coordinator of the EOP&S program has been the identified point of contact and liaison for former foster youth (FFY) at ARC until spring 2015 when the College hired a part-time liaison. The liaison refers students to the EOP&S department to receive assistance with the matriculation process at ARC. FFY students receive priority acceptance into the EOP&S program and receive all the services of EOP&S students. In addition to EOP&S services, FFY have additional life skills workshops on self-identified topics of interest. The College tracks all identified FFY students and all those referred to EOP&S, and the College contacts these students regularly to help them complete the matriculation process and formally apply to EOP&S for additional support.
Self Evaluation The College provides comprehensive counseling services at numerous locations and in different formats to meet the needs of ARC’s diverse student community. Counselors participate regularly in professional development and training to improve their skills and knowledge of the field. Counseling assesses its services through the College comprehensive Program Review, EMP, and SSO assessment processes. According to the most recent CCSSE data, two thirds of students indicated they were satisfied with counseling services [II.B.3.c.18].
As technology evolves, the College is assessing a variety of ways to provide additional online access to counseling services to meet the needs of all its students, regardless of their location. Additionally, as more students arrive with goals to transfer and earn newly-established transfer associate degrees, counselors will need to be familiar with the online tools that students will be utilizing in the application process.
Actionable Improvement Plan None.
174 American River College SELF EVALUATION REPORT 2015 STANDARD II
II.B.3.d The institution designs and maintains appropriate programs, practices, and services that support and enhance student understanding and appreciation of diversity.
Descriptive Summary The College designs and maintains appropriate programs, practices and services that support and enhance student understanding and appreciation of diversity. The College honors its commitment to supporting and promoting understanding of diversity, as shown in its mission and values. The College specifically identifies diversity as one of its twelve core values, stating “Because ARC is a community valuing the varied perspectives and experiences of students, faculty and staff, the college offers educational opportunities for enhancing cultural awareness, supporting diversity, and promoting the free exchange of ideas and the development of a culturally competent and inclusive college community” [II.B.3.d.1].
The College emphasis on diversity echoes the District’s focus on diversity. As stated in the District’s Values statement:
Embracing Diversity and Building Community: We recognize and value the strengths of our diverse backgrounds and perspectives and seek to build a community in which all constituencies are highly qualified.
Social Justice: Because diverse perspectives support the District’s commitment to equality, equity, and justice, our communities are best served by ensuring that all populations are represented equitably throughout the Los Rios community colleges [II.B.3.d.2]
The College 2009 Accreditation Evaluation included this recommendation:
Recommendation 2: The College recognizes that student development needs for leadership, active participation in participatory governance, and awareness and tolerance for diversity are paramount at American River College. In order to improve, the team recommends that efforts, such as conflict resolution training, Interest Based Alliance training, and the Community and Diversity Center Initiative, be established for students and institutionalized to address these critical student needs (See also details in Standards: I.A.1, II.B.1, II.B.3.b, II.B.3.d).
While there is detailed discussion of the College response to this Recommendation in the “2009 Updates” section of the Self Evaluation, the College has committed to meeting the demands of this recommendation in its continual improvement efforts over the past five years. The College has built a new Student Center, including both a Center for Leadership and Development and a Community and Diversity Center. Student leaders have the opportunity to participate in the Interest Based Approach (IBA) for problem solving workshops, attend the Student Leadership Summit and the annual state wide Student Senate meetings. The College supports students in their personal development as student leaders and supports their attendance at significant conferences such as the National Conference on Race and Ethnicity.
The College is committed to supporting diversity and cultural competency by offering a wide range of instructional courses, programs, and support programs that celebrate the diversity in the College community [II.B.3.d.3]. The College offers a wide variety of courses that explore
American River College 175 STANDARD II SELF EVALUATION REPORT 2015
multicultural topics, as well as instruction in seven different languages, including courses that help students understand other cultures. The College requires all recipients of an associate’s degree to complete a course in multicultural/ethnic studies as a graduation requirement [II.B.3.d.4]. The College will soon offer the online orientation in Spanish and has translated the “Steps to Success” information into Spanish and Russian languages.
The College also offers a variety of classes designed to meet the needs of students with disabilities, including learning disabilities. These include adaptive physical education courses, Human/Career Development classes for learning disability (LD) testing and LD learning strategies.
The College also has a very strong ESL program, which brings a diverse group of students to the main campus and its outreach centers and engages them in higher education. Most recently, increasing numbers of students from the Middle East – mainly Arabic and Farsi speakers – have joined our diverse campus community. In keeping with the College dedication to enhancing student success, the College meets the needs of our newest immigrant population by the hiring of native Arabic and Farsi speaking student help in many areas at the College [II.B.3.d.5].
The College is also home to one of the most comprehensive and well-known sign language programs in the state. In addition to offering comprehensive American Sign Language (ASL) instruction, the College offers a degree and certificate in the Sign Language Interpreters program, which has brought a significant number of Deaf students to ARC and contributed positively to its diverse environment [II.B.3.d.6].
Diverse students have diverse schedules, so the College offers weekend, day, and night courses as well as six-week, eight-week, and accelerated courses to accommodate students’ varied needs. Working students, for example, can enroll in ACE, an accelerated educational format for working adults to complete their education while meeting the demands of their busy lives, with classes meeting one evening per week and on Saturday. The program comprises a pre-planned set of classes, and students enroll in two short-term classes every eight weeks during the semester, for a total of 12 units each semester [II.B.3.d.7].
The College support programs also enhance the success of diverse students by offering support through programs such as EOP&S, Disabled Student Program and Services, and the Counseling Center (and its programs such as YESS Independent Living Program for former foster youth and the Kinship Care classes) [II.B.3.d.8].
Students, faculty, and staff can also find many opportunities to explore and celebrate diversity inside and outside the classroom. For example, a number of ARC faculty and staff are active in the state wide Umoja-Sakhu Learning Community initiative, a program aimed at “enhancing the cultural and educational experiences of African American and other students,” and the College founded its own Umoja program in the fall of 2010. The College also supports many student clubs and organizations that epitomize the variety and diversity in the student body. Many of the clubs and organizations sponsor multicultural and international events on campus. For example, ARC has a strong Native American Student Union, along with several student clubs and associations that celebrate diversity, such as FIERCE (the LGBTQ club), the Muslim Student
176 American River College SELF EVALUATION REPORT 2015 STANDARD II
Club, and Wisdom Keepers (a club focused on meeting the needs of mature ARC students). The Center for Leadership and Development provides information to students who are interested in existing campus clubs or want to learn how to start new ones [II.B.3.d.9, II.B.3.d.10, II.B.3.d.11].
The Model United Nations Club focuses on teaching students the processes and structure of the United Nations. The Association of Student Veterans builds a community to support student veterans and educate the College community on issues affecting veterans. Other clubs like the Latinos Unidos Club and the PUENTE Club foster a network of resources and community to support the needs of the Hispanic, Chicano and Latino community at the College.
Efforts of the College leadership have prompted a greater awareness of and approach to serving the needs of the College diverse student population [II.B.3.d.12]. Since 2013, the Center for Leadership & Development (CL&D) has hosted Black Heritage Celebration during Black Heritage Month. With the success of the Black Heritage Celebration, the CL&D expanded its programming and services in 2014 to highlight and celebrate the Hispanic/Chicano/Latino, Asian Pacific, and LGBTQIA-Queer communities with a plan to institute more celebrations of culture in the coming semesters.
The College also celebrates the achievements of underrepresented student groups such as the Pan-African/African-American and Hispanic/Chicano/Latino communities through District wide recognition ceremonies for students who self-identify with either ethnic and/or racial community and who are graduating with degrees or certificates from American River College. The College has expanded the resources that are available to the Hispanic, Chicano, and Latino community, including AB540 students who identify as DREAMers. For example, the Los Rios Community College District has sponsored and supported the “Steps to College, Pasos a la Universidad” event. This annual event, hosted at the Mexican Consulate Headquarters in Sacramento and sponsored by the Los Rios Community College District, also includes support from Sacramento State University; the University of California, Davis; and the Mexican Consulate.
In spring 2013, the College enjoyed the opening of a new spacious Student Center on the main campus, with spaces dedicated to diversity including the Center for Leadership and Development and the HUB, a permanent space to serve students and promote diversity [II.B.3.d.13]. The HUB houses the Community and Diversity Center to offer events encouraging and supporting meaningful dialog regarding diversity among faculty, staff, and students [II.B.3.d.13.1].
The HUB also houses the Puente Project, dedicating 0.4 FTE counselor time to coordinating the program and offering linked English Writing (ENGWR) and Human/Career Development (HCD) courses that focus on first-year composition and guidance in orientation to college and four-year transfer for program participants [II.B.3.d.14]. The HUB additionally provides an informal gathering place for undocumented “DREAMer” students. The Journey Program is also housed in the HUB [II.B.3.d.15, II.B.3.d.15.1]
In terms of planning, the College Equity Committee coordinates many diversity and equity- related efforts. The College requires all hiring and screening committees to include a trained
American River College 177 STANDARD II SELF EVALUATION REPORT 2015
Equity Committee representative who trains the committee. The Committee also assesses, advises, and makes recommendations to the College for continual improvement in equity and diversity matters. This Committee also sponsors an annual Multicultural Week that seeks diverse participants and provides a variety of speakers and events celebrating the diversity of the college community. Since fall 2012, the committee has presented a deserving staff member with the annual Diversity Award (ITAP) [II.B.3.d.16, II.B.3.d.16.1].
In 2013, the Center for Leadership & Development (CL&D) responded to members of the College community who had requested a space and place in which to process controversial topics impacting the College. The CL&D thus hosted the first Brave Space Dialogue as an open mic forum for the entire College community of students, staff, faculty, and administration to decompress, strategize, raise awareness, and build community around important issues. The Brave Space Dialogues have been activated in two separate instances with two different themes (spring 2013 – Hate, Homophobia, and Violence; fall 2014 – Ferguson, Black Lives Matter, and State-Sanctioned Violence) [II.B.3.d.16.2].
To further diversity education at the College, the College offers multiple opportunities for professional development focusing on diversity and equity matters. The Center for Teaching and Learning (CTL) hosts speakers and presentations related to diversity as part of flex activities and the College Hour program. CTL flex presentations and college hour topics have included the following:
• Diversity in the Classroom • Celebrate the African-American Contribution to Poetry • Examining Title IX & 40 years of Progress Towards Gender Equality in Education • Making a Difference in a World Full of Women • Barriers & Bridges: Native American History • Honor Our Vets: The Invisible War • Sexy Feminism • Respectful Communication in Stressful Situations • You Don’t Look Asian • Raza Faculty Encuentro • The American Way of Poverty • The Tragedy of Coming Out
A complete listing of CTL events is available online and video-archived [II.B.3.d.17].
The College also launched the Expanding Equity Literacy Workshop in fall 2014, a three part series of workshops focusing on the principles of racial equity, gender equity and class equity [II.B.3.d.18]. The College regularly offers the Teaching and Learning Institute, a six-week instructional workshop focusing on issues of gender, ethnicity, religion, socio-economic and class literacy, and sexual orientation [II.B.3.d.19].
178 American River College SELF EVALUATION REPORT 2015 STANDARD II
Various College programs aim to hire and train support staff who reflect the diversity of the communities and cultures present within the College. For example, this value in diversity of College support staff has fostered support service spaces for students in which multiple languages are spoken (e.g., Farsi, Korean, Vietnamese, Russian, Spanish, Swahili, Ukrainian) [II.B.3.d.19.1].
Self Evaluation The College recognizes the need to continue supporting students’ understanding and appreciation of diversity since American River College serves one of the most diverse cities in the nation, and its student population reflects the dynamics and change that result from great diversity. The College uses a number of tools to evaluate the effectiveness of the services that support student appreciation of diversity. In the most recent CCSSE, ARC students indicated at much higher levels than other students in the state and nation that they had had serious conversations with respondents of a difference race or ethnicity other than their own, and 53.2% of the respondents indicated they had serious conversations with students who differ from them in terms of their religious beliefs, political opinions, or personal values [II.B.3.d.20].
The College is committed to serving what will be a more diverse student population in the years to come, a population comprised of increasing numbers of historically underserved students. Latina/o students, for example, are the fastest-growing non-white student group with gaps in achievement and transfer readiness. The College projects that the student population will surpass a Latina/o enrollment of 25% within the next four years, qualifying for Title V Hispanic- Serving Institution (HIS) status. Through the Student Equity Plan (SEP), student achievement gaps and retention of African Americans and Latina/o students are being examined in terms of campus climate studies, and faculty and staff representation. As part of this ongoing effort and as part of the Student Equity Plan, the College will establish additional support services, beyond Umoja-Sakhu and Puente programs, specifically to support both African American and Latina/o students. Moreover, through this Equity plan, the College will be hiring a full-time administrative position to provide intentional focus, support and leadership to efforts aimed at increasing student success and closing the achievement gap of students who are disproportionately impacted.
The Student Services area reflects the College appreciation for diversity through the diverse background of its staff and faculty. Counselors and many staff are trained in gender and cultural sensitivity, and designated counselors serve students with particular ethnic backgrounds or special learning needs: EOP&S, DSPS, Puente, mental health, student athletes, Umoja-Sakhu, student clubs and organizations, and international students. The College will further address the needs of “DREAMers” as many undocumented students choose to attend community colleges because of their affordability and proximity to home. The College will examine student support services modeled like those established at University of California campuses for appropriate scaling for ARC [II.B.3.d.21].
As part of its ongoing improvement effort, the College will develop and implement a plan to provide enhanced services via the Community and Diversity Center and strengthen the integration of these efforts into the College culture and community.
American River College 179 STANDARD II SELF EVALUATION REPORT 2015
Actionable Improvement Plan None.
II.B.3.e The institution regularly evaluates admissions and placement instruments and practices to validate their effectiveness while minimizing biases.
Descriptive Summary The College regularly evaluates admissions and placement instruments and practices to validate their effectiveness and to minimize biases. Currently, the College uses assessment tests to place students into English writing, English reading, English as a Second Language (ESL), Math, and Chemistry courses.
The California Community College Chancellor’s Office (CCCCO) maintains a list of approved test instruments that meet specific standards, including those related to test bias. [II.B.3.e.1, II.B.3.e.2, II.B.3.e.3]. Three of the College assessment instruments are state-approved tests: the College Test for English Placement (CTEP) for English writing and reading, the ACT Compass test for ESL, and the ACT Compass test for math. The College also uses a locally-developed writing sample (in conjunction with the Compass) for placing students into ESL courses and the locally-managed California Chemistry Diagnostic Test (CCDT). To assess graduation competency in reading and math, the College uses the Compass and a locally-developed test, respectively.
The OIR conducts evaluations of ARC’s assessment tests, including consequential validity, disproportionate impact analysis, and cut score validation at least every six years. Additionally, the OIR performs content, test bias, cultural sensitivity, inter-rater reliability, and/or other validation activities as new tests are adopted and as necessary for validating locally managed/developed tests.
The Assessment Center ensures that placement processes are appropriate, accessible, and free of biases. It maintains systems used for administering both tests and multiple measures, and to generate recommended course placements for students. In addition, the Assessment Center works with faculty to identify new and potentially more effective instruments and stays current with regard to the ongoing development of the state wide assessment system. The College DSPS Office works closely with the Assessment Center to provide accommodation services to disabled students [II.B.3.e.4].
Self Evaluation The College has regularly assessed the efficacy of the testing instruments routinely over the years. However, the sudden death in fall 2013 of the College’s long-term research analyst, the departure in spring 2014 of the College’s long-time research assistant, and the June 2014 retirement of the Dean of Planning, Research, and Technology resulted in a gap in the evaluation of these instruments and the submittal of validation results to the CCCCO between fall 2013 and spring 2015.
180 American River College SELF EVALUATION REPORT 2015 STANDARD II
The re-staffing of this office, the re-development of programs and reporting capabilities in support of the College’s many information needs, and the investigations into the specific assessment validation methodologies and processes previously used at ARC have impacted the regular production schedule of validation activities supporting ARC’s assessment tests and procedures.
The College has a strong commitment to the regular evaluation of its assessment placement test instruments and practices in order to validate their effectiveness while minimizing biases. Despite the challenges of the last two years, the College has satisfied, or is in the process of satisfying, all of the validation requirements for English writing and reading, ESL (Compass and writing sample), math, and chemistry. The College will submit all necessary validation results to the CCCCO by the November 2015 deadline in order to regain approval status for the use of its ESL writing sample and the CCDT tests. As a direct consequence of the College’s OIR having to rebuild its reporting capabilities, database structures, and query/reporting tools, the College is reviewing the methodologies historically used to assess the effectiveness and bias of ARC’s assessment instruments and practices.
Actionable Improvement Plan The College will submit all necessary validation results to the CCCCO by the November 2015 deadline in order to regain approved status for the use of its ESL writing sample and the CCDT tests. In addition, it will complete in 2016 the validation of the newly updated Compass Math tests.
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 College 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. The College has established policies in place that limit access to student records. To provide further protection against identity theft, the practice of using social security numbers for student identification has been discontinued. In keeping with District wide procedures, College staff members authorized to access student information are individually identified and log in during each access. The College ISO receives weekly reports listing those granted access to student information.
The College assigns various levels of access to personnel based on their respective scope of responsibilities. In particular, temporary student employees are strictly prevented from having privileged access to their records or those of their classmates. The District has adopted policies
American River College 181 STANDARD II SELF EVALUATION REPORT 2015
and regulations regarding the release of student records, and the College documents that process in the catalog [II.B.3.f.2].
The College scans paper records into the OnBase document storage system, which is held on a secure server on campus and at the District Office. Additionally, backup servers are both on campus and off campus, and the College limits access to records by individual login. The College maintains records established prior to 1984 on microfiche stored in a secure area in the Enrollment Services Office and accessed as needed. Once a microfiche document is retrieved, an authorized staff member scans the record into the OnBase system for future usage. The College maintains assessment results in a secure database with access limited by individual login.
All areas providing counseling services track student appointments in the Student Appointment Record System (SARS) database, which is generated by the SARS-GRID program, a student appointment scheduling package from SARS Software Products, Inc. The SARS database has limited access that requires user login to computers connected to its server [II.B.3.f.3].
The College regularly and automatically backs up its servers, with backups stored on a secure off-site server. The District’s transaction logs permit restoration of all computer data with the loss of no more than fifteen minutes of data even in the event of catastrophic failure.
The College maintains student records in accordance with District Board Policy P2265 [II.B.3.f.4] and Board Regulation R2265 [II.B.3.f.5], which conform to Title 5 as well as to the Family Educational Rights and Privacy Act of 1974 (FERPA). Both address accessing student records and help the College to ensure that student records are adequately protected, maintained, and discarded. The College’s Enrollment Services Office has developed the Student Records and Retention Policy, a document that includes District Board Policy and Regulations, the government code, the California Education Code, and the administrative code, Title 5 of the State of California. Furthermore, the “Student Rights and Responsibilities” section of the College catalog contains a statement on the use and release of student information [II.B.3.f.6].
The College also archives data daily using College and District servers. District policy allows students to inspect or to order their records/transcripts, to petition to amend their records, or to allow someone else to access their records/transcripts. Students can access their records, including their unofficial transcripts, online via eServices, the District’s online enrollment system. In 2013, the District outsourced online official transcript ordering through Credentials Solutions, a company providing online ordering, electronic extraction, and delivery through a secure network.
Pursuant to Title 5, sections 54606546008 and 5902059029, records are classified as permanent (Class 1), optional (Class 2), or disposable (Class 3). Class 1 documents are stored permanently in the database after they have been scanned, and original paper records are reclassified as Class 3. The College retains Class 2 records indefinitely unless reclassified as Class 3. Class 3 records are stored for three years in the College warehouse and then are destroyed. Paper records that have not yet been scanned are stored in locked containers in College offices accessible only by staff.
182 American River College SELF EVALUATION REPORT 2015 STANDARD II
Per federal guidelines, the College seldom uses social security numbers for recordkeeping purposes, and these identification numbers are masked in PeopleSoft to all but a few staff members. Any staff member with access to student records must sign a FERPA employee agreement, and the College ISO receives weekly updated lists of those who were granted access.
The College and District Offices use the Oracle/PeopleSoft Campus Solutions system, a system which provides computerized collection, maintenance, and storage of electronic student records, including application data, enrollment data, transcript data, charges and payment data, and other data concerning services delivered. The PeopleSoft system includes audit and other mechanisms that preserve the history of core records and the changes occurring to them over time.
District Office Database/Systems with Student Records Los Rios Community College District Office (DO) maintains the following systems that contain electronic records of student’s information:
• The Oracle/PeopleSoft Campus Solutions system includes application data, enrollment data, transcript data, charges and payment data, and other data concerning services delivered for all Los Rios students. The PeopleSoft system includes audit and other mechanisms that preserve the history of core records and the changes that occur to them over time. • The D2L learning management system includes electronic student course data for a portion of the courses and students for online, hybrid, and webenhanced courses. In the fall 2014 semester, D2L’s data included 4,240 course sections, 123,133 student enrollments, and 58,007 unique students. D2L data for the most part is determined by 32 individual faculty; such information may include grades, class assignments, quiz/test results, online discussions, class lists, online content, calendars, rubrics, competencies, attendance records, checklists, surveys, and self-assessments. • The PowerFAIDS Financial Aid system includes Free Application for Federal Student Aid (FAFSA) application data, student aid information, units, and other data concerning students’ financial aid. PowerFAIDS databases are encrypted. • The OnBase document imaging system is used to store student records documentation. District Office maintains the indexing and the colleges maintain the storage of the scanned images. High risk data (SSN) data used in indexing are encrypted. • The Online Grading System (OGS) includes class rosters, grades, and other data for faculty to manage enrollment. Information in this database is uploaded to the district’s student information management server (PeopleSoft) daily. • The Relational Database Management (RDS) database includes a subset of data from the PeopleSoft system. Information in this database is used to create reports for the organization and to provide data to other systems. • CalWORKs online database system includes student records information, county information, and CalWORKs program eligibility information necessary for CalWORKs program administration.
American River College 183 STANDARD II SELF EVALUATION REPORT 2015
• Disabled Student Programs & Services (DSPS) online database system includes student records information, types of disabilities, and other information necessary for DSPS program administration.
Security of Student Records Maintained by District Office Administrative access to the systems listed above can only be accomplished within the internal network or remotely through a secured VPN. VPN access is only granted to those personnel approved by their College administrators and on a role-based security system to ensure that employees have access only to data necessary to their jobs. Access is granted only to those approved by the college’s administrator.
The District and College keep students’ and employees’ personal data secure. The College complies with the District wide tri-level process for processing requests for access to personal data [II.B.3.f.6.1]. The ISO and the IT Supervisor represent the College on the District wide ISO Committee that oversees implementation of District policy and regulation supporting information security. Student information is not released to students by nonstudent services District Office staff (e.g., IT, Business Services, Human Resources). The District and College release student information (on rare occasion) only by the Associate Vice Chancellor of Student Services, Director of Financial Aid Systems, and CalWORKs staff at the DO. Student information is released only after a student’s identity has been verified, with confirmation of the following information: date of birth, identification, and last four digits of social security number.
Student records may be deleted from D2L after three years. Student records are deleted from the following systems only when requested by an authorized College administrator: PeopleSoft Campus Solutions, PowerFAIDS, Onbase, OGS, RDS, CalWORKs, and DSPS.
Backup Student records are housed in one of two data centers (DO and Folsom Lake College) with replication (backup) of each system and database to the opposite site. Secure backups of all data are stored on disk at a third site, American River College. The use of backup tapes and the contracted tape storage vendor will be discontinued by March 1, 2015. Only three authorized DO IT personnel have access to the backup storage.
Physical Security The District Office’s primary data center, staffed by operations personnel twenty-four hours a day, Monday through Friday, maintains a log of any nonemployee visitors. The District limits access to the data center to authorized personnel and locks the rooms during the day and night. The Folsom data center is locked 24 hours a day, and limits access to authorized personnel with keys to enter the data center. The College’s own data center is locked 24 hours a day with access limited to authorized personnel with access via the card lock system.
Network Security Los Rios uses multiple layers of security controls, a defense in-depth approach to secure student records systems/databases within the Los Rios network. Los Rios colleges, DO, and most outreach centers have local firewalls to prevent unsolicited and malicious traffic from infecting the district’s network. All sites are protected by a border firewall as well. The District also has an
184 American River College SELF EVALUATION REPORT 2015 STANDARD II intrusion prevention system (IPS) to identify malicious activities from the internet and to attempt to block these activities.
Self Evaluation The District Board of Trustees, in order to meet the provisions of the Family Rights and Privacy Act of 1974 and the Education Code, established policies giving students access to certain designated records. A summary of the rights and procedures for access are contained in the Students Rights and Responsibilities section of the District policy manual [II.B.3.f.7]. Complete copies of the Act, Education Code, and Board policies are available in the offices of the Dean of Enrollment Services, and the Vice President of Student Services.
District Regulation R-2265 provides for the release, without student consent, of specific student directory information (student name, date and place of birth, major field of study, participation in officially recognized activities and sports, weight and height of members of athletic teams, dates of attendance, degrees and awards received, and most recent previous public or private school attended) [II.B.3.f.8]. In addition, federal law provides that representatives of the U.S. Department of Defense shall be provided a student’s name, address and telephone number for recruitment purposes. Students have the right to refuse the release of directory information by submitting a written request to Enrollment Services. Students may access their records with forms found on the College Admission website.
The College has taken steps to maintain the security and confidentiality of student records and to ensure that the institution’s policies with respect to student data are known and complied with. In cooperation with the District, the College ensures the protection of student records with secure storage and backups. More detail on technology and security can be found in Standard III.C.
Actionable Improvement Plan None.
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 The College regularly and systematically assesses student support services to ensure these services meet student needs and to provide evidence that these services contribute to the achievement of student learning outcomes. The institution uses the results of these evaluations as the basis for continuous quality improvement. Student support services are subject to the same review and evaluation processes used throughout the College for SSO assessment, Program Review, and Educational Master Plan, as described in Standard II.B.1.
American River College 185 STANDARD II SELF EVALUATION REPORT 2015
Prior to 2013-14, Student Services assessed how effectively they met student needs through the College SLOs process. The Student Services program staff, however, recognized that course- based SLOs did not effectively assess Student Services because most student services did not offer courses. In 2013-14, therefore, the College Student Services, in conjunction with the SLO Assessment Committee (SLOAC), developed Student Services Outcomes (SSOs) to more effectively assess the programs within Student Services. In the spring of 2014, after considerable internal review of its processes, the SLOAC recommended a revision to the Student Services Assessment process. The College Planning Coordination Council and the Academic Senate approved the new SSO assessment process, resulting in a set of coordinated, College wide SSOs for all of the Student Support units. All student support programs use SSOs to assess the services provided to students, a robust annual assessment including self-assessment and analysis of SSO results, planning and implementation of the action plans, and then beginning the assessment cycle once more [II.B.4.1].
The Student Services Outcomes (SSO) assessment complements the assessment processes of Program Review and EMP. In addition to the annual SSO assessment, every six years, the Student Services programs evaluate their services through a comprehensive Program Review using additional usage, demographic, and success data from the OIR. More frequently, each year the Student Success departments and programs review their resource needs and update their Education Master Plans (EMP) [II.B.4.2, II.B.4.3]. To further assess student satisfaction, the support services also use results from the CCSSE and the Distance Education Student Satisfaction Survey, and other student satisfaction surveys, to determine how well they are meeting student needs. Several services such as Puente and Journey/TRIO also assess through regular reports submitted to their sponsoring external agencies.
Self Evaluation The College has a comprehensive process for evaluating the quality of its student support services and ensuring that they support student learning and enhance the College mission. Student services self-assess using Student Services Outcomes, through the established College SLO/SSO assessment process, as well as self-assessing via the College Program Review and EMP processes.
The College regularly deploys student surveys to assess how effectively the students within support services meet their Student Services Outcomes [II.B.4.4]. The CCSSE has been administered three times in the past six years and is used in various Program Reviews in the division [II.B.4.5]. The College also uses the Distance Education Student Satisfaction Survey to assess how well the needs of Distance Education students are being met.
The College developed the current SSO assessment process in the 2013-14 academic year when the student support services moved from using SLOs to SSOs to assess their efficacy. Each Student Services program uses general SSOs to analyze the data and uses the information to improve programs and services as needed [II.B.4.6]. Some student services receive additional regular evaluation from outside agencies. Puente, Journey/TRIO, and MESA, for example, do not have SSOs, but are instead evaluated annually by their external agencies. The District also
186 American River College SELF EVALUATION REPORT 2015 STANDARD II conducts research on behalf of CalWORKs every two to three years and uses that data to assess the program and to demonstrate the success of the program.
Similarly, the Veterans Resource Center assesses its services both through the VA annual assessment and through focus groups, surveys, and SSOs, all of which have provided direction for continual improvement of services to veterans and their dependents. For example, assessment led to the consolidation of all veteran-related services under one program [II.B.4.7, II.B.4.8].
Actionable Improvement Plan None.
List of Evidence Standard II.B EVIDENCE EVIDENCE TITLE LABEL II.B.0.1 ARC Catalog: High School Students/Advanced Education, p. 11 II.B.0.2 Student Support Services II.B.0.2.1 Art-Tech Festival 2015 II.B.0.3 History Reading Apprenticeship flyer II.B.0.4 ARC Vision, Mission, Values, and ISLOs II.B.0.5 Student Services Outcomes-SSOs Financial Aid II.B.0.5.1 Student Services Outcomes-SSOs Health Center II.B.0.6 Student Services Outcomes II.B.0.7 ARC Vision, Mission, Values, and ISLOs II.B.0.8 Student Services Outcomes-SSOs Counseling February 2014 II.B.0.8.1 Student Services Outcomes-SSOs Financial Aid II.B.0.8.2 Student Services Outcomes-SSOs Health Center II.B.0.9 Student Services Outcomes-SSOs Indicator Matrix II.B.0.10 Student Services SLOs September 2011 II.B.0.12 SSSP From Policy to Implementation II.B.0.13 Student Equity Plan II.B.0.14 Orientation II.B.0.14.1 First-Time Student II.B.0.16 Human Career Development Courses II.B.0.17 Counseling Website II.B.1.1 Educational Master Plan Online System II.B.1.2 Student Services Outcomes II.B.1.3 Program Review Online System II.B.1.3.1 College Office of Institutional Research II.B.1.4 Student Services Outcomes
American River College 187 STANDARD II SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL II.B.1.5 Educational Master Plan II.B.1.6 Program Review-Counseling 2011-2012 II.B.1.6.1 Program Review-Financial Aid 2011-2012 II.B.1.6.2 Program Review-Transfer Center 2011-2012 II.B.1.7 CCCCO ARC 2013-2014 Transfer Center Annual Report II.B.1.7.1 Student Services Deans Agenda 2011 II.B.1.7.2 Student Services Deans Agenda 2012 II.B.1.7.3 Student Services Deans Agenda 2013 II.B.1.7.4 Student Services Deans Agenda 2014 II.B.1.8 Equity Committee Website II.B.1.9 Basic Skills Committee Website II.B.1.10 Community College Survey of Student Engagement: ARC 2014 Key Findings II.B.1.11 Student Equity Plan II.B.1.12 Program Review-EOP&S 2014 II.B.1.13 Program Review-Veterans Services 2009-2010 II.B.2.1 ARC College Catalog 2014-2015 II.B.2.2 Student Rights and Responsibilities II.B.2.3 Student Rights and Responsibilities II.B.2.4 Student Rights and Responsibilities II.B.2.5 LRCCD Board Policies and Administrative Regulations II.B.3.1 LRCCD Strategic Plan p. 44 II.B.3.2 SSSP from Policy to Implementation II.B.3.2.1 Student Success and Support Program Plan II.B.3.3 ARC OIR KEI Report II.B.3.4 Community College Survey of Student Engagement: ARC 2014 Key Findings II.B.3.5 California Community College Matriculation Program Handbook II.B.3.6 Information Packet Provided to New Students During GPS II.B.3.7 Assessment Center Testing Calendar II.B.3.8 Sample Letter Probation II.B.3.8.1 ARC Academic/Progress Probation and Dismissal II.B.3.9 Probation and Reading Survey Email II.B.3.10 Student Services Outcomes II.B.3.11 Student Services Outcomes II.B.3.12 SLOs-SSOs Matrix II.B.3.a Financial Aid II.B.3.a.1 Counseling – First Time Students II.B.3.a.1.1 Counseling II.B.3.a.1.2 Distance Counseling
188 American River College SELF EVALUATION REPORT 2015 STANDARD II
EVIDENCE EVIDENCE TITLE LABEL II.B.3.a.1.3 Center for Leadership and Development II.B.3.a.1.4 Disabled Students Programs and Services II.B.3.a.2 CalWORKs II.B.3.a.3 Career Center II.B.3.a.4 EOP&S & CARE II.B.3.a.4.1 Transfer Center II.B.3.a.5 Veterans Resource Center II.B.3.a.6 Online Tutoring II.B.3.a.6.1 Online Tutoring II.B.3.a.6.2 Online Education II.B.3.a.6.3 Natomas Center II.B.3.a.7 Admissions & Records Forms II.B.3.a.8 Financial Aid Services II.B.3.a.9 Natomas Education Center Survey Report II.B.3.b.1 District Strategic Plan II.B.3.b.1.1 ARC Vision, Mission, Values, and ISLOs II.B.3.b.2 Diversity Day II.B.3.b.3 Center for Leadership and Development-Student Clubs II.B.3.b.4 Counseling Services II.B.3.b.5 Human Career Development Courses II.B.3.b.6 Center for Leadership and Development II.B.3.b.7 Associated Student Body Constitution II.B.3.b.9 California Community Colleges Student Affairs Association II.B.3.b.9.1 Student Clubs and Organizations II.B.3.b.9.2 ARC Standing Committees II.B.3.b.9.3 Accreditation Teams II.B.3.b.10 SummerWords II.B.3.b.11 American River Review II.B.3.b.12 The Parrot ESL Newsletter II.B.3.b.12.1 Physics Lunch Bunch email II.B.3.b.13 College Hour Events II.B.3.b.13.1 Honors Program II.B.3.b.14 Facilities Master Plan II.B.3.b.14.1 ARC Current-Art in DSPS II.B.3.b.14.2 ARC Current-Art Show article II.B.3.b.15 The Current-Horticulture II.B.3.b.16 Student Development Webpage II.B.3.b.16.1 Student Clubs and Organizations
American River College 189 STANDARD II SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL II.B.3.b.17 Investigating FBI Careers II.B.3.b.18 Career Center Services Overview II.B.3.b.19 ARC Current II.B.3.b.20 The Parrot II.B.3.b.21 Cooperative Work Experience Education and Internship Program II.B.3.b.22 Community and Diversity Center II.B.3.b.23 American River Current: ARC addresses Ferguson II.B.3.b.24 Human Career Development: College Discovery II.B.3.b.25 Prominent Former Students II.B.3.b.26 2014 CCSSE Frequency Tables II.B.3.c 2014 CCSSE Frequency Distributions II.B.3.c.1 LRCCD Counseling FTE 2015-2016 II.B.3.c.1.1 Counseling Phone/Email Appointments II.B.3.c.2 Counseling Appointment Attendance 2013-2014 II.B.3.c.3 HUB Appointment Attendance 2013-2014 II.B.3.c.4 Athletes Appointment Attendance 2013-2014 II.B.3.c.5 EOP&S Appointment Attendance 2013-2014 II.B.3.c.5.1 ARC Student Equity Plan II.B.3.c.6 DSPS Appointment Attendance 2013-2014 II.B.3.c.7 CalWORKS Appointment Attendance 2013-2014 II.B.3.c.8 Career Center Appointment Attendance 2013-2014 II.B.3.c.9 CareerSpots Usage 2013-2014 II.B.3.c.10 Natomas Appointment Attendance 2013-2014 II.B.3.c.11 Natomas LRC Student Survey 2015 II.B.3.c.12 ARC Vision, Mission, Values, and ISLOs II.B.3.c.13 Transfer Center Program Review 2011-2012 II.B.3.c.14 Transfer Center Website II.B.3.c.15 CCCCO Transfer Center Annual Report 2013-2014 II.B.3.c.15.1 Transfer Center Appointment Count II.B.3.c.16 Transfer Center Culture Website II.B.3.c.17 Veterans Resource Center Usage 2013-2014 II.B.3.c.17.1 Journey website II.B.3.c.17.2 Journey Annual Report II.B.3.c.18 2014 CCSSE Frequency Distributions II.B.3.d.1 ARC Vision, Mission, Values, and ISLOs II.B.3.d.2 LRCCD 2011 Strategic Plan page 40 II.B.3.d.3 ARC Vision, Mission, Values, and ISLOs II.B.3.d.4 ARC Graduation Requirements
190 American River College SELF EVALUATION REPORT 2015 STANDARD II
EVIDENCE EVIDENCE TITLE LABEL II.B.3.d.5 Languages Spoken in Student Support Services II.B.3.d.6 Sign Language Studies II.B.3.d.7 ACE Program Website II.B.3.d.8 Kinship Care Classes II.B.3.d.9 Umoja-Sakhu Learning Community II.B.3.d.10 ARC Active Student Clubs II.B.3.d.11 ARC Center for Leadership & Development-Student Club Packet II.B.3.d.12 ARC Planning Coordinating Committee Achievement Chart II.B.3.d.13 Student Center Map II.B.3.d.13.1 Community and Diversity Center II.B.3.d.14 Puente Project II.B.3.d.15 Journey Program III.B.3.d.15.1 Journey Program Final Report 2013-2014 II.B.3.d.16 Equity Committee Annual Diversity and Equity Award II.B.3.d.16.1 ARC Notes: Diversity and Equity Award II.b.3.d.16.2 ARC Current-Brave Spaces article II.B.3.d.17 ARC Calendar of Events II.B.3.d.18 CTL: Expanding Equity Literacy p. 18 II.B.3.d.19 CTL: Teaching Institute p.16 II.B.3.d.19.1 Languages Spoken in Student Support Services II.B.3.d.20 2014 CCSSE Frequency Distribution Report II.B.3.d.21 University of California - Undocumented Student Resources II.B.3.e.1 CCCCO-"What is Assessment?" II.B.3.e.2 Standards, Policies and Procedures for the Evaluation of Assessment Instruments Used in the California Community Colleges II.B.3.e.3 CCCCO Assessment Workgroup Assessment Review Schedule II.B.3.e.4 ARC Assessment Website II.B.3.f.2 ARC College Catalog 2015-16 II.B.3.f.3 SARS-GRID, SARS Software Products, Inc. II.B.3.f.4 LRCCD Board Policy P-2265 Access to Student Records II.B.3.f.5 LRCCD Board Regulation R-2265 Access to Student Records II.B.3.f.6 ARC College Catalog 2015-16 II.B.3.f.6.1 Non-Employee Access Request Form II.B.3.f.7 LRCCD Board Regulation R-2265 Access to Student Records II.B.3.f.8 LRCCD Board Regulation R-2265 Access to Student Records II.B.4.1 Student Service Outcomes Webpage II.B.4.2 ARC Program Review-Assessment Program & SSOs II.B.4.3 ARC EMP Discipline Outcome Report
American River College 191 STANDARD II SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL II.B.4.4 Veterans Survey II.B.4.5 CCSSE Report 2014 II.B.4.6 Student Services Outcomes-SLOs Sept 2011 II.B.4.7 Veterans Focus Group II.B.4.8 Veterans Advisory Committee Dec 2013
192 American River College SELF EVALUATION REPORT 2015 STANDARD II
Standard 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.
Overview The library and learning support services are crucial to student success at the College, and the College strives to provide sufficient library and learning support services for the institution’s programs and their varied goals. Above all, the College library and learning support services work to support the institution’s mission of supporting student success.
The library supports the College instructional programs by collecting, maintaining, and providing sufficient access to and training in the use of a wide variety of current and diverse print and electronic information resources. The College librarians offer research assistance through a wide variety of modes to accommodate both on-ground and online students. Librarians also teach course-integrated library orientations and credit-bearing information competency classes.
The College academic support programs serve students’ individual needs by offering a wide variety of course-specific learning opportunities as well as basic skills instruction to encourage students to achieve academic success. A significant strength of the College is the variety and breadth of the College learning support programs. All students have multiple opportunities for regular and substantive access to appropriate learning support programs.
ARC is committed to high-quality student-focused academic programs with dedicated faculty, staff, and tutors specifically assigned to the library and learning support programs. Students access information about these services through the ARC course catalog and website, College outreach events, and program-specific publicity materials such as brochures and fliers. Student support services and instructional faculty also refer students to the library and learning support services.
The College systematically and regularly tracks, monitors, and assesses library and learning support services using student learning outcomes and other appropriate measures to ensure high quality and effective programs and student success.
American River College 193 STANDARD II SELF EVALUATION REPORT 2015
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.
Overview The College supports the rigor and quality of its instructional programs by providing library and learning support services that are sufficient in quantity, currency, depth, and variety. The College library and learning support services facilitate educational offerings, regardless of location or modality.
Library The library’s mission statement supports the College mission to “1) assure students identify their educational goals and needs and 2) successfully accomplish learning” across the College in a variety of programs [II.C.1.1]. In support of the College mission, the library’s own mission states that “The American River College Library seeks to provide instruction, information resources, and services to support the college mission and supplement the instructional programs of the college” [II.C.1.2].
The College library supports student learning by selecting and organizing high-quality information sources in various formats, by providing student access to that information, and by providing library skills instruction and research support. This support comes from the library staff, comprised of six full-time equivalent (FTE) librarians and six permanent full- and part-time classified staff members. The library also employs adjunct librarians and part-time temporary classified staff members. All ARC librarians possess Master’s degrees in Library Science. The College hired two new full-time librarian positions in spring 2015 to replace several recently retired librarians [II.C.1.3]. These new hires will ensure that ARC librarians are able to devote the time and energy necessary to select, maintain, purchase, and review a high quality and relevant library collection that meets student needs.
Students have physical on-campus access to the library during its 73.5 weekly open hours, including 6 hours on Saturdays. On average, 3,000 - 4,000 students visit the library per day during the regular semester [II.C.1.4, II.C.1.5].
To support the College curriculum and instruction, ARC librarians select and maintain a robust collection of books, periodicals, media, and electronic databases. The ARC library provides approximately 66,000 print titles, over 1,500 films, over 120,000 e-books, over 200 print periodical titles, and over 50 electronic databases. The library also maintains a large collection of current textbooks, comprising nearly 2,500 titles. Students can borrow these textbooks for two hours at a time [II.C.1.6]. The ARC library has a strong and stable library materials budget because the College uses an FTES-based formula that provides $12-$15 per FTES for library materials [II.C.1.7].
ARC’s library collection supports the learning needs of on-ground students as well as online students and students at off-campus centers. All students have 24/7 access to the library’s online
194 American River College SELF EVALUATION REPORT 2015 STANDARD II databases. To help support Natomas Center students, ARC has a partnership with the Natomas branch of the Sacramento Public Library, which is physically connected to the Natomas Center. The Natomas public library branch houses a collection of ARC textbooks, and also serves as a pick-up location for intra-district library loan requests. Additionally, Natomas branch librarians have access to ARC’s online databases to help students with research questions.
Learning Support Services The College supports the quality of its instructional programs and enhances instruction by providing sufficient learning support services, regardless of location or means of delivery. The following ten learning support services and programs are physically housed in the Learning Resource Center (LRC). The LRC is a professionally staffed instructional facility to provide supplemental instruction and academic support through its programs and services:
• Beacon Program • English as a Second Language (ESL) Center • Foreign Language Laboratory • LRC Computer Laboratory • LRC Tutorial Center • Reading Across the Disciplines (RAD) Center • Reading Center (RC) • Writing Across the Disciplines (WAC) Center • Writing in the Disciplines (WID) • Writing Center (WC)
To facilitate student success and enhance the achievement of the College mission, students can easily access information for all of the learning support programs from the ARC website homepage. The “Support Services” link on the homepage links to a menu of support service options including the LRC homepage. From the LRC homepage, students can then access the individual websites for the LRC support programs. Each website contains the services’ essential contact information (phone number, coordinator’s name, and email address), a brief but comprehensive description of the services provided, and the days and hours of operation. Descriptions of these support services also appear in the College catalog 2014-15 [II.C.1.8, II.C.1.9, II.C.1.9.1].
The programs receive resource allocations and submit resource requests through the College planning and assessment processes—the SSO/SLO assessment process, the EMP, and the Program Review.
The following are brief descriptions of each program:
Beacon Program: The Beacon Program, a peer-group tutoring program, provides multi- disciplinary tutoring in collaboration with course instructors. Instructors identify and recommend potential Beacon tutors to ensure that the student is both proficient in the subject and has a good relationship with the instructor. All tutors complete a one-unit group tutor
American River College 195 STANDARD II SELF EVALUATION REPORT 2015
training course which includes evaluations by the Beacon Coordinator. The College also offers Beacon tutoring at the Natomas and at McClellan Centers [II.C.1.10].
ESL: The ESL (English as a Second Language) Center provides ESL students with extra practice in reading, writing, speaking, and listening skills. Students in the ESL Center may work individually on workbooks, computers, or in small groups for conversation practice. Instructors and other staff members are available to answer questions and review students’ work [II.C.1.11].
Foreign Language Laboratory: The Foreign Language Laboratory provides students with instructional resources and activities to support and enhance language learning for students studying Spanish, Italian, French, German, and Russian. Students enroll in a self-paced lab class that develops, expands, and reinforces multiple second language skills. Students work independently and/or in small groups [II.C.1.12].
LRC Computer Laboratory: The LRC Computer Laboratory is an open lab with 84 computers along with copy machines and scanners. Available to all ARC enrolled students, the lab’s staff helps students with technology-based class assignments [II.C.1.13].
Reading Across the Disciplines: The Reading Across the Disciplines (RAD) program helps students meet their academic and course goals by improving their reading, comprehension, and study skills. RAD also provides resources to online students and has plans to offer some additional sections of RAD in hybrid format. In fall 2015, the College Natomas Center will open the Natomas RAD program to enhance the College outreach [II.C.1.14].
Reading Center: The Reading Center offers individualized instruction in basic reading skills. Instructors, instructional assistants, and tutors work with students to improve their skills in reading comprehension and vocabulary acquisition, essay and textbook reading, and study skills [II.C.1.15].
Writing Across the Curriculum: The Writing Across the Curriculum (WAC) program helps students from all academic disciplines work with their assigned course writing assignments and improve their writing skills. WAC offers several sections online and will offer some hybrid sections in 2015-2016. WAC offers limited services to students at the McClellan and Natomas centers, with a full WAC program opening at Natomas in fall 2015 [II.C.1.16]. WAC also offers the Writing in the Disciplines (WID) course, which provides WAC support in course pairings with Puente and Umoja learning communities and with other disciplinary courses [II.C.1.17].
Writing Center: The Writing Center [II.C.1.19] offers a three-unit lecture course, ENGWR 50, for students who assess below ENGWR 101 and need support building basic writing skills. Students receive additional instructional support from both instructional assistants and student tutors embedded in the class. Since the last accreditation, the College has strengthened its previously modularized curriculum to be lecture-based in order to promote student success. This modification is addressed in more detail in the “Update to 2009 Recommendations” and in the College Midterm Report.
LRC Tutorial Center: The LRC Tutorial Center provides individual, drop-in, and online tutoring for students who need academic assistance outside of the classroom. This free service is available
196 American River College SELF EVALUATION REPORT 2015 STANDARD II to any ARC enrolled student, is provided in a supervised setting in the Tutorial Center, and is offered by instructor-approved, trained peer tutors with demonstrated subject proficiency [II.C.1.20].
Other Tutoring Support To further enhance instruction, regardless of modality, each semester the College now offers three hours of 24/7 online tutoring by Tutor.com to every ARC student. This service supplements and enhances the College on-ground tutoring services. The College verifies the current enrollment status of students registered at Tutor.com. The Tutorial Center also offers online tutoring using its own tutors during hours of operation and through a partnership with the Sacramento Public Library [II.C.1.21].
The College also offers other learning support programs staffed by program experts experienced with the College diverse student populations [II.C.1.22]. These programs, which offer instructional support or tutoring, include:
• Disabled Student Programs and Services (DSPS) • Extended Opportunity Programs and Services (EOP&S) • Journey Program • Math, Engineering, and Science Achievement (MESA) • Math Multimedia Learning Center (MMLC) • Native American Resources Center • Puente Project • Science Skills Center (SSC) • STEP UP Program • Umoja-Sakhu Learning Community • Veterans Resource Center
Students can access information for all of these programs under the “Support Services” link on the College home page as well as in the ARC 2014-15 catalog [II.C.1.22.1].
DSPS/EOPS: Both DSPS and EOPS have learning strategies training and/or tutoring programs available for students who qualify for these programs. Additionally, DSPS also offers a wide variety of software, technology, and support specific to students with disabilities [II.C.1.23, II.C.1.24].
Journey Program: The Journey Program, a federally-funded Student Support TRIO program, helps first generation, low-income students persist and transfer to four-year colleges and universities. The program provides students with assistance with study skills and academic tutoring, a computer lab, and a study area [II.C.1.25].
MESA: The MESA (Mathematics, Engineering, and Science Achievement) program provides content specific tutoring for students in the math, sciences, and engineering disciplines. The
American River College 197 STANDARD II SELF EVALUATION REPORT 2015
program also provides a small computer lab and a study area for program participants [II.C.1.26].
MMLC: The MMLC (Math Multimedia Learning Center) provides support for students enrolled in algebra-readiness courses (MATH 41 and 42) or in the combined algebra parts 1, 2, and 3 (MATH 131, 132, and 133). The center offers an alternate mastery-based (independent study) facilitated learning approach for developmental math from arithmetic to intermediate algebra. The curriculum is based on learning modules, allowing students to learn at their own pace. In fall 2015, the College Natomas Educational Center will also offer MMLC services [II.C.1.27].
Native American Resource Center: The Native American Resource Center offers a resource to help Native American students connect with other Native Americans at the College. The Center strives to create a culture of success for Native American students by providing support and resources [II.C.1.28].
Puente Project: The Puente Project seeks to increase the number of educationally underrepresented students who enroll in four-year colleges and universities, earn degrees, and return to their communities as leaders and mentors to future generations. Puente’s writing curriculum focuses on the development of college-level essay writing, reading, research, and critical thinking skills [II.C.1.29].
Science Skills Center: The Science Skills Center offers individualized instruction in reading, study skills, and strategies geared to support students’ efforts in various science courses. Students who are currently in a science course may enroll in BIOL 490 (Introductory Science Skills) or in BIOL 491 (Intermediate Science Skills) and work with instructors, instructional assistants, and tutors for 30 minutes weekly to build science-related study skills [II.C.1.30].
STEP UP: STEP UP tutoring is a non-credit reading tutoring program for adult learners to build reading skills to prepare for college reading and writing courses. Extensively trained tutors from the Sacramento Public Library Literacy Project meet with STEP UP students once a week for two hours in several locations at the College main campus [II.C.1.31, II.C.1.32].
Umoja-Sakhu: Umoja-Sakhu Learning Community is designed to increase the retention, success, graduation, and transfer rates of African ancestry students. This program focuses on improving reading, writing, self-discipline, and critical thinking skills and assists with study skills and academic tutoring [II.C.1.33].
Veterans Resource Center: The Veterans’ Resource Center is dedicated to assisting veteran students and their families with their ARC educational and VA-related needs. The Center provides numerous services for military veterans including math tutoring [II.C.1.34].
Learning support service programs that offer credit-bearing courses have curriculum that is vetted through the Curriculum Committee approval process, contains measurable SLOs, and meets the College curricula standards for quality and excellence [II.C.1.35]. Some Learning support services such as Puente, MESA, and Journey receive funding from grants and have external agencies that require annual reports of goal accomplishments
198 American River College SELF EVALUATION REPORT 2015 STANDARD II
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.
Descriptive Summary
Library To support students at ARC’s main campus, the library provides a welcoming and accessible space. The library building’s recent renovation, completed in spring 2010, added 7,000 additional square feet and resulted in dramatic improvements to the layout and seating capacity of the building. The previous library building offered 425 seats, 82 computer workstations (including a 30-seat lab), and six group study rooms. The new building, opened in the summer of 2010, offers 19 group study rooms, more than 75 student computers, a 30-computer instruction lab, and more than 650 seats.
With 3000 to 4000 student visits weekly, and with approximately 66,000 print titles, over 1,500 films, over 120,000 e-books, over 200 print periodical titles, and over 50 electronic databases, the College library works cooperatively with the other Los Rios libraries to share both print and electronic resources across the District. This collaboration greatly expands library and information access for ARC students. The District libraries share an Integrated Library System (ILS), Innovative Interfaces’ Millennium, that allows ARC students (including Natomas Center students) to easily borrow books from other Los Rios libraries via intra-district library loan. In spring 2015, the libraries upgraded to Innovative’s Sierra ILS product.
The Los Rios libraries also jointly purchase and manage almost all electronic resources including databases and e-books. To accomplish this, ARC librarians serve on the District Libraries Coordinating Committee (DLCC), a District e-book sub-committee, and a District databases sub- committee. The committees meet regularly, and the College representatives solicit feedback from their constituents on purchasing and policy decisions. This collaborative and cooperative purchasing model ensures a seamless research experience for LRCCD students, many of whom take classes at multiple campuses. It also allows the ARC librarians to leverage the joint purchasing power of four colleges, and it streamlines reviewing, purchasing, maintaining, and troubleshooting the e-resources.
The library assesses the currency of its print and electronic holdings in multiple ways:
• The College library’s collection development policy “provide[s] current, diverse, and balanced collections of materials in a range of levels and formats appropriate to the support of the instructional, institutional, and individual needs of a diverse student, faculty, and staff” [II.C.1.a.1]. • Each librarian serves as a liaison to one or more academic departments, and is responsible for maintaining the book collection in those subject areas. In selecting materials, librarians read book reviews and other professional literature, review course outlines and instructor syllabi, and consider the questions students ask at the
American River College 199 STANDARD II SELF EVALUATION REPORT 2015
Research Help Desk. Librarian liaisons also seek input and recommendations from the faculty in their areas when appropriate [II.C.1.a.2]. • To ensure materials are available for newly-approved curriculum, curriculum developers must state whether additional library materials are needed. The librarians for each subject area review these course outlines and respond to faculty resource requests. In addition, the library department chair is asked to sign all new and revised curriculum outlines to verify that the library offers adequate resources to meet the needs of the students taking the course [II.C.1.a.3]. • The librarians periodically review their collection areas and cull outdated or superseded materials. In spring 2015, the library undertook a major project to remove outdated materials. • The District library e-book and database sub-committees regularly review the libraries’ electronic holdings to ensure students have access to the best possible selection of relevant electronic resources [II.C.1.a.4--Available on USB and in Team Room].
The library department annually reviews its equipment, materials, and staffing needs and updates its EMP to maintain, sustain, and assess the library program. Additionally, the library completes a Program Review as part of the College planning processes. The Program Review integrates with the library’s EMP to plan for sufficient resources to meet instructional and student needs [II.C.1.a.5, II.C.1.a.6]. The library regularly evaluates its course offerings through the College robust SLO assessment that integrates with the library’s self-assessment through the Program Review and EMP processes.
Learning Support Services The learning support services at the College undergo regular and rigorous assessment through the College well-established processes of SLO assessment, EMP, and Program Review. Each support service regularly evaluates the efficacy of its student learning through the SLO assessment process. The results of this SLO assessment then integrate into the programs’ EMP and Program Review processes. The programs’ assessment of student success impacts the programs’ resource requests in the EMP, and then both the EMP and the SLO assessments also impact the programs’ self-assessment within the six year Program Review. The College assessment processes are discussed in greater detail in Standard II.A.
The coordinators or supervisors of the learning support services across the College communicate regularly with their respective department chairs, department members, and/or deans/supervisors to communicate their resource needs. The coordinators and supervisors prioritize these needs through the equipment request and computer cascade processes as well as through the EMP process. This resource allocation process occurs during the fall when the deans present the prioritized needs of the area at a Deans meeting. Ongoing maintenance discussions occur year-round for critical equipment needs [II.C.1.a.13, II.C.1.a.14, II.C.1.a.15].
Library and Learning Support Services Outreach Centers ARC strives to offer students equivalent support services at the College outreach centers.
200 American River College SELF EVALUATION REPORT 2015 STANDARD II
Natomas Center: The Natomas Center LRC provides library and other learning support services that are sufficient in quantity, currency, depth, and variety to facilitate educational offerings, regardless of location or modality.
Currently, the Natomas Center LRC offers a general computer lab with 60 student computer workstations and supervised tutoring. Students use the computers to manage course enrollment, to conduct research, to complete coursework, and to use instructional software. During open hours, students and faculty also use the three breakout rooms for group study sessions or conferencing. To accommodate student needs, the Natomas Center LRC offers services approximately 45 hours per week (depending on the availability of student help). Federal Work Study funds the general use activities, which are supervised by regular Natomas classified staff. In spring 2015, Natomas was allocated 1.8 FTE in new adjunct LRC Coordinators to support the Learning Resource development at the Natomas Center.
Beginning fall 2013, the Natomas Center LRC [II.C.1.a.7] worked to expand tutoring services through BSI funding. As a result, during the fall 2013 semester, the Natomas Center LRC provided over 500 hours of tutoring in math, English, and ESL. In spring 2014, the Natomas Center LRC further added additional tutoring hours to expand tutoring access for students seeking tutoring in math, English, and ESL. In fall 2015, the Natomas LRC will continue to expand their open hours based upon findings from the Natomas Education Center Student Services Need Report [II.C.1.a.8].
The Natomas Center LRC will also implement classes in the Math Multimedia Learning Center (MMLC) along with expanded services of RAD and WAC in fall 2015 [II.C.1.a.9, II.C.1.a.10].
Mather Center: The Mather Center houses two CTE training programs, auto collision technology and diesel technology, currently with 60 students enrolled. With limited space for on-site support services, the College offers learning support services online, for example through Tutor.com, and through services on the main ARC campus. Course specific materials and resource materials are readily available to students during class times and instructors’ office hours [II.C.1.a.11].
McClellan Center/Sacramento Regional Public Safety Training Center (SRPSTC): The McClellan Center is a public safety training center emphasizing public service-oriented programs. The Center offers regular Beacon tutoring and limited WAC workshops with additional WAC support available online. Situated only three miles from the College main campus, students at the Center also have access to support services at the College main campus. New students at the Center complete the online ARC orientation, so at that time all students receive information regarding support services [II.C.1.a.12].
Self Evaluation It is the College intent, as stated in its mission, to ensure that students successfully accomplish learning in four areas: CTE, developmental education, GE, and lower division post-secondary education. The learning support services and the library all coordinate to support that mission.
American River College 201 STANDARD II SELF EVALUATION REPORT 2015
Library The ARC library offers an easily accessible, high-quality, up-to-date collection of print and online materials that meet the research and instructional needs of students in all disciplines and locations. For example, in addition to having 24/7 access to online resources, Natomas Center students have access to the library’s physical book and media collection via Los Rios intra- library loan and have access to library resources at the Sacramento Public Library connected to the Natomas Center.
Regular student surveys and feedback from instructors show that the library’s collection of materials meets the needs of our students and supports student success. The recent ARC Accreditation Self Evaluation Survey results show 81.5% (n=206) of faculty agree that the library has adequate materials to support student assignments [II.C.1.a.16].
The fact that the LRCCD libraries jointly purchase e-books and electronic databases greatly benefits students. However, the collaborative purchasing process is complicated by the lack of equitable library materials’ funding at the other Los Rios Colleges. The ARC library is sometimes limited in resource acquisition by the funding limitations of some of the other Los Rios colleges. However, the Los Rios Colleges and the District continue to collaborate to establish a stable and equitable funding process for shared library resources in order to ensure all Los Rios students continue to have access to the highest-quality library materials.
Learning Support Services: The College offers sufficient access to learning support services, both in open hours and in location. The coordinators of the learning support service programs are faculty experts who were either hired for the specific position of coordinator or else elected by the members of their respective department to serve in the capacity of coordinator.
As the learning support service experts, the coordinators work with their department chairs to ensure that the needs of their programs are included and accurately characterized in their department’s EMPs. The Dean of Student Development (Journey, Puente, Umoja-Sakhu) and Dean of Student Support Services (DSPS, EOP&S, Veterans Resource Center) ensure that resources appear and are prioritized within their areas’ EMPs [II.C.1.a.17].
In the ARC 2014 Accreditation Survey, 81% (n=206) of the employee respondents agree that “the ARC library has sufficient materials to support student learning.” In that same survey, 80.3% of employee respondents (n=158) agree that “the technology equipment in the library is adequately maintained.” Over half the employee respondents indicate that they had referred students to services such as the library, Writing Across the Curriculum (WAC), the Tutorial Center, or Reading Across the Disciplines (RAD). Finally, 75% (n=210) of employee respondents agree that “the Learning Resource Center maintains sufficient opening hours for faculty and staff access” [II.C.1.a.16].
In the College 2014 CCSSE, 46% of student respondents indicated that they had used the computer labs at the College, and over a third of the respondents indicated that they had received tutoring services at the College. Finally, 58.5% of student respondents were satisfied with computer lab services. 75.2% of students indicated that the services offered by the skills
202 American River College SELF EVALUATION REPORT 2015 STANDARD II labs were important to them. 81.7% of students indicated that the computer labs were important to them [II.C.1.a.18].
Actionable Improvement Plan
Library None.
Learning Support Services None.
II.C.1.b The institution provides ongoing instruction for users of library and other learning support services so that students are able to develop skills in information competency.
Descriptive Summary The College library and learning support services offer many forms of ongoing instruction to help students develop information competency skills. Information literacy forms a key part of the College ISLOs. The information literacy ISLO notes that, upon completion of the student’s educational goal, that student will be able to “locate and critically evaluate information from a variety of sources, including those accessed through technology, to create informed responses to issues, problems, and challenges” [II.C.1.b.1].
Over the past several years, ARC has worked to strengthen and support information literacy instruction across the College. In fall 2009, the ARC Academic Senate formed an Information Literacy Subcommittee comprised of faculty from various disciplines, including the Library, to explore ways of incorporating information literacy across the curriculum. In spring 2011, the subcommittee made four recommendations to the Academic Senate, including a recommendation to integrate information literacy into the College Program Review processes. The Academic Senate then formed an Information Literacy Task Force to take action on the four recommendations, and the Task Force submitted their final report in fall 2012 [II.C.1.b.2, II.C.1.b.3].
In spring 2012, members of the Information Literacy Task Force met with the Program Review Subcommittee to discuss how information literacy discussions could be included in Program Review and thereby into the College planning process. Ultimately, the Task Force and the Sub- Committee developed a new section in Program Review that asks departments to report on how their courses helped students fulfill the information literacy ISLO. The fall 2013 Program Review cohort were the first to complete the new information literacy section [II.C.1.b.4].
Library The College library offers a variety of instructional services and resources designed to help students develop information competency skills. These services include in-person library instruction sessions led by librarians, customized online research guides, asynchronous
American River College 203 STANDARD II SELF EVALUATION REPORT 2015
instructional materials such as handouts and video tutorials, the “embedded librarian” program where librarians engage with students from within D2L, and other forms of individualized research help from librarians, both in-person or online. Additionally, the library offers credit- bearing courses that teach information competency skills.
College librarians teach an average of 99 instructor-requested library instructional orientation sessions each semester [II.C.1.b.4.1]. The librarians customize these sessions to meet the needs of the specific course and assignment, and sessions may cover skills such as developing effective keyword searches, using library research databases to find needed information, understanding the differences between scholarly and popular sources, evaluating information, and documenting sources in the appropriate citation style. The library offers several “instructional enhancements” to supplement these instruction sessions. These include customized online research guides that students can refer to later as well as the opportunity for the librarian to “embed” into the class D2L site to answer research questions on a discussion board [II.C.1.b.5, II.C.1.b.6].
The ARC library also offers students many opportunities to get individual assistance from a librarian. During these interactions, librarians have an opportunity to provide ongoing information competency training to students; librarians guide students in the use of the online catalog and research databases, assist students with topic selection and developing effective research strategies, help students locate materials in the library, and aid them with evaluating and documenting sources. Students may get help from an ARC librarian in several ways:
• In-person: There is at least one librarian staffing the Research Help Desk whenever the library is open. Students may visit the Research Help Desk at any time for drop- in help. • By telephone: Students may also call the Research Help Desk for live help whenever the library is open. • By appointment: Students who have complex research questions, or who just prefer to make an appointment, may schedule a 25-minute research appointment with a librarian. The library uses Springshare’s “LibCal” software, which enables students to view available time slots and schedule the appointment themselves. • By email: Students may use the library’s email reference from to send a question. When school is in session, librarians respond to email questions within 24 hours, Monday - Friday. • Live chat: The library also offers a chat reference service, powered by the Libraryh3lp platform. Students can send a message through the chat widget on the library homepage, and a librarian will respond. This service is staffed as much as possible from 9 a.m. to 5 p.m., Monday through Friday. • Text message: Students may also text their question to a number provided on the library website. This service is tied in with the Libraryh3lp chat service, so it is staffed as availability allows [II.C.1.b.7].
Additionally, the library’s website includes many asynchronous instructional materials such as video tutorials and handouts, which students can consult for self-guided information
204 American River College SELF EVALUATION REPORT 2015 STANDARD II competency training. The library’s collection of video tutorials teaches skills such as evaluating internet information, using specific library databases, and formatting a paper in MLA style. The library’s instructional handouts cover topics such as basic database search techniques, sources to use in the ARC library, and quick guides to MLA and APA style. Another great asynchronous instructional tool is the library’s “assignment calculator.” This dynamic online tool asks students to input the due date of their research assignment, and then provides them with a 10-step process for how to complete the assignment on time, broken into chunks such as “Select and Refine your Topic,” “Research Topic and Find Materials” and “Organize Sources and Develop an Outline.” Each step contains several links to online resources, both ARC-specific and general, that address the skills needed to complete each step [II.C.1.b.9, II.C.1.b.10].
The library offers many services and resources to help online students develop information competency. To highlight these services, ARC librarians maintain an online research guide called “Services for Distance Students,” which provides an overview of library services for online students. The guide includes links to ARC research databases, methods for accessing remote research assistance from a librarian, and video tutorials demonstrating how to use various research databases. The guide also includes links to materials that teach other information literacy skills such as evaluating information, citing sources, and avoiding plagiarism [II.C.1.b.11].
The ARC library also reaches students through D2L. By default, every D2L course homepage includes an “ARC Library” widget that provides links to the library’s homepage, catalog, and research databases as well as links to the “Services for Distance Students” research guide and the library’s “Get Help” webpage [II.C.1.b.12, II.C.1.b.13].
The librarians teach information competency skills based on the Association of College and Research Libraries (ACRL) standards through online and/or hybrid credit courses offered during the academic year. SLOs for these courses address information competency skills such as collecting and organizing information on a given topic, critically evaluating online sources, and understanding ethical and legal issues such as plagiarism and copyright infringement [II.C.1.b.14].
Learning Support Services The College offers a wide variety of learning support services including learning support centers to help students further develop their information competency skills. The English area learning support centers (Writing Center, RAD, Reading Center, and WAC) offer students support in general information competency; other learning support services (such as Journey and the Veterans Resource Center) also support information literacy.
The ESL Center’s program is organized into teaching modules in which students learn to search information for their English writing assignments and research papers and to analyze their findings, whether that information is obtained via print, audio, video, or online media [II.C.1.b.15].
The Learning Resource Center supports students’ information literacy through a computer lab with instructional assistants to help students communicate their ideas. The LRC instructional
American River College 205 STANDARD II SELF EVALUATION REPORT 2015
assistants also help students to comply with ARC and LRCCD policies on access and use of computer equipment and software [II.C.1.b.16].
The RAD Center, which offers reading help across all academic disciplines, helps students build information competency by teaching students to synthesize material from lectures and reading assignments, create appropriate study tools, assess reading processes and textual materials, and employ suitable personalized strategies to attain their reading goals [II.C.1.b.17].
The Reading Center focuses on the basic mechanics of reading and offers individual reading modules to strengthen students’ reading skills and information competency. Students learn to identify the main idea in articles, essays, and chapters, distinguish between major points and minor details, draw inferences and conclusions, and distinguish fact from opinion [II.C.1.b.19].
ARC’s tutoring services are supported by the Tutorial Center and the Beacon Program. Tutors in these support programs are trained to integrate study skills awareness and information literacy activities into their tutoring sessions. Tutors may work with students on a variety of information competency-related issues, such as identifying and narrowing a topic and evaluating the quality of information [II.C.1.b.20, II.C.1.b.21].
WAC offers writing assistance to students from all academic disciplines. This program helps students to learn how to access resources at the library, find appropriate information, use information and synthesize findings, develop improved organizational writing strategies, and adapt communication and thinking skills to enhance information and literacy competencies. WAC staff coordinate with librarians to ensure students receive consistent information on the availability and use of information literacy resources [II.C.1.b.22].
The Writing Center offers lecture-based curriculum focusing on writing, critical thinking, and problem-solving skills. Students learn to plan and compose essays, complete assignments, synthesize and organize information for readability, and recognize and address potential knowledge gaps in their intended audience—all necessary skills for information literacy [II.C.1.b.23].
The Science Skills Center offers students opportunities to build their information competency through individualized help in note-taking, paraphrasing, graphics comprehension, concept mapping, and test preparation, with particular emphasis on applying these techniques to their science courses. In this center, students build information competency using textbook or instructor resources, locating and retrieving information, constructing concept maps, and evaluating sources [II.C.1.b.24].
The Foreign Language Laboratory and ESL Center use computers to help students develop their information competency and reading, writing, listening, and/or speaking skills. In the Foreign Language Laboratory, students advance their language acquisition using software by Vista Higher Learning. Students also have access to Rosetta Stone in several languages. The ESL Center contains 18 computer stations for student use and a multimedia module to encourage discussion [II.C.1.b.25, II.C.1.b.26].
206 American River College SELF EVALUATION REPORT 2015 STANDARD II
The RAD, Reading Center, WAC, and Writing Center all house computer labs to support information literacy and help students conduct online research, learn the fundamentals of computer use and formatting academic papers, and draft and revise assignments and essays.
Because many of these support programs are credit-bearing classes, they meet the rigorous standards of all courses offered at ARC and are vetted through the Curriculum Committee [II.C.1.b.27]. The courses offered by the Learning Support Services programs also have measurable SLOs that adhere to the same process of evaluation required of all courses at ARC [II.C.1.b.28].
The College also supports the information literacy development of online students. Both WAC and RAD, for example, teach strategies that support students taking online courses who need to develop information competency skills. This emphasis on information literacy across modalities aligns with the College Value for Technology which states “Responsible and effective use of technology supports the college's mission and helps students develop the skills necessary for being successful in the contemporary environment” [II.C.1.b.29].
Self Evaluation
Library The College library supports students in building information literacy by maintaining robust and frequent services for information literacy. Additionally, the library has strong librarian staffing levels to offer excellent library instruction. In spring 2015, the College hired two librarian positions to replace retired librarians, which will help the library continue to meet the information competency reflected within this standard.
Learning Support Services The College’s learning support services reinforce student information literacy skills with trained staff to help students access and utilize the applications and software on the computers in the LRC. Individual programs under the learning support services umbrella at the College reinforce specific culturally and socially relevant information literacy skills.
Actionable Improvement Plan
Library None.
Learning Support Services None.
American River College 207 STANDARD II SELF EVALUATION REPORT 2015
II.C.1.c The institution provides students and personnel responsible for student learning programs and services adequate access to the library and other learning support services, regardless of their location or means of delivery.
Descriptive Summary The College is committed to ensuring that all students have access to library resources and services as well as to learning support services regardless of their location or modality.
Library The library provides a broad range of online and print resources and offers students a variety of methods for getting research help, including in-person, by phone, email, and live chat. Librarians offer formal, in-person library instruction workshops both at the main campus and at outreach centers and offer several options for asynchronous library instruction and research support for online classes.
The library is housed in an ADA-compliant building. All library computers offer Dolphin’s SuperNova Access Suite (a screen magnifier software) as well as Blio’s e-reader software. In the main computer area, students can access two workstations whose desks raise and lower to accommodate students who need extra space. The library also provides a low-vision reader for students who need to magnify print materials. Library personnel are familiar with how to use the equipment, technology, and processes designed to accommodate people with disabilities.
ARC students have access to a broad range of online library materials, including over 120,000 e- books and over 50 electronic databases containing articles, reports, images, music, and more. The library subscribes to several large multi-disciplinary databases, including JSTOR I, II, III, and V, LexisNexis Academic, ScienceDirect, and a large suite of EBSCO databases including Academic Search Complete. The library also subscribes to several discipline-specific databases, such as ARTstor, Naxos Music Library, EBSCO’s Small Business Reference Center, and CINAHL, a nursing database. The library also offers EBSCO’s “discovery” platform, which the District libraries have re-branded as “OneSearch.” OneSearch offers students the ability to simultaneously search the print book collection and many library databases. These databases give students 24/7 access to academic journal articles, magazine articles, newspaper articles, e- books, high-quality images of artwork, statistics, reports, legal information such as statutes and court decisions, and much more. Many databases allow students to listen to HTML content being read aloud [II.C.1.c.1].
Additionally, ARC partners with the North Natomas branch of the Sacramento Public Library to provide library services to Natomas Center students. The librarians at the Natomas Public Library have access to Los Rios’ electronic databases as well as our book catalog, so they can help ARC students with research questions. The Natomas Public Library branch also houses a collection of reserve textbooks that students may borrow for two hours at a time. Students at the Natomas Center may use our intra-district library loan service to request print materials from any of the Los Rios campuses [II.C.1.c.2, II.C.1.c.3].
208 American River College SELF EVALUATION REPORT 2015 STANDARD II
The ARC library offers students many ways to get help from librarians, both face-to-face and remotely by phone, email, chat, or text. Students also have access to many librarian-created research guides, video tutorials, and instructional handouts (available both in print and online) that they can use for self-guided library help 24/7 [II.C.1.c.4].
Librarians provide in-person library instruction sessions for on-ground classes and instructional support to online and hybrid classes [II.C.1.c.5].
For both on-ground and online classes, the librarians offer a variety of options for asynchronous instruction. Through the Online Instruction Request form, instructors may request:
• A customized Research Guide for their class: Librarians use Springshare’s “LibGuides” platform to create class, topic, or assignment-based research guides [II.C.1.c.6]. • An instructional video tutorials: Online students can access these tutorials through the library website and LibGuides created for both in-person and online classes. For assignments that require specialized research techniques, librarians create customized videos demonstrating specific skills or techniques. For example, one librarian has created several videos for Legal Assisting students that demonstrate how to use the LexisNexis Academic database. All videos are closed-captioned [II.C.1.c.7]. • An “embedded” librarian: Both online and on-ground instructors may request a librarian to “embed” into their D2L or Moodle course. This means that the instructor adds the librarian into the course in the “Librarian” role, and then creates a discussion board for research questions. The librarian subscribes to the discussion board and answers students’ research questions [II.C.1.c.8].
As mentioned in Standard II.C.1.b, the library also has a presence in all courses (DE or web- enhanced) that use D2L through the Library Widget. This widget is automatically added to all D2L courses and includes links to the library website and databases [II.C.1.c.9].
Learning Support Services The Learning Resource Center computer lab provides appropriate accommodations for students with disabilities. The LRC is housed in ADA-compliant facilities and works in collaboration with the DSPS program to ensure appropriate accommodations are available for students in the LRC. Accommodations in the LRC computer lab include specialty software and hardware for visual needs, height adjustable desks for physical accommodations, and a private room for listening and interpreting accommodations for audio needs. The Beacon Program and the Tutorial Center also provide accommodations for students in need of additional individual tutoring appointment times. A memorandum of understanding has been drafted and approved between the Tutorial Center and DSPS counselors to approve additional tutoring appointments for eligible students with disabilities.
The LRC provides supplemental instruction and academic support through individualized tutoring and other alternative modes of instruction to currently enrolled ARC students. The LRC is considered an instructional classroom and a quiet learning environment.
American River College 209 STANDARD II SELF EVALUATION REPORT 2015
Adequate access to WAC and RAD is available both on the main campus and through DE. A version of WAC and RAD for the Natomas Center is under development and scheduled to launch in fall 2015. WAC continues to conduct workshops periodically at the McClellan Center.
The LRC provides online tutoring through Tutor.com as well as through ARC tutors and the College partnership with the Sacramento Public Library to provide alternative, auxiliary, and DE tutoring for students at the ARC main campus and the Natomas and McClellan centers [II.C.1.c.10]. The College looks forward to piloting other available online tutoring options, such as NetTutor through the CCCCO Online Education Initiative.
The library and learning support services websites are accessible from the ARC homepage. The College Public Information Office regularly reviews College websites for content, quality, and compliance with ADA Section 508 requirements. The College currently uses Ingeniux CMS as its platform, and Ingeniux training includes instruction on developing ADA compliant websites [II.C.1.c.11].
Self Evaluation
Library The library offers an extensive suite of online databases accessible 24/7, the library offers both synchronous and asynchronous library instruction for in-person and online classes, and the library also offers multiple ways for students to access research help from librarians.
When the library assesses student satisfaction with library services, students report being highly satisfied. In fall 2012, the library sent an email survey to all students to assess their knowledge of and satisfaction with library resources and services. Over 70% said library staff was “very helpful” or “extremely helpful” [II.C.1.c.12—available on USB flash drive and in Team Room].
The recent ARC Accreditation Survey results show 78.3% (n=219) of faculty agree that that library maintains sufficient operating hours for faculty and student access [II.C.1.c.13].
Learning Support Services The learning support services offered by the College are broad, varied, and designed to accommodate all students, with services also available online and at the Natomas Center. Currently, the Natomas Center is developing MMLC, WAC, and RAD programs to address students’ learning needs in math, writing, and reading. Along with substantial onsite services located in ADA-compliant facilities, a combination of online tutoring options is available to students and provides a menu of learning support services for students.
Actionable Improvement Plan
Library None.
Learning Support Services None.
210 American River College SELF EVALUATION REPORT 2015 STANDARD II
II.C.1.d The institution provides effective maintenance and security for its library and other learning support services.
Descriptive Summary
Library In order to support instruction and student success, the College strives to provide effective maintenance and security of its library and other learning support services. The library and other learning support services use and maintain equipment such as computers, video/data projectors, copy machines, printers, and technical library devices. The College Information Technology (IT) Department maintains the library’s computers and printers, and the Instructional Media Services (IMS) Department maintains the library’s video/data projectors. Librarians use NetSupport software to ensure appropriate student use of college computers per College and District policies. Students are required to login to library student computers/laptops with their student ID and password. To protect user privacy and comply with vendor contracts, student IDs are required to check out materials and to obtain remote access to online databases.
The College recent work on a Safe Campus Initiative reveals the institution’s commitment to safety and security for students, faculty, and staff. The practices in the Library and Learning Support Services mirror the College commitment to personal and professional safety [II.C.1.d.1].
During business hours, a video surveillance and recording system monitors the entrance doors of the library and the circulation desk, as well as the second and third floors of the building. Library materials (i.e., books and DVDs) are equipped with theft-detection strips that will set off an alarm when someone attempts an unauthorized removal of library property from the building. The staff is vigilant in responding to the gate alarms.
To maintain an effective learning environment, librarians and library staff actively enforce library conduct policies such as those related to noise, computer use, and behavior. Occasionally however, disruptive students violate the library’s code of conduct or otherwise cause disturbances in the building. There is an ongoing need for the library staff to work with College Police, the Student Discipline Officer, and appropriate administrators to maintain a clear and effective process for dealing with disruptive students in the library. The library department has made progress in this area. Library staff has discussed the issue with appropriate administrators, and the library dean has invited College Police to a department meeting to answer questions about safety. Furthermore, the library dean has established a process by which concerned students may complete a Student Concern form and meet with the appropriate administrator.
In fall 2011, the library department convened an emergency preparedness task force that included faculty, classified staff, a manager, and a representative from the library building’s lower level, which contains staff offices and classrooms. This task force conducted a comprehensive review and rewrite of the building’s emergency plan. The group also planned emergency evacuation drills in spring 2012 and again in fall 2012 to practice safely evacuating the building. College police have met with staff to discuss safety concerns, active shooter situations, and to answer questions [II.C.1.d.2, II.C.1.d.3 (available on USB and in Team Room)]
American River College 211 STANDARD II SELF EVALUATION REPORT 2015
Learning Support Services The Learning Support Services secure student records by requiring that any paper files with student information are in locked cabinets, and all electronic student information is password protected. All equipment such as computers, copiers, and printers undergo regular maintenance and updates for proper usage and security of information. The services maintain the confidentiality of student records and files by placing them in locked files and discarding all outdated paper files through a secure Emron shredding service contracted by the College.
All but one of the LSS programs housed in the LRC reported, when queried in fall 2014, that their centers are secure. In investigating the cause of the negative response, Reading Center coordinators mentioned a minor food theft, which was reported to College police with no repeated offence since reported [II.C.1.d.4, II.C.1.d.5, II.C.1.d.6, II.C.1.d.7, II.C.1.d.8, II.C.1.d.9].
College police ensure safety and security inside the LRC by patrolling the building several times a week and by being responsive to situations that may require their assistance. LRC staff have participated in trainings by College Police personnel with topics regarding Mandated Reporting, Action Coordinators for Emergency Survival (building evacuations), and Active Shooter scenarios.
The Natomas Center follows similar secure procedures with student data, and a dedicated IT staff member maintains Natomas technology. The College main campus IT department and IMS provide additional technology service as needed. The Natomas Center is staffed by a security guard present both days and evenings, and the facility is secured with an alarmed entry system.
Self Evaluation
Library Library staff coordinates maintenance for a large, very active facility. The librarians and staff report facility, technology, and security problems and needs through the College and District maintenance reporting processes, with the College addressing local problems and the District addressing District wide issues.
The Library’s use of student login and passwords ensures that only registered students are using library computers in the library’s computer lab. The required use of student id cards, alarmed gates, vigilant staff, and video cameras help to identify issues where identification is needed.
Learning Support Services The LRC maintains secure records and requires student authentication to log onto LRC computers. Effective protocols for opening and closing the alarmed entry building are in place with key individuals responsible for these processes.
College police respond well to emergency calls and patrol the LRC building regularly. Student discipline problems are addressed properly and coordinated well with the Dean of Student Development and the LRC Coordinator.
212 American River College SELF EVALUATION REPORT 2015 STANDARD II
The computers used by Learning Support services are properly maintained. The recent ARC Accreditation Survey results show 80.7% (n=158) of faculty either agree or strongly agree that the College properly maintains technology equipment [II.C.1.d.10].
Actionable Improvement Plan
Library None.
Learning Support Services 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.
Descriptive Summary
Library The library documents and maintains agreements with outside sources in order to provide sufficient and necessary resources for student success. The library regularly assesses the sufficiency, currency, depth, breadth, and performance of these contracted resources and services.
The library contracts with Innovative Interfaces, Inc. (III) for its Integrated Library System (ILS), Millennium and will soon upgrade to the new III ILS product, Sierra. The library also contracts with the Online Computer Library Center (OCLC) for cataloging and interlibrary loan support. The College cooperates with the other LRCCD College libraries to share books and electronic resources.
The College is part of a multi-party agreement to provide library services to Natomas Center students. The North Natomas Branch of the Sacramento Public Library provides study space, research assistance, and inter-library loan checkout services to ARC students. The joint agreement includes the City of Sacramento, the Sacramento Public Library Authority, the Natomas Unified School District, and the LRCCD.
The memorandum of understanding between the parties establishes regular meetings between ARC’s president, the superintendent of Inderkum High School, and the director of the Sacramento Public Library. It also establishes a working group including the dean of the
American River College 213 STANDARD II SELF EVALUATION REPORT 2015
Natomas Center, the Inderkum Principal, an ARC librarian, and a librarian from the Sacramento Public Library [II.C.1.e.1].
Learning Support Services The LRC offers online tutoring using its own tutors during operating hours and continues in a partnership with the Sacramento Public Library to provide online tutoring. In addition, the College has recently contracted with Tutor.com to provide 24/7 online tutoring in a wide variety of subjects. The Tutor.com contract covers a limited number of hours (700) for the 2014-15 academic year to pilot and assess the effectiveness of this tool. This online tutoring option is an additional support service but is not intended to replace any of the support services currently offered at the College [II.C.1.e.2].
STEP UP Tutoring, a one-on-one literacy tutoring service for students who read below sixth grade reading level, has been developed in collaboration with the Sacramento Public Library Adult Literacy Program. STEP UP is in the process of expansion to provide one-on-one tutoring for students in very basic math [II.C.1.e.3].
Self Evaluation
Library The library has clear agreements with outside institutions to meet the intended purposes. These agreements are reviewed regularly, and any issue about the reliability of services is addressed without delay.
Learning Support Services The contract with Tutor.com has been vetted through the College and District approval processes, and three out of the four colleges in the District (ARC, Folsom Lake, and Cosumnes River) have contracted with Tutor.com to achieve a lower rate for tutoring hours for the three colleges.
Actionable Improvement Plan
Library None.
Learning Support Services None.
214 American River College SELF EVALUATION REPORT 2015 STANDARD II
II.C.2 The institution evaluates library and other learning support services to ensure 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 Library and Learning Support Services regularly evaluate the effectiveness of their services and programs to ensure they meet identified student needs and contribute to the achievement of student learning outcomes. The services use the results of this assessment as the basis for continuous quality improvement.
Library The Library relies upon a variety of evaluative tools to assess their achievement of SLOs and to improve services. The library participates in the College robust evaluative and planning processes. The library assesses itself through the College SLO assessment process to measure student success. Using the results from the SLO process, the library also self-assesses through the Program Review process and through the annual EMP assessment, tying resource requests to both SLO assessment and to College goals and objectives.
In addition to the College wide assessment processes, the library also uses a variety of other formal and informal assessment tools to ensure services support student success. For example, in spring 2009, librarians worked with a student marketing club to run two student focus groups. These focus groups evaluated the library’s services, expectations for the in-process remodeling of the library building, and library policies, among other topics. The library sent email surveys to active library users in 2009 asking the same questions as the student focus groups. From December 2010 through fall 2012, the library deployed multiple student and faculty satisfaction surveys. The library also conducts other formal and informal surveys annually, including formal assessments of SLOs within library courses. Library assessment results indicate that library users have a higher success rate than non-users. [II.C.2.2 through II.C.2.7 are available on the USB and in the Team Room, II.C.2.8, II.C.2.9].
The library has implemented numerous changes as a result of their continuous assessment efforts including adding more power outlets, clarifying use-policies for the Group Study Rooms, adding a welcome desk to help students during the first few weeks of the semester, adding social media to its webpage, and growing its e-book collection.
The library is currently developing a more structured and in-depth assessment process to continuously improve library services. The library is currently working with the OIR to develop a systematic library assessment plan that includes regular student surveys; the next student survey is scheduled for 2015.
To promote ongoing communication with classroom faculty, library and learning resources faculty serve on College standing committees, have representatives on the Academic Senate, and participate in various work groups and taskforce groups such as Accreditation teams and SSSP
American River College 215 STANDARD II SELF EVALUATION REPORT 2015
task force groups. The library also publishes a faculty newsletter called Chimes, sends periodic email reminders about library services, and offers flex programs and other professional development activities for faculty and staff [II.C.2.10, II.C.2.11].
Learning Support Services Learning Resource Center: The LRC and learning support services participate in the annual EMP process to evaluate their success in meeting student needs. The LRC participates in the three-year SLO and six-year Program Review cycles. In addition to these integrated planning assessment processes, the LRC’s Beacon Program, Tutorial Center, and Computer Lab distribute a student satisfaction survey at the end of each semester to all students who use the services. The LRC also assesses its services through regular counts of student participation, and the LRC has used these formal and informal assessments to make numerous service improvements to better meet student needs.
For example, as a result of these self-assessments, the Tutorial Center has increased the number of high-level math tutors and temporary Instructional Assistants available for drop-in tutoring. Additionally, the Tutorial Center hires tutors who have graduated from ARC as master tutors (temporary classified staff) in order to continue to benefit from their skills and experience. The Center also increased the number of computers to accommodate increased demand for online math and accounting applications.
Another example of an LRC improvement originating from assessment includes the expanded availability of LRC Room 104, a computer classroom equipped with 42 computers, for the purpose of testing, orientations, or workshops. The LRC also offers technical support for faculty who use this room for workshops [II.C.2.12].
WAC and RAD: All of the College Learning Support Services (Writing Center, WAC, Reading Center, RAD, ESL, Beacon Program, Tutorial Center) regularly review formal and informal assessment evidence to evaluate students’ needs. The WAC and RAD programs provide good examples of the depth and breadth of reviews.
WAC and RAD, as programs of English Writing and English Reading Departments respectively, both participate in their respective department’s robust Program Reviews and EMPs. Additionally, since all the courses taught in both WAC and RAD have SLOs, the WAC and RAD programs regularly assess their services through the College SLO assessment process. Coordinators compile and review the assessment information with faculty and staff to ensure continuous quality improvement.
The WAC and RAD curricula, new and established, similarly are vetted and revised regularly through the College cyclical curriculum process. In addition, each program deploys student satisfaction surveys [II.C.2.12.1, II.C.2.12.2]. The programs additionally report the results of these surveys along with other cyclically collected data on Basic Skills Initiative (BSI) reports because both programs receive small BSI grants. Since the WAC program offers DE courses, it also surveys DE WAC course sections to assess student satisfaction. Finally, WAC surveys faculty and staff to discover ways to improve services [II.C.2.13]. The RAD staff also regularly
216 American River College SELF EVALUATION REPORT 2015 STANDARD II collaborates with faculty from different disciplines to assess how best to serve students in those areas.
The College OIR also assists the WAC and RAD program in collecting additional data on student success over multiple semesters, and both programs collect data comparing the success of students enrolled in WAC or RAD to the success of students not enrolled in those programs. The correlation between WAC and student success is particularly strong for students who take WAC along with their English composition class. However, the OIR has shown that rates of success for WAC students is much higher, no matter what course they are taking, than for non- WAC students [II.C.2.13, II.C.2.14]. Research has also shown that RAD students have an 84% success rate in their classes compared to their non-RAD counterparts who have only a 60% success rate. RAD students also have an 80% success rate in their subsequent courses [II.C.2.15].
Review of the assessment evidence has led to the development of the WAC program’s Mission and Principles Statement [II.C.2.16], and this spring 2015’s professional development WAC training focused on improved techniques for working with students. Regular and cyclical reviews of WAC and RAD programs have also lead to new projects aimed at improving student success. For example, in 2011, WAC developed the new Writing in the Disciplines (WID) model as a completely new support program. Review of data has also led both programs to explore DE components.
The Science Skills Center: The Science Skills Center (SSC), like WAC and RAD, is also tied to specific courses (Science Skills and Application, BIOL 490 and Science Skills and Application I, BIOL 491) with SLOs. As a result, the Science Skills Center is regularly assessed through the SLO assessment process. Additionally, the Science Skills Center regularly deploys a student satisfaction survey each semester to continually assess the program, and the SSC coordinator collaborates with science faculty to modify the learning activities to better meet the desired learning component. The SSC uses a custom Student Satisfaction Survey [II.C.2.17] and the Learning and Study Strategies Inventory (LASSI) to monitor student needs for learning skills and strategies [II.C.2.18]. Finally, the SSC coordinator works with the College OIR to collect additional data comparing the success of SSC to non-SSC students.
The Math Multimedia Learning Center (MMLC) and previous iterations have existed for approximately 30 years as an independent study option for students needing basic skills math courses. In spring 2013, however, the math department launched a complete redesign of the MMLC after two years of planning. The redesign focused four key ideas: mastery based learning, curriculum reorganization, secure computer-based testing, and substantially increased student-faculty interaction.
These goals were achieved by converting the program into a series of hybrid courses, with half of the course required as on-ground attendance. Evaluation and statistical comparison success rates of MMLC Algebra Prep based upon “before” and “after” the restructuring are being compiled for the following classes:
• MATH 23 and 24 (arithmetic parts 1 & 2); • MATH 38 (pre-algebra parts 1 & 2);
American River College 217 STANDARD II SELF EVALUATION REPORT 2015
• MATH 41 & 42 (algebra readiness parts 1 & 2); • MATH 103 & 104 (elementary algebra parts 1 & 2); • MATH 123 & 124 (intermediate algebra parts 1 & 2); • MATH 131, 132 & 133 (combined algebra parts 1, 2 & 3);
Though preliminary, the initial results have been striking. While the nature of the curriculum reorganization complicates a before and after comparison of individual courses, aggregate success data for the two main tracks (algebra and algebra prep) indicate substantial increases in passing rates of 15 to 20%. For example:
• Aggregate overall passing rate for students enrolled in Algebra Prep spring 2012 (57%) compares to Algebra Prep spring 2013 (65.9%). Summer 2014 showed a passing rate of 79.7%. • Aggregate overall passing rate for Algebra in spring 2012 (50.5%) compare to spring 2013 (72.1%) which have now risen to 75.4% in summer 2014 [II.C.2.19, II.C.2.20].
Umoja-Sakhu Learning Community: All the courses that make up the Umoja-Sakhu Learning Community have SLOs that allow the program to be evaluated through the College SLO Assessment process. Umoja-Sakhu also undergoes evaluation through regular reports by the program coordinator submitted to the Umoja-Sakhu Consortium. Finally, participating students complete a web-based student satisfaction survey each semester evaluating the programs and services offered through the Umoja-Sakhu Learning Community.
Puente Program: The College Puente Program centers around four English Writing and two Human and Career Development courses, all with SLOs. As a result, the Puente Program is assessed through the College SLO assessment processes as well as through the College EMP and Program Review assessment processes. Finally, this program receives federal funding, so the coordinator also submits regular reports evaluating program effectiveness [II.C.2.22].
Credit-Based Learning Support: The MMLC, Foreign Language Laboratory, ESL Center, RAD, Reading Center, WAC, Writing Center, and Science Skills Center all provide curriculum-based, credit-bearing learning support courses. Their courses are held to the same standards as every other ARC course, meaning that their courses are approved by the ARC Curriculum Committee and their SLOs are regularly assessed, revised, and reassessed [II.C.2.23]. They adhere to the SLO assessment cycle established by the SLO committee [II.C.2.24]. In addition, these programs are housed within departments that follow the six-year Program Review cycle maintained by the College.
Self Evaluation
Library The library self-assesses through its participation in the College Program Review and annual EMP processes, with the last library Program Review in 2011-2012. The library assesses library courses through the College SLO assessment processes. The library uses additional formal and informal assessment tools such as surveys and user-feedback regularly to assess the library’s success in meeting student needs.
218 American River College SELF EVALUATION REPORT 2015 STANDARD II
Learning Support Services The learning support services are evaluated regularly to ensure student satisfaction. Evaluation includes examination of multiple types of evidence, including the results of SLO assessments. The Learning Support Services participate in ARC’s substantive planning processes, including SLO assessment, Program Review, and the EMP, all of which are regular and cyclical. Additionally, many programs create yearly assessments for grant reporting by their sponsoring agencies, and others have created student satisfaction surveys and other related assessments.
Actionable Improvement Plan
Library None.
Learning Support Services None.
List of Evidence Standard II.C EVIDENCE EVIDENCE TITLE LABEL II.C.1.1 ARC Vision, Mission, Values, and ISLOs II.C.1.2 Library Mission Statement II.C.1.3 Public Services Librarian Job Description (Three Positions) II.C.1.4 Library Hours II.C.1.5 Library Gate Count 2013-14 II.C.1.6 ARC Totals 2013-14 II.C.1.7 2014-15 PFE Allocation (Library funding formula) II.C.1.8 Learning Resource Center (LRC) II.C.1.9 Catalog—Support Services II.C.1.9.1 Catalog—Academic Support Services II.C.1.10 Beacon Program II.C.1.11 ESL Center II.C.1.12 Foreign Language Lab II.C.1.13 LRC Computer Lab II.C.1.14 Reading Across the Disciplines (RAD) II.C.1.15 Reading Center II.C.1.16 Writing Across the Curriculum (WAC) II.C.1.17 WAC Information Sheet II.C.1.19 Writing Center II.C.1.20 Tutorial Center II.C.1.21 Tutorial Center: Online Tutoring
American River College 219 STANDARD II SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL II.C.1.22 Learning Resource Center II.C.1.22.1 Support Services II.C.1.23 DSPS Program II.C.1.24 EOP&S Program II.C.1.25 Journey Program II.C.1.26 MESA Program II.C.1.27 MMLC II.C.1.28 ARC Support Services listing NASU II.C.1.29 Puente Project II.C.1.30 Science Skills Center II.C.1.31 STEP UP Brochure II.C.1.32 STEP UP handout for counselors II.C.1.33 Umoja-Sakhu Learning Community II.C.1.34 Veterans Resource Center II.C.1.35 Curriculum Handbook 2014-15 II.C.1.a.1 Library Collection Development II.C.1.a.2 Library Liaison Chart II.C.1.a.3 Curriculum Handbook 2014-2015 II.C.1.a.4 District library e-book and database sub-committee review— in Team Room II.C.1.a.5 EMP II.C.1.a.6 Program Review II.C.1.a.7 Natomas LRC II.C.1.a.8 Natomas Final Student Services and Learning Support 2-10-15 II.C.1.a.9 Natomas MMLC Plan (revised) II.C.1.a.10 Natomas WAC and RAD Plan (revised) II.C.1.a.11 Mather Center II.C.1.a.12 McClellan Center II.C.1.a.13 Deans meeting agenda: November 5, 2014 II.C.1.a.14 PDF requests F14 II.C.1.a.15 Computer cascade requests 2014-2015 II.C.1.a.16 2014 Accreditation Survey II.C.1.a.17 EMPs II.C.1.a.18 CCSSE Report 2014 II.C.1.b.1 ARC Vision, Mission, Values, and ISLOs II.C.1.b.2 IL Subcommittee Recommendations.pdf II.C.1.b.3 Final Report Info Literacy Task Force.pdf II.C.1.b.4 ProgramReviewILSection.pdf II.C.1.b.4.1 Orientation Statistics.pdf
220 American River College SELF EVALUATION REPORT 2015 STANDARD II
EVIDENCE EVIDENCE TITLE LABEL II.C.1.b.5 Research Guides II.C.1.b.6 Embedded Librarians II.C.1.b.7 Library’s “Get Help” page II.C.1.b.9 “Get Help” Library page II.C.1.b.10 Assignment Calculator II.C.1.b.11 Services for Distance Students II.C.1.b.12 D2L Library Widget.pdf II.C.1.b.13 Library’s “Get Help” page II.C.1.b.14 LIBR Courses II.C.1.b.15 ESL Center II.C.1.b.16 LRC Website II.C.1.b.17 Reading Across the Disciplines (RAD) II.C.1.b.19 Reading Center II.C.1.b.20 Tutorial Center II.C.1.b.21 Beacon Program II.C.1.b.22 Writing Across the Curriculum (WAC) II.C.1.b.23 Writing Center II.C.1.b.24 Science Skills Center II.C.1.b.25 Foreign Language Lab II.C.1.b.26 ESL Center II.C.1.b.27 Curriculum Handbook page 47 II.C.1.b.28 Native American Resource Center (See “N”) II.C.1.b.29 College Mission, Vision, and Values II.C.1.c.1 ARC Library Research Databases II.C.1.c.2 Library’s “Get Help” page II.C.1.c.3 Image of request form showing Natomas II.C.1.c.4 Library’s “Get Help” page II.C.1.c.5 Q&A about Orientations II.C.1.c.6 Research Guides II.C.1.c.7 Library Video Tutorials II.C.1.c.8 Embedded Librarians II.C.1.c.9 D2L Library Widget.pdf II.C.1.c.10 Tutor.com MOU II.C.1.c.11 Ingeniux User Guide II.C.1.c.12 Library Student Survey F12 quantitative data.pdf in Team Room II.C.1.c.13 2014 ARC Accreditation Survey II.C.1.d.1 Safe Campus Initiative II.C.1.d.2 Evacuation Drill itinerary 1-13.pdf in Team Room
American River College 221 STANDARD II SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL II.C.1.d.3 ARC Library EmergencyPlan.pdf in Team Room II.C.1.d.4 ESL LSS info sheet II.C.1.d.5 Foreign Language Lab LSS info sheet II.C.1.d.6 RAD LSS info sheet II.C.1.d.7 Reading Center LSS info sheet II.C.1.d.8 WAC LSS info sheet II.C.1.d.9 Writing Center LSS info sheet II.C.1.d.10 2014 Accreditation Survey II.C.1.e.1 Memorandum of Understanding-Natomas Town Center II.C.1.e.2 Tutoring.com Contract II.C.1.e.3 MOU for Step-Up II.C.2.2 ARC Library Student Satisfaction Surveys 2012 Research Help Desk.pdf in Team Room II.C.2.3 ARC Library Student Satisfaction Surveys 2012 Circulation Desk.pdf in Team Room II.C.2.4 Library Student Survey F12 quantitative data.pdf in Team Room II.C.2.5 December 2010 email survey.pdf in Team Room II.C.2.6 ARC Library survey - Spring 2009.pdf in Team Room II.C.2.7 11-9-12 librarian meeting minutes in Team Room II.C.2.8 AMA-Library focus group questions FINAL.pdf II.C.2.9 Report from Office of Institutional Research on Library Users Fall 2013.pdf II.C.2.10 Chimes newsletter II.C.2.11 Library marketing email spring 15 II.C.2.12 LRC Website Rm 104 II.C.2.12.1 WAC Information including SLO Assessment II.C.2.12.2 RAD Information including SLO Assessment II.C.2.13 WAC Accreditation Sheet II.C.2.14 WAC WID report II.C.2.15 RAD Cohort Results II.C.2.16 WAC Mission and Principles Statement II.C.2.17 Sample Student Satisfaction Survey II.C.2.18 LASSI survey II.C.2.19 MMLC Arithmetic to Pre-Algebra Results II.C.2.20 MMLC Elementary to Intermediate Algebra Results II.C.2.22 Puente website II.C.2.23 Curriculum Committee II.C.2.24 SLO Assessment
222 American River College Standard Three Resources
ARC Kenneth D. Boettcher Library Standard Three
SELF EVALUATION REPORT 2015 STANDARD III
STANDARD III: RESOURCES The institution effectively uses its human, physical, technology, and financial resources to achieve its broad educational purposes, including stated student learning outcomes, and to improve institutional effectiveness. Accredited colleges in multi-college systems may be organized such that responsibility for resources, allocation of resources and planning rests with the system. In such case, the system is responsible for meeting standards on behalf of the accredited colleges.
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.
Overview The College integrated planning processes, including the Program Review and the EMP, provide the College with information about the needs and strategic direction for programs and services. The College planning processes, including staffing needs, are tightly connected to the College mission and to other major plans within the College.
Requests for faculty positions arising from the EMP and Program Review are first reviewed by the appropriate dean, associate vice president, or vice president. The requests are then compiled and submitted to the Academic Senate for review and ranking. The deans and associate vice presidents also rank the position requests. After the deans’ ranking process is complete, the president and vice presidents, as the PES, review the position rankings. College-level decisions are then forwarded to the District Office for discussion in the Vice Presidents’ Council and then the Chancellor’s Executive Staff, where the final hiring allocations are ratified.
The decision-making process for classified positions at the College is essentially reversed from the faculty position process. The District Office and the Chancellor’s Executive Staff allocate classified positions to the Colleges, the PES reviews the allocations, followed by Classified Senate review, and consideration by collective bargaining groups.
District Policy and Regulation P-5232/R-5232 [III.A.0.1] and the District Human Resources department guide the development of new and the revision of existing classified and administrative job duties and descriptions. The College reviews all job descriptions at the time of vacancy or change in needs and/or direction of the department. All job descriptions go through a rigorous review to ensure they tie directly to the institutional mission and goals and to ensure the descriptions accurately reflect duties, responsibilities, and authority.
In developing or revising faculty job descriptions, the deans and vice presidents collaborate closely with staff and faculty to develop new or revised faculty job descriptions. Using a core
American River College 223 STANDARD III SELF EVALUATION REPORT 2015
template that can be customized for the responsibilities of each position, the College develops faculty job descriptions in collaboration with discipline faculty. Classified job descriptions for a new position can be created in concert with College, District, and labor unit participation. The review of job descriptions is established with each bargaining unit. For example, the College recently created a “SSSP Specialist” for the Student Success and Support Program Plan; as a new position, it required a new job description, approved after a long period of review and approval by the College, District, and labor units. When suggested changes arise for a vacant classified position from the hiring department, the revised position description requires a multi-layered approval process involving College and District administration and constituency and collective bargaining groups.
In addition, each classified “family” (Information Technology (IT) for example) is reviewed on a rotational basis, and updated job descriptions are recommended, if appropriate. For example, after review of the IT classified group, the College recently upgraded an IT Analyst I position to an IT Analyst II position in order to more effectively meet the College needs. The College also uses existing processes to reassign resources to efficiently meet the College emerging needs. For example, the College might reassign FTE from a vacant classified position to another classified position that is a higher priority to meet College planning goals.
The District and the College demonstrate commitment to diversity in employment practices. Every job announcement includes language stipulating that the District is an equal opportunity employer. In addition to being posted on the LRCCD website [III.A.0.2], announcements are distributed to regional, state, and national newspapers, professional journals, and targeted websites, such as the CCC registry, to encourage applications, resulting in an inclusive applicant pool.
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. 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.
Descriptive Summary The College ensures the integrity and quality of its programs and services by employing faculty, staff, and administrators who are well qualified by appropriate education, training, and experience, as well as interest. District policies and procedures establish overall hiring practices, which are reflected in the College screening and interview processes. These policies and procedures are publicly available through the LRCCD website for classified positions [III.A.1.1], management and confidential positions [III.A.1.2] and faculty positions, both part-time and full- time certificated positions through Policies and Regulations 5120 [III.A.1.3].
224 American River College SELF EVALUATION REPORT 2015 STANDARD III
The College creates and revises job descriptions using the processes described in the Standard III.A overview. Criteria for selection of faculty are consistent with the minimum qualifications established by the Chancellor’s Office of the California Community Colleges and include subject matter knowledge, teaching ability, and scholarly competence. Faculty members are required to meet the minimum qualifications for their discipline as developed by the Academic Senate for California Community Colleges, the California Community Colleges Chancellor’s Office, and the California Education Code. The District has an established process for determining equivalency to minimum qualifications as outlined in Board Policy/Regulation P-5123/R-5123 [III.A.1.4]. This process is overseen by the appropriate administrator who requests the formation of an equivalency committee when the need arises [III.A.1.5].
The College requires all classified personnel to meet the specific job qualifications that are developed through the District in consultation with the College and addressed through the collective bargaining process [III.A.1.8].
Academic administrators and managers are also required to meet minimum qualifications per Title V 53420 [III.A.1.6]. Classified administrators must have at least a master’s degree or extensive equivalent experience in the functional area being hired, along with knowledge required to successfully perform existing functions listed in the job description [III.A.1.7]. Confidential employees must demonstrate their abilities through a combination of education and/experience.
Self Evaluation The College assures the quality of its programs and services by employing full-time faculty who meet all the required state minimum qualifications to teach in their specific disciplines. Many of the faculty exceed the state minimum qualifications by having doctoral degrees in their respective fields. The College administrators also meet or exceed minimum qualifications by holding additional advanced degrees [III.A.1.9]. Classified and confidential staff also meet or exceed their respective minimum qualifications.
The College regularly reviews its job descriptions to ensure their currency and direct support of the College mission statement and goals.
Actionable Improvement Plan None.
III.A.1.a Criteria for selection of faculty include knowledge of the subject matter or service to be performed (as determined by individuals with discipline expertise), effective teaching, scholarly activities, and potential to contribute to the mission of the institution. Institutional faculty play a significant role in selection of new faculty. Degrees held by faculty and administrators are from institutions accredited by recognized U.S. accrediting agencies. Degrees from non-U.S. institutions are recognized only if equivalence has been established.
American River College 225 STANDARD III SELF EVALUATION REPORT 2015
Descriptive Summary The College ensures the integrity and quality of its programs and services by employing qualified personnel in all categories of faculty, classified staff, and management. As described by the CCCCO [III.A.1.a.1], full-time and adjunct faculty are required to meet minimum qualifications either through educational credentials or established equivalency. Additional qualifications or areas of academic specialty may be established during the hiring process. The College catalog includes the academic qualifications of all full-time faculty and administrators at the College.
The Human Resources staff at the District Office verifies that applicants meet the required minimum qualifications before forwarding applications to the College. Qualified applicants must have graduated from an accredited college. During the initial screening, District HR reviews the qualifications from applicants with degrees awarded from non-U.S. institutions; additionally, these applicants must have their academic records reviewed by one of three outside agencies to determine if they are qualified.
The College follows the District-developed equivalency process [III.A.1.a.2] for any applicants who do not initially appear to meet the minimum qualifications standards established by the CCCCO. This process requires review of the application and approval by a dean and three faculty from the discipline.
The District and College ensure the integrity of the hiring process through the collective development of policies, administrative regulations, and operational manuals. Hiring policy and procedures are outlined in the LRCCD Policy and Regulations P-5120/R-5120 for certificated personnel. [III.A.1.a.3]. The District Academic Senate develops the LRCCD Hiring Manual for full-time faculty [III.A.1.a.4], which the District HR reviews. This manual provides a “hands-on” approach for the recruitment, screening, interviewing, rating, and final recommendation for faculty personnel.
LRCCD Regulation R-5121[III.A.1.a.5] outlines the rules for advertising and recruiting for faculty positions. The District posts positions for at least 40 days, using a wide variety of recruitment methods, including advertising in various professional and trade journals and newsletters. That same District regulation requires that the College make significant efforts to recruit a diverse applicant pool through advertising in publications associated with diversity. Recruitments for full-time faculty and academic administrator positions are advertised at least statewide and are always listed with the California Community Colleges Equal Employment Opportunity Registry [III.A.1.a.6]. The District also collects and reports demographic information about the applicants. Following state regulations, the College actively recruits from both within and outside the College and District to attract the best qualified candidates for all new and vacant positions.
Using criteria based on the job announcement, the interview/screening committee for the position develops the criteria to identify the most qualified applicants. LRCCD Regulation R- 5121 outlines the basic process for rating candidates [III.A.1.a.7], while the Faculty Hiring Manual outlines the process for rating faculty candidates in more detail.
226 American River College SELF EVALUATION REPORT 2015 STANDARD III
Interviewing/Screening The LRCCD Faculty Hiring Manual recommends that each interview/screening committee for each faculty position be chaired by an administrator. At the College, that assignment usually falls to a vice president or associate vice president of instruction to oversee the overall screening and interview process, including preparation of job related questions and other screening tools. During the standard committee orientation/training process, the vice president/associate vice president includes training on the Equal Employment Opportunity (EEO) policies and processes of the District, emphasizes the confidentiality of the process, discusses conflict of interest, and the requirements of applicable state regulations and federal non-discrimination laws [III.A.1.a.8 p.12].
LRCCD regulations and the LRCCD Faculty Hiring Manual require that the screening committee membership be representative of the College community. Membership includes administrators, faculty, and staff, and every effort is made to ensure that the membership is diverse [III.A.1.a.10]. Specifically, the interview/screening committee comprises up to five faculty from the academic area appointed by the Academic Senate in consultation with the department chair and appropriate administrator; where the faculty position requires interaction with instructional assistants, the Classified Senate may be asked to appoint a representative. The College also encourages representatives appointed by the Classified Senate and the Associated Student Body to join the committees. LRCCD Regulation R-5121 requires that each committee also include a trained equity officer from outside the hiring discipline. This representative is appointed by the associate vice president of instruction and chair of the committee, in consultation with the College equity officer [III.A.1.a.9]. The equity officer monitors compliance with Equal Employment Opportunity (EEO) requirements. Starting in fall 2015, all members of screening/interview committees will be required to have completed the District’s Equity Training program.
The screening process, established by the committee and guided by both the committee chair and the equity officer for the committee, evaluates candidates based on minimum qualifications and attributes directly related to job duties. The screening committee develops questions for candidates designed to extract knowledge of the discipline as well as evaluate effective teaching, problem-solving ability, communication skills, diversity awareness, and performance-related achievements. The committee develops a Scoring/Ranking chart [III.A.1.a.11 p. 12] for use during the interview process by each screening committee member to score responses given by the candidates. In addition to the candidate’s interview performance, each candidate is also reviewed on the following attributes:
• a written sample exploring a related aspect of instruction or classroom management • a teaching demonstration • scope and quality of professionalism • experience and skill related to the profession • demonstration of skills and preparation to work in a multi-cultural, multi-lingual education environment with sensitivity to and understanding of diverse academic, socioeconomic, cultural, disability, and ethnic backgrounds of community college students.
American River College 227 STANDARD III SELF EVALUATION REPORT 2015
After completing the interview/screening process, the interview/screening committee presents the final candidates to the College president. The final candidates then complete a second round of interviews, typically with the president, vice president of instruction or student services, as appropriate, and the dean of the area. If a final candidate is selected from this process, the College then conducts reference checks and makes a job offer to the candidate. Ultimately, the president then forwards that candidate’s name for recommendation to the Chancellor and the Board of Trustees.
For administrative positions such as dean, director, and vice president, applications are screened by District HR and distributed to a hiring committee chaired by an administrator appointed by the president in consultation with the appropriate vice president. The president meets with the committee following completion of the first round of interviews to hear strengths and areas of growth for the top candidates. Second round candidates are interviewed by the president along with the chair of the first round committee to ensure consistency, and the finalist meets with the Chancellor. For vice presidential positions, the interview process also includes candidate forums in which the finalists meet and respond to questions from each constituency group. Each group then has the opportunity to provide feedback directly to the president who then makes a recommendation to the Chancellor. For presidential positions, a similar impressions process is followed that also includes an interview with the Chancellor and the Chancellor’s Executive Staff. The final recommendation is made by the Chancellor to the Board of Trustees.
The College uses equally rigorous and fair processes in adjunct hiring, as established by District Regulation R-5122 [III.A.1.a.12], including the same requirements for diversity and minimum qualifications.
Self Evaluation The College maintains the professionalism of its faculty by verifying the educational qualifications and teaching experience of candidates for teaching positions, whether those positions are for permanent or adjunct faculty. The College similarly maintains high standards for its classified and management personnel, screening candidates for professional qualifications and pertinent experience.
The College maintains strict standards for the review and verification of candidates for its faculty, staff, and management positions. The regulations governing the process are routinely updated, and current versions made readily available via the District website for the information of all participants in the hiring process [III.A.1.a.13].
Actionable Improvement Plan None.
228 American River College SELF EVALUATION REPORT 2015 STANDARD III
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 systematic and regular College wide personnel evaluations system leads to improved job performance and improved institutional effectiveness. Findings related to this standard are separated by classification. Depending on the nature of the positions they hold, employees are represented by one of four collective bargaining agreements and one association. Each agreement addresses job performance evaluation separately and uniquely.
Supervisors: The evaluation of supervisors is covered under Article 5 of the Los Rios Supervisors Association (LRSA) agreement [III.A.1.b.1 p.13]. As referenced in the agreement, supervisor performance evaluation focuses on improving services in support of the educational program. The supervisor performance evaluation reflects the employee’s proficiency in the job; promotes self-improvement; develops leadership; assists the employee in achieving his or her full potential; identifies the areas in which the employee is performing satisfactorily, as well as areas where improvement is desirable; identifies department goals and objectives; establishes goals and objectives for the employee for the ensuing year; determines how well the pre- established goals and objectives were met; and meets legal requirements. Supervisors are evaluated three times during their probationary period. A supervisor who has successfully completed his or her probationary period is evaluated biannually thereafter on the supervisor’s anniversary date of hire. The LRSA agreement provides a process for addressing and resolving deficiencies identified in a performance evaluation.
Instructional and Non-Instructional Faculty: Article 8 of the bargaining agreement for the Los Rios College Federation of Teachers (LRCFT) defines the performance review process, the primary goal of which is improving the quality of the instructional/service program. Article 8 describes in detail the specific standards, criteria used for performance review, and specific timelines for the review. Article 8 also summarizes the documentation required for the performance review [III.A.1.b.2]. The College follows a tenure process delineated within the LRCFT Contract and strictly adhered to across the College [III.A.1.b.2.1].
Classified Employees: Employees who are covered under the Los Rios Classified Employees Association (LRCEA) bargaining agreement have Article 4 of their employment agreement as the guideline for assessing job performance. As stated in the agreement, the overall purpose of evaluating the job performance of employees is the improvement of services in support of the educational program of the District. The employee evaluation is ongoing, systematic, and intended to reflect the employee’s proficiency in his or her job. This process promotes self- improvement; identifies areas in which the individual is performing satisfactorily, as well as
American River College 229 STANDARD III SELF EVALUATION REPORT 2015
areas where improvement is desirable; and identifies goals and objectives for the ensuing year. Article 4 states specific timelines and required documentation for the evaluation [III.A.1.b.3 p.9].
The evaluation of maintenance/operations and College police officers represented under the Services Employees International Union (SEIU), Local 1021, is covered in Article 6 of the SEIU agreement. As provided in the agreement, performance evaluation of these employees has as its primary goal the ongoing improvement of services in support of the District’s mission to deliver educational programs to the public. Article 6 states the specific timelines and required documentation for the evaluations [III.A.1.b.4 p.15].
Management: Management evaluation processes and criteria are outlined in the LRCCD Policies and Regulations (R-9141) [III.A.1.b.5] and are intended to assess job performance. One element of the manager’s evaluation is the Management Evaluation Staff Opinion Survey to be completed by selected faculty, managers, and staff. The survey addresses performance relating to leadership skills, program planning, problem solving, communication skills, and team- building skills. Based on the survey results, along with the self evaluation report and the supervisor’s findings, commendations and recommendations are given to the manager. The recommendations are accompanied by specific activities for improvement such as mentoring, workshops, or conferences. The Chancellor conducts annual performance evaluations of the College President in conjunction with the review identified in Board Policy P-3112 [III.A.1.b.6]. Data supporting the evaluations includes the results of the presidential survey created by the District Academic Senate.
Self Evaluation The College has evaluation processes in place for all levels of personnel and performs these evaluations at regular and stated intervals. The evaluation criteria are in written form in the collective bargaining agreements of the faculty and classified units or, for the College president, follow Board Policy and Regulations [III.A.1.b.7].
Actionable Improvement Plan None.
III.A.1.c Faculty and others directly responsible for student progress toward achieving stated SLOs have, as a component of their evaluation, effectiveness in producing those learning outcomes.
Descriptive Summary LRCFT Bargaining Agreement section 8.4.1.2 includes as evaluation criteria the following: “Adheres to the approved course outline and effectively assesses the SLOs as stated in the approved course outline” [III.A.1.c.1]. As such, the faculty performance review explicitly includes an evaluation of student learning. In addition, the required self-study component of the evaluation prompts the faculty member to consider effectiveness in evaluating student learning [III.A.1.c.1.1].
230 American River College SELF EVALUATION REPORT 2015 STANDARD III
As noted in Standard II.A, the SLOs fulfill an integral role in the College planning and assessment processes. The course syllabus must be consistent with the approved course outline of record, and deans regularly review faculty syllabi to ensure current SLOs are included [III.A.1.c.3]. Current SLOs can be found in the curriculum management system, SOCRATES, and the College SLO assessment review process follows a three-year cycle. The process allows for the collection of data, the analysis of that data and planning for improvement, implementation of the resulting action plan, and finally, evaluation of the effectiveness of the action plan [III.A.1.c.2].
Self Evaluation The College has prioritized incorporating SLOs into the curriculum since 2007 when the College SLO assessment plan was first approved [III.A.1.c.4]. Faculty are evaluated in a variety of ways, including verification of the faculty’s participation in SLO assessment. Faculty are reviewed on how effectively they follow the approved course guidelines and other criteria listed in the LRCFT bargaining agreement.
As previously mentioned, employees are represented by one of four collective bargaining agreements and one association, depending on the nature of the positions they hold. Each agreement addresses job performance evaluation separately and uniquely.
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 College has written codes of professional ethics for all three employee groups, i.e., faculty, staff, and management personnel [III.A.1.d.1]. In addition, LRCCD Board Policy 3114 [III.A.1.d.1.1] contains the Board of Trustees’ Statement of Ethics, and other Board Policies (P- 7142 and P-8611) also mention the standards of professional conduct to which employees are expected to conform [III.A.1.d.2].
The College fosters ethical behavior by informing all new employees of professional and ethical expectations and evaluating employees periodically according to their contracts [III.A.1.d.3]. Professional development activities are also offered to reinforce ethical tenets. The ARC College catalog, available online, contains all three statements of professional ethics [III.A.1.d.4].
Self Evaluation All three statements of professional ethics across the College constituencies are easily accessible and set a high standard for both the professional staff as well as the students attending American River College. The institution’s commitment to these standards is strong, as demonstrated by both the content of the statements and by the support the College leadership provides to students and personnel.
American River College 231 STANDARD III SELF EVALUATION REPORT 2015
Actionable Improvement Plan None.
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 The institution maintains adequate numbers of faculty, administrators, and staff necessary to support the institution’s goals and objectives and, by extension, the College mission. Table 34 shows the fall 2014 employee headcount for the College.
FALL 2014 FALL 2014 EMPLOYEE ROLE EMPLOYEE COUNT EMPLOYEE COUNT (%) Academic, Tenured/Tenure Track 376 28.72% Academic, Temporary 587 44.84% Educational Administrator 23 1.76% Classified 323 24.68% American River College Total 1,309 100.00%
Table 34 CCCCO Datamart Fall 2014 Employee Report as of 27 April 2015
The California Code of Regulations (CCR), Title 5, Section 51025 requires community college districts to increase their base number of full-time faculty over the prior year in proportion to the amount of growth in credit FTES [III.A.2.1]. The District Full-Time Faculty Obligation (FON) for fall 2014 was 873.20, while the District actual FTEF was 954.8. The District has exceeded the minimum FON by a total of 81.60 FTEF, which demonstrates a strong commitment by the District to maintain a viable full-time staffing ratio. In addition, the District full-time faculty teaching credit hours of instruction ratio is currently at 66.62%, which is significantly higher than the 62.2% documented by State Chancellor’s office in fall 2014 for California Community Colleges [III.A.2.2, III.A.2.2.1].
To ensure sufficiency in the number of staff and administrators, the College identifies staff needs through the annual EMP process [III.A.2.3]. The College considers requests for positions identified in the EMP during the hiring prioritization process for classified and certificated employees. The Academic Senate oversees the faculty hiring process, which results in a prioritization of the hiring allocation requests based on the Senate’s examination of the presentations explaining and defending the requests. In addition, prioritization of personnel requests also occurs at the dean level. All prioritized positions are forwarded to the president for final ranking in consultation with PES [III.A.2.4], after which the rankings are forwarded to the
232 American River College SELF EVALUATION REPORT 2015 STANDARD III
District for the next level of ranking by the Vice Presidents’ Council and final approval of rankings by Chancellor’s Executive Staff.
Faculty, staff, and administrator hiring at the College has been responsive to student enrollment trends over the past five years. According to the California Community Colleges Chancellor’s Office Data Mart, enrollment at the College has fallen from 34,665 in fall 2009 to just over 30,000 in fall 2014. During the same time period, the number of educational administrators has fallen from 28 to 23, academic tenured/tenure track faculty has fallen from 405 to 376, academic temporary faculty has fallen from 669 to 587, and classified staff has fallen from 367 to 323 [III.A.2.5].
Self Evaluation As shown by the District and College full-time to part-time faculty ratio, the College maintains a sufficient number of qualified faculty with full-time responsibility. The decrease in administrative, classified, new tenure-track and adjunct faculty reflects the decreasing enrollment experienced by the College since fall 2009.
Actionable Improvement Plan None.
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 Los Rios Board of Trustees has responsibility for developing all policies governing the four colleges and the District Office, including personnel policies. Procedures are developed and reviewed at the District in collaboration with participatory governance leaders from each of the colleges. Within the framework of the District vision and mission statements and the Interest Based Approach culture [III.A.3.1], these policies and procedures are monitored for compliance with all appropriate state and federal laws and regulations.
All LRCCD Policies and Regulations are posted on the District web site, accessible from the ARC Insider web page [III.A.3.2]. The District periodically reviews and updates policies and regulations to clarify or change procedures as well as to stay in compliance with new or revised California and federal law. The District reviews one third of its policies annually to ensure they are appropriately updated.
Any of the constituencies of the District may propose changes to the policies and regulations. Proposed changes are reviewed by the General Counsel and then vetted through the District’s participatory governance process.
Typically, the General Counsel brings the proposed changes to the monthly meetings of the vice presidents of administration, vice presidents of instruction, and vice presidents of support
American River College 233 STANDARD III SELF EVALUATION REPORT 2015
services for review, approval, and/or revision. The next step of the process entails review by the Chancellor’s Executive Staff. After approval by the Chancellor’s Executive Staff, the Chancellor’s Cabinet, which is the District-level participatory governance body, reviews the proposed new policy or regulation. Changes to a regulation become effective once they are approved by the Chancellor’s Cabinet. Changes to a policy must first be approved by the Board of Trustees [III.A.3.3].
Self Evaluation The District develops and reviews its policies and regulations through a systematic, District wide vetting process involving the participatory governance leaders of classified staff and faculty as well as college and District managers. Policies and regulations are posted on the District Website, accessible one click away from the ARC Insider webpage.
Actionable Improvement Plan None.
III.A.3.a The institution establishes and adheres to written policies ensuring fairness in all employment procedures.
Descriptive Summary The College and District use a variety of systematic and regular processes to ensure fairness in all employment policies and procedures. These policies and procedures are available and shared through the College and LRCCD HR websites for employees and for applicants, including hiring and recruitment processes, collective bargaining contracts and board regulations. Hiring manuals, hiring frequently asked questions, collective bargaining agreements, and professional development activities are also available on the LRCCD employee website [III.A.3.a.1] as well as the external applicant website. [III.A.3.a.2]
In compliance with the District Board Policies and Regulations 5120 et seq. and Education Code 87360, the District Academic Senate has developed a Hiring Manual for Full-Time Faculty and periodically revises it to reflect the latest change in the District, state and federal regulations. The manual also addresses hiring for adjunct faculty. Each hiring committee has an equity representative who has been trained in equity, inclusiveness, and fairness issues. [III.A.3.a.4]
Self Evaluation The College and District HR adhere to written policies ensuring fairness in all employment procedures. In the College 2014 Accreditation Survey, 64.9% of employee respondents (n=244) surveyed agreed that the College makes certain that the criteria and procedures for selection of all personnel are clearly and publicly stated [III.A.3.a.5].
Actionable Improvement Plan None.
234 American River College SELF EVALUATION REPORT 2015 STANDARD III
III.A.3.b The institution makes provision for the security and confidentiality of personnel records. Each employee has access to his/her personnel records in accordance with law.
Descriptive Summary The College is committed to the security and confidentiality of personnel records and ensures that each employee has access to his or her personnel records in accordance with law.
To keep records confidential, the College and the District store personnel records electronically in a secure, password-protected system maintained by the District HR staff. Only employees, their direct supervisors, and confidential HR staff are allowed access to the electronic records stored in the OnBase system. Employees may access their official records by contacting the HR Department. Board policies and regulations 5170, 6150, and 9510 specify the rights and procedures regarding personnel file access, confidentiality, and content for classified, faculty and management personnel [III.A.3.b.1]. More detail on record security processes and practices is available in Standard II.B.3.f.
Managers and classified staff receive training regarding the procedures and processes for maintaining security of all personnel files.
Self Evaluation The College and the District maintain the security and confidentiality of personnel records while affording employees’ access to their own personnel records.
The personal employee information retained at the College is secured, relates only to general information necessary to perform the duties of the department/division, and is not the official personnel file of any employee.
The College adherence to procedures maintaining the security and confidentiality of personnel records also includes the hiring process. The College requires that the chair and equity officer of every interview/screening committee emphasize the confidentiality of the personal data of job applicants and the importance of keeping secure during and after the completion of the hiring process the information in the electronic application packets, the information resulting from the interviews, and the discussions of committee members [III.A.3.b.2, III.A.3.b.3].
Actionable Improvement Plan None.
American River College 235 STANDARD III SELF EVALUATION REPORT 2015
III.A.4 The institution demonstrates through policies and practices an appropriate understanding of and concern for issues of equity and diversity.
III.A.4.a The institution creates and maintains appropriate programs, practices, and services that support its diverse personnel.
Descriptive Summary The College and District governing board support the institutional and District wide commitment to diverse personnel through the development and offering of programs, practices, and services for employees throughout the District. The District’s mission is supported by values, including two values supporting diversity.
The College similarly embraces diversity; the College values “the varied perspectives and experiences of students, faculty and staff, the college offers educational opportunities for enhancing cultural awareness, supporting diversity, and promoting the free exchange of ideas and the development of a culturally competent and inclusive college community” [III.A.4.a.1].
The College hiring policies and practices support the College commitment to equity and diversity [III.A.4.a.2]. Job postings on the District HR website, in addition to all printed brochures and publications, include the statement “The Los Rios Community College District is an equal opportunity employer, and does not discriminate regardless of race, color, sex, religion, age, sexual orientation, national origin, ancestry, disability, medical condition, political affiliation or belief, or marital status.” A trained equity representative serves on every hiring committee, and starting in fall 2015, all personnel serving on hiring committees will be required to have completed the “Hiring the Best While Appreciating Diversity” training. [III.A.4.a.3]. Additionally, the District gathers voluntary demographic information regarding equity and diversity as part of its evaluation and assessment efforts.
The College supports diversity within its organizational processes. ARC encourages broadly representative participation in the College standing committees and workgroups, and provides a variety of programs, practices, and services that support its diverse personnel [III.A.4.a.4, III.A.4.a.5, III.A.4.a.6].
Diversity Training: The College regularly offers a wide variety of opportunities for faculty, staff, and administrators to participate in cultural competency training. The training focuses on a wide range of issues pertinent to members of various represented groups. Attendees evaluate the sessions for effectiveness via online feedback forms completed by the attendees.
The College participates in the District wide Faculty Diversity Internship Program (FDIP), that is instrumental in developing community College instructors who “mirror the diversity of our student population.” The definition of diversity in this context is broad and inclusive and has resulted in diverse instructor pools for both adjunct and full-time hires [III.A.4.a.7].
236 American River College SELF EVALUATION REPORT 2015 STANDARD III
Additionally, all managers undergo mandatory sexual harassment training and retraining to prepare them to identify, attempt to prevent, and respond to the consequences of such harassment. The College also expects managers to participate in equity training.
The College also supports a broad range of staff development programs through the Center for Teaching and Learning, including flex program activities for both the faculty and classified staff. Much of the professional development aims at enhancing understanding of students from specific ethnic and cultural backgrounds, including students of African, Asian, and Pacific Islander descent, among many others. Recent workshop titles include “Native Women: Survivors and Culture Bearers,” “Empowering Women in Developing Countries,” “Homeless Street Soccer,” “African American Influence on Dance,” “Holocaust Remembrance Day,” and “Polynesian Dance: the Art of Storytelling.” Additionally, the programs focus on all manner of diversity; recent programs include workshops on Deaf Culture and Hidden Disabilities along with a workshop on “The Tragedy of Coming Out” [III.A.4.a.8].
College diversity training also offers multi-day workshops and convocation presentations. For example, the College annually holds the “Diversity in the Classroom: A Teaching and Learning Institute,” with 24 hours of instruction designed to allow College employees to “deepen their knowledge of diversity literacy and equity within the classroom.” Additionally, over 150 faculty from the College and the District have completed Reading Apprenticeship workshops [III.A.4.a.9]. Moreover, Rebecca Cox, author of College Fear Factor, spoke to 600 faculty and staff at the fall 2014 Convocation, focusing her discussion on helping all students feel a part of the College community. Dr. Cox’s convocation presentation was preceded by a day of workshops offered for all the employee constituency groups at the College.
To further promote a diversity-supportive environment, the College offers GLBQT Safe Space training for all College staff and faculty to create safe havens at the College for all students, including Gay, Lesbian, Bisexual, Transgendered, and Questioning (GLBTQ) students. To date, 100 faculty, staff, and managers and 50 students have completed Safe Space training.
The College supports an all-inclusive Community and Diversity Center (CDC), which offers “a center of cross-cultural understanding, awareness, and responsiveness; a center of acceptance of diversity and inclusion that understands the social inequalities in our society that has created historically under-represented, marginalized and targeted groups; and a center of open, responsible, and respectful dialogue and exchange of ideas” [III.A.4.a.5].
The CDC also publishes a Libguide on the ARC Community and Diversity Center Resource Guide, and this guide offers “[r]esources for those who are interested in learning more about different forms of diversity, and what it means to be a culturally responsive and engaged citizen of our diverse ARC community” [III.A.4a.6].
The College frequently seizes opportunities to turn challenging controversies into learning and teaching opportunities through community “Brave Space Dialogue” forums. These forums focus upon catastrophic and/or urgent contemporary issues, and recent topics have included the LGBTQIA community, homophobia, and hate crimes and racial relations, racial profiling, and police intervention [III.A.4.a.10].
American River College 237 STANDARD III SELF EVALUATION REPORT 2015
When problems arise, the College has an established process for addressing discrimination and/or harassment of staff and students. The process involves facilitation by the equity officer, student grievance officer, Title IX coordinator, sexual harassment officer, and disciplinary officer [III.A.4.a.13], whose names are posted prominently throughout the College. Assigning individual managers to these roles assures that the College deals with issues of discrimination and harassment systematically, promptly, and appropriately.
All members of the College community are expected to understand that diversity is one of the values underlying ARC’s mission, and the Equity Committee, a standing committee of the College, continuously promotes open dialogue about equity [III.A.4.a.14]. Hiring and screening committees must have an equity representative in their membership, and, starting fall 2015, all members of interview and screening committees will be required to have completed the District’s Equity training. Finally, the College has completed its most recent reiteration of its Student Equity Plan, which describes specific and concrete directions for the College to support diversity as an attribute essential to the College success [III.A.4.a.14.1].
Self Evaluation The College recognizes that its effectiveness as an educational institution is dependent on embracing diversity it all its forms. The College mission statement and the accompanying statement of values make the point explicitly and unambiguously [III.A.4.a.15]. Accordingly, the College offers training, programs, and services supporting diversity awareness and sensitivity.
The College stance aligns with the District’s declared commitment to diversity as a core value, as stated in the Los Rios Community College District 2011 Strategic Plan [III.A.4.a.16].
In the 2014 CCSSE survey, ARC students responded at levels higher than other colleges in the state and the country when they report often having “Had serious conversations with students of a different race or ethnicity than your own.” Also, 63.2% (n=1,258) of ARC students reported having “Had serious conversations with students who differ from you in terms of their religious beliefs, political opinions, or personal values” [III.A.4.a.17].
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 District HR annually reviews applicant diversity over the previous year. After this annual review, the department publishes the results in a recruitment report. The department also examines the current state of staff diversity by reviewing data voluntarily submitted by employees; this data is reported to the State Chancellor’s Office each spring. The Board of Trustees and the Chancellor’s Executive Staff biannually review diversity data.
238 American River College SELF EVALUATION REPORT 2015 STANDARD III
Data reported by District HR and data voluntarily submitted by employees is tracked and analyzed to monitor employment equity and diversity. As part of the hiring process, the department reviews data from applicant pools for all advertised positions to ensure that the pool reflects the College community’s diversity. Should the department determine that a discrepancy exists, the District may reopen the position and extend the application deadline to expand diversity in the applicant pool.
Self Evaluation The Los Rios Community College District and the College adhere to inclusive hiring practices designed to attract a diverse pool of candidates. Processes are in place to ensure that the College makes every effort to expand candidate pools, if and when initial efforts fail to deliver a pool reflective of the College diversity.
Annually, District HR staff disseminates racial and ethnic diversity demographics for faculty, classified staff, and management to the College during the March retreat of the LRCCD Board of Trustees. The most recent report indicates that the diversity of classified staff and administrative positions does reflect the racial demography of the student population. While the College employee pool has made some improvements in moving toward a mirroring of student demographics, the demographics of full-time faculty, however, do not yet mirror closely the demographics of students for underrepresented minorities such as Hispanic and African American [III.A.4.b.1].
The College will continue its collaboration with the District to develop recruiting practices supporting a closer reflection of the demographics of underrepresented groups in the student population by the demographics of the full-time faculty.
Actionable Improvement Plan None.
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 College dedication to integrity is implicit in the values expressed within the College vision, mission, and values, particularly in the areas of Communication, Diversity, Employees, Excellence, and Leadership [III.A.4.c.1].
Los Rios Board policy P-5111 contains statements of the District‘s commitment to equal opportunity as well as definitions and complaint procedures for discrimination and sexual harassment [III.A.4.c.2]. The College catalog, including the American River College Guide to Student Rights and Responsibilities Handbook, provides language on student rights and responsibilities as well as the College non-discrimination guidelines and information on the student grievance and the student complaint processes. The College catalog also includes the
American River College 239 STANDARD III SELF EVALUATION REPORT 2015
names of and contact information for the College Equity, Student Discipline, and Student Grievance Officers [III.A.4.c.3].
Article 18 in the LRCFT faculty contract, Article 13 in the LRCEA classified staff contract, and Article 15 in the LRSA supervisor contract all provide for equal and equitable treatment of members. Article 13 in the LRCFT agreement [III.A.4.c.4], Article 11 in the LRCEA [III.A.4.c.5], and Article 12 in the LRSA contract discuss grievance procedures for possible violations of rights [III.A.4.c.6].
The College has a trained Equity and Sexual Harassment Officer responsible for moderating discrimination and harassment complaints. The District Office also maintains an Employee Complaint Hotline where employees may voice any workplace concerns with the District Human Resources staff, who will investigate as appropriate. Through these resources and the systematic use of evaluation and feedback instruments, including Employee Satisfaction Surveys, the College supports an environment of open discussion regarding employee and student opinions on College integrity and satisfaction.
Self Evaluation For the Spring 2014 ARC Employee Perception survey, 80.7% (n=181) of the classified staff, 95.9% (n=270) of the faculty, and 85.7% (n=28) of managers indicated that they have personal satisfaction from their work at the College. Additionally, 72% (n=179) of the classified staff, 84.4 % (n=269) of the faculty, and 89.2% (n=28) of managers agreed that they were treated fairly by their supervisor. Finally, 71.5% (n=182) of classified staff, 81.5% (n=266) of faculty, 78.6% (n=28) of managers agreed that they are treated with respect at American River College [III.A.4.b.7, III.A.4.b.8, III.A.4.b.9].
The College and District adhere to statements demonstrating their commitment to fair treatment of students and staff. Complaint procedures and contact information are described in Board policies and the College catalog and are provided to employees annually.
Actionable Improvement Plan None.
240 American River College SELF EVALUATION REPORT 2015 STANDARD III
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 College places great value on professional development (PD) of all College employees; consequently, the College offers regular and robust opportunities for professional development to all segments of College personnel. Four standing committees have responsibility for allocating professional development resources. The Professional Development Coordinating Committee (PDCC) oversees the allocation of resources from the District to the Faculty PD, Classified PD, and Management PD Committees, and the Professional Standards, Type A & B Leaves Committee [III.A.5.a.1].
The Faculty Professional Development Committee allocates funding for faculty participation in conferences, and the Professional Standards Committee/Type A & B Leaves assigns leaves for faculty [III.A.5.a.2]. On their web pages, the professional development committees publicize their applications procedures and deadlines for submitting applications and provide links to their online applications [III.A.5.a.3, III.A.5.a.4].
The District offers regularly scheduled training for all College employees, including, for example, training supporting safety (e.g., active shooter scenarios), prevention of sexual harassment, emergency response affiliated with the Campus Community Emergency Response Team (C-CERT), information security, and leadership training for classified staff and new deans [III.A.5.a.5].
Additionally, both the District and the College demonstrate commitment to an interest-based approach (IBA) to problem-solving and consensus building throughout the organization. The District offers annual three-day IBA training sessions during which participants learn to use the IBA approach for conflict resolution in their areas [III.A.5.a.6]. The District and the College encourages classified, certificated, and management staff, along with the Chancellor and newly elected Board members to attend and requires all new managers to participate in IBA training.
For professional development at the College, two primary venues serve as the professional development hubs for training for faculty and staff:
The Center for Teaching and Learning (CTL) is staffed by a full-time classified employee and a faculty director serving a three-year term. The associate vice president of library and learning resources supervises the CTL staff. The CTL sponsors many professional development activities throughout the year, including those offered during the pre-semester flex days and those offered during the semester’s College Hours. The CTL identifies staff professional development needs through regular and post-event surveys. To increase access to professional development, Instructional Media Services (IMS) records presentations on DVDs, which staff may check out
American River College 241 STANDARD III SELF EVALUATION REPORT 2015
from the CTL. All CTL events are tied directly to supporting the College goals and objectives and ISLOs [III.A.5.a.7].
The Instructional Technology Center (ITC) also offers a wide variety of professional development workshops and presentations to all staff. Supervised by the associate vice president of library and learning resources, the ITC staff is composed of two full-time faculty and one classified employee. The ITC staff presents workshops and helps individual faculty and staff to use technology effectively to support instruction, including the Online Teaching Institute (OTI) and online technology training provided by vendors [III.A.5.a.8, III.A.5.a.9, III.A.5.a.10].
Both the CTL and the ITC publicize professional development opportunities to the College community through regular email updates, the College weekly email newsletter, Notes, and easily accessible web pages on the College Insider website.
Faculty have numerous opportunities for professional development, including the CTL and ITC workshops, along with the Teaching Institute, the Diversity Institute (offered by the College Community and Diversity Center), and the District Interest-Based Approach (IBA) training. Faculty may also choose to participate in off-site professional development opportunities, including those provided by the other Los Rios colleges. Additional opportunities for professional development include but are not limited to conferences sponsored by the Academic Senate for California Community Colleges, including the Curriculum, Faculty Leadership, and CTE Institutes. Lastly, the College is developing the New Faculty Academy, a year-long comprehensive professional development immersion experience for tenure-track faculty to begin in fall 2015.
The College encourages management and administrative staff to regularly participate in professional development offered by the Management Professional Development Committee (MPDC) and the Administrative Leadership Council (ALC). The MPDC, comprised of managers and supervisors, meets once a month to review individual and group applications for attending conferences [III.A.5.a.11]. In addition, this committee maintains the Leadership Library housed in the CTL conference room [III.A.5.a.12] and plans team-building activities. The ALC, comprised of all managers and supervisors, meets once a month and participates in an annual all-day retreat in August. To support new administrators, the District offers the New Deans Academy [III.A.5.a.13].
The Classified Professional Development Committee allocates funding for travel to conferences and tuition reimbursement and supports the application process for classified leaves [III.A.5.a.3]. The CTL and ITC workshops are designed to include all College constituencies, with additional workshops offered primarily for classified employees [III.A.5.a.14]. In addition, the Classified Senate provides numerous opportunities for professional development, by sponsoring an annual capstone event, the annual professional development workshop, for the past two years [III.A.5.a.15].
These professional development activities for all the College employees support the District Strategic Plan Goals and ARC objective 2.1 to increase faculty and staff development activities to improve teaching and learning effectiveness and objective 5.2 to increase training and
242 American River College SELF EVALUATION REPORT 2015 STANDARD III professional development opportunities for all employees, enhancing their abilities to interact effectively with students and with one another [III.A.5.a.16].
Self Evaluation Results from the 2014 ARC Accreditation Survey indicates that 72.1% (n=255) of employee respondents agree that the College provides sufficient opportunities for professional development [III.A.5.a.17].
Results from the College respondents of the LRCCD ARC Employee Perceptions Survey Spring 2014 indicate that 68.5% (n=267) of faculty, 51.1% (n=180) of classified employees, and 82.1% (n=28) of supervisors and managers agree that they have adequate opportunities to attend training courses that they need [III.A.5.a.18, III.A.5.a.19, III.A.5.a.20].
Actionable Improvement Plan None.
III.A.5.b With the assistance of the participants, the institution systematically evaluates professional development programs and uses the results of these evaluations as the basis for improvement.
Descriptive Summary Systematic evaluation is an integral part of the professional development process at the College. All professional development activities and proposals for professional development activities must demonstrate alignment with the District Strategic Goals, College Objectives, and ISLOs. College faculty and staff can find these District Strategic Goals and College Objectives, and ISLOs in the CTL brochure and on the CTL website [III.A.5.b.2] and on the ARC website [III.A.5.b.3].
The College carefully assesses all professional development offered to the College community. To help identify current and future staff professional development needs, employees can complete a form called “Got Ideas” found on the CTL website [III.A.5.b.1]; this form requires presenters to explain how the proposed PD event supports both the College mission and the College objectives. Upon completion of professional development workshops, participants evaluate the activities through online surveys distributed by the CTL and the ITC. The CTL and the ITC staff share the feedback from these evaluations of workshops in their reports to the PDCC and to the President. All professional development activities presented by the CTL and ITC identify how the event supports the District strategic goals, College objectives (formerly known as “focus areas”), and ISLOs.
Additionally, the College requires faculty applying for professional development leaves and funding to explain how the activities support the College mission and objectives. After the completion of the leave or the funded events, faculty must submit evaluative final reports to the Professional Development Type A and Type B Leaves Committee or the Professional Development Funding Committees for approval [III.A.5.b.4, III.A.5.b.5].
American River College 243 STANDARD III SELF EVALUATION REPORT 2015
Faculty, classified staff, and managers awarded professional development resources are required to evaluate their professional development through reports submitted to the committees from which they received their professional development resources [III.A.5.b.6, III.A.5.b.7].
Self Evaluation The College relies on systematic, regular, and inclusive evaluation of professional development offered by the College to its staff and faculty. In the 2014 ARC Employee Perceptions survey, 63.2 % (n=489) of College respondents agree that they have adequate opportunity to attend training courses for their jobs [III.A.5.b.8]. In the 2014 Accreditation Survey, 87.6% (n=255) of employees reported that the College provides sufficient to above average opportunities for professional development [III.A.5.b.9].
The College evaluation of professional development has been instrumental in developing new professional development opportunities such as the annual Diversity Institute offered by the College Community Diversity Center and Lynda.com, a self-paced, online training resource. The College recognizes the critical role of professional development in student learning and success and in overall institutional effectiveness. A succession of recent legislative mandates and programs (e.g., Student Success & Support and Student Equity Plans) are indicative of what is now a more rapidly evolving educational landscape. The College recognizes that within such an environment, the ability to anticipate and quickly respond to the professional development needs of its faculty, staff and administrators will be increasingly important. Accordingly, in the fall 2014, the College established a Professional Development task force to envision such a model. The task force anticipates that it will complete its work by fall 2015, but early work of the task force has elevated a New Faculty Academy for pilot implementation in fall 2015 [III.A.5.b.10].
Actionable Improvement Plan None.
III.A.6 Human resource planning is integrated with institutional planning. The institution systematically assesses the effective use of human resources and uses the results of the evaluation as the basis for improvement.
Descriptive Summary The College integrated planning process, from the College Goals and Objectives to Program Review and the Educational Master Plan (EMP), reflect the College commitment to assessing and meeting effectively the College human resource needs. (See Standard I.B for more detail on the College integrated planning processes.)
The College employs a variety of formal measures intended to assess the effectiveness of human resources. These measures include the annual performance review processes of faculty (every year for the first four years of employment until tenure is received and every three years
244 American River College SELF EVALUATION REPORT 2015 STANDARD III thereafter). The measures also include student success indicators, employee satisfaction data [III.A.6.3], staff turnover data, full-time/part-time ratios, achievement of College goals, and Program Review results.
In addition, the College annual EMP process helps departments assess, identify, and prioritize their resource allocation requests, including hiring requests for both faculty and classified staff positions. As part of this process, each of the College academic areas and departments identifies its personnel needs [III.A.6.1] and links them to program plan objectives and one or more of the College goals and objectives.
Faculty Hiring The faculty hiring process is guided by the District Academic Senate’s Faculty Hiring Manual, which includes in its checklist the question “How are identified needs tied to strategic planning processes (Program Review, Educational Master Plan)?” [III.A.6.2]. The faculty hiring process uses collaborative consultation among the College constituencies to create a faculty hiring priority list. Departments must identify in their EMPs the personnel requests needed to support their outcomes. Department chairs then complete hiring allocation forms that are submitted to either the offices of the vice president of instruction or vice president of student services.
The assessment process underpinning the faculty hiring process includes a review of department productivity and growth calculations as well as input from the Instruction and Student Services division managers, the PES, and the Administrative Services managers, when appropriate. As noted earlier in this Standard, the Academic Senate then hosts presentations by the department faculty requesting hiring allocations and ranks the requests based on criteria that include productivity, student enrollment, and the latest Program Review data. The deans also rank the departments’ hiring requests, and the two lists are presented to PES and the president for discussion. The College president then creates the final faculty position ranking requests and subsequently submits to the District for review and recommendations by the Vice Presidents’ Councils and approval by the Chancellor’s Executive Staff.
District HR officially communicates the total number of faculty positions available to the College. The College develops the corresponding job description for faculty positions in consultation with the appropriate academic department. The College then provides the details of the proposed position to District HR, followed by approval of the final job announcement by the College department chair and appropriate College administrator. Position descriptions include a summary of the position and list the qualifications, duties, responsibilities, and minimum qualifications associated with that position. Job descriptions also emphasize the College prioritization of diversity both in hiring and in its community.
Classified Staff Hiring The classified staff’s hiring process is similar to the faculty’s hiring process, but due to the difficult fiscal environment over the last several years, has not been utilized over the last several years. When utilized, however, departments stated their needs for additional classified staff in the spring EMP. After the EMP cycle closed in late spring, the vice president of administrative services generated a report listing the requested critical classified positions. This listing would then be presented to the Deans’ Councils and Classified Senate, which conducted a forum to
American River College 245 STANDARD III SELF EVALUATION REPORT 2015
allow departments an opportunity to advocate for their requested position. To plan for these positions, the College used several processes and measures for continuing assessment of staffing, such as analysis resulting from faculty and staff surveys, productivity and growth reports, and workload measures prepared by District Fiscal Services. It should be noted that categorically-funded positions do not go through the same process because the funding requirements of a categorical or grant-funded program often stipulate the positions required to fulfill the requirements of the grant/program.
In April 2011, in lieu of the established classified hiring process, the District in concert with the Colleges, developed a “Modified Classified Hiring Process” to determine the feasibility of filling any vacant position [III.A.6.3]. If the results of the position analysis determined the position to be “operationally required,” then a recommendation to fill the position was advanced to the PES by the vice president of administrative services for final action. This process allowed the College to systematically assess the effective use of classified staff during a difficult fiscal period. Through the use of this process, and the resulting reductions in vacant classified positions, the College reduced vacant classified positions by a total of 11 FTE in 2011 and 2012, and by doing so, avoided any staff layoffs.
In fall of 2014, the Classified Senate President and the vice president of administrative services agreed that the College needed to review the past modified hiring practice in order to prepare for the next opportunity to restart the classified prioritization process. The Classified Senate convened an ad hoc Classified Hiring Prioritization Process committee (CHPP), and, after input from the Senate members, the CHPP forwarded to the vice president of administrative services a recommendation to update the classified hiring process. This recommendation is currently under review and should be in place to commence a hiring priority review process in preparation for new classified FTE positions anticipated for the 2015-16 year. The College anticipates that given updated prioritization criteria for classified hiring, the College will implement a hiring process similar to the past practice used before the economic downturn.
Administrative Hiring The hiring process for administrative management positions is governed by LRCCD Policy and Regulation series P-9000 [III.A.6.4].
Self Evaluation The College fully integrates human resources planning and decision-making with institutional planning, and consequently, human resources processes reflect a comprehensive evaluation of program and service needs. The evaluation of staffing proposals follows the same standard for institutional improvement that governs the planning process.
The College determines its need for staffing resources in each program and service area by evaluating information from the EMP and Program Review; annual reports measuring achievement of College goals and objectives; achievement of productivity and growth goals; full- time/part-time ratios; faculty/staff surveys; and workload measures prepared by District Fiscal Services [III.A.6.5, III.A.6.6, III.A.6.7].
246 American River College SELF EVALUATION REPORT 2015 STANDARD III
In the 2014 Accreditation Survey, 72.8% (n=239) of employee respondents agree that “I have the opportunity to provide input to the annual EMP for my department/area.” For the question “There is ample opportunity to be involved in making plans and setting priorities for my department and/or program,” 71% (n=238) of employee respondents agreed [III.A.6.8].
However, when these survey data were disaggregated by constituency group, classified staff expressed less agreement than others relative to their opportunity to participate in college wide planning and governance [III.A.6.9]. Revision of the classified hiring allocation process necessitated by the fiscal situation may have contributed to classified employees’ sense of not participating in college wide planning governance. The effort begun by the Classified Senate and the VPAs is intended to revitalize the new classified staff prioritization process.
Actionable Improvement Plan None.
List of Evidence Standard III.A EVIDENCE EVIDENCE TITLE LABEL III.A.0.1 LRCCD Board Policy P-5232 Assigned Responsibilities III.A.0.2 LRCCD Job Posting Website III.A.1.1 LRCCD Board Policy P-6000 Series Classified Personnel III.A.1.2 LRCCD Board Policy P-9000 Series Management and Confidential Personnel III.A.1.3 LRCCD Board Policy P-5000 Series Certificated Personnel III.A.1.4 LRCCD Board Policy P-5123 Equivalency to Minimum Qualifications III.A.1.5 Faculty Hiring Manual III.A.1.6 Minimum Qualifications Handbook III.A.1.7 Minimum Qualifications Handbook III.A.1.8 Collective Bargaining Contracts III.A.1.9 College Faculty & Admin Bios III.A.1.a.1 Minimum Qualifications Handbook III.A.1.a.2 LRCCD Board Policy P-5123 Equivalency to Minimum Qualifications III.A.1.a.3 LRCCD Board Policy P-5000 Series Certificated Personnel III.A.1.a.4 Faculty Hiring Manual III.A.1.a.5 LRCCD Board Regulation R-5121 Recruitment, Selection and Appointment: Full-Time Faculty III.A.1.a.6 CCC Registry III.A.1.a.7 LRCCD Board Policy P-5000 Series Certificated Personnel III.A.1.a.8 Faculty Hiring Manual III.A.1.a.9 LRCCD Board Regulation R-5121 Recruitment, Selection and Appointment: Full-Time Faculty
American River College 247 STANDARD III SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL III.A.1.a.10 Faculty Hiring Manual III.A.1.a.11 Faculty Hiring Manual III.A.1.a.12 LRCCD Board Regulation R-5122 Recruitment and Selection, Adjunct Faculty III.A.1.a.13 LRCCD Board Policies and Administrative Regulations III.A.1.b.1 LRSA Agreement III.A.1.b.2 LRCFT Agreement III.A.1.b.2.1 LRCFT Agreement: Description of Tenure Process III.A.1.b.3 LRCEA Agreement III.A.1.b.4 SEIU Agreement III.A.1.b.5 LRCCD Board Regulation R-9000 Series Management & Confidential Personnel III.A.1.b.6 LRCCD Board Policy P-3112 Supervision and Control III.A.1.b.7 Collective Bargaining Contracts III.A.1.c.1 SLO Assessment FAQs III.A.1.c.1.1 LRCFT Agreement: Description of Tenure Process – Self Study III.A.1.c.2 SLO Website III.A.1.c.3 SLO Assessment FAQs III.A.1.c.4 What are SLOs? III.A.1.c.5 LRCFT agreement III.A.1.c.6 What Are SLOs Descriptive Document III.A.1.d.1 Constituency Groups - Codes of Ethics III.A.1.d.1.1 LRCCD Board Policy P-3114 Statement of Ethics III.A.1.d.2 LRCCD Board Policies and Administrative Regulations III.A.1.d.3 Collective Bargaining Contracts III.A.1.d.4 College Catalog: Statements of Professional Ethics III.A.2.1 CCCCO Full-Time Faculty Obligations Memo Fall 2014 III.A.2.2 LRCCD Full-Time Faculty Obligation Form Fall 2014 III.A.2.2.1 CCCCO Full-Time Faculty Obligation by District: Fall 2013 III.A.2.3 Educational Master Plan III.A.2.4 Decision Making Handbook III.A.2.5 CCCCO Data Mart Faculty & Staff Demographics III.A.2.6 Educational Master Plan III.A.3.1 LRCCD IBA Training Flyer March 11-3 2015 III.A.3.2 LRCCD Policies and Administrative Regulations III.A.3.3 Vetting Process for District Policies and Administrative Regulations III.A.3.a.1 LRCCD HR Employee page III.A.3.a.2 LRCCD Office of Human Resources III.A.3.a.4 Faculty Hiring Manual III.A.3.a.5 ARC Accreditation survey results - All 2014
248 American River College SELF EVALUATION REPORT 2015 STANDARD III
EVIDENCE EVIDENCE TITLE LABEL III.A.3.b.1 LRCCD Board Policies and Administrative Regulations III.A.3.b.2 Faculty Hiring Manual III.A.3.b.3 Classified Hiring Manual III.A.4.a.1 ARC Vision, Mission, Values, & ISLOs III.A.4.a.2 LRCCD HR Application Page III.A.4.a.3 LRCCD Equity Training Memo III.A.4.a.4 ARC Statement of Community III.A.4.a.5 Community and Diversity Center III.A.4.a.6 ARC Community and Diversity Center Resource Guide III.A.4.a.7 Faculty Diversity Internship III.A.4.a.8 Center for Teaching and Learning Spring 2015 Brochure p. 16, 18 III.A.4.a.9 Reading Apprenticeship at ARC III.A.4.a.10 ARC Addresses Ferguson III.A.4.a.13 College Catalog: Student Rights & Responsibilities III.A.4.a.14 Equity Standing Committee III.A.4.a.14.1 Student Equity Plan III.A.4.a.15 ARC Mission III.A.4.a.16 LRCCD Strategic Plan: Diversity Statement III.A.4.a.17 CCSSE Frequency Distribution Comparisons III.A.4.b.1 Data Mart Faculty & Staff Demographics III.A.4.c.1 ARC Mission III.A.4.c.2 LRCCD Board Policy P-5111 Intent and Accountability for Equal Opportunity, Service Animals III.A.4.c.3 College Catalog: Policies, Rights & Responsibilities III.A.4.c.4 LRCFT Agreement III.A.4.c.5 LRCEA Agreement III.A.4.c.6 LRSA Agreement III.A.4.c.7 ARC 2014 Classified Employee Perception Survey III.A.4.c.8 ARC 2014 Faculty Employee Perception Survey III.A.4.c.9 ARC 2014 Manager Employee Perception Survey III.A.5.a.1 Professional Development Coordinating Committee III.A.5.a.2 Professional Standards Committee III.A.5.a.3 Classified Professional Development Committee III.A.5.a.4 Faculty Professional Development Committee III.A.5.a.5 LRCCD Employee Training III.A.5.a.6 LRCCD IBA Training III.A.5.a.7 Center for Teaching and Learning III.A.5.a.8 Online Teaching Institute
American River College 249 STANDARD III SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL III.A.5.a.9 Lynda.com Informational Website III.A.5.a.10 ITC Training Website III.A.5.a.11 Management Professional Development Committee III.A.5.a.12 Center for Teaching and Learning III.A.5.a.13 New Deans Academy III.A.5.a.14 Spring 2015 Flex Catalog III.A.5.a.15 Classified Staff Professional Development Conference: March 2015 III.A.5.a.16 LRCCD Strategic Goals and College Objectives III.A.5.a.17 2014 ARC Accreditation Survey III.A.5.a.18 ARC Faculty Employee Perceptions Survey III.A.5.a.19 ARC Classified Employee Perceptions Survey III.A.5.a.20 ARC Managers Employee Perceptions Survey III.A.5.b.1 CTL Got Ideas Form III.A.5.b.2 Center for Teaching and Learning III.A.5.b.3 LRCCD Strategic Goals and College Objectives III.A.5.b.4 Professional Standards Committee: Type A & B Leaves III.A.5.b.5 Faculty Professional Development Committee III.A.5.b.6 Classified Professional Development Committee III.A.5.b.7 Management Professional Development Committee III.A.5.b.8 ARC Employee Perceptions Survey III.A.5.b.9 ARC Accreditation Survey III.A.5.b.10 New Faculty Academy Coordinator Announcement III.A.6.1 Educational Master Plan Website III.A.6.2 District Academic Senate’s Faculty Hiring Manual Excerpt III.A.6.3 Modified Classified Hiring Process III.A.6.4 LRCCD Board Policy P-9000 Series Management and Confidential Personnel III.A.6.5 Educational Master Planning Website III.A.6.6 Program Review Website III.A.6.7 ARC Employee Perception Survey-Various III.A.6.8 ARC 2014 Accreditation Survey-All Employees III.A.6.9 ARC 2014 Accreditation Survey-Classified Staff
250 American River College SELF EVALUATION REPORT 2015 STANDARD III
Standard 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 ensure the integrity and quality of its programs and services, regardless of location or means of delivery.
Overview: The College is committed to providing safe, secure, and sufficient facilities and equipment for all staff, students, and community members who visit the College. The College works consistently and routinely to evaluate and ensure the safety of its facilities. As a matter of policy and necessity, the College gives safety issues the highest priority. All safety hazards identified by a staff member are addressed on a priority basis. In addition, The District has conducted two Crime Prevention Through Environmental Design (CPTED) assessment reports in the past two years [III.B.1.1, III.B.1.2]. These surveys not only review the physical site for safety related issues but also address safety-related matters such as the status of lighting throughout the campus, closed circuit television (CCTV) camera coverage, bike security, and status of alarm systems. In addition to the main campus, all satellite centers participated in the 2012 CPTED review process [III.B.1.3]. These reviews identified safety related areas requiring attention, and the Facilities Management (FM) department has addressed a number of these cited concerns.
The ARC Insider contains a comprehensive site dedicated to providing information and guidance to the College community related to campus safety [III.B.1.4]. Included on this site are topics such as the Los Rios Alert mass notification system, blue light e-phone emergency phones, RAD (Rape Aggression Defense) self-defense tactics and program and many other topics of concern to students and staff. The College also participates in a very comprehensive and extensive set of District safety training and workshops [III.B.1.5]. During fall 2014, the College created a Safe Campus Initiative to further highlight campus safety, and this initiative is currently developing an action plan, including improvements to physical safety. The implementation and assessment of this plan will be shepherded by the Building, Grounds, and Safety standing committee in 2015-16 [III.B.1.6, III.B.1.7].
The College physical resources are an institutional responsibility undertaken in conjunction with the District Facilities Management (FM) department. The responsibility for monitoring and assessing all physical spaces across the College falls within the administrative services division under the direction of the vice president of administrative services and the division support staff. This support staff, working with FM, manages the maintenance of the College physical spaces under the general direction of the director of administrative services and the FM director. Assigned facility and grounds supervisors oversee personnel who work as electricians, plumbers, carpenters, mechanics, HVAC technicians, groundskeepers, and painters. The College processes all services through an online work order system and prioritizes work orders by safety
American River College 251 STANDARD III SELF EVALUATION REPORT 2015
and urgency [III.B.1.8]. FM regularly conducts trip and fall hazard surveys and FM (or, if necessary, a specialized contractor) repairs promptly identified hazards.
Departments use the EMP process as an important resource allocation to identify facility needs specific to their program [III.B.1.9]. Generally, the College addresses identified needs as available resources allow. For example, the Fine and Applied Arts department identified a high priority need to replace outdated and insufficient storage lockers for various programs in the division. The College identified resources dedicated to this project, which was completed in 2013 to the satisfaction of the division [III.B.1.10].
In an entirely different case, the Culinary Arts department was for decades housed in an inadequate former Home Economics building. Through the resource allocation process within the EMP mechanism and subsequently, upon the development of the ARC Facilities Master Plan, the College gave a new Culinary Arts and Oak Cafe building a high priority ranking. Using local bond funds along with a challenge to raise $1M in local dedicated funds, the College completed a new state-of-the-art Culinary Arts facility in spring 2015 [III.B.1.11]. This $10.4M new instructional facility opened in January 2015 to rave reviews and has met a long-term goal of providing state-of-the art facilities for the College’s exemplary Culinary Arts program.
The College also uses the EMP process to identify and prioritize department equipment needs [III.B.1.12]. The College prioritizes both instructional equipment and non-instructional equipment needs and, based on available resources, funds department needs through a process conducted by the Instructional and Student Services Deans’ Councils. The College has developed a prioritization process to guide departments in evaluating the criticality of their equipment needs [III.B.1.13]. During the recession, instructional equipment needs were severely under-served since resources were very limited. However, in the 2014-15 year, the College experienced one of the largest state allocations for instructional equipment, and consequently, the College could address many high priority needs of the various divisions.
The College uses its physical resources effectively and efficiently. The space inventory report helps the College determine how efficiently it is utilizing current facilities in relation to academic programs. Space utilization has been a key component in developing the District/College Five- Year Capital Construction Plan [III.B.1.14]. In addition, this information was instrumental in determining how to draft both of the subsequently successful local bond measures to meet the needs of all four Colleges within the District and the District central office.
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 The College plans, builds, maintains, and upgrades or replaces its physical resources through the use of a comprehensive physical facilities planning process, integrated thoroughly into the College planning processes, including the District Strategic Goals and College Objectives [III.B.1.a.1], the Facilities Master Plan [III.B.1.a.2], the Technology Master Plan [III.B.1.a.3], the
252 American River College SELF EVALUATION REPORT 2015 STANDARD III
EMP [III.B.1.a.4], and the Program Review [III.B.1.a.5] processes. Using these planning processes to inform and guide physical resource planning, the College can ensure effective utilization and continuing quality necessary to support the integrity and success of its programs and services.
The College Facilities Master Plan [III.B.1.a.6] provides a flexible framework to inform, guide, and plan for current and future capital physical resources, such as facility upgrades, replacement, and new construction on the College main campus and at the College outreach centers. The Facilities Master Plan arises from the College participatory governance process and reflects and informs the planning efforts by the District and other local agencies. The Facilities Master Plan uses data and reports from several sources, including the College prior 2003 Facilities Master Plan [III.B.1.a.7] as well as the EMPs [III.B.1.a.8] for each department in the College. The EMPs inform the Facilities Master Plan because the EMPs include each department’s future physical resource demands based on enrollment projections, existing capacity, and facility conditions. Through the College participatory governance processes, the College engages all user groups and stakeholders when planning building renovation or new building construction.
As referenced in this Standard, the art locker improvement project and the newly constructed Culinary Arts building provide examples of how the College used this comprehensive planning approach to meet program needs. To meet the technology needs across the College, the institution embarked on a plan to upgrade all classrooms to incorporate smart classroom technology for enhanced instruction capabilities [III.B.1.a.9]. This classroom technology update provides an example of the College use of the planning process to identify and meet a need using existing College resources. The College has completed numerous other projects using a similar process to determine how to align College resources with special program needs [III.B.1.a.10].
The College completed its Transportation, Access, and Parking Master Plan in 2009 [III.B.1.a.11], which provided the College with a comprehensive study on all aspects of transportation, access, and parking at the institution. This Transportation Master Plan, along with an independent survey completed in 2009, identified parking as a major issue on campus. This needs identification process provided the College with the planning support to construct a student parking structure on the College main campus. Using a delivery process called Design Build, the College held a competitive bidding process and ultimately completed the five level garage in 2013, adding almost 45 percent more parking spaces on the main campus. The new 1,724 parking spaces include four van accessible spaces, 24 ADA accessible spaces, and 13 electric vehicle (EV) charging spaces.
The District provides the Long Range Capital Needs Plan (LRCNP) and outlines potential projects, assignable square footage and anticipated occupancy dates. The projects identified in the LRCNP can receive funding from local bond measures or a combination of both local and state bond measures [III.B.1.a.12].
The College prioritizes projects for funding either from the College local bond share of resources or through a combination of local bond and state matching funds. When the funding is in place, the Facilities Management Planning and Construction department initiates the design phase of
American River College 253 STANDARD III SELF EVALUATION REPORT 2015
the project led by the planning department and includes a select group of College stakeholders. The College representatives include individuals who have specific knowledge of the program needs of the facility being designed, often the same stakeholders who identified the initial need via the EMP.
The vice president and the director of administrative services hold regularly scheduled monthly meetings with District FM to discuss facilities management topics. They discuss effective utilization of facilities and opportunities to improve efficiencies and delivery methods through maintenance and construction projects along with the projected use of Scheduled Maintenance and Special Repair (SMSR) funds. SMSR funds focus on a variety of deferred maintenance projects, including improvements or repairs of mechanical systems and equipment, HVAC and electrical systems, roofing, underground utilities, ADA improvements, water intrusion repairs, and other similar maintenance projects. Prioritization of the use of this funding source ensures that the College continues to monitor and upgrade or replace various systems and infrastructure. The College prioritizes projects according to need and develops large or long- term maintenance projects jointly with input from program stakeholders.
The Los Rios Functional Mapping document illustrates how the College and the District manage the distribution of responsibilities by function [III.B.1.a.13]. The mapping document outlines the District’s primary role in the planning, evaluating, building, maintaining, improving, and upgrading or replacing its physical resources. The College has a secondary responsibility in this function but ensures that physical resource planning is integrated with institutional planning.
The College also uses funding from successful bond measures to fund physical resource demands. In March 2002, local voters passed Measure A, a $265M local bond measure funding several capital construction projects both on the main College campus and at the Natomas Center [III.B.1.a.14]. Additionally, in November 2008, voters also passed Measure M, a $475M local bond measure to fund a number of capital construction projects, including infrastructure related projects [III.B.1.a.15].
Both A and M bond measures have allowed the College to continue to support and ensure integrity and the quality of program and services, regardless of location and modality.
The College physical resources planning process is well integrated into College planning processes, with one of the College standing committees focused solely on physical resources. The Building, Grounds, and Safety Standing Committee fulfills the following charges: [III.B.1.a.16]
• Study and make recommendations to the president concerning needed enhancement to campus buildings and grounds with the goal of improving the educational environment for staff, faculty, students, and the community. • Study and make recommendations to the president concerning ways to improve energy conservation on campus. • Study and make recommendations to the president concerning conditions, which promote the health and safety of staff, faculty, and students.
254 American River College SELF EVALUATION REPORT 2015 STANDARD III
• Plan and develop ways to inform and involve staff, faculty, and students in the above activities. • Serve as a central clearinghouse for concerns related to buildings, grounds, safety, and the Facility Master Plan. • When appropriate, assist in obtaining outside assistance for activities relating to the above.
The District Strategic Plan Goal 5: Organizational Effectiveness [III.B.1.a,17 p.64] and the College ARC Objective 5.5 [III.B.1.a.18] both note the College value of sustainability: “Increase the College efforts in promoting and practicing environmental sustainability and implement changes as needed.” To that end, the District and the College construct the College’s new facilities to meet LEED Silver criteria by the U.S. Green Building Council for environmentally sustainable construction building operation [III.B.1.a.19]. The Buildings Grounds, and Safety Committee has created its Sustainability Committee for reviewing various sustainability programs and facility improvements that can be established on the campus. One of the first initiatives is a partnership with the Associated Student Body to purchase and install a total of $25,000 of recycle bins throughout the campus [III.B.1.a.20, III.B.1.a.20.1].
Self Evaluation The College maximizes, maintains, evaluates, and improves physical resources on the College campus and off-site centers to support degree and certificate programs and to provide quality College services. The passage of Bond Measure A and Measure M is allowing the College to replace many of the aging original facilities or temporary structures throughout the campus.
The recent revision of the Facilities Master Plan has directed new facility construction that has upgraded the functionality, sustainability, safety, accessibility, and aesthetics of the campus. These improvements closely align with the ARC Objectives [III.B.1.a.21] and EMP [III.B.1.a.22].
The College, along with FM, is committed to making improvements to pathways, travel patterns, lighting, and way-finding. The College and District engages in systematic and consistent cycles of planning, implementation, and evaluation to maintain safe, comfortable, functional, and accessible classrooms, laboratories, student service facilities, and information technology hardware and software.
The College and District are also committed to environmental sustainability in its building program and with various other new initiatives. At a minimum, buildings are constructed to LEED Silver standards. The District was awarded a $5M Smart Energy Grant from SMUD and matched that amount which allowed the District to embark on a $10M energy-efficiency program throughout the District. This program was completed in 2013 and is anticipated to maximize optimum energy efficiency throughout the College facilities [III.B.1.a.23].
Actionable Improvement Plan None.
American River College 255 STANDARD III SELF EVALUATION REPORT 2015
III.B.1.b The institution assures that physical resources at all locations where it offers courses, programs, and services are constructed and maintained to assure access, safety, security, and a healthful learning and working environment.
Descriptive Summary The College administrative services utilizes processes and procedures that ensure that physical resources at all locations where courses, programs and services are offered are constructed and maintained to ensure access, safety, security, and a healthy learning environment.
The College regularly assesses its physical facilities both on the main campus and at all off-site facilities to ensure they are safe and healthy. Decentralized processes at the College allow each department and program to review its own physical resources for environmental safety and access, and the online work order system for maintenance allows the College to track patterns in facility maintenance and repairs. The charge of the Buildings, Grounds, and Safety Committee focuses on the improvement of the College physical facilities, and this committee monitors issues surrounding physical facilities and when necessary, forwards recommendations for improvement to the vice president of administrative services and the College president. The vice president of administrative services meets regularly with the District FM to assess physical facilities’ needs and safety.
The College strives for a safe learning environment and, to that end, regularly completes Trip and Fall surveys and the annual Crime Prevention Through Environmental Design (CPTED) evaluations (most recently in 2014). The CPTED evaluations, led through a combined effort between the LRCCD Police Department and the College FM, evaluate the environment according to five principles: natural surveillance, natural access control, territoriality/maintenance, security procedures, and asset protection. This review also included all of the College off-site locations. The College has completed all critical items (Priority 1) listed in the CPTED report. As funding becomes available, the College is working to address Priority 2 recommendations, and the College continues to find ways to improve the College physical resources to ensure a safe, secure, and healthy working and learning environment [III.B.l.b.1].
The College and the District continue to implement the College ADA Transition Plan [III.B.1.b.2] in addressing those ADA barriers identified in a 2004 report conducted by National Access Consultants, a national ADA consultancy firm specializing in advising organizations on disability access. The College and the District continue to be proactive in removing the barriers listed in the report, as funding becomes available. Temporary measures have been implemented to address any noted barriers until a permanent solution is completed. The College uses the ADA Transition Plan as a guide for identifying and addressing non-compliant concerns throughout the campus and primarily in the College’s older buildings. The College also continues to work with the DSPS program and the Building, Grounds, and Safety Committee to identify other access concerns throughout the College. Recently, the director of FM acquired access to a consulting firm that can assist the College in accessing any potential ADA compliance matter that is brought to the attention of College administration. The College primary goal is to have a totally ADA compliant and accessible campus for the College students and staff.
256 American River College SELF EVALUATION REPORT 2015 STANDARD III
The College has committed to full compliance with ADA guidelines, ensuring that students with disabilities have full access to the educational opportunities afforded by the institution. The increasing use of technology in education has prompted the College to include specific language in its Technology Master Plan “to provide and strive to expand technology interfaces for disabled students, including voice recognition software, Braille readers, large screen monitors, and wheelchair access” [III.B.1.b.3].
In terms of physical resource maintenance, the District FM deploys a user-friendly online work order system called Maintenance Connect to facilitate timely submission of work orders by each department in the College and any off-site locations. All emergencies or urgent safety, health, and security concerns are phoned in and addressed immediately. This new online work order system has replaced the College antiquated two-part paper form and has been well received in expediting the work order requests. The system allows for prompt responses from the appropriate staffing unit to address the concerns and maintain a safe, secure, and healthy learning environment.
To ensure the College is prepared for emergencies, the College plays an active role in all District- required emergency drills. The District has a comprehensive emergency management program that includes a formal emergency operations plan for preparing for, responding to, and recovering from emergencies. The District uses an emergency operations center staffed with trained personnel to coordinate responses to major emergencies. The District conducts training and practical emergency exercises on a regular basis (at least once per calendar year). The District is part of a regional emergency management system and complies with state and federal standards for managing emergencies.
The College has built several key teams and components to assist the Los Rios Police Department (LRPD) and other outside agencies in the event of an emergency. For example, the College ACES Program and Team (Action Coordinators for Emergency Survival), composed of trained students, staff, and faculty, supports the College first responders in responding safely to a wide range of emergencies and helping to save lives, reduce danger, and protect property [III.B.1.b.4]. ACES coordinators are also appointed and trained for all off-site locations. The College also uses a text-message Los Rios ALERT message system. Students may sign up when registering by entering their emergency contact information. Employees may register and update information for this service by logging into the Employee Self-Service (ESS) system [III.B.1.b.5].
To manage larger emergencies, the College has a trained Campus Community Emergency Response Team (C-CERT) [III.B.1.b.6]. The College C-CERT team and training provides staff with effective first responder capabilities. Acting as individuals first, then later as members of a team, trained C-CERT volunteers can fan out within their assigned areas (including off-site locations), to extinguish small fires, turn off natural gas inlets to buildings, perform light search and rescue, and render basic medical treatment, until professional help arrives.
To prepare for emergencies, the College also has an established Emergency Operations Center (EOC) [III.B.1.b.7]. The EOC, housed in the College Instructional Technology Center (ITC), has access to phone and data connections necessary to both communicate and order the necessary
American River College 257 STANDARD III SELF EVALUATION REPORT 2015
resources needed during an emergency [III.B.1.b.8]. Additionally, the vice president and director of administrative services and the College PIO represent the College at the quarterly District Preparedness Assessment Team (P.A.T) meetings.
The District has established a policy for providing timely warnings to address threats to the College community. The College Crime Alert gives students, staff, and faculty a timely notification of crimes to heighten safety awareness and to seek information that will lead to the arrest and conviction of perpetrators who commit violent crimes against persons or major crimes against property. The District issues a Crime Alert Bulletin when a crime is reported to the LRPD or when a local police jurisdiction notifies the LRPD of a crime that represents a serious or continuing threat to the safety of the College community.
Additionally, the College posts the annual crime statistics on the LRPD website. The District’s Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Report (Annual Clery Report) includes important information about safety and security policies implemented to protect the welfare of the District community and includes specific crime statistics for the main campuses, outreach centers, and other locations [III.B.1.b.10].
Both the College and the District are committed to providing a well-informed and trained staff, in cases of emergency, in order to minimize the effects of any disaster. As noted in the 2009 Accreditation report, the Risk Management Department under the District’s General Services Division continues to assist the College in providing a number of safety-related programs and services designed to provide all staff with a safe and healthy working environment [III.B.1.b.11]. The aim of the District’s Health and Safety Program is to minimize and prevent disabling injuries and illnesses from occurring by offering programs and training in such areas as AED training, Hazardous Communication Programs, Incidents and Injuries, Reporting Unsafe Conditions, and Bloodborne Pathogens training. This Risk Management department also periodically makes recommendations to address College safety matters.
The College maintains and annually updates its Hazardous Materials Plan (HMP), as required by Sacramento Country and mandated by the California Health and Safety Code [III.B.1.b.12]. The HMP outlines the College emergency hazardous materials procedures and provides an inventory of dangerous chemicals and their locations, along with contact information for the individuals responsible for their security and maintenance. The College programs at the Mather Center, housing Diesel Technology and Auto Collision, also complete an HMP. All College HMPs provide an approved structured plan to address any potential chemical or hazardous material at the College and the College off-site locations. As further testimony to creating and managing a safe college environment, the College recently created the new position of operations technician dedicated to overseeing most College safety matters.
To maintain a safe and secure environment, the LRPD provides 24/7 patrol and dispatch services at the College. The LRPD protects and serves the entire College community, including the staff, faculty, and students at the College off-site locations. The LRPD provides a number of security- related services including on-request shuttles and police escorts along with security-related workshops, trainings, and periodic safety reviews. The LRPD also completes a number of safety- related inspections at the main campus and off-site centers including exterior lighting surveys,
258 American River College SELF EVALUATION REPORT 2015 STANDARD III emergency phone checks, elevator emergency phone checks, and building checks. To better interact with staff and students and to remain visible, the LRPD staff patrol the grounds and parking areas regularly on foot or bike both on the main campus and at the off-site centers. The vice president and director of administrative services meet regularly with LRPD leadership to address promptly all actionable areas of concern.
Self Evaluation The College plans and evaluates its physical resources on a regular basis. The College engages in a systematic process to assess, evaluate, and make necessary improvements, as funding allows, to continuously ensure access and a safe and healthy environment for the entire College community. In the College 2014 Accreditation survey, 69% (n=252) of respondents agree “The grounds of ARC are maintained in a safe and secure manner.” Also in that survey, 70.2% (n=255) of respondents agree “My workspace is maintained in a safe and secure manner” [III.B.1.b.13].
The College uses effective planning and follow-up to maintain the accessibility and safety of its facilities at all locations for all students and employees. A healthy learning and working environment is a continuing institutional goal [III.B.1.b.14]. The College provides alternate means of access and assistance to those who need it in order to keep all programs and services accessible to students.
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.
III.B.2.a Long-range capital plans support institutional improvement goals and reflect projections of the total cost of ownership of new facilities and equipment.
Descriptive Summary The College regularly reviews the feasibility and effectiveness of its physical resources, using usage data and other relevant metrics to guide its assessment. The College assessment of its physical resources is fully integrated into the College established planning processes.
The Instructional, Student Services, and Administrative Services areas at the College conduct annual reviews of their respective facilities and equipment needs during the EMP process [III.B.2.a.1]. The physical resource requests identified in the EMPs are then incorporated into the annual College operational budget within the financial resources available for that fiscal year. The director and the vice president of administrative services take those facility-related
American River College 259 STANDARD III SELF EVALUATION REPORT 2015
identified needs in each area’s EMP and, in conjunction with the District FM, prioritize the list based on the following categories:
• Critical – A request that has an immediate and direct impact on the College programs and services • Potentially Critical – A request that will have a negative impact on the College programs and services at a point in the future • Necessary – A request for equipment that is not yet at a critical stage; no urgent direct impact on programs and services • Recommended – A request that identifies equipment that can be dealt with when both time and funding allow; no urgency to the request
Once a funding source has been identified for those critical facility equipment requests, the Facilities directors notify the respective areas to establish a project scope and schedule to address the critical need. As was noted in III.B.1 above, examples of critical needs that were addressed in the past few years include the Art Locker Improvement project and the Culinary Arts Building project. Additional College projects were completed in the past few years that were identified at the department level [III.B.2.a.2] using the EMP data input process.
The District’s Five-Year Construction Plan, along with the College Facilities Master Plan, are key components for facilities planning because they focus on data necessary to determine the number and type of physical resources for meeting increases in enrollment and changes to the College educational programs and services [III.B.2.a.3]. The Five-Year Plan has identified new construction and modernization projects for the College, but because the State has not placed a bond measure on the ballot in the last several years, no State funding has been available for the 2014-15 College identified projects.
As a result of the lack of State funding, the College and District completed a number of facility- related projects that were partially or entirely funded through alternative funding sources, including the Measure A and Measure M local bond funds. A number of projects had dual funding. Since 2009, the College and District have completed a number of facility-related capital construction and infrastructure improvement projects to better meet the needs of the College programs and services. A number of these capital construction projects utilized both State and Measure A local bond funding, as shown in Table 35:
MEASURE A - YEAR STATE BOND PROJECT ASF TOTAL COST $ LOCAL BOND COMPLETED FUNDS $ FUNDS $ Fine Arts Instructional 2010 17,620 11,682,000 5,091,000 6,591,000 Space Expansion Library Expansion 2010 7,150 6,321,257 3,404,000 3,300,000 Life Science/Fine Arts Portables 2013 8,074 7,346,647 1,469,329 5,877,318 Modernization
Table 35 ARC Capital Construction Measure A / Dual-Funded Projects
260 American River College SELF EVALUATION REPORT 2015 STANDARD III
The College and the District have also utilized Measure M local bond funds to address other capital construction and infrastructure related projects at the College. The projects listed below are funded through the College Measure M local bond and through other fundraising efforts because no State funds were available, as shown in Table 36.
YEAR MEASURE M - OTHER FUNDS $ PROJECT COMPLETED/ ASF TOTAL COST $ LOCAL BOND (NON-BOND) SCHEDULED FUNDS $ Infrastructure Master 2011 N/A 194,000 194,000 N/A Planning Infrastructure - Student 2012 N/A 37,588 37,588 N/A Center Expansion Infrastructure - Life Science/Fine Arts 2012 N/A 264,345 264,345 N/A Portable Modernization Student Center Modernization and 2013 34,701 23,909,084 23,909,084 N/A Expansion Parking Structure 1,650 2013 29,547,472 29,547,472 N/A (spaces) Culinary Arts Building 2014 13,600 10,452,943 9,452,943 1,000,000 Infrastructure - Hydronic Tie-ins 2014 N/A 407,184 407,184 N/A between Life Science and Student Center Infrastructure - Hydronic Modifications 2015 N/A 2,475,795 2,475,795 N/A at Multiple Buildings Infrastructure - New 2015 N/A 1,560,106 1,560,106 N/A Water Well Student Services 2015 5,500 3,699,787 3,699,787 N/A Addition PE/Athletic Field 2016 220,000 7,096,053 7,096,053 N/A Improvements
Table 36 ARC Capital Construction Measure M / Dual-Funded Projects
American River College 261 STANDARD III SELF EVALUATION REPORT 2015
It should be noted that during the design phase of all construction projects, the College requires the architects to develop construction plans that minimize long-term operating costs. The FM department is primarily responsible for ensuring that the total cost of operating and maintaining facilities (i.e., the total cost of ownership or TCO) includes long-term building maintenance within budget constraints. Thus, TCO is an important consideration during the design process and includes:
• Architectural finishes that are functional, pleasing, durable, and maintainable, as well as environmentally friendly • Systems (e.g., mechanical, electrical, communications, building management controls, fire alarm, security systems, plumbing fixtures) consistent with existing college wide infrastructure to ensure that maintenance staff have knowledge, tools, and equipment to complete operation and maintenance • Mechanical and electrical systems that are energy efficient and meet or exceed Title 24 energy requirements • Furniture that is selected in accordance with criteria that include comfort, ergonomics, durability, maintainability, and longevity.
Funding for ongoing maintenance costs (e.g., custodial and lighting) is provided by the District through Program Development Funds (PDF) and College Discretionary Funds (CDF). PDF are provided as availability of resources is determined to meet classified staffing needs at the College. CDF are calculated using a formula that includes square footage. Currently, any additional square footage due to new construction is incorporated into the total CDF allocation at $0.27/square foot. Thus, the CDF allocation is directly impacted by any increase in square footage and is utilized primarily for increased daily operational cost, exclusive of utilities. Utility costs are funded separately during the District budget allocation process and are increased with added square footage and utility rate hikes.
For oversight and review of both the bond measures, the LRCCD Board of Trustees appointed a Citizens Oversight Committee, including representatives of the various constituencies of the community. The Committee continues to review the financial activity for capital construction projects funded by bond proceeds as well as receive project updates for new and continuing projects. The Committee also receives the annual District’s Independent Accountants’ Audit Report for both the financial activity and performance as of June 2014. Upon review by the Citizens Oversight Committee, the report is submitted to the Board of Trustees, thereby fulfilling the requirement for a state review of the financial activity per the provisions of Proposition 39.
Self Evaluation Long-range capital plans support institutional improvement goals and reflect projections of the total cost of ownership of new facilities and equipment. Significant time and effort is invested in long-range planning for facilities and equipment both at the District level and the College level. The College demonstrates its effort to minimize TCO in several new facilities.
Actionable Improvement Plan None.
262 American River College SELF EVALUATION REPORT 2015 STANDARD III
III.B.2.b Physical resource planning is integrated with institutional planning. The institution systematically assesses the effective use of physical resources and uses the results of the evaluation as the basis for improvement.
Descriptive Summary In 2011, the District completed the Los Rios Strategic Plan to guide the District in meeting the needs of students within the structure of the College’s own operational planning. [III.B.2.b.1 pp. 54; 55; 64; 65] The operational planning also covers the College outreach centers. The Strategic Plan identifies five primary goals. The goal of Access and Growth provides future directions to:
• Continue developing campus and center facilities to maximize access to programs and services throughout the region. • Acknowledge the College educational (outreach) centers and the flexible role that they play in meeting changing enrollment demands. • Provide continued support and enhancement of programs, facilities, and services at the District’s educational centers. • Complete the construction of educational centers.
The Strategic Plan aligns with the College Strategic Goals & Objectives and continues to demonstrate both the District and College unwavering commitment to evaluating, maintaining, planning, or replacing those physical resources to ensure their effective use in maximizing access to programs and services.
The College uses its annual EMP process [III.B.2.b.2] to evaluate department and program physical resource needs. In addition, department Program Reviews further articulate needs that feed into the EMP process [III.B.2.b.3]. After completion, each EMP is reviewed at the dean, associate vice president, and vice president levels. During this review, the deans, associate vice presidents, and vice presidents assess the effectiveness of each request in improving programs and services for the College students. Once the reviewing process is completed, those requests deemed critical for the College programs and services are forwarded to PES for final approval and priority rankings. Other physical resource requests contained in the EMPs (e.g., equipment related or mechanical related improvements, roof repairs, electrical improvements) are used to inform the District’s SMSR project list for the College. The College EMP process is part of the overall institutional planning process vital for linking physical resources to institutional planning.
The new Student Center is a recent example of how the EMP process identified a significant need for a new student-oriented facility. The former cafeteria building was very outdated and in poor condition, and initially, the College considered remodeling the building to address the issue. At the same time, based on the College planning processes and assessment of student and College needs, the College realized that not only would the College benefit from a new food service facility, but student life could thrive with new multi-use areas that provided student government, student clubs, and other student-related programs and services with a state-of-the- art facility. In addition, the College noted a need for a true student gathering place to meet the
American River College 263 STANDARD III SELF EVALUATION REPORT 2015
needs of the College community. The new Student Center includes lounge areas along with a cafeteria area to accommodate over 300 students. Additionally, the new Student Center includes office space for student government, Student Development, and an e-services location to help students manage their enrollment. Finally, the new facility includes both a Student Center Board Room and four multi-use Community Rooms.
The design and construction of the new Culinary Arts building provides another clear example of faculty and staff involvement in the design of facilities focused on student learning. In 2003, the LRCCD embarked on a capital campaign, identifying one program of distinction from each of the four Los Rios Colleges as the focus for the campaign. ARC chose to honor culinary arts, and the department in conjunction with the College Foundation Office and District Foundation Office set out to raise money for the building. The culinary building was eventually funded by a combination of private dollars resulting from the campaign and a local bond measure. Faculty were involved in each step of fundraising as well as design.
Both faculty and other representatives of the College joined the District representatives in the process to select the architects for the project. Further, faculty and staff participated in the design process along with District representatives and College administration. Faculty led the discussion based on student and program needs, and the College consulted with faculty during the construction to clarify details or approve necessary changes. The result is a facility designed to meet the teaching needs of instructors and provide effective learning experiences for students. The project was ultimately completed at budget with an emphasis on quality and sustainability.
The College’s Organizational Effectiveness goal of integrating a sustainable philosophy into College business practices has also led to many successful efforts in reducing the District’s carbon footprint and providing a more environmentally friendly environment.
The recent capital construction projects listed in Tables 35 and 36 have incorporated a number of sustainable and green design features in, for example, the mechanical, plumbing, electrical systems; site and building development; architectural, landscaping, and lighting design; paint; carpet; recycled content material; and indoor environmental design qualities.
In July 2009, the District was invited by the Sacramento Municipal Utility District (SMUD) to develop a proposal for the Smart Grid Investment Grant Program [III.B.2.b.4]. The proposal was accepted by SMUD, and the College was awarded over $5M. The District’s Smart Grid Project Scope consists of:
• Energy Management and Information Sharing • Resource Conservation • Customer Load Management • Automated Demand Response • Building Occupant Participation and Education
The specific goals of the project are to build systems that allow building users to reduce energy costs, reduce the overall energy costs at the College, and update existing building mechanical systems.
264 American River College SELF EVALUATION REPORT 2015 STANDARD III
The College continues to include sustainable and green practices in the college wide recycling efforts [III.B.2.b.5]. The College has an ARC Sustainability Committee that reports monthly to the Building, Grounds, and Safety Committee [III.B.2.b.6]. The student-run ECOS Club works to improve the College student contributions to recycling and sustainable practices.
For many years, the District has embraced efforts to conserve energy and to minimize waste within the District. The District’s Strategic Plan calls for a more focused District wide vision on sustainability [III.B.2.b.7] and for the integration of this vision in the College instructional programs and the District and College business practices and operations. Previously, the District’s Green Force Initiative and other instructional sustainability programs have been featured at Board presentations.
Self Evaluation The College and the District continue to work systematically to assess their physical resources and incorporate that information into the overall institutional planning process. While the District maintains the primary responsibility for facilities planning, construction, and maintenance, in order to ensure that facilities are designed, built, and maintained to meet the needs of the College program and services, strong collaboration occurs between the District FM and College staff [III.B.2.b.8]. The District FM evaluates and plans for facilities on a District wide basis, considering the District Strategic Plan, enrollment forecasts, facility inventory and conditions, and state funding criteria to ensure that the College has sufficient facilities to meet its needs. In addition, the College coordinates with the District FM to develop and update the College Facilities Master Plan that directly interfaces with the long-range planning process of the District [III.B.2.b.9]. The District planning process identifies facility needs, while the College planning process identifies how facility space is allocated via the College Facilities Master Plan to meet the needs of programs and services identified in the EMP.
A major physical resource need identified in the institutional planning process was a new parking structure. Originally not a part of the 2002 Facilities Master Plan, the College decided to incorporate this new facility into the updated Facilities Master Plan, a decision which led to construction of this much needed College improvement. The College secured funding for the project through the passage of Measure M. This new facility illustrates the College’s flexible integration of institutional planning and systematic assessments of needs to drive physical resource planning.
Actionable Improvement Plan None.
American River College 265 STANDARD III SELF EVALUATION REPORT 2015
List of Evidence Standard III.B
EVIDENCE EVIDENCE TITLE LABEL
III.B.1.1 CPTED Recommendations 2012 ARC
III.B.1.2 CPTED Report 2014
III.B.1.3 CPTED Off Campus Reviews 2012
III.B.1.4 ARC Campus Safety (including ACES C-CERT CPTED)
III.B.1.5 Safety Program and Resources
III.B.1.6 Safe Campus Initiative III.B.1.7 Buildings, Grounds, and Safety Committee
III.B.1.8 Maintenance Connection Work Order
III.B.1.9 Educational Master Plan Website
III.B.1.10 Art Locker Project
III.B.1.11 Culinary Arts Project
III.B.1.12 Educational Master Plan Website
III.B.1.13 EMP Ranking Criteria Matrix
III.B.1.14 State Capital Outlay Five-Year Construction Plan 2015-2016
III.B.1.a.1 LRCCD Strategic Goals and College Objectives
III.B.1.a.2 ARC Facilities Master Plan
III.B.1.a.3 ARC Technology Master Plan
III.B.1.a.4 Educational Master Plan Website
III.B.1.a.5 Program Review Website
III.B.1.a.6 ARC Facilities Master Plan
III.B.1.a.7 ARC Facilities Master Plan- 2003
III.B.1.a.8 Educational Master Planning Website
III.B.1.a.9 Smart Classroom Matrix from IT Committee
III.B.1.a.10 ARC Capital. Projects List
III.B.1.a.11 Transportation, Access and Parking Master Plan
III.B.1.a.12 Long Range Capital Needs Plan- Measure A & M
III.B.1.a.13 LRCCD Function Map
III.B.1.a.14 Local Bond Measure A
III.B.1.a.15 Local Bond Measure M
III.B.1.a.16 ARC Building, Grounds, and Safety Committee
III.B.1.a.17 LRCCD Strategic Plan
III.B.1.a.18 LRCCD Strategic Goals and College Objectives
III.B.1.a.19 Summary of Sustainability and Green Features III.B.1.a.20 ASB Recycling Can Requisition III.B.1.a.20.1 ASB Minutes: Recycling Initiative Funding
III.B.1.a.21 LRCCD Strategic Goals and College Objectives
266 American River College SELF EVALUATION REPORT 2015 STANDARD III
EVIDENCE EVIDENCE TITLE LABEL
III.B.1.a.22 Educational Master Plan Website
III.B.1.a.23 SMUD ARRA Smart Grid Project presentation III.B.1.b.1 CPTED Report 2014
III.B.1.b.2 ARC ADA Updated Transition Plan
III.B.l.b.3 Technology Master Plan
III.B.l.b.4 ACES Manual
III.B.l.b.5 Employee Self-Service (ESS) system
III.B.l.b.6 ARC Campus Safety (including ACES C-CERT CPTED)
III.B.l.b.7 ARC Emergency Procedures Booklet
III.B.l.b.8 Instructional Technology Center
III.B.l.b.10 Los Rios Police Department Crime Alert
III.B.l.b.11 Safety Program and Resources
III.B.l.b.12 Hazardous Materials Plan
III.B.l.b.13 2014 ARC Accreditation Survey
III.B.l.b.14 LRCCD Strategic Goals and College Objectives
III.B.2.a.1 Educational Master Plan Website
III.B.2.a.2 ARC Capital Projects List
III.B.2.a.3 State Capital Outlay Five-Year Construction Plan 2015-2016
III.B.2.b.1 LRCCD Strategic Plan
III.B.2.b.2 Educational Master Plan Website
III.B.2.b.3 Program Review Website
III.B.2.b.4 Smart Grid Industry Profile
III.B.2.b.5 Sustainability Insider Page
III.B.2.b.6 Sustainability Committee Facebook Page
III.B.2.b.7 LRCCD Strategic Plan
III.B.2.b.8 LRCCD Function Map
III.B.2.b.9 ARC Facilities Master Plan
American River College 267 STANDARD III SELF EVALUATION REPORT 2015
268 American River College SELF EVALUATION REPORT 2015 STANDARD III
Standard 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 The LRCCD and the College are committed to using technology to achieve institutional excellence. Both the District’s 2011 Strategic Plan and the College’s stated values, goals and objectives include instructional technology as an institutional goal [III.C.1.1, III.C.1.2].
The College and the District ensure that technological acquisition and support are adequate and appropriate for both the College instructional needs and institutional effectiveness. The College and the District collaborate on technology infrastructure decisions and vendor selection. To ensure the College voice is heard at the District, College representatives participate on District level governance committees and IT work groups, including the Education Technology Committee, which makes recommendations on District wide instructional technology matters. For example, this committee supported the decision to update the Colleges’ telephone system to allow voice and video conferences within Outlook.
At the College level, the technology experts from the Information Technology (IT) department support and maintain the College technology, and the College Instructional Media Services (IMS) department has responsibility for ARC’s media operations.
To guide technology planning and to ensure participatory governance in this planning, the College Technology Committee, one of eleven standing committees, includes representatives from faculty, management, classified staff, and students. The Technology Committee provides input on College wide technology decisions, facilitates College wide communication on technology issues, and represents ARC interests on District wide technology decisions. While curriculum contents and descriptions are the purview of the Curriculum Committee, the Technology Committee sets uniform procedural guidelines for Distance Education courses. The Technology Committee originally authored and has updated the Guidelines for Web-based Instruction [III.C.1.2.1]. The document provides guidelines to faculty and administrators for DE courses, including pedagogical, technical, legal, and organizational best practices.
The Technology Committee prepares the College Technology Master Plan [III.C.1.3], which integrates technology with College wide planning processes and ties technology directly to student learning. The College Technology Master Plan also informs the institution’s Distance Education (DE) Plan [III.C.1.3.1]. Both plans strive to guide the implementation, evaluation, and improvement of technology to support and improve student learning. The College is revising both planning documents, with anticipated approval by the PCC in 2015-16.
American River College 269 STANDARD III SELF EVALUATION REPORT 2015
In addition to the Technology and DE Plans, the College uses a variety of planning processes to assess the College technology needs. The College assesses instructional technology needs through the EMP process, a resource allocation request process by which departments and programs evaluate current and new outcomes and technology needs [III.C.1.4]. SLO evaluations [III.C.1.5] and the six-year Program Review [III.C.1.5.1] provide additional assessment tools, and CTE programs receive industry guidance from annual meetings with advisory committees [III.C.1.6]. Each year, ARC managers set College wide priorities for technology projects, e.g., acquiring equipment for new initiatives or upgrading equipment in existing labs [III.C.1.7, III.C.1.8].
The College IT Department regularly evaluates the College technology infrastructure with security scans and other assessment tools to ensure that adequate space, power, and network equipment are available to support student learning. The IT Department regularly reviews faculty computers and uses an established process to upgrade as many as possible with available funds. The hardware renewal timelines recommend replacing office computers at five-year intervals and computer lab machines at three-year intervals [III.C.1.8.1]. The IT department also monitors IT Help Desk tickets to identify emerging patterns of technology demands. The IT Help Desk ticketing system includes system information from system users, program logs, and other records of other requests made through the IT Help Desk [III.C.1.9].
The College also relies on regular College wide surveys such as the annual District and College Employee Perception Survey and the Accreditation Survey to assess technology needs [III.C.1.9.1, III.C.1.10], and the Instructional Technology Center regularly assesses technology needs through surveys sent to participants at technology-centered professional development events [III.C.1.11]. The College assesses student technology needs using the College Distance Education Student Satisfaction Survey and the California Community College Survey of Student Engagement (CCSSE) [III.C.1.11.1, III.C.1.12].
Self Evaluation Collaboration with the District allows the College to design and implement strategic technology planning. Additional guidance and assessment of technology needs come from the College Technology Master Plan, Distance Education Master Plan, and assessments from the College robust planning processes. The participatory governance processes ensure that all voices contribute to the College technological planning.
The 2014 ARC Accreditation Survey notes that 62.8% (n=250) of employee respondents agree that the College maintains, upgrades, or replaces technology to meet instructional and staff needs. In that same survey, 55.8% (n=231) of employee respondents agree that the College “plans for and supports technology innovation” [III.C.1.13].
In the 2014 CCSSE, 55% of students agreed that attending college had contributed to building their personal skills, knowledge, and development using computers and technology, and 47% of students use the computer labs at the College [III.C.1.14]. In the LRCCD DE Student Satisfaction Survey, 84.1% (n=925) of ARC students agreed that taking DE courses at the College met their learning goals [III.C.1.15].
270 American River College SELF EVALUATION REPORT 2015 STANDARD III
Actionable Improvement Plan None.
III.C.1.a Technology services, professional support, facilities, hardware, and software are designed to enhance the operation and effectiveness of the institution.
Descriptive Summary The College strives to provide sufficient and appropriate support, facilities, and technology to enhance the operation and effectiveness of the College. The College regularly plans and assesses the currency and reliability of its technology through its planning processes, including EMP, Program Review, and surveys such as the District Employee Satisfaction Survey and the DE Student Satisfaction Survey.
The College has made a commitment to enhance institutional effectiveness with current and reliable technology, both hardware and software. For example, the College is currently retrofitting the wireless infrastructure of older campus structures, and IT services retain responsibility for assessing, planning, and deploying the distribution of the wireless network at all three of the College outreach centers, i.e., McClellan, Natomas, and Mather. To ensure institutional technology meets end-user needs, the College decentralizes technology innovation. For example, departments and programs support and organize their own integration of iPads, Chromebooks, laptops, and smart boards. The College tracks technology needed to support instruction through the EMP resource requests.
The College also ensures that software meets current user demands. IT services maintain and evaluate the currency of the desktop software installed on computers at all of the College campuses. For example, the District’s Microsoft Volume License Agreement (MVLA) allows the installation of any Microsoft client operating system and all Microsoft applications on all District computers. IT coordinates the purchase of desktop applications not covered under the MVLA.
Instructional and faculty office computers are assessed regularly for currency and efficiency, and over time, the College developed a “cascading process” to upgrade computers based on the technology required to support instructional tasks. The cascade process provides a systematic method for distributing Partnership for Excellence (PFE) funds to purchase lab computers. The College replaces computers in high software demand classrooms, e.g., Geographic Information System and AutoCAD design programs, every three years and “cascades” the older machines into classrooms with lower software requirements. This systematic resource redistribution process allows the College to ensure that high demand classrooms receive upgrades while also supporting lower demand classrooms [III.C.1.a.1].
To ensure the College community can use technology effectively, the College offers tech support and training for faculty, staff, and students. IT offers prompt help, and the Instructional Technology Center (ITC) offers technology workshops and online support, including an eight-
American River College 271 STANDARD III SELF EVALUATION REPORT 2015
week hybrid Online Teaching Institute. The Learning Resource Center offers workshops on commonly used software [III.C.1.a.2, III.C.1.a.3, III.C.1.a.4, III.C.1.a.5, III.C.1.a.5.1].
Many courses use technology to enhance instruction for both on-ground and online students, and the College, in collaboration with the District, works to provide appropriate technology to meet those needs. For example, in 2011, the College, in collaboration with the District Educational Technology Committee, decided to replace the ARC iMail system with Gmail to accommodate growing student email demands. This District wide decision also includes College access to Google Educational Apps including Google Drive, Google Calendar, and Google Sites.
As part of its training and support for faculty and staff, the ITC offers technology support through both a general Distance Education website [III.C.1.a.6] and a DE/Hybrid Course page [III.C.1.a.7]. For students, the ITC maintains the Los Rios D2L Resources website [III.C.1.a.8] and offers a not-for-credit Sample D2L Class [III.C.1.a.9]. Additionally, the College instructional and support services use technology to support student learning. For example, the ARC Library [III.C.1.a.10, III.C.1.a.11], the Learning Resource Center [III.C.1.a.12], and the Tutorial Center [III.C.1.a.13] all rely on technological solutions to help meet student needs. Other examples of technology-supported student services include a pilot Distance Counseling solution [III.C.1.a.14] and a personalized financial aid portal, My ARC Financial Aid [III.C.1.a.15]. (See Standards IIB and IIC for detailed description of these services.)
The College also uses technology for internal and external communication through Ingeniux content management system (CMS) software. The College printing service offers all-digital printing services to produce high quality products [III.C.1.a.15.1].
The College recognizes that secure access to technology is paramount. The District provides secure online email and course management software access for students, faculty, and staff [III.C.1.a.16, III.C.1.a.17]. The College requires that passwords be changed every 90 days and have limited repeatability [III.C.1.a.18]. The College and District Office IT departments maintain authentication processes and set guidelines for anti-virus programs, user password control, computer and network security, and issue network security alerts to computer users [III.C.1.a.19, III.C.1.a.20, III.C.1.a.21, III.C.1.a.22].
To ensure compliance with laws and regulations concerning information security, [III.C.1.a.23], the four Los Rios colleges have each appointed information security officers who meet monthly with the District information security officers and other District staff tasked with coordinating implementation of District policy and regulation supporting information security, including information security training. Among its tasks, the District wide information security work group created the required online training that must be completed every three years by all employees of the District. (More information about the College technology security and back up procedures are in Standard III.C.1.c.)
Self Evaluation The College plans for current and emerging technology needs through integrated planning processes (i.e., EMP, Program Review, Technology and Distance Education Master Plans, etc.) and governance (i.e., the work of the Technology Committee). Ongoing District wide IT
272 American River College SELF EVALUATION REPORT 2015 STANDARD III collaboration remains a high priority, and ARC representatives on governance groups and IT work groups ensure that the College needs are understood.
The College provides technology support that is comprehensive, secure, and sensitive to the needs of the students and to those who provide instruction and assistance to the students. In the 2014 ARC Accreditation Survey, 65.8% (n=231) of employee respondents agree with the statement “The College plans for and supports technology innovation” [III.C.1.a.24].
Provisions for reliability, disaster recovery, privacy, and security are in place and reviewed regularly at both the College and District levels. The District and College IT committees and the District ISO work group provide oversight and direction to ensure the security of data and reliability of technology services. Both the College and the District strive to protect the College online servers from intrusion and against vulnerabilities. Both the College and the District have substantial disaster recovery plans, which are regularly updated to ensure continuous and reliable operation and technology support.
Actionable Improvement Plan None.
III.C.1.b The institution provides quality training in the effective application of its information technology to students and personnel.
Descriptive Summary The institution provides substantial technology training for faculty, staff, and administration through a variety of means.
Instructional Training The College regularly offers instructional technology workshops in a wide variety of formats. The ITC offers the biannual Online Training Institute (OTI) [III.C.1.b.1] staffed by the Instructional Technology and Distance Education Coordinators. In the OTI, faculty learn to use D2L and other online tools to support instruction. Faculty and staff may also attend shorter technology workshops [III.C.1.b.2] and drop-in labs [III.C.1.b.3]. The ITC also offers Lynda.com, an online self-paced training library with more than 2,900 software, career development, and technology training titles [III.C.1.b.4]. The ITC website offers additional technology support and information and other guidelines for instructional technology use, including accessibility guidelines [III.C.1.b.5]. The ITC regularly assesses its current training through participant surveys.
Each department and program with a smart classroom collaborates with division or area IT personnel to offer training on new technology. The division IT personnel are responsible for division technology maintenance and training. Faculty and staff can also access District online tutorials in technology [III.C.1.b.6, III.C.1.b.7].
American River College 273 STANDARD III SELF EVALUATION REPORT 2015
Faculty [III.C.1.b.8], classified staff [III.C.1.b.9], and administration [III.C.1.b.10] each have a dedicated Professional Development Committee that sets goals and objectives for training, including training related to technology. As its name implies, the Professional Development Coordination Committee coordinates and provides guidance to the constituency-based committees [III.C.1.b.11]. Additionally, the end-of-year reports of these committees assist the PCC with tracking overall College professional development efforts [III.C.1.b.12], and surveys distributed to professional development workshop participants provide helpful feedback on the effectiveness of the training [III.C.1.b.13]. Finally, the ITC seeks suggestions for future technology training topics from the College community several times a year [III.C.1.b.14].
Office of Institutional Research Training The College also offers training with research and planning software and web applications. The OIR staff along with volunteer faculty offer training for OIR-developed systems such as the EMP [III.C.1.b.15] and Program Review [III.C.1.b.16]. This training also covers web applications and data collection systems such as TracDat for reporting SLO assessment results.
Student Services Training Most of the technology training offered to staff and faculty in Student Services is “on the job” or “as needed” training for applications such as OnBase, SARS, and the various components of PeopleSoft. Staff who use PeopleSoft have access to the User Productivity Kit (UPK), an online tutorial concerning specific functions. Group workshops and ongoing training are offered with any major PeopleSoft conversion. For example, the Counseling department offers counseling faculty and staff ongoing training with the iSEP software [III.C.1.b.16.1].
Library Technologies Training Library faculty provide technology training for faculty, staff, and students on library catalog processes, research databases, Internet search, eReserves, and interlibrary loan systems [III.C.1.b.17]. Library faculty and staff also receive technology training through vendor seminars, online webinars, District workshops, and professional association opportunities.
Office Productivity Training The public information office, the ITC, and the web design specialist provide technology training on office software applications and hardware. Training needs are identified through new technology needs, by request, or through Help Desk ticket analysis. The ITC offers pre-semester flex sessions [III.C.1.b.18] along with professional development in College Hour workshops [III.C.1.b.19]. The ITC also offers individual and drop-in training.
Student Training Students receive technology training through student services, the library, and the computer labs for topics such as eServices, online research tools, operation of lab technologies (e.g., pay for print system), financial aid application requests, and wireless network access. Training is offered in a variety of modalities including online, on-ground, individual, or small group workshops. The LRC regularly offers students technology workshops and drop-in training in commonly used applications (e.g., Word, Excel) [III.C.1.b.20]. Additionally, the College library offers
274 American River College SELF EVALUATION REPORT 2015 STANDARD III workshops and online training to help students develop and enhance their technological information literacy [III.C.1.b.21].
Students also have access to technology training through credit-based coursework. Most of this coursework is provided in the academic departments of Computer Science, Business Technology, Art New Media, and Library Services [III.C.1.b.22, III.C.1.b.23, III.C.1.b.24].
The College strives to provide equal access to technology for students with disabilities. Students can find access and guided accessible technology training through DSPS for such accessible technologies as text readers, e-book services, and alternative media and equipment [III.C.1.b.25]. Students commonly work in the DSPS Alternative Technology Computer (ALT) Lab or Alternative Media Office. College faculty and staff frequently refer students to DSPS for technology support when appropriate.
The College also offers a number of computer labs to help students succeed, and each computer lab is staffed with Instructional Assistants and student help. The College main campus offers eight computer labs for student use, including a Business Technology Lab and a Business Computer Lab. As noted, students with disabilities can access technology training through the DSPS Adaptive Technology Center. Students applying for financial aid online can find support in the Financial Aid Lab, and students engaged in enrollment or registration activities can find support through the e-Services lab. The LRC and the Library Computer Labs also offer students computer access with software to accommodate students with disabilities [III.C.1.b.26]. The Natomas Center offers a Learning Resource Center, including a computer lab with 36 student stations. (Refer to Standard II.C for more detailed information on College computer labs and support.)
Self Evaluation The College regularly assesses current and emerging faculty, staff, and administrative technology and accessible technology training needs. The College tracks Help Desk tickets, resource requests in the EMP, and self-assessments in the Program Review. Additionally, through participant surveys, the College tracks requests for and the efficacy of technology workshops. The College and the District also assess technology needs through the annual Employee Perceptions survey and the DE Student Satisfaction Survey. CCSSE also provides student technology feedback [III.C.1.b.27, III.C.1.b.28, III.C.1.b.29]. The Technology Committee uses these assessments as well as the Technology and DE Master Plans to strategically plan technology use and expansion.
The College has dedicated specific facilities to technology training: the ITC for faculty and staff and the LRC for students. These resources are supplemented by programs and facilities provided for students by the library, curriculum offerings, and various computer labs throughout the College, including the Natomas Educational Center. Subject to the availability of resources, the College expands training opportunities in response to requests from faculty, staff, and students.
The institution most recently assessed the effectiveness of its technology training as part of the 2014 Accreditation Survey of faculty, classified staff, and management [III.C.1.b.30]. The survey
American River College 275 STANDARD III SELF EVALUATION REPORT 2015
results indicated that 67% (n=170) of ARC employees agreed that the College provides appropriate technology training for faculty and staff. That same survey indicates that 57.8% (n=170) of respondents agree with the statement “ARC provides appropriate technology training for students.”
In the 2014 CCSSE, the College assessed current student technology use and needs. The survey indicated that 67.8% of students used computers in their academic work, 46% of respondents used the College computer labs, and 58.5% of student respondents were satisfied with the computer labs. In that same survey, 81.6% of students said that access to the College computer labs was very important [III.C.1.b.27].
Actionable Improvement Plan None.
III.C.1.c The institution systematically plans, acquires, maintains, and upgrades or replaces technology infrastructure and equipment to meet institutional needs.
Descriptive Summary The College provides for the management, maintenance, upgrade, and operation of its technology infrastructure and equipment through various collaborative planning and funding efforts. As part of this process, the College IT Department works closely with District Office IT (DO IT) and with the District Education Technology and the College Technology Committees to facilitate access, acquisition, communication, and consistency in equipment purchases, protocols, and functionality.
The College Technology Master Plan and the DE Master Plan both guide the planning, development, acquisition, maintenance, and upgrade of the College technology infrastructure [III.C.1.c.1, III.C.1.c.2]. The annual College EMP process and the six-year Department Program Review process integrate department and program resource requests, including technology requests, into the resource allocation process. [III.C.1.c.3, III.C.1.c.4].
The College Technology Committee has responsibility for creating systematic guidelines (e.g., The Procedural Guidelines for Web-Based Instruction [III.C.1.c.5]), reviewing major new purchases (e.g., ASK ARC [III.C.1.c.6]) and developing new technology standards for the College. One new technology standard implemented since 2009 is smart media technology for classrooms--a projection system with advanced video and sound capabilities and a controller allowing the instructor to switch between a laptop or the instructor computer station. Recommendations from the Technology Committee go to the PCC to be discussed and addressed in the future [III.C.1.c.7].
The College also includes in its planning and resource allocation processes the guidance from such groups as advisory committees [III.C.1.c.8] and significant technology initiatives such as the iPad Initiative, a group of over 30 faculty and classified employees working to develop and
276 American River College SELF EVALUATION REPORT 2015 STANDARD III implement methodologies for iPad use in instruction and student support services [III.C.1.c.9, III.C.1.c.10].
The College IT Department annually reviews and maintains hardware and software maintenance contracts to ensure timely repairs and access to support information. IT continuously monitors technology needs through analysis of its Help Desk ticket records and uses the annual IT operational budget to cover maintenance costs, server refreshment cycles, and repairs [III.C.1.c.11].
The College technology funds come from various sources with specific requirements for using the funds; i.e.:
• State Funds: provided by the CCCCO [III.C.1.c.12] through grants and categorical funding to colleges • District wide Funds: State-allocated SMSR funding used for infrastructure technology projects and SIEF funding for instructional projects • College wide Funds: funding support for technology supported by several funding sources, including District level bonds, categorical funding from the state chancellor’s office, grants from other sponsors, and general revenue funds • Department Funds: created by instruction departments and the vice president of instruction, a decentralized funding system for computer lab upgrading • IT Funds: allocated to the IT department to maintain campus wide hardware and software maintenance contracts. • External Funds: available from the State Department of Education and Federal Perkins Vocations and Technical Education (VTEA) for vocational support [III.C.1.c.13, III.C.1.c.14]. • College Bookstore Funds: annual discretionary funding for upgrading faculty computers through the annual Instructional Computer Lab refreshment fund [III.C.1.c.15].
The vice president of administration maintains special funding to refresh the wired and wireless infrastructure. ARC IT enters this need into its EMP to guide planning for technology funding. Because the DO IT manages the LRCCD network, ARC IT works with the DO IT to plan wired and wireless upgrades [III.C.1.c.16].
The Instructional Computer Lab refreshment fund allows the College to implement a five-year refresh cycle for current lab equipment for instructional use. The instruction deans in collaboration with the vice president of instruction and the IT supervisor meet regularly to coordinate upgrades to instructional technology in the labs. Decisions to upgrade are based on instructional needs and user requirements [III.C.1.c.17, III.C.1.c.18, III.C.1.c.19, III.C.1.c.20].
Once new equipment has been funded and installed, the College IT department regularly assesses the continued value of older equipment and transfers or “cascades” the older technology to departments whose tasks can be supported by lower processing speeds. Applying broadly to technology equipment, including servers, network hardware, wireless access points,
American River College 277 STANDARD III SELF EVALUATION REPORT 2015
computer labs, and staff computers, cascading allows the College to meet unexpected technological demands.
The College shares support responsibilities with the District for the network infrastructure and the newly implemented Voice Over IP (VoIP) phone system [III.C.1.c.21, III.C.1.c.22]. The College IT department maintains various backup methodologies on- and off-site to accommodate different server services as well as disaster recovery [III.C.1.c.23].
The District and College maintain the security of student and employee personal data. The College complies with the tri-level, District wide system for processing requests to access personal or high risk data [III.C.1.c.24]. The ISO and the IT Supervisor represent the College on the District wide ISO Committee that oversees implementation of District policy and regulation supporting information security. The College IT Department works closely with the District to maintain or exceed industry standards for reliable and secure technology, including disaster recovery backups both on- and off-site. Secure sites require authentication with employee or student identification numbers along with strong, regularly-updated passwords. Servers containing sensitive information are secure, backed up regularly, and accessible only by staff whose access has been processed through a District wide review process [III.C.1.c.25, III.C.1.c.26, III.C.1.c.27]. Managers and classified staff are required to complete online information security training and to update that training every three years. Information security training is optional for faculty.
The College has comprehensive plans in place for maintaining an available network for all users and providing backup for all critical files. The District and the College regularly scan College servers to check for and block vulnerabilities [III.C.1.c.28]. The College uses redundant internet network connections in multiple locations within the District's network and backs up files locally on separate storage devices, in addition to backing up files to remote District sites. The College’s physical servers use Shadow Copies for immediate recoveries and are backed up with Acronis for an electronic copy of the data. Custom scripts are also used to ship data off-site for disaster recovery, and data is frequently archived to tape, with monthly and yearly copies of the archive data stored at the College Natomas Educational Center. The College also mirrors its servers as well as having a copy of the databases off-site. Additionally, the District has recently installed a large storage system to allow for expanded disk-to-disk storage services.
The College vigilantly maintains data security, and the IT Department’s EMP includes records of continuous improvement in backup capability. The College virtual servers are backed up by Veeam software, with snapshots of all virtual volumes for immediate recovery and an asynchronous backup (AIM) of the storage area network off-site at the District Office. Frequency of back up depends on the criticality of the file and the frequency of file updating. At primary sites and backup sites, only authorized staff may access all servers, and the College and the District use network firewalls to prevent unauthorized access to the District and College networks and files. College IT, in coordination with the District Office IT, regularly performs vulnerability and intrusion scanning on the network servers to evaluate the degree of data security. Recently, the District upgraded the Vormetric Encryption appliances that provide encryption to all the shared files in the Admin domain [III.C.1.c.29].
278 American River College SELF EVALUATION REPORT 2015 STANDARD III
The College has also installed an emergency generator and Uninterruptable Power Supply (UPS) system to protect further the College data storage and main network electronics in case of a power outage or other severe interruption to the College IT systems. Planning for the original purchase and continued upgrading of this system is included in the IT Department’s EMP [III.C.1.c.30].
Self Evaluation Both the College and District have technology plans that help to ensure the adequacy and security of the College and District’s infrastructure and equipment. District planning has resulted in extensive improvements to technology infrastructure and equipment during the past six years. These improvements include improvements to information security systems and disaster recovery. Additionally the College and District upgraded high speed fiber-optic networks linking the four colleges and the District; upgraded PeopleSoft as well as employment of its Campus Solutions modules; and added advanced features for and implementation of SOCRATES, the District’s curriculum management system.
College level planning has led to improvements in College technology infrastructure, including updated computer presentation equipment in classrooms. Compiled by the Technology Committee, the College Technology Master Plan [III.C.1.c.31] and DE Plans [III.C.1.c.32], each revised in 2014-2015 (with adoption expected in fall, 2015), address the College mission, vision, and values statements to ensure that technology planning connects to overall institutional planning.
The College uses the Program Review and EMP planning processes, recommendations from the Technology Committee, and input from the faculty, staff, management, students, and DOIT to evaluate current and long-range plans for technology needs. The College has multiple pre- funded budgets to cover the cost of the College technology support.
A continuous cascade process ensures all computer equipment is upgraded to meet department and student learning needs. Emergency backup and data integrity are assured by a comprehensive set of backup strategies that protect both short-term copies of critical data and archives.
Actionable Improvement Plan None.
III.C.1.d The distribution and utilization of technology resources support the development, maintenance, and enhancement of its programs and services.
Descriptive Summary The College assures technology acquisition, infrastructure, and use support the College mission and goals [III.C.1.d.1, III.C.1.d.2, III.C.1.d.3].
American River College 279 STANDARD III SELF EVALUATION REPORT 2015
Both the College and the District use systematic processes to ensure that allocation of technology resources supports the core computing and network systems. The District’s conservative approach to budgeting reduces the swing between peaks and valleys of financial resources for technology and allows for a more consistent application of the maintenance and replacement plan (e.g., desktops are renewed every three years in classrooms, every five years in offices). Departments and programs document their technology needs in their annual EMPs, making it possible for the College to allocate prioritized technology needs based on industry standards [III.C.1.d.4]. Funding for technology at the College is established through the College budgetary processes, including but not limited to the use of program development funding (PDF) and Perkins monies [III.C.1.d.5, III.C.1.d.6, III.C.1.d.7]. (Additional information about technology funding sources is discussed in Standard III.C.1.c.)
The DO IT staff and managers guide the maintenance and systematic improvement of key technology systems at all four colleges in the District. These upgrades include enhancements for Payment Card Industry (PCI) compliance, network management and design, wireless support, phone system, and security [III.C.1.d.8]. College IT staff support over 3,000 Macintosh and Windows workstations and multiple servers offering web access and shared network file storage, Sharepoint [III.C.1.d.10], and print services [III.C.1.d.11]. In-house programmers create custom programming applications, including positive attendance tracking systems; online inventory; EMP, Program Review, and the Planning Coordination Council’s planning and reporting templates; document archives; and IT Help Desk ticketing [III.C.1.d.12, III.C.1.d.13, III.C.1.d.14].
The College IT [III.C.1.d.15] and Instructional Media Services (IMS) [III.C.1.d.16] departments, led by the dean of Planning, Research, and Technology, provide technology support and assistance for the College. The ITC instructional staff, supervised by the associate vice president of instruction for library and learning resources, provides instructional technology training and support for faculty and staff [III.C.1.d.17].
Current technological improvement projects at the College include the upgrade of the College core network electronics from a 1GB backbone to the 10GB backbone. The District is also upgrading the wireless network from the older 802.11b/g/n to the new 802.11AC network to meet the College increasing wireless demands. Finally, the District has implemented a secure PCI-compliant network solution and migrated the analog phone system to VoIP. This new phone system allows all staff and faculty to retrieve and answer phone communication through a system integrated with other forms of communication, including email and video conferencing.
The College plans and implements technology to meet the emerging demands of its departments and support programs. For example, disciplines in CTE and Allied Health are often required to have current technology to meet industry standards and to meet the recommendations of their advisory committees. Design technology, music, and chemistry also use industry specific technology in their computer labs [III.C.1.d.18, III.C.1.d.19, III.C.1.d.20, III.C.1.d.21, III.C.1.d.22]. To support the success of all students, the College prioritizes maintenance and upgrade schedules for the technology used by special needs programs. For example, DSPS offers students
280 American River College SELF EVALUATION REPORT 2015 STANDARD III specific access and support technology such as e-reading applications and tactile image-makers [III.C.1.d.23, III.C.1.d.24].
The College outsources some technology support needs to vendors. Commercial software programs such as the student appointment scheduling and reporting system (known as SARS- GRID), Onbase, and PowerFAIDS, though housed on College servers, require vendor support [III.C.1.d.25, III.C.1.d.26, III.C.1.d.27], and the College Bookstore and the Oak Cafe both have proprietary systems requiring vendor support [III.C.1.d.28, III.C.1.d.29]. In these cases, College IT works as a liaison between users and the vendor in troubleshooting issues, applying updates, and providing hardware support.
Although the IT Department is responsible for the implementation and support of much of the College technology resources, many instructional areas also have their own technology support staff. The areas of Business and Computer Science, Technical Education, Science, Fine and Applied Arts, Learning Resource Center, Instructional Media Services, Enrollment Services, and English and Humanities are areas with their own discipline-specific technology support staff that train with and collaborate with the College IT Department to ensure cohesion.
As noted in III.C.1, the College assesses technology needs regularly. The SLO, EMP, Program Review, and Help Desk ticket provide data for the College analyses of current and projected technology needs. The College also uses the Technology and Distance Education Master Plans to guide technology decisions.
When necessary, the College planning processes allow for some flexibility in technology distribution and upgrades. For example, evolving industry standards in software requirements may outweigh general replacement timetables.
The DO IT department supports the College technology maintenance. DO IT has primary responsibility for the electronic equipment that comprises both the local- and wide-area networks and the wireless network. DO IT also has primary responsibility for employee account creation, email, payroll, VoIP phone, student enrollment, and learning management systems and creates portals for employee access and productivity. To reduce downtime and network interruption, the DO IT built and tested a secure fiber ring for the Metropolitan Area Network (MAN), connecting all colleges and educational centers in the District. This system is designed with no single point of failure and, like all other key systems, is subject to frequent testing. Alternative backup power helps to ensure reliable operation of the infrastructure, even in catastrophic conditions such as flooding. This new, more simplified network architecture has reduced network down time over the last three years. Further, the District’s server virtualization has reduced costs and improved operational stability.
Self Evaluation The College designs, distributes, implements, and assesses technology through the EMP and Program Review planning processes. Funding is established through the College budgetary processes, including use of such funds as program development (PDF) and Perkins funding [III.C.1.d.30, III.C.1.d.31].
American River College 281 STANDARD III SELF EVALUATION REPORT 2015
The College regularly and systematically plans, reviews, and updates equipment, software, and hardware, and network, upgrades. College IT monitors the technology infrastructure and assures adequate space, power and switch equipment are available to support the College network. All technology requirements and vendor liaison matters are routed through IT for software, hardware, and equipment requisition. IT uses secure infrastructure such as firewalls and anti-virus software on all College computers.
Actionable Improvement Plan None.
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 uses the District Strategic Plan Goals to guide the College technology decisions [III.C.2.1]. The District’s core value of decentralized decision-making, echoed in the College Decision Making Handbook [III.C.2.2], empowers teams and individuals closest to the technology issues to assess, plan, implement, and evaluate technology needs.
At the District level, technology assessment occurs through reviewing and updating the Information Technology Plan every three years [III.C.2.3] and through self-assessment via the District Office Program Review process occurring every six years. Additional DO IT assessment of technology needs occurs through meetings of various District committees, including the Educational Technology Committee, and through various meetings of end-users of PeopleSoft, SOCRATES, and the Desire2Learn learning management system. For example, librarians from across the District meet regularly to assess online databases and other library technologies. Also, when the librarians decided that a new library management system was needed, they shared the process and progress with the Budget Committee [III.C.2.4].
Assessment of technology needs also occurs on an as-needed basis. For example, when the District experienced problems with its previous learning management system, the District created an ad hoc committee with representatives from the District staff and the four colleges’ faculty and staff. The ad hoc committee assessed the capabilities, cost, and reliability of other learning management systems and, after a year-long process recommended that the District seek a contract for the D2L learning management system that is now in place.
The Technology Committee, one of the eleven College standing committees, guides the College strategic planning for technology. This planning is integrated with the College institutional planning process through the Committee’s reports to the PCC [III.C.2.5] as well as other pertinent committees such as those involving resource allocation. The Technology Committee ties its own vision [III.C.2.6] to the College value statement about technology: “Responsible and effective use of technology supports the College mission and helps students develop the skills
282 American River College SELF EVALUATION REPORT 2015 STANDARD III necessary for being successful in the contemporary environment” [III.C.2.7]. The Technology Committee develops the College Technology Plan and works with the College IT Department to implement technology support.
Supported by decentralized decision-making and the Technology and Distance Education Master plans, the College plans, implements, and assesses technology decisions using the continuous improvement model of institutional planning at the College. The College technology decision making process is guided by the College Objectives (formerly “focus areas”) [III.C.2.8], the College Vision, Mission, and Values [III.C.2.9], the College Technology Master Plan [III.C.2.10], and the Distance Education Plan [III.C.2.11]. These planning documents are integrated with individual departments’ EMPs [III.C.2.12], Program Reviews [III.C.2.13] and the institutional planning processes [III.C.2.14].
The District and the College assess technology usage and needs by regularly administering several surveys to employees and students, including the 2014 ARC Accreditation Survey [III.C.2.15], the ARC Distance Education Student Satisfaction Survey [III.C.2.16], and the Community College Survey of Student Engagement [III.C.2.17]. The ITC also conducts a survey each semester for staff to voice their requests for future technology trainings [III.C.2.18].
The College participatory governance groups also assess technology needs at the College. The Technology Committee; the Curriculum Committee’s Distance Education Committee; the Buildings, Grounds & Safety Committee; and the Budget Committee frequently evaluate technology needs and usage at regular committee meetings, in yearly reports, and through periodic surveys [III.C.2.19, III.C.2.20, III.C.2.21]. Deans and vice presidents assess technology needs at the Deans’ meetings and in the budgeting and EMP prioritization process. The IT supervisor regularly assesses technology needs at both District wide and College IT supervisors’ meetings [III.C.2.22]. The College IT Department maintains a faculty computer list and computer lab list [III.C.2.23] and uses processing speed as the criterion for assigning new computer resources [III.C.2.24]. Departments and programs assess their own technology needs through the College SLO assessment, EMP, and Program Review processes.
Self Evaluation The College integrates technology planning into the College systematic planning processes [III.C.2.25, III.C.2.26].
The 2014 ARC Accreditation Survey indicates that 65.8% (n=231) of employee respondents agree that the College plans for and supports technology. Further, 62.8% (n=250) agree that “Overall, ARC maintains, upgrades, or replaces its technology infrastructure and equipment to meet instructional and staff needs” [III.C.2.27].
Departments and instructional areas use the EMP and Program Review processes to assess the effective use and implementation of instructional technologies and to ensure the technologies meet instructional needs [III.C.2.28, III.C.2.29]. IT Department, Instruction and Student Services deans and vice presidents also evaluate the use of College technology resources and link their assessment and planning processes with other College planning processes, including those for budget, new staffing, and other resources.
American River College 283 STANDARD III SELF EVALUATION REPORT 2015
The District provides an even higher level of assessment through its DO IT Program Review process and regular review of its Information Technology Plan [III.C.2.30].
Actionable Improvement Plan None.
List of Evidence Standard III.C EVIDENCE EVIDENCE TITLE LABEL III.C.1.1 LRCCD Strategic Plan III.C.1.2 ARC Mission, Vision and Values Statement III.C.1.2.1 ARC Guidelines for Web-Based Instruction III.C.1.3 ARC Technology Master Plan 2015 III.C.1.3.1 ARC DE Plan III.C.1.4 Educational Master Plan Website III.C.1.5 SLO Assessment Website III.C.1.5.1 Program Review Website III.C.1.6 ARC Advisory Committees III.C.1.7 Criteria for Computer Lab Upgrades III.C.1.8 Inventory of Faculty Computers: 2013-14 III.C.1.8.1 Faculty Computers Replacement Process III.C.1.9 IT Help Desk III.C.1.9.1 ARC 2014 Accreditation Survey III.C.1.10 ARC Employee Satisfaction Survey 2014 III.C.1.11 ITC Workshop Evaluation Survey III.C.1.11.1 ARC Distance Education Student Satisfaction Survey 2014 III.C.1.12 CCCSE Survey 2014 III.C.1.13 ARC 2014 Accreditation Survey III.C.1.14 CCCSE Survey 2014 III.C.1.15 ARC Distance Education Student Satisfaction Survey 2014 III.C.1.a.1 Inventory of Faculty Computers: 2013-14 III.C.1.a.2 ITC D2L Help III.C.1.a.3 ITC Workshops III.C.1.a.4 ITC Website III.C.1.a.5 ITC Online Teaching Institute III.C.1.a.5.1 LRC Student Success Workshops III.C.1.a.6 Distance Education website III.C.1.a.7 Distance Education/Hybrid Courses III.C.1.a.8 LRCCD D2L Resources
284 American River College SELF EVALUATION REPORT 2015 STANDARD III
EVIDENCE EVIDENCE TITLE LABEL III.C.1.a.9 Free Sample D2L Class III.C.1.a.10 ARC Library III.C.1.a.11 Library DE Services III.C.1.a.12 Learning Resource Center III.C.1.a.13 Tutorial Center III.C.1.a.14 Distance Counseling III.C.1.a.15 My ARC Financial Aid III.C.1.a.15.1 ARC Print Services III.C.1.a.16 Outlook Email Login III.C.1.a.17 Google Apps Login III.C.1.a.18 ARC Password FAQ III.C.1.a.19 ARC Anti-Virus Policies III.C.1.a.20 ARC IT Security Policies III.C.1.a.21 District ISO Agenda III.C.1.a.22 ARC IT Data Security III.C.1.a.23 LRCCD Board Regulation R-8871 Information Security III.C.1.a.24 ARC 2014 Accreditation Survey III.C.1.b.1 Online Teaching Institute III.C.1.b.2 ITC Workshop: Accessible Files III.C.1.b.3 ITC Workshop Listings III.C.1.b.4 Lynda.com III.C.1.b.5 ITC Accessibility Guidelines III.C.1.b.6 LRCCD IT Page III.C.1.b.7 LRCCD Outlook Tutorial III.C.1.b.8 Faculty Professional Development Committee III.C.1.b.9 Classified Professional Development Committee III.C.1.b.10 Management Professional Development Committee Minutes III.C.1.b.11 Professional Development Coordination Committee III.C.1.b.12 PCC End-of-Year Reports III.C.1.b.13 ITC Workshop Evaluation Form III.C.1.b.14 ITC Semester Feedback Email III.C.1.b.15 Educational Master Plan Website III.C.1.b.16 Program Review Website III.C.1.b.16.1 ISEP Manual III.C.1.b.17 Library “Can We Help You?” III.C.1.b.18 ITC Flex Sessions III.C.1.b.19 ITC Workshops III.C.1.b.20 Student Success Workshops
American River College 285 STANDARD III SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL III.C.1.b.21 Library “Get Help” III.C.1.b.22 Business Technology Course Listings III.C.1.b.23 Computer Information Science Web Page III.C.1.b.24 Library Web Page III.C.1.b.25 DSPS Alternative Technology III.C.1.b.26 ARC Computer Labs III.C.1.b.27 CCSSE 2014 III.C.1.b.28 Distance Education Student Satisfaction Survey 2014 III.C.1.b.29 ARC Employee Perception Survey 2014 III.C.1.b.30 ARC 2014 Accreditation Survey III.C.1.c.1 ARC Technology Master Plan III.C.1.c.2 ARC Distance Education Plan III.C.1.c.3 Educational Master Plan Website III.C.1.c.4 Program Review Website III.C.1.c.5 Guidelines for Web-Based Instruction III.C.1.c.6 AskARC III.C.1.c.7 Planning Coordination Council III.C.1.c.8 Advisory Committee Webpage III.C.1.c.9 Technology Committee Minutes: October 14, 2013 III.C.1.c.10 iPad Initiative III.C.1.c.11 IT Discretionary Funds III.C.1.c.12 State Chancellors Office Main Webpage III.C.1.c.13 State Department of Education III.C.1.c.14 VTEA/Perkins III.C.1.c.15 ARC Bookstore III.C.1.c.16 LRCCD IT Unit Plan III.C.1.c.17 College Computer Labs Hardware List III.C.1.c.18 Criteria for Upgrading Computer Labs III.C.1.c.19 New Computer/Hardware Costs III.C.1.c.20 Faculty Computer List III.C.1.c.21 LRCCD IT Unit Plan III.C.1.c.22 DO IT Action Plan Dec 2013 III.C.1.c.23 Sample Intrusion Scan III.C.1.c.24 Network Security Information Page III.C.1.c.25 ARC Anti-Virus Guidelines III.C.1.c.26 LRCCD Password Management Policies III.C.1.c.27 Network Security Information Page III.C.1.c.28 Scan Example
286 American River College SELF EVALUATION REPORT 2015 STANDARD III
EVIDENCE EVIDENCE TITLE LABEL III.C.1.c.29 Vormetric Website III.C.1.c.30 ARC IT EMP III.C.1.c.31 ARC Technology Master Plan 2015 III.C.1.c.32 ARC Distance Education Plan 2015 III.C.1.c.33 Technology Committee III.C.1.d.1 ARC Technology Master Plan 2015 III.C.1.d.2 ARC Distance Education Plan 2015 III.C.1.d.3 Institutional Planning At ARC: an Overview III.C.1.d.4 Educational Master Plan Website III.C.1.d.5 ARC Technology Master Plan 2015 III.C.1.d.6 Educational Master Plan Website III.C.1.d.7 Planning Coordination Council at ARC: An Overview III.C.1.d.8 IT Support III.C.1.d.10 Sharepoint III.C.1.d.11 Print Services III.C.1.d.12 Educational Master Plan Website III.C.1.d.13 Program Review Website III.C.1.d.14 IT Help Desk III.C.1.d.15 IT Support III.C.1.d.16 Instructional Media Services III.C.1.d.17 Instructional Technology Center (ITC) III.C.1.d.18 Design Technology Catalog Pages III.C.1.d.19 Email from Merlin Van Reganmorter (Music Faculty) III.C.1.d.20 Email from Christina Overmiller (Nursing Faculty) III.C.1.d.21 Email from Linda Zarzana (Chemistry Faculty) III.C.1.d.22 Advisory Committees III.C.1.d.23 Email from Shane Spencer (DSPS) III.C.1.d.24 DSPS Alternative Media III.C.1.d.25 SARS-GRID Website III.C.1.d.26 Onbase Website III.C.1.d.27 PowerFAIDS Website III.C.1.d.28 ARC Bookstore III.C.1.d.29 Oak Cafe III.C.1.d.30 Educational Master Plan Website III.C.1.d.31 Institutional Planning At ARC: an Overview III.C.2.1 LRCCD Strategic Plan III.C.2.2 ARC Decision Making Handbook III.C.2.3 DO IT Unit Plan/Technology Plan
American River College 287 STANDARD III SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL III.C.2.4 Budget Committee Minutes: November 18, 2013 III.C.2.5 PCC III.C.2.6 Technology Committee III.C.2.7 College Values III.C.2.8 College Objectives (formerly “focus areas”) III.C.2.9 ARC Vision, Mission, and Values III.C.2.10 ARC Technology Master Plan 2015 III.C.2.11 DE Master Plan 2015 III.C.2.12 Educational Master Plan Website III.C.2.13 Program Review Website III.C.2.14 Decision Making Handbook III.C.2.15 ARC 2014 Accreditation Survey III.C.2.16 ARC DE Student Satisfaction Survey III.C.2.17 CCSSE III.C.2.18 ITC Semester Survey III.C.2.19 Standing Committees III.C.2.20 Technology Committee End of Year Report III.C.2.21 D2L Usage Report III.C.2.22 DO IT Unit Plan III.C.2.23 Computer Lab Hardware List III.C.2.24 Faculty Replacement Computer Process III.C.2.25 Institutional Planning At ARC: an Overview III.C.2.26 Decision Making Handbook III.C.2.27 ARC 2014 Accreditation Survey III.C.2.28 Educational Master Plan Website III.C.2.29 Program Review Website III.C.2.30 DO IT Unit Plan
288 American River College SELF EVALUATION REPORT 2015 STANDARD III
Standard 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 connects its financial planning directly to the overall District budget, as described in the LRCCD Budgeting Principles and Formulas document [III.D.1.a.1], a document foundational to developing the District’s annual budget. Key among these objectives is the goal to be responsive to the District/College planning processes and related goals and objectives.
The District and College align their budgets with the goals and objectives of the District Strategic Plan [III.D.1.a.2] and the College Objectives (formerly focus areas) [III.D.1.a.3] developed by all constituent representatives and outlining both the long- and short-term directions for the District and the College. The alignment of financial planning with institutional goals and objectives is a continuous strategy that is evident in the allocation of financial resources from the District to the College and, subsequently within the College, as described below.
The District’s annual budget outlines the values, vision, mission, and goals of the District, as identified in the Strategic Plan [III.D.1.a.4 p. 38]. The District Annual Budget Executive Summary identifies specific budget goals that reflect the goals established by the colleges and the Board of Trustees for the budget year [III.D.1.a.5].
The District’s budget includes allocations to each college based primarily on approved staffing levels and related personnel costs along with funding to support the operational needs of the college using various formulas; funding that supports operational needs is referred to as Program Development Funds (PDF). The College also allocates funding for new instructional staff based on a formula that reflects new instructional staff positions to meet growth projections. It should be noted that once a resource has been directed toward a continuing cost, the budgeting for that resource becomes routine. Thus, the area where the most emphasis in budget development occurs is with new revenues [III.D.1.a.6]. The District Budget Committee, which includes representatives from all constituencies, reviews the annual budget for the District and makes recommendations to the Chancellor [III.D.1.a.7 p. 2].
American River College 289 STANDARD III SELF EVALUATION REPORT 2015
After receiving its funding allocation from the District, the College distributes those funds based on the institution’s planning cycle that has four components [III.D.1.a.8]:
• Goal setting, based on the District’s strategic plan goals and the College objectives identified within each of the District goals • Evaluation of the effectiveness of the college’s programs and services through Program Review and SLO assessment to improve student learning • Distribution and implementation of resources based on goal setting that supports student learning • Reevaluation of the effectiveness of the outcomes achieved as a result of the goal setting and resource allocation.
(See Standard I.A.4 and I.B.3 for more information on the institutional planning cycle.)
The College directly ties financial planning to institutional planning in this process, specifically within the EMP, in which departments define outcomes linked to the District strategic plan goals and the College objectives [III.D.1.a.9]. As a result, the institution’s mission and goals provide the foundation for financial planning. Departments annually review their outcomes and identify the resources necessary for achieving those outcomes. Including a resource in the EMP does not guarantee funding for that resource, but a resource will not receive funding unless it is in the EMP. This approach ensures that departments and programs tie needs directly to their outcomes.
Further, the College bases the justification for these resources on the evaluation of programs and services supporting student learning, as documented in department Program Review and SLO assessment results [III.D.1.a.10]. Therefore, any oversight group has the ability to identify not only the connection between a particular expense and the District and College goals, but also the impact of that expense on student success [III.D.1.a.11].
In practice, the District distributes PDF, i.e., the remaining funds after allocation to salary compensation and benefits, to the four colleges. These PDF funds comprise, in part, the College Discretionary Funds (CDF) [III.D.1.a.12] that funds operating costs at each college. In turn, the College distributes CDF to the areas using a base budget approach that allocates funds by a fixed percentage formula [III.D.1.a.13]. The EMP process guides this distribution of CDF. When the District allocates new funds or augmentations to the College, the allocation process for distributing the augmentations follows a defined pathway of decision-making steps that involve all college constituent groups [III.D.1.a.14].
For funding sources not allocated by formula, the oversight group responsible for that source relies on the EMP to determine the needs and the extent of those needs. This practice applies to categorically-funded programs, Lottery Funds, Instructional Equipment and Library Materials, grant and contract programs (as appropriate), and enterprise operations such as food service and the bookstore.
The Institutional Budget Sources document identifies responsibilities for determining the allocation of most operational funding resources and requests for additional staff [III.D.1.a.15].
290 American River College SELF EVALUATION REPORT 2015 STANDARD III
In addition, the College has developed a Facilities Master Plan that reflects long-term facility needs of the College. The original plan, drafted in 2003, resulted from a collaborative series of workshops involving representatives from the District, college faculty, classified, managers, and the LPAS architectural firm. To the extent possible, in the 2003 plan, the College aligned capital project facilities to specific program needs. In 2012, the College reviewed the plan extensively using the same process as in 2003; the result is the updated and current Facilities Master Plan [III.D.1.a.16].
Comprised of representatives from all College constituencies, the College Budget Committee has primary responsibility for reviewing the budget and the budgeting process and making recommendations to the PES [III.D.1.a.17]. The distribution of funds within the College primarily follows a base budget model, using specific formulas to allocate the funds. Specific funds that are formula-based include CDF and PFE funds. Even though PFE is no longer an ongoing state mandated program, the District/College is committed to investing in the original program goals and earmarks general funds for PFE related activities, and individual areas are responsible to manage the funds they receive [III.D.1.a.19].
Self Evaluation The District Strategic Plan and College Goals and Objectives provide the structure for linking financial resources to institutional planning [III.D.1.a.20]. Further, the CDF allocation to the College supports the institutional planning needs allocating CDF funds using a formula based on fundamental factors: usable campus square footage, WSCH, FTE staff, and a base allocation related to institutional size [III.D.1.a.21]. The percentage formula base-budget process of distributing CDF within the College ensures equitable distribution of resources from year to year.
The EMP is an important tool for connecting financial resources with institutional planning because this document clearly links resource needs with the College Goals and Objectives [III.D.1.a.22].
The College has used the same formulas to internally allocate PFE and CDF monies with great success for many years, as evidenced by the College financial stability and its effectiveness in weathering the latest California budget crisis. However, the State has recently enacted a number of measures that will significantly impact the mission of all its community colleges. In recognition of this changing external landscape, the College is examining the current formulas to develop clear criteria for measuring their continued effectiveness and will modify the formulas as necessary. For example, the College Budget Committee [III.D.1.a.23] is examining possible adjustments to the CDF formula. Given the severity of the budget crisis and the ensuing cuts, the College Budget Committee has protected departments and programs as much as possible during this challenging financial period [III.D.1.a.24].
The results of the 2014 Accreditation Survey indicate that the College constituency groups have varying perceptions about the College communications regarding financial resources. This data suggest that the information about financial resources is available but the dissemination of that information is not consistent across the College. Additionally, the survey revealed some disparity in employees’ perception of their involvement in the EMP [III.D.1.a.25]. These
American River College 291 STANDARD III SELF EVALUATION REPORT 2015
differences could reflect varying levels of engagement of the groups with the College financial and resource allocation processes. The College strongly embraces participatory governance and will continue to evaluate and work to promote additional engagement of constituency members in the College processes.
The Facilities Master Plan provides a clear link from specific facility needs at the College to the District wide capital projects planning process [III.D.1.a.26, III.D.1.a.27]. The decision-making process for budget allocation is well defined. The College recognizes the need for additional documentation on the prioritization of new funds allocation. Consequently, in fall 2014, the College developed a more comprehensive priority rating system to enhance the EMP process [III.D.1.a.28].
Actionable Improvement Plan None.
III.D.1.b Institutional planning reflects realistic assessment of financial resource availability, development of financial resources, partnerships, and expenditure requirements.
Descriptive Summary The District uses an X, Y, and Z budget model, developing three budget scenarios with the X budget being the most conservative in terms of the revenue projections, the Y budget reflecting mid-level revenue projections, and the Z budget reflecting the most optimistic revenues [III.D.1.b.1]. In part, this model reflects the predictable uncertainty of financial resource availability at the start of the fiscal year, when the District determines its budget without knowing all sources of revenue. In this context, the District planners recommend to the Board of Trustees the adoption of the Z budget but at the funding levels in the most conservative X budget that limits expenditures until the District receives actual revenues. This model ensures that institutional planning reflects a realistic assessment of financial resource availability and provides the most flexibility to the District.
In conjunction with the X, Y, and Z budget model, the District has also developed an allocation model for what it identifies as new revenue sources, which include but are not limited to growth funds, COLA, Basic Skills funding, program improvement funds, and Lottery revenues [III.D.1.b.2]. The District allocates eighty percent of these funds to the collective bargaining units, based on the percentage that bargaining unit receives of the compensation costs in the District. Before allocating these funds, however, the District deducts the costs of achieving and sustaining student growth, such as the addition of counselors and classroom faculty. When allocating the remaining funds, the District takes into account and deducts the costs associated with all related compensation costs, including step and column increases, health and welfare costs, and other compensation costs. The District then distributes any remaining revenue to employees in the form of a final compensation adjustment for the fiscal year [III.D.1.b.3].
292 American River College SELF EVALUATION REPORT 2015 STANDARD III
The District refers to the remaining 20 percent of the new funds as Program Development Funds (PDF). District planners establish priorities for PDF expenditures, and the District Budget Committee reviews and offers recommendations concerning the priorities. A large portion of PDF is used for the operational costs of the District and colleges. Finally, the District uses PDF to allocate professional development funds to each college even though the State eliminated this specific funding in 2005-06 [III.D.1.b.4].
The District Budget Committee reviews and recommends the District wide budget development process that significantly affects college operations and its resource allocation. The participatory governance committee meets on a monthly basis during the academic year, and includes representation from all employee and constituent groups [III.D.1.b.5]. The committee also monitors any state or legislative matters affecting the district budget.
To develop new funding resources, the District maintains a Grants Office to support the District and its member colleges in securing external funding sources and managing grants and contracts [III.D.l.b.6]. The Grants Office has a grants administrator who oversees grant proposal development and the management of awarded external funds.
In the 2013-14 fiscal year, special program expenditures from external funding to the College were $4,343,938 (federal); $8,304,149 (state); and $62,011 (local), excluding the ARC Foundation income [III.D.1.b.7].
Self Evaluation In the last six years, the California Community College system endured some of its worst budgetary challenges; however, LRCCD fared much better through these challenges than most districts because of its financially conservative approach and realistic planning.
Several aspects to the District’s budget process signal its strength and realistic assessment of the availability of financial resources. Though the District’s use of the X, Y, and Z model is more time consuming and work-intensive as it requires creating three budgets instead of one, this process has assured that the College can proceed with its internal planning process and funding allocations without undue concern that an unexpected reduction or elimination of funds might occur [III.D.1.b.8 pp. 4-12].
The compensation allocation model is also strong for including language derived during negotiations with all of the bargaining units in the District: that is, the allocations of compensation funds reflect discussions inclusive of all employee groups and result in financial stability from year to year [III.D.1.b.9 p. 144]. In the midst of the budget crisis, LRCCD actions reflected its commitment to District staff as its most valuable resource: using one-time funds, primarily from reserves, the District did not reduce its salary schedule or layoff any full-time, permanent staff. At the same time, the District’s reserves still exceeded the minimum thresholds set by both Board Policy and the Chancellor’s Office [III.D.1.b.10, III.D.1.b.11].
The District provides support for developing external funding through its Grants Office [III.D.1.b.12]. The Grants Office has staff and information resources for developing new grants and providing oversight of existing grant awards. The grants administrator at the college level
American River College 293 STANDARD III SELF EVALUATION REPORT 2015
provides a liaison and assistance for faculty and staff in navigating through the District process of grant approval and management.
As noted in III.D.1.a, the College recognizes that changing State measures and funding may demand a realistic assessment of the distribution of financial resources within the District. The College is committed to an analysis and evaluation of these formulas and funding streams [III.D.1.b.13, III.D.1.b.14] to ensure the model adequately addresses resource needs in a fluctuating financial environment.
Actionable Improvement Plan None.
III.D.1.c When making short-range financial plans, the institution considers its long-range financial priorities to assure financial stability. The institution clearly identifies, plans, and allocates resources for payment of liabilities and future obligations.
Descriptive Summary To ensure financial stability, the College considers long-term financial priorities when making short-term financial plans. The LRCCD employs conservative and prudent financial practices to ensure predictable and sufficient support of learning programs and services to improve institutional effectiveness. The College, in turn, is then able to plan accurately and effectively in both the short and long term. Thus, the College can be assured of long-term financial solvency.
The District maintains a prudent level of funds in reserve (>5%) as directed by the CCCCO [III.D.1.c.1]. In addition, the Los Rios Board of Trustees has adopted policies to identify an uncommitted reserve in the general fund of at least 3% [III.D.1.c.2 p. 140]. The District continues to meet these budgetary requirements with a projected 2014-15 total unrestricted fund balance of 11.4% including an uncommitted fund balance of 3.67% [III.D.1.c.3]. Between 2009 and 2013, the District identified a projected reduction in state apportionment and created a plan to partially offset these reductions by using reserves, while still maintaining directed minimum balances [III.D.1.c.4]. Although not mandated, the College does maintain and monitor the total discretionary funds and carryover from year to year [III.D.1.c.5, III.D.1.c.6, III.D.1.c.7]. At the end of each fiscal year, the College evaluates these fund balances to determine the amount that can be released for one-time projects [III.D.1.c.8].
To ensure that compensation monies are not committed before the funds are received, the District deducts ongoing compensation expenditures from available revenues before distributing the remaining compensation-related revenue to employees in the form of retroactive salary adjustments. Thus, the District allocates actual funds on hand rather than committing anticipated revenues that may not materialize [III.D.1.c.9 p. 144].
The District Strategic Plan [III.D.1.c.10] and the College Objectives [III.D.1.c.11] provide the framework for long-term planning and financial priorities.
294 American River College SELF EVALUATION REPORT 2015 STANDARD III
The College makes short-term financial plans on an annual basis in consideration of the College Objectives. These plans are driven by the EMP which provides departments the ability to identify and report resources necessary to accomplish previously defined goals. Additionally, the EMP helps departments receiving VTEA funding to define these spending goals. Each requested resource listed in the EMP must be tied to a College objective, thus maintaining the connection between department short-term financial goals and College goals. The department and program goals are the product of the Program Review, a comprehensive self evaluation completed by the department or program every six years. The purpose of the Program Review is to facilitate a department wide evaluation of department and program progress toward achieving its mission and supporting the College goals. Department or program resource requests made through the EMP are evaluated by the appropriate group and incorporated, as funds allow, into the total annual College budget [III.D.1.c.12, III.D.1.c.13].
A significant long-term liability identified previously by the District is the cost of its post- employment benefits. In consideration of this current and future obligation, the District began funding its other post-employment benefits (OPEB) liability in 1986 and implemented the Government Accounting Standards Board (GASB) 45 in 2007-08 by establishing an irrevocable trust for accumulated assets. As of June 30, 2014, the independent auditors’ report determined that the actuarial value of assets exceeds the actuarial accrued liability by 9% [III.D.1.c.14 p. 44]. In the short-term, the annual budget includes a continuing line item to fund the normal cost although that contribution could be suspended given the over-funding [III.D.1.c.15 p. 26].
Self Evaluation The District’s fiscally conservative philosophy has provided financial stability and predictable funding for the College, even in recent years of reduced appropriations. The District identified projected shortfalls in state apportionment and created plans to use reserves judiciously to minimize the impact on student learning. The policy of postponing expenditures until funds are received has resulted in a long-term record of continuing financial stability [III.D.1.c.16 pp. 143- 146].
Short-term financial plans of the College are driven by College Goals and Objectives. The EMP and Program Review require evaluation of the capability of resource allocation to promote these goals.
In ARC’s 2014 Accreditation Survey, 73.2% (n=224) of employees agreed that the College attempts to meet the needs of programs and services based on the availability of financial resources [III.D.1.c.17].
Actionable Improvement Plan None.
American River College 295 STANDARD III SELF EVALUATION REPORT 2015
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 The California Code of Regulations outlines the timelines and requirements for publication and availability of California community college districts’ budgets. The LRCCD establishes and publishes a budget calendar to comply with code requirements and to develop an orderly budget timeline consistent with its goals and priorities [III.D.1.d.1 p 22].
The College follows a clearly defined, transparent, well-documented budget process providing opportunities for all constituent groups to participate and provide input. Once the College has received funding resources, the College Budget Committee reviews the College wide budget and advises the College president and his executive staff [III.D.1.d.2].
The College Budget Committee, comprised of members from all constituencies, meets on a regular basis throughout the academic year. The functions of this committee are to:
• Provide an avenue of communication among the students, staff, faculty, and administration on college budgetary matters • Review and monitor the budgeting process and procedures and make recommendations for improvements to the president • Identify budget problems with district wide implication, and make recommendations for improvement or solution to the president • Develop institution wide budget recommendations • Review budget proposals in meeting institutional goals and objectives and Educational Master Plans • Provide oversight and coordination on the allocation of financial resources • Improve understanding and communication regarding the connection between planning and resource allocation.
The Budget Committee publishes minutes of each meeting [III.D.1.d.3].
The College uses a distributed budget development process for PDF and other discretionary funds to provide different constituent groups. This process allows the groups to determine their respective resource allocations based on criteria reflecting various EMP priorities. Individual academic areas and committees manage the allocations they receive. While the College Budget Committee oversees the overall College budget, the Institutional Budget Sources document assigns responsibility for certain funds to specific committees outside of the Institutional Budget Source process [III.D.1.d.4]. For example, professional development funds are the responsibility of the Professional Development Coordination Committee (PDCC) [III.D.1.d.5].
If an augmentation of CDF occurs, the Budget Committee reviews the allocation of the augmentation and provides a recommendation to the College president. CDF augmentations
296 American River College SELF EVALUATION REPORT 2015 STANDARD III typically occur in late fall of the fiscal year. Once the College president approves the augmentation allocations, the vice presidents distribute the allocation to their areas based upon needs articulated in each area’s EMP.
The EMP is a compilation of all departmental planning documents [III.D.1.d.6]. It is available on the College intranet for ready consultation and facilitation of the annual unit planning process. Departments and programs complete their EMPs using a detailed online template as a guide. The template includes the timeframe for the three administrative levels of EMP reviews.
Self Evaluation The College has a well-defined, publically documented process for financial planning and budget development. The College follows these guidelines closely with all constituency groups contributing to the development of institutional plans and budgets.
The College Budget Committee is responsible for reviewing the college wide budget and advising the College president. The Budget Committee, comprised of members from all the College constituency groups, has assigned budgetary oversight of certain programs to other committees.
The College Budget Committee has responsibility for compliance with established budgetary protocols, adherence to established standards for resource allocation, and connection of college planning to budget expenditures. Resource allocation is guided by the LRCCD Strategic Plan, the College EMP, the College Goals and Objectives, and the Facility Master Plan.
The College Budget Committee provides oversight throughout the College baseline budget process but focuses primarily on the allocation of new resources. While there is a direct connection between planning and allocation, the formula-based approach employed to allocate most categories of CDF monies has been static for the last five years based on the diminished resources available to the District and College. The Budget Committee will review and, if necessary, revise formulas to better reflect the current College, District, and state financial conditions, revenue sources, and allocations.
The ARC 2014 Accreditation Survey indicates that 57.3% (n=220) of respondents agree with the statement “Appropriate and timely budgetary information is provided throughout the year.” In the same survey, 73% (n=224) of the College community agree with the statement “ARC attempts to meet the needs of programs and services based on the availability of financial resources” [III.D.1.d.7].
Actionable Improvement Plan None.
American River College 297 STANDARD III SELF EVALUATION REPORT 2015
III.D.2 To assure the financial integrity of the institution and responsible use of financial resources, the internal control structure has appropriate control mechanisms and widely disseminates dependable and timely information for sound financial decision making.
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 The College has a multi-stage process for assuring the appropriate allocation of financial resources to support its institutional programs and services. The principal tool in this process is the EMP [III.D.2.a.1]. Each Instruction, Student Services and Administrative Services department produces its own EMP (i.e., unit plan), identifying how each item in the EMP supports ARC’s Goals and Objectives and LRCCD’s five strategic directions [III.D.2.a.2]. The resources requested within the EMPs reflect the results of department and program SLO/SSO assessment and Program Review; these assessment mechanisms help departments and programs assess their progress in achieving their stated goals for student learning. The priorities identified in the EMPs create a framework for area budgets, which are then further developed and reviewed by deans/supervisors, vice presidents, and the President’s Executive Staff [III.D.2.a.3].
The District and the College routinely scrutinize budgets each fiscal year. Based on Principle Apportionment reports from the Chancellor's Office, the District adjusts its budget twice annually in February and July [III.D.2.a.4]. This process provides the District with a high degree of accuracy and assures that appropriate allocation and use supporting student learning programs and services. District staff reviews College and District budgets on a monthly, quarterly, and annual basis. Twice monthly, hard copies of financial reports are printed and distributed within the District Business Services unit and to each college. These reports include the percentage of the budget remaining for each account, as well as summarized allocations to assist reviewers in identifying areas that may need further analysis or intervention. Each College unit can also access specific budget information through the PeopleSoft Query process. These review mechanisms help to reveal any problems in their early stages and make it possible to act in a timely fashion to alleviate problems.
On a quarterly basis, the District prepares a state-mandated report that analyzes revenues and expenditures. In addition, the District provides an annual report of financial information to the State Chancellor’s Office [III.D.2.a.5]. The District contracts annually with a certified public accounting firm to serve as an independent external auditor, with the most recent audit reviewed the financial statement in June 2014. The Audit findings were reported to the Board of Trustees in December 2014 [III.D.2.a.6].
Los Rios also conducts internal audits on a regular basis. Two permanent staff members in the District Office have responsibility for auditing the District’s books and fiscal procedures on an ongoing basis. These internal auditors methodically audit all areas of campus operations in
298 American River College SELF EVALUATION REPORT 2015 STANDARD III accordance with state and federal guidelines to test internal controls and verify compliance with all pertinent regulations. Internal audit findings are reported to the vice chancellor, finance and administration, who distributes them in turn to the vice presidents of administrative services at each college. The findings of the internal auditors are otherwise kept confidential, protecting each college’s assets by shielding each college’s financial and technological procedures. Access to the results is granted on an as-needed basis upon request to the vice president of administrative services.
With the guidance of the vice president of administrative services, each area of responsibility at the College responds to any compliance or operational issues identified by the in-house auditors. Areas of concern or non-compliance are subject to follow-up audits to ensure that the College implements corrective actions.
Self Evaluation The District is audited annually by a certified public accounting firm serving as an independent external auditor. The annual audits have been generally favorable with minimal or no findings and show that the District is in compliance financially with no material weaknesses identified. Through both the audit and budget process, the College and District show a high degree of credibility and accuracy.
Historically, the District has had few audit-discovered deficiencies during reviews by external examiners and has been successful in correcting such matters before the next review. The annual external audit has shown itself to be an effective tool for improving the management of District finances.
The College fully supports and reflects the District’s fiscally responsible culture by responding to its own internal audit findings in an effective and timely manner. The College is committed to revisiting every concern or deficiency until the response is deemed adequate and the problem judged to be resolved, as has been demonstrated by the responses of the District and the College to the audits, both internal and external, of prior years [III.D.2.a.7].
Actionable Improvement Plan None.
III.D.2.b Institutional responses to external audit findings are comprehensive, timely, and communicated appropriately.
Descriptive Summary The District is audited annually, and the District reviews any audit findings and shares them with the specific College. If necessary, the College provides a response to the District for any exceptions found. A joint response by the College and District is then developed, which addresses any recommendation made by the external auditors. Implementation of the
American River College 299 STANDARD III SELF EVALUATION REPORT 2015
recommendations has always been satisfied, as shown in the following year’s audit report [III.D.2.b.1 p 68].
Self Evaluation The most recent audit reviewed the financial statement as of June 2014 [III.D.2.b.2], and the audit findings were reported in December 2014 to the Board of Trustees [III.D.2.b.3]. The independent auditor’s report notes that, in response to LRCCD fiscal practices, “financial statements present fairly, in all material respects, the respective financial position of the business-type activities and discretely presented component unit of the District as of June 30, 2014, and the respective results of operations and cash flows thereof for the year then ended in conformity with accounting principles generally accepted in the United States of America” [III.D.2.b.4]. The external auditor also reviewed the schedule of expenditures of Federal Budget Circular A-133 and the Audits of States, Local Governments, and Non-Profit Organizations. The auditors found the District complied, in all material respects, with the compliance requirements for the fiscal year ended June 30, 2014 [III.D.2.b.5 p. 64]. The District and the College work together to ensure the audit findings are addressed, and the College institutes recommendations in a timely manner. The College has addressed any of the minor issues shown in recent audits and corrected processes where needed [III.D.2.b.6 p. 68].
Actionable Improvement Plan None.
III.D.2.c Appropriate financial information is provided throughout the institution, in a timely manner.
Descriptive Summary The College provides appropriate financial information throughout the institution in a timely manner. To ensure 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.
Dependable and timely financial information is disseminated to the College throughout the year. The College holds convocation for faculty and staff at the beginning of each semester. At the convocation, the College president presents issues, including fiscal information, particular to the College. The president’s address is then followed by an address from the chancellor of the District where the chancellor presents appropriate financial information on the budget and overall financial condition of the District [III.D.2.c.1, III.D.2.c.2].
Besides presentations at the convocation, the chancellor sends out District wide e-mails with District updates, including financial information on a regular basis. At the department level, faculty and staff may review budgetary spreadsheets annually as part of the planning process. For example, departments and programs at the College regularly receive spreadsheets with budget information to help them to allocate their resources and request additional resources in the department’s EMP.
300 American River College SELF EVALUATION REPORT 2015 STANDARD III
The District Budget Committee, which includes college representatives, reviews and provides recommendations on the District budget process. Committee members serve a vital role in providing communications to and from the College on budget issues [III.D.2.c.3].
The College Budget Committee has representatives from all four constituencies of the College community: faculty, managers, classified staff, and students. Meeting monthly during the regular academic year, the Committee provides an avenue of communication among the students, staff, faculty, and administration on College budgetary matters. It reviews and monitors the budgeting process and procedures and makes recommendations for improvements to the College president. It also reviews budget proposals in meeting institutional goals and objectives and EMPs, as well as provides oversight and coordination associated with the allocation of financial resources. All Budget Committee meeting minutes and standing committee end-of-year reports are readily available online via the College internal website [III.D.2.c.4]. In addition, the Budget Committee chair is a member of the PCC and reports monthly on all budgetary matters and actions.
Self Evaluation Appropriate financial information is widely disseminated throughout the institution in a timely manner. This information is distributed both in person (through committees, forums, and department meetings) and online via ARC websites and e-mail updates.
The 2014 Accreditation Survey indicates positive perceptions about appropriate financial information and their dependable and timely distribution. Overall, 57.3% (n=220) of the respondents agreed “Appropriate and timely budgetary information is provided throughout the year.” In that same survey, 67.5% (n=217) of the respondents agreed that the College “uses its financial resources wisely and fairly.” To the statement, “Appropriate and timely budgetary information is provided throughout the year,” 45.8% (n=48) of classified respondents, 57.1% (n=147) of faculty, and 68.6% (n=16) of managers agree. Finally, to the statement, “ARC uses its financial resources wisely and fairly,” 48.8% (n=43) of classified staff, 69.6% (n=148) of faculty, and 81.3% (n=16) of managers agree. This disparity may reflect constituency differences in familiarity and regular engagement with the budgetary information from the College [III.D.2.c.5, III.D.2.c.5.1, III.D.2.c.5.2, III.D.2.c.5.3].
Actionable Improvement Item 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 The District and College receive financial resources from a variety of sources and have multiple internal and external controls to ensure that the financial affairs are managed with integrity and
American River College 301 STANDARD III SELF EVALUATION REPORT 2015
in a manner that both assures financial stability and is consistent with the intended purpose of the funding source. District and College committees and management consistently monitor resources, which are regularly reviewed by internal and external audits.
To provide funding for District facility improvements, Measure A, a $265M General Obligation Bond issue, was approved by voters in 2002 [III.D.2.d.1]. In 2008, Measure M, a second General Obligation Bond issue for $475M was approved [III.D.2.d.2, III.D.2.d.3]. The implementation of the bond measures is overseen by the Citizens’ Bond Oversight Committee, and an annual report on progress in allocating and expending the bond funds is provided to the Board [III.D.2.d.4]. The Committee meets three times per year, and meetings are open to the public with meeting minutes posted on the District website for public access. Funds that are received but not expended may be invested following state law and District guidelines; a quarterly report of these investments is given to the chancellor [III.D.2.d.5]. The District’s bond fund programs for Measure A and M are audited by a certified public accounting firm annually. In the more than ten years of the District’s bond program, there has never been an audit finding, and the annual performance audits have always indicated compliance with the intent of the voter- approved bond authorizations [III.D.2.d.6]. ARC currently has no Certificates of Participation.
The American River College Foundation is an affiliate of the LRCCD Foundation, a California nonprofit corporation with 501(c)(3) IRS designation (49) [III.D.2.d.7]. The primary function of the Foundation is to solicit and receive monies, property, and bequests, which are held and managed by the Foundation to support the College.
The College Foundation director and support staff supervise Foundation accounts, and the College Business Office provides oversight of the budget and assures that funds are appropriated to budget codes that match donors’ intents and are expended in accordance with budget code restrictions. For all donations, a yearly statement specifies where all contributions went, and the Foundation sends a letter acknowledging receipt of funds to all donors. The Los Rios Foundation and the District Accounting Office are also involved in processing and oversight. In addition, the District Foundation is audited separately from the colleges and provides an annual financial statement and independent auditors’ report [III.D.2.d.8].
The Los Rios Foundation Finance Committee carries out the fiduciary responsibility of the combined investment portfolio from the four college foundations and the Los Rios Foundation. Management of the fund investments is under contract with UBS investment firm. Advice from UBS guides investment of funds and is approved by the Los Rios Foundation Finance Committee. The District provides a quarterly investment report to the Board of Trustees regarding the investment of funds held by the Foundation. The Foundation Finance Committee reviews and approves the disbursement activity for the Foundation on a quarterly basis [III.D.2.d.9].
Extensive procedures have been implemented by the College and District to ensure consistent use of financial resources and alignment with the objectives of the funding source. Grants are tracked by use of a routing sheet that documents the review of applications and renewals by relevant signatories (e.g., deans, vice presidents, and the president). Purchase requisitions that draw on a grant’s categorical funds must specifically identify the pertinent grant-related reason
302 American River College SELF EVALUATION REPORT 2015 STANDARD III for the requisition and establish that the proposed spending complies with program requirements and program objectives [III.D.2.d.10].
Self Evaluation Through the efforts of relevant committees, District and College administration, and independent external review, the College has aligned its process of allocating resources with the institutional and financial goals of the College. As the 2014 ARC Accreditation Self Evaluation Survey results indicate, a majority of respondents 57.3% (n=220) agreed that budgetary information was provided in a timely manner throughout the year. In addition, 59.9% (n=224) of employee respondents agreed or mostly agreed that the College provides sufficient resources to support its educational programs [III.D.2.d.11].
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 institution’s internal control systems are evaluated and assessed for validity and effectiveness and the results of this assessment are used for improvement. To ensure 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.
To ensure the internal control structure has appropriate control mechanisms, the College uses four methods of evaluation: external audit, internal audits by the District staff, agency audits, and College wide internal reviews.
Externally, LRCCD’s special funds are audited by an independent certified public accounting firm, Gilbert Associates, Inc., on an annual basis, and this audit covers all operations of the District. The audit begins in June, and the results are presented to the Board of Trustees in December [III.D.2.e.1].
External auditors examine the District’s operations and arrive at a professional opinion concerning compliance with Generally Accepted Accounting Principles and if applicable, federal and state guidelines or those of other external funding agencies. The auditors examine financial statements, financial management systems, internal controls, and compliance requirements.
The findings of the external auditors are presented to the Board of Trustees in a meeting during which the auditors present a summary of their results, which includes any concerns they might have. After meeting with the Board of Trustees, District administrators review external audits and, if necessary, develop a plan to address any deficiencies contained in the audits. If
American River College 303 STANDARD III SELF EVALUATION REPORT 2015
applicable, the College would address any findings, and the auditors would be available to return for further consultation.
The State Chancellor’s Office conducts categorical Program Reviews that include EOP&S, matriculation, DSPS, and California Work Opportunity and Responsibility to Kids program (CalWORKs). While not financial audits per se, these reviews may result in findings that the State Chancellor’s Office shares with individual college or districts. In addition, the federal government may periodically send auditors to investigate the handling of federal education funds and the results of these audits may be shared with the College and District [III.D.2.e.2 pp. 65-68].
California Proposition 39 requires that the District’s bond program be overseen by a Citizens Bond Oversight Committee, as outlined in the committee’s by-laws [III.D.2.e.3]. As noted in the District’s annual financial and performance audits of the bond funds, all expenditures have been made in compliance with program requirements and voter intent.
The District also employs two internal auditors. These internal auditors regularly perform compliance reviews such as the federal asset inventory [III.D.2.e.4] and the reports are forwarded to the District vice chancellor, Finance and Administration, for review.
Various college programs are supported by the Carl D. Perkins Vocational & Technical Education Act (VTEA) that has extensive compliance requirements for the use of these federal funds. The goal of VTEA, also known as the Perkins Act IV, is to prepare a workforce with the academic and vocational skills needed to compete successfully in a world market. This program provides funding to support technical education programs and is administered by the United States Department of Education and the CCCCO. The associate vice president of Workforce Development is responsible for the overall administration of VTEA funds. The liaison with the Chancellor’s Office is responsible for all reporting of grant activities. All Career Technical Education (CTE) programs at the College that receive VTEA funds must demonstrate program improvement, stronger academic and technical integration, connections between secondary and postsecondary education, and a stronger focus on business and industry. Planning for VTEA- funded CTE programs is tied to the College budget and planning process. All faculty of VTEA- funded CTE programs must link their EMPs to the goals of the Perkins Act and complete justification forms for every instructional activity under the VTEA funding. To further justify the expenditures, the department chair of VTEA-funded CTE programs must complete and submit a Program Evaluation Progress Report on a regular basis. Justification for VTEA grants is based on the most recent Program Evaluation Progress Report, recommendations from program advisory committees, and College wide planning priorities. All proposed CTE programs are included in their area and department EMPs. The College received a $1.14M VTEA grant for the 2014-15 academic year that supports 43 CTE programs designed to quickly prepare students for highly skilled and high wage careers [III.D.2.e.5, III.D.2.e.6, III.D.2.e.7].
Self Evaluation The institution’s internal control systems are evaluated and assessed for validity and effectiveness, and the results of this assessment are used for improvement.
304 American River College SELF EVALUATION REPORT 2015 STANDARD III
According to the Bond Financial Audit Report, LRCCD has “no instances of non-compliance or other matters that are required to be reported under Government Auditing Standards.” The Bond Financial Audit Report also “did not identify any deficiencies in internal control” that the auditors “consider to be material weaknesses” [III.D.2.e.8].
In addition to the Bond Financial Audit Report mentioned above, the Bond Performance Audit Report concluded that the LRCCD “has properly accounted for the expenditures of the Measure A and M General Obligation Bonds.” Furthermore, the auditors “noted that the bond funds were not used for salaries of school administrators or other operating expenditures” [III.D.2.e.9, III.D.2.e.10].
In general, the District/College audit reports have been excellent, and findings of flaws have been few and minor. The District has a long history of compliance and successful audits with the various review agencies [III.D.2.e.11, III.D.2.e.12, III.D.2.e.13, III.D.2.e.14]. Further, the College Budget Committee’s self evaluation exercise of reviewing its basic functions on October 14, 2013, revealed no significant deficiencies in its operating functions [III.D.2.e.15].
The College’s various evaluative methods aim to provide a valid assessment of the College financial process from different perspectives, both internal and external. The confluence of these diverse evaluations is a comprehensive picture of the College process, a picture that both documents the successful adherence of its procedures and provides opportunities to strengthen any weaknesses. The frequency of these regular reviews and audits ensures that problems are quickly discovered and, therefore, any negative impact minimized. The record shows that the various methods of evaluation have been effective and support continual improvement at an institutional level. For example, as noted in the description section above, the one finding contained in the 2013 external audit has been resolved [III.D.2.e.16 p. 68]. The District Office has promptly addressed any previous findings.
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 CCCCO recommends a 5% General Fund reserve as a prudent reserve level. In addition, the Los Rios Board of Trustees has adopted policies that require an uncommitted reserve of at least 3% in the District’s General Fund. The District’s General Fund ending balance meets both State
American River College 305 STANDARD III SELF EVALUATION REPORT 2015
and District policy requirements with a projected total unrestricted fund balance of 5% and an uncommitted fund balance (general fund only) of 3.6% [III.D.3.a.1 p. 140].
FISCAL YEAR JULY 1, 2014 FISCAL YEAR JULY 1, 2013 FISCAL YEAR JULY 1, 2012 BALANCE 30-JUN-15 30-JUN-14 30-JUN-13 Beginning Fund Balance $35,035,899 $35,015,142 $36,929,550 Projected Uncommitted Fund Balance $11,779,178 $13,606,565 $13,846,069 Committed Fund Balance $3,388,397 3,570,701 $3,509,986 Restricted Fund Balance $1,531,380 $1,578,929 $1,474,479 Total Projected Fund Balance $16,698,955 $18,756,195 $18,830,534
Table 37 District Reserves Fund Balances
As shown in Table 37, the District maintains a positive balance at the end of each fiscal year, and the balance is carried over to the next year. These funds are not used, and they are set aside for future unforeseen emergencies.
Community colleges’ single largest funding source is state money, which has been unpredictable and not always timely during the past several years of budget cuts. The District, however, has maintained a cash balance sufficient to support its operation during the years of funding reduction from the fiscal year 2007-08 through 2012-13. According to the audited financial statements ending June 30, 2013 on the balance sheet, total cash and cash equivalents amount to $162,243,577. This amount already deducts $27.8M from restricted cash and cash equivalents due to draws for Measures A and M construction projects. This amount of cash and cash equivalents is enough to cover 5.7 months of regular average monthly operating expenses of $28,650,168.
The College cash flow is closely monitored throughout the year by the College Business Services Office. Cash budget is prepared yearly with monthly update on cash payments and cash receipts. The College exercises good internal control of cash receipts and disbursements to safeguard the assets [III.D.3.a.2]. The College has slightly over $5M in reserve from the 2013-14 college discretionary and nondiscretionary funds, in addition to college wide allocation in fiscal year 2014-15 [III.D.3.a.3].
To ensure the institution uses its financial resources responsibly, the District and the College maintain adequate cash reserves to meet unanticipated needs, as demonstrated by the sufficient reserve funds maintained through the recent economic downturn. From 2009 through 2013, the District identified a projected reduction in state apportionment and created a plan to partially offset these reductions by using reserves, while still maintaining directed minimum balances [III.D.3.a.4]. This plan allowed for, among other District goals and College objectives, the preservation of access for multiple sections of students. As a result of sound fiscal planning, reserves have been sufficient for the District to avoid the need to issue any short term debt, such as Tax Revenue Anticipation Notes (TRANS), to meet cash flow obligations. In addition, other funds including the District’s bookstore funds could be used, if necessary.
306 American River College SELF EVALUATION REPORT 2015 STANDARD III
Besides maintaining adequate cash reserves to meet unanticipated needs, LRCCD’s risk management practices are appropriate and actuarially sound. Its use of self-insurance has resulted in cost savings benefiting the District and colleges [III.D.3.a.5, III.D.3.a.6, III.D.3.a.7].
The institution makes sound financial decisions and uses its financial resources responsibly. One of LRCCD’s core values is financial stability. The District has demonstrated this financial stability through its prudent and conservative financial management practice of expending funds only when revenues have been materialized. This practice has resulted in financial stability even during periods of reduced state budget for California community colleges [III.D.3.a.8].
Self Evaluation One of the District’s core values is financial stability, as exemplified by its prudent and conservative financial management practice of expending funds only when revenues have been realized. This practice has resulted in financial stability even during periods when the state budget has resulted in funding decreases for California community colleges [III.D.3.a.9 p 143]. The District and the College maintain adequate cash reserves to meet unanticipated needs, as demonstrated through its contingency planning processes between 2009-2013, when the District identified a projected reduction in state apportionment and created a plan to partially offset these reductions using reserves, while still maintaining directed minimum balances.
The District’s risk management practices are appropriate and actuarially sound. Its use of self- insurance has resulted in cost savings benefiting the District and colleges [III.D.3.a.10].
Actionable Improvement Plan None.
III.D.3.b The institution practices effective oversight of finances, including management of financial aid, grants, externally funded programs, contractual relationships, auxiliary organizations or foundations, and institutional investments and assets.
Descriptive Summary The District’s formula-driven funding method as described in III.D.1.b has proven to be extremely effective for prudent budgeting within an environment of unstable state resources. This practice has guaranteed financial stability for the College from year to year during the past five years.
The PeopleSoft Tracking System works with Crystal Reports to allow for online budget inquiries that track encumbrances and expenditures in any budget category [III.D.3.b.1]. This information is available on every desktop. Users can also create special customized reports.
Bookstore profits are used to fund instructionally-related (IR) programs, the technology renewal fund, the faculty/staff computer fund, and College facility projects [III.D.3.b.2].
American River College 307 STANDARD III SELF EVALUATION REPORT 2015
The College investments (mostly from bookstore resources) are in a local agency investment fund (LAIF) and are conservatively invested, as required by state law [III.D.3.b.3].
The College maintains records identifying when a member of the faculty receives a new computer. The process established by the College standing committee on technology for allocating computer replacements gives priority to (1) providing computers to new hires, (2) replacing the oldest computers, and (3) satisfying needs of faculty with heavy computer technology requirements. The College IT department uses these criteria in determining when to replace computers [III.D.3.b.4 p.3].
The College uses PeopleSoft and PowerFAIDS systems to control and reconcile money flows of about $51 million per year of financial aid to students. Disbursements are electronically processed on a weekly basis and disbursed through Higher One Bank via electronic funds transfer (EFT) or paper check. When necessary, disbursements are cancelled and reversed through Higher One Bank, and the funds are returned to the appropriate awarding agency.
Purchases of goods and services use standard bidding procedures in compliance with state law. All purchasing is centralized at the District Purchasing Department [III.D.3.b.5]. Contracts are authorized at the District level, and all service agreements for consulting services require approval of authorized signatories, in compliance with state law [III.D.3.b.6].
Grants are tracked by use of a routing sheet that ensures review of applications and renewals by relevant signatories (i.e., deans, vice presidents, and the president). Purchase requisitions that draw on a grant’s categorical funds must specifically identify the pertinent grant-related reason for the requisition and establish that the proposed spending complies with program requirements and program objectives [III.D.3.b.7].
To provide funding for LRCCD facility improvements, voters approved Measure A and Measure M General Obligation Bond issues in 2002 and 2008, respectively. The Citizens’ Bond Oversight Committee scrutinizes the implementation of the bond measures, and an annual report on progress in allocating and expending the bond funds is provided to the Board of Trustees [III.D.3.b.8]. Funds that are received but not expended may be invested following state law and District guidelines; a report of these investments is given to the Citizens’ Bond Oversight Committee at its regular meetings [III.D.3.b.9].
The American River College Foundation is an affiliate of the Los Rios Foundation, a California nonprofit corporation with a 501(c)(3) IRS designation (49). The primary function of the Foundation is to solicit and receive monies, property, and bequests, which are held and managed by the Foundation to support the college. The Foundation director and staff supervise the Foundation accounts, and the ARC Business Office provides oversight of the budget, ensuring that funds are appropriated to budget codes that match donor intents and are expended in accordance with budget code restrictions. For all donations, a yearly statement specifies where all contributions went, and the Foundation sends a letter acknowledging receipt of funds to all donors, regardless of the size of the donation. The Los Rios Foundation and the Los Rios District Accounting Office also assist in processing and oversight. In addition, the Foundation is audited separately from the colleges and provided an annual financial statement
308 American River College SELF EVALUATION REPORT 2015 STANDARD III and independent auditors’ report. When grant requests are submitted, the statement and report are provided to any donor upon request [III.D.3.b.10].
The Los Rios Foundation Finance Committee carries out the fiduciary responsibility of the combined investment portfolio from the four college foundations and the Los Rios Foundation. Management of the fund investments is under contract with UBS investment firm. Advice from UBS guides investment of funds and is approved by the Los Rios Foundation Finance Committee. The District provides a quarterly investment report to the Board of Trustees regarding the investment of funds held by the Foundation. The Foundation Finance Committee reviews and approves the disbursement activity for the Foundation on a quarterly basis.
Self Evaluation The District provides a quarterly investment report to the Board of Trustees regarding the investment of funds held by the Foundation. The Foundation Finance Committee meets with its investment advisor. The vice chancellor, finance and administration, attends the Foundation Finance Committee meetings. Additionally, the Foundation Finance Committee reviews and approves the disbursement activity for the Foundation on a quarterly basis.
In accordance with Board Policy, the District provides an annual report of all investments to the Board. Other than the assets held in the District’s irrevocable trust to support other post- employment benefits (OPEB), the amount of District directed investments is minimal. For the OPEB trust, the District has appointed a committee that meets regularly with the financial advisor and trustee. Investment returns are compared with various benchmark data as outlined in Board Policy and compared with the discount rate used for the actuary report.
The primary function of the ARC Foundation is to raise and manage private resources to supplement limited government funds. These private resources support the mission and priorities of the College, fund numerous College programs, and provide scholarships and emergency assistance to students. The ARC Foundation raised $2.97M from July 2010 through December 2014 and provided $1M for the new culinary arts facility. This new facility will benefit many students as well as community groups [III.D.3.b.11]. The next project for the ARC Foundation is to raise funding for a new research and laboratory facility for the College Science and Engineering area [III.D.3.b.12].
The College monitors annual student loan default rates primarily with a submission of the default rates to the ACCJC accrediting commission in the annual fiscal report. In addition, ARC has contracted with a service provider to implement additional strategies to help reduce the financial aid default rates [III.D.3.b.13].
Actionable Improvement Plan None.
American River College 309 STANDARD III SELF EVALUATION REPORT 2015
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.
Descriptive Summary On the audited annual financial statements, all short- and long-term liabilities are reported with details of outstanding balance, maturity date, and interest amount [III.D.3.c.1 pp. 30-38]. LRCCD’s annual adopted budget also reviews all short- and long-term debt obligations during the budget process and reviews allocated adequate resources to meet the debt obligations as they become due [III.D.3.c.2 pp. 33-37 & pp. 153-160].
The District has established an irrevocable trust for assets designated for retirees’ health benefits in the OPEB trust [III.D.3.c.3 pp. 37-38]. The retiree trust ended the year with funds exceeding the Actuarial Accrued Liability of $82.2M using assumptions of annual increases of 4.5%, higher than the actual health care increase rate of 3.6% reported on December 3, 2014, by the journal Health Affairs, and investment returns of 5%. Projections indicate that the trust could withstand a significant market correction and still be fully funded for its OPEB obligation [III.D.3.c.4 p. 26].
Compensated absence costs are accrued when earned by employees, and accumulated unpaid employee vacation benefits are recognized at year’s end as liabilities of the District. According to the 2014-15 adopted budget, the District is fully funded for the vacation liability accrued to its classified and management employees, and the liability for paid leave for faculty is also fully funded under a banked leave program [III.D.3.c.5 p 26].
Self Evaluation Employees at the District and the College level are generally satisfied with their benefit packages. According to the Spring 2014 Los Rios Community College District Employee Perceptions Survey, 47.1% (n=488) of ARC employees agreed with the statement “My retirement package is adequate” and 58.3% (n=484) agreed with the statement “My medical benefits are adequate” [III.D.3.c.6].
Actionable Improvement Plan None.
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’s OPEB obligation is actuarially validated, as required by appropriate accounting standards [III.D.3.d.1 pp. 37-38]. With annual revenues and expenditures exceeding $300M, the District is required to conduct an actuarial report of its OPEB on a two-year basis.
310 American River College SELF EVALUATION REPORT 2015 STANDARD III
Self Evaluation Actuarial reports are conducted in a timely manner [III.D.3.d.2].
Actionable Improvement Plan None.
III.D.3.e On an annual basis, the institution assesses and allocates resources for the repayment of any locally incurred debt instruments that can affect the financial condition of the institution.
Descriptive Summary All long-term debt for the District is fully recognized in the budget document and financial statements. The District’s long-term debt for its general obligation bond programs, Measures A and M, is funded by county auditors’ local property tax assessments. Compensated absences such as vacation and banked leave are tracked and funded as required using continuing budget appropriations. OPEB is fully funded. The District is well below its overall bonding capacity, $2.8B balance, as outlined by state statutes. The overall percentage of the District’s general fund budget utilized for current and future obligations, including OPEB is around 1%.
Self Evaluation There is virtually no impact on the stability of the District or College related to its debt obligations.
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 College and the District have adopted policies and procedures to ensure proper management and monitoring of the student loan default rate, revenue streams, and assets, thus ensuring compliance with federal requirements. Independent auditors annually audit revenue streams and assets to ensure compliance with federal requirements. The College Financial Aid Office, in conjunction with state and consultant bodies, monitors the College cohort default rate (CDR).
The CDR 2011 two-year rate was 25%, the 2010 two-year rate was 30.3%, and the 2009 three-year rate was 27.5% [III.D.3.f.1]. Title IV regulations stipulate that an institution may not be considered administratively capable if the CDR equals or exceeds 30% for the three most recent consecutive fiscal years, or if the most recent CDR is greater than 40%. The three-year CDR,
American River College 311 STANDARD III SELF EVALUATION REPORT 2015
which the Department of Education (DOE) introduced for the first time in 2009, was above the 30% rate threshold in 2010. In 2013, the College submitted a default prevention plan to the DOE outlining the steps for reducing future CDRs [III.D.3.f.2], and the plan was approved in April 2014. Implementation of the plan has reduced default, resulting the College achieving a CDR of below 30% [III.D.3.f.3].
The loan volume at the College is historically low in comparison with the total student population. Over the past ten years, no more than 7.5% of the student population has taken out student loans, and the percentage of loan takers decreased since 2010. In the 2013-14 award year, the College enrolled 42,153 unduplicated students and awarded 1,936 student loans, revealing that 4.6% of the student population acquired loan debt [III.D.3.f.4].
The College DOE-approved default prevention plan [III.D.3.f.5] to reduce future CDRs and keep the loan volume low includes the following strategies implemented beginning in spring 2014:
• Provide enhanced debt management counseling to student borrowers who have exceeded $20,000 in loans • Require repeat student borrowers to establish an account with their current loan servicer • Monitor current borrowers deemed high risk due to assessment scores and progress thresholds in order to provide counseling interventions which support retention and completion strategies • Contract with third party servicing agencies to assist delinquent and defaulted cure efforts • Continue to provide students more information on financial literacy, the responsibilities of taking out a loan, and money management strategies through proprietary contracted servicers.
The District is audited annually by an external auditor to ensure compliance with federal requirements. The results of the last financial audit indicate “no federal compliance findings reported” [III.D.3.f.6 p. 67].
Self Evaluation The College Financial Aid Office monitors the cohort default rate (CDR). While initially above defined thresholds, the College DOE-approved Default Prevention Plan has resulted in reducing the CDR. This default rate is monitored by the College Financial Aid Office in conjunction with state and consultant entities. The default rate is currently within federal guidelines and is regularly monitored by the College in an effort to continue to reduce the default rate.
The District is audited annually to ensure compliance with all regulations. No findings have been noted in the last three external audits.
Actionable Improvement Plan None.
312 American River College SELF EVALUATION REPORT 2015 STANDARD III
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 The Board of Trustees has established purchasing policies to ensure goods and services are obtained in a prompt and cost-effective manner that complies with pertinent laws. Pursuant to those policies, the chancellor has established District purchasing procedures to ensure that all purchase requests receive the proper review and approval [III.D.3.g.1 Appendix C].
To maintain a consistent process, the Purchasing Handbook outlines the process for purchasing goods and services [III.D.3.g.2]. Individual staff members identify needs and initiate the purchase process. The appropriate program director or coordinator then certifies that the purchase request complies with requirements of the categorical program grant or special project. The area dean or unit supervisor reviews the purchase requisition form for completeness and availability of funds, then authorizes (or denies) the purchase, and submits the requisition to the Business Services Office for approval. The vice president of Administrative Services reviews the form. Having received approval, the form is forwarded to the District Purchasing Department [III.D.3.g.3 Appendix A].
The District Purchasing Department has sole authority to prepare and issue District purchase orders for goods and services. This practice helps to verify compliance with the law and regulation of all purchases. The District Purchasing Department also has responsibility for interviewing potential vendors, identifying suitable sources for goods and services, and coordinating the collection and review of comparative quotes and formal bids. Any goods or services acquired by the District must meet the standards and specifications established by the District Purchasing Department [III.D.3.g.4].
The Director of General Services approves all District purchase orders. The Receiving Department verifies vendor compliance with purchase order stipulations (e.g., quantity of goods) and forwards receipts to District or College accounting departments, as appropriate. The District Accounting Department pays the vendor after verifying that all documentation is in place [III.D.3.g.5].
District funds may be committed only by the authority of the Board of Trustees. This authority is delegated by the Board to certain District officers, who are authorized to sign, on behalf of the Board of Trustees, any and all documents necessary to implement particular transactions [III.D.3.g.6].
The District adheres to all applicable state laws and District policies or regulations. State laws consist of, but are not limited to, pertinent sections of the Education Code and Public Contract Code. District regulations consist of Board Policies and Administrative Regulations [III.D.3.g.7 Appendix C)].
American River College 313 STANDARD III SELF EVALUATION REPORT 2015
All public works projects must conform to District policies and “must be coordinated through Facility Management” to ensure consistency and integrity of the process [III.D.3.g.8 p 39]. State Law regulates the bidding process of projects above $15,000.
The College contracts are drafted and reviewed by District’s General Counsel to ensure consistency with District standards. If a contract is “non-standard,” i.e., developed by an outside source, District General Services and/or the District’s General Counsel must approve the contract before it is executed [III.D.3.g.9].
The chancellor authorizes the names of employees on the “Authorized Signer List” who can sign agreements and other documents binding upon the District without prior Board approval, except for those transactions listed in P-8315, Section 2.1 [III.D.3.g.10].
The District currently contracts with Aramark for the operation of its cafeterias at all four colleges [III.D.3.g.11]. The Aramark contract expired on May 31, 2015, and a new RFP process was developed and publicly bid. Aramark was awarded a new 3-year exclusive food service contract for the District. It provides for the delivery of quality food services for students and staff and has provisions to support activities aligned with the mission of the college.
Self Evaluation The District and College process for review of contractual agreements ensures that contracts are lawful. The extensive review process required before a contract is executed provides opportunity to ensure that contractual agreements support the mission and goals of both the College and the District. Appropriate control mechanisms are in place to monitor contract compliance throughout the term of a contract.
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 College uses four primary evaluative processes: the external audit, internal audits by District staff, agency audits, and college wide internal reviews.
Performed by an independent CPA firm, currently Gilbert Associates, Inc., the external audit occurs annually and covers all operations of the District. The process begins in the middle of the calendar year, and the results are transmitted to the Board of Trustees six months later. The last audit began in June 2014 audit was presented to the Board in December 2014 [III.D.3.h.1].
External auditors examine the District’s operations and arrive at a professional opinion concerning compliance with Generally Accepted Accounting Principles and, if applicable, federal and state guidelines or those of other external funding agencies. The auditors examine
314 American River College SELF EVALUATION REPORT 2015 STANDARD III financial statements, financial management systems, internal controls, and compliance requirements.
The findings of the external auditors are presented in a report that is submitted to the Board of Trustees. The auditors also present a summary of their results, which includes any concerns that emerged during the audit. The District Office, under the direction of the vice chancellor, Finance and Administration, then, if necessary, develops a plan to address any deficiencies contained in the audit. Both the June 2013 and June 2014 audits reported that no material weaknesses were identified regarding internal control over financial reporting [III.D.3.h.2, III.D.3.h.3].
External auditors noted that in 2013, the College EOP&S/CARE Advisory Committees did not meet during the academic year. Because Title 5 requires the EOP&S Advisory Committee to meet at least once and the CARE Advisory Committee twice during each academic year, the external auditors recommended that the associate vice chancellor, Student Services, work with the vice presidents of Student Services at the Colleges to ensure the Colleges hold the required number of EOP&S/CARE Advisory Committee meetings. The subsequent June 2014 audit report documents compliance with this recommendation [III.D.3.h.4 p. 68].
The District Office has two internal auditors. These auditors routinely examine processes and internal controls. The internal audit is an ongoing function in the District Office and usually occurs in the background of District operations. However, special audits are sometimes conducted whenever concerns arise regarding specific issues.
The reports of the internal auditors are confidential documents and are shared only with those who have a direct responsibility for overseeing the District’s financial functions. Confidentiality is important because auditors frequently examine internal controls whose workings should be securely maintained, and sharing the audit reports broadly could compromise the security of the District’s internal controls. For example, in 2014, one of the internal audits examined separation of duties in Financial Aid to verify that controls were sufficiently rigorous to prevent the misappropriation of Financial Aid funding. That audit resulted in the transfer of some duties from Financial Aid to Business Services to maintain a clear separation of duties regarding College Federal Work Study awards [III.D.3.h.5].
The State Chancellor’s Office conducts categorical Program Reviews that include EOP&S, matriculation, DSPS, and CalWORKs. While not financial audits per se, these reviews may result in findings that the State Chancellor’s Office shares with individual colleges or districts.
The federal government may periodically send auditors to investigate the handling of federal education funds. These audits may result in findings later shared with the schools or districts concerned.
Self Evaluation The College multiple evaluation processes provide a well-rounded examination of the College financial processes from various internal and external perspectives. The confluence of these diverse evaluations is a comprehensive picture of the College process, a picture that documents the successful operation of its procedures and provides opportunities to strengthen any
American River College 315 STANDARD III SELF EVALUATION REPORT 2015
weaknesses. The frequency of these reviews or audits, whether continuous or periodic, ensures that the audits quickly discover and the institution quickly addresses any problems.
The College audit reports have been excellent, and findings of flaws have been few and minor.
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 assesses the effective use of financial resources using a variety of methods and reports integrated into institutional planning processes. Financial planning integrates particularly closely into the College Program Review and the College resource allocation process, the EMP.
Each department assesses itself using Program Review to examine its goals and objectives and to review the strategies and resources necessary to accomplish each [III.D.4.1]. Departments link requested resources to goals contained in their Program Reviews, whose goals also align with the goals and objectives of the District Strategic Plan [III.D.4.2], the College mission and vision statements and Institutional SLOs (ISLOs) [III.D.4.3, III.D.4.4].
Each semester, the College and the District generate and evaluate productivity and growth reports and use them to allocate funding to the College. The District annually conducts faculty and classified staff analyses to support College staffing decisions. General Fund account administrators assess their respective budgets to fund non-personnel line items. Requests for additional staffing, equipment, supply orders, or facility repairs are vetted through the administrative reporting lines to Vice Presidents of Administrative Services, Instruction, and Student Services.
Self Evaluation The integration of financial resource planning occurs at all levels of program planning and is reviewed College wide by the College Budget Committee, the Planning Coordination Council, the Instruction and Student Services Deans Councils, and the PES. The College Budget Committee completes an end-of-year report and submits it to the PCC. An external audit is also conducted annually, and the College uses any recommendations to continuously improve the use of financial resources.
College wide assessment results summarizing the effective use of financial resources are included in the Key Effectiveness Indicators (KEI) report [III.D.4.5].
316 American River College SELF EVALUATION REPORT 2015 STANDARD III
Departments assess the impact of financial resources through the SLO assessment, the EMP, and the Program Review processes. The PCC, with support from College standing committees, reviews the results of the assessments, including the use of financial resources, for continuous improvement of institutional effectiveness. (More information on these planning processes is addressed in Standard I.)
Actionable Improvement Plan None.
List of Evidence Standard III.D EVIDENCE EVIDENCE TITLE LABEL III.D.1.a.1 Budgeting Principles and Formulas III.D.1.a.2 LRCCD Strategic Plan III.D.1.a.3 LRCCD Strategic Goals and College Objectives III.D.1.a.4 LRCCD Strategic Plan III.D.1.a.5 LRCCD 2014-15 Adopted Budget Complete Book III.D.1.a.6 Budgeting Principles and Formulas III.D.1.a.7 District Budget Committee Membership List III.D.1.a.8 Institutional Planning At ARC: an Overview III.D.1.a.9 Educational Master Plan Website III.D.1.a.10 Program Review Website III.D.1.a.11 LRCCD Strategic Plan III.D.1.a.12 CDF Allocation- FY15 Final III.D.1.a.13 CDF Summary 2014-15 III.D.1.a.14 Decision Making Handbook III.D.1.a.15 Institutional Budget Sources III.D.1.a.16 ARC Facilities Master Plan- 2012 III.D.1.a.17 College Budget Committee III.D.1.a.19 2014-15 PFE Allocation III.D.1.a.20 LRCCD Strategic Goals and College Objectives III.D.1.a.21 CDF Allocation- FY15 Final III.D.1.a.22 Educational Master Plan Website III.D.1.a.23 College Budget Committee III.D.1.a.24 College Budget Committee Minutes III.D.1.a.25 ARC 2014 Accreditation Survey III.D.1.a.26 ARC Facilities Master Plan- 2012 III.D.1.a.27 LRCCD Long Range Capital Plan III.D.1.a.28 EMP Ranking Criteria Matrix
American River College 317 STANDARD III SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL III.D.1.b.1 2014-15 Adopted Budget Complete Book III.D.1.b.2 Budgeting Principles and Formulas III.D.1.b.3 2014-15 Adopted Budget Complete Book III.D.1.b.4 2014-15 Adopted Budget Complete Book III.D.1.b.5 LRCCD Budget Committee-Agendas & Minutes III.D.1.b.6 LRCCD Grant Office III.D.1.b.7 2014-15 Adopted Budget Complete Book III.D.1.b.8 2014-15 Adopted Budget Complete Book III.D.1.b.9 2014-15 Adopted Budget Complete Book III.D.1.b.10 2014-15 Adopted Budget Complete Book III.D.1.b.11 Fund Balance Calculations-FY14 III.D.1.b.12 LRCCD Grants Office III.D.1.b.13 College Budget Committee III.D.1.b.14 College Budget Committee Minutes III.D.1.c.1 CCC System Office Accounting Advisory FS 05-05 document III.D.1.c.2 2014-15 Adopted Budget Complete Book III.D.1.c.3 Fund Balance Calculations- FY14 III.D.1.c.4 LRCCD Budget Forecast 2009-2013 III.D.1.c.5 LRCCD 2011-2012 College Carryover to 2012-2013 III.D.1.c.6 LRCCD 2012-2013 College Carryover to 2013-2014 III.D.1.c.7 LRCCD 2013-2014 College Carryover to 2014-2015 III.D.1.c.8 Email from Ray Di Guilio (10-30-14) III.D.1.c.9 2014-15 Adopted Budget Complete Book III.D.1.c.10 LRCCD Strategic Plan III.D.1.c.11 LRCCD Strategic Goals and College Objectives III.D.1.c.12 Educational Master Plan Website III.D.1.c.13 Program Review III.D.1.c.14 LRCCD 2014 Final Audit Report III.D.1.c.15 2014-15 Adopted Budget Complete Book III.D.1.c.16 2014-15 Adopted Budget Complete Book III.D.1.c.17 ARC 2014 Accreditation Survey III.D.1.d.1 2014-15 Adopted Budget Complete Book III.D.1.d.2 College Budget Committee III.D.1.d.3 College Budget Committee Minutes III.D.1.d.4 Institutional Budget Sources III.D.1.d.5 Professional Development Coordination Committee III.D.1.d.6 Educational Master Plan Website III.D.1.d.7 ARC 2014 Accreditation Survey
318 American River College SELF EVALUATION REPORT 2015 STANDARD III
EVIDENCE EVIDENCE TITLE LABEL III.D.2.a.1 Educational Master Plan Website III.D.2.a.2 LRCCD Strategic Goals and College Objectives III.D.2.a.3 ARC Decision Making Handbook III.D.2.a.4 Board Agenda for February, 2015 III.D.2.a.5 Annual Report of Fiscal Information- FY14 III.D.2.a.6 LRCCD 2014 Final Audit Report III.D.2.a.7 LRCCD 2014 Final Audit Report III.D.2.b.1 LRCCD 2014 Final Audit Report III.D.2.b.2 LRCCD 2014 Final Audit Report III.D.2.b.3 December 2014 Board Agenda III.D.2.b.4 LRCCD 2014 Final Audit Report III.D.2.b.5 LRCCD 2014 Final Audit Report III.D.2.b.6 LRCCD 2014 Final Audit Report III.D.2.c.1 Chancellor Presentation Fall 2014 III.D.2.c.2 Chancellor Presentation Spring 2015 III.D.2.c.3 District Budget Committee III.D.2.c.4 College Budget Committee III.D.2.c.5 ARC Accreditation Survey (All) III.D.2.c.5.1 ARC Accreditation Survey (Classified) III.D.2.c.5.2 ARC Accreditation Survey (Faculty) III.D.2.c.5.3 ARC Accreditation Survey (Managers) III.D.2.d.1 Measure A Capital Needs Plan III.D.2.d.2 Measure M Fact Sheet III.D.2.d.3 Measure M Capital Needs Plan III.D.2.d.4 Citizens' Bond Oversight Committee Website III.D.2.d.5 Citizens' Bond Oversight Committee Website III.D.2.d.6 Citizens' Bond Oversight Committee Website III.D.2.d.7 ARC Foundation III.D.2.d.8 LRCCD Foundation 2013 Final Audit Report III.D.2.d.9 LRCCD Foundation Finance Committee III.D.2.d.10 LRCCD Purchasing Handbook January 2014 III.D.2.d.11 ARC 2014 Accreditation Survey III.D.2.e.1 LRCCD Board Agenda Dec 10, 2014 III.D.2.e.2 LRCCD 2014 Final Audit Report III.D.2.e.3 Citizens’ Bond Oversight Committee By Laws III.D.2.e.4 LRCCD 2014 Final Audit Report III.D.2.e.5 U S Department of Education Website III.D.2.e.6 Perkins (VTEA) Program Requirements and Approval Process
American River College 319 STANDARD III SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL III.D.2.e.7 Career Technical Education Website III.D.2.e.8 LRCCD 2014 Final Audit Report III.D.2.e.9 Bond Performance Audit 2013 III.D.2.e.10 Bond Financial Audit 2013 III.D.2.e.11 LRCCD 2011 Final Audit Report III.D.2.e.12 LRCCD 2012 Final Audit Report III.D.2.e.13 LRCCD 2013 Final Audit Report III.D.2.e.14 LRCCD 2014 Final Audit Report III.D.2.e.15 College Budget Committee Minutes III.D.2.e.16 LRCCD 2014 Final Audit Report III.D.3.a.1 2014-15 Adopted Budget Complete Book III.D.3.a.2 Interview Stephanie Smith re: Cash Receipts III.D.3.a.3 Block Grant Carryover 2014 III.D.3.a.4 LRCCD Budget Forecast 2009-2013 III.D.3.a.5 LRCCD Risk Management Report 2013 p. 2 III.D.3.a.6 LRCCD Risk Management Report 2014 p. 2 III.D.3.a.7 2014-15 Adopted Budget Complete Book III.D.3.a.8 2014-15 Adopted Budget Complete Book III.D.3.a.9 LRCCD Budget Forecast 2009-2013 III.D.3.a.10 LRCCD Risk Management III.D.3.b.1 People Soft Financials III.D.3.b.2 Bookstore Year-End Distribution III.D.3.b.3 Local Agency Investment Fund (LAIF) III.D.3.b.4 Technology Master Plan III.D.3.b.5 LRCCD Purchasing Handbook III.D.3.b.6 LRCCD Contract/Agreement Routing Sheet III.D.3.b.7 ARC Grant In-house Transmittal Form III.D.3.b.8 Citizens' Bond Oversight Committee Website III.D.3.b.9 Measure A & M Interest Report III.D.3.b.10 LRCCD Foundation Independent Auditor's Report 2014 III.D.3.b.11 ARC Foundation III.D.3.b.12 ACCJC Annual Fiscal Report- 2015 III.D.3.b.13 Default Management Agreement-ECMC III.D.3.c.1 LRCCD 2014 Final Audit Report III.D.3.c.2 2014-15 Adopted Budget Complete Book III.D.3.c.3 LRCCD 2014 Final Audit Report III.D.3.c.4 2014-15 Adopted Budget Complete Book III.D.3.c.5 2014-15 Adopted Budget Complete Book
320 American River College SELF EVALUATION REPORT 2015 STANDARD III
EVIDENCE EVIDENCE TITLE LABEL III.D.3.c.6 LRCCD Employee Perception Survey III.D.3.d.1 LRCCD 2014 Final Audit Report III.D.3.d.2 LRRCD Actuarial Valuation of Postretirement Health Benefits III.D.3.f.1 DOE National Student Loan Debt System III.D.3.f.2 Default Prevention Plan for American River College III.D.3.f.3 Interview Summary Chad Funk III.D.3.f.4 Interview Info from Chad Funk III.D.3.f.5 DOE Letter III.D.3.f.6 LRCCD 2014 Final Audit Report III.D.3.g.1 LRCCD Purchasing Handbook January 2014 III.D.3.g.2 LRCCD Purchasing Handbook January 2014 III.D.3.g.3 LRCCD Purchasing Handbook January 2014 III.D.3.g.4 LRCCD Purchasing Handbook January 2014 III.D.3.g.5 LRCCD Purchasing Handbook January 2014 III.D.3.g.6 Authorized Signer List III.D.3.g.7 LRCCD Purchasing Handbook January 2014 III.D.3.g.8 LRCCD Purchasing Handbook January 2014 III.D.3.g.9 LRCCD Purchasing Handbook January 2014 III.D.3.g.10 Board Policy P-8315: Authorization of Signatories III.D.3.g.11 Aramark Agreement Memo III.D.3.h.1 December 2014 Board Agenda III.D.3.h.2 LRCCD 2013 Final Audit Report III.D.3.h.3 LRCCD 2014 Final Audit Report III.D.3.h.4 LRCCD 2014 Final Audit Report III.D.3.h.5 Email- Transfer of Duties from Financial Aid to Business Office III.D.4.1 ARC Program Review III.D.4.2 LRCCD Strategic Goals and College Objectives III.D.4.3 ARC Mission Statement, Goals, and ISLOs III.D.4.4 Educational Master Plan Website III.D.4.5 Key Effectiveness Indicators (KEI)
American River College 321
Standard Four
Standard Four Leadership & Governance
ARC Model United Nations Club
SELF EVALUATION REPORT 2015 STANDARD IV
STANDARD IV: LEADERSHIP AND GOVERNANCE The institution recognizes and utilizes the contributions of leadership throughout the organization for continuous improvement of the institution. Governance roles are designed to facilitate decisions that support student learning programs and services and improve institutional effectiveness, while acknowledging the designated responsibilities of the governing board and the chief administrator.
Standard IV.A Decision-Making Roles and Practices 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.
In articulating the values which frame the vision and mission, the College affirms that “Responsible leadership and service by faculty, staff, and students is actively cultivated so that the college can achieve improvement in student learning and support positive contributions to the community” [IV.A.0.1].
The PCC is the College standing committee responsible for facilitating the discussion of institutional values, and setting and achieving the goals to ensure student learning and improvement. With representatives from students, faculty, classified staff, and administration, as well as chairs of the ten other standing committees, PCC membership is broad-based. Such membership assures that dialogue supporting the College planning processes is inclusive and reflects the diverse perspectives of the ARC community. This dialogue includes discussion of the College values and vision supporting the mission.
The participatory governance processes through which College wide dialogue, decision making, and action occur are described in the College’s two comprehensive planning documents: The Decision Making Handbook [IV.A.0.2] and “Institutional Planning at American River College: an overview” [IV.A.0.3]. The brief introductory remarks in the Decision Making Handbook demonstrate the way in which the College culture affirms the value of responsible leadership and service to the College:
Welcome to the ARC Decision Making Handbook. Many of you have wondered how decisions are made at our college and what processes are used to make them. You may have also wondered how you could get involved in the planning efforts and ensure that the needs of your area are heard. The purpose of this document is to help answer those important questions. The college is committed to sharing its decision making processes and encouraging a fully informed college community. Your knowledge of and involvement in these critical processes will lead to continued success of our institution.
The Handbook lists the standing committees and governance groups for the faculty, classified staff, and students. It also describes the primary focus or function of each standing committee, and how the representatives of the four college constituencies are appointed to the standing committees and/or participate in the various participatory governance groups.
The websites for the participatory governance groups describe the authority from which they receive their power to act and represent their constituencies [IV.A.0.4, IV.A.0.5, IV.A.0.6].
American River College 323 STANDARD IV SELF EVALUATION REPORT 2015
The College values also include a specific value recognizing employees “As our most valued resource” and affirming that “faculty and staff members are entitled to a safe, secure and supportive work environment and a culture that recognizes excellence, encourages meaningful involvement in interest-based, decision-making process; and provides opportunities for professional development, service, and leadership.” To provide the professional development supporting effective service and leadership, the officers of the Academic Senate, Classified Senate, and Associated Student Body (ASB) organize training and orientation programs for their members. The Academic Senate and Classified Senate training sessions are part of annual orientations scheduled early in the fall term, and the ASB training occurs in the summer and in the week before the spring semester. In addition, the Academic Senate’s website includes resource links, including links to the training resources of the Academic Senate for California Community Colleges.
IV.A.1 Institutional leaders create an environment for empowerment, innovation, and institutional excellence. They encourage staff, faculty, administrators, and students, no matter what their official titles, to take initiative in improving the practices, programs, and services in which they are involved. When ideas for improvement have policy or significant institution-wide implications, systematic participative processes are used to assure effective discussion, planning, and implementation.
Descriptive Summary ARC supports ethical, empowered, and innovative leadership through its commitment to a working environment founded on inclusive and effective dialog, collaboration, and diversity. These principles are the foundation of the College Mission, Vision, and Values and help the College convey the expectation that all American River College employees should contribute to the continuous improvement of the College through strengthening student learning and success. The College values overtly emphasize empowering individual participation and contribution to the College Mission:
• Employees: As our most valued resource, faculty and staff members are entitled to… a culture that recognizes … meaningful involvement in interest-based, decision- making process; and provides opportunities for professional development, service and leadership. • Innovation & Risk Taking: Creativity, flexibility, and responsible risk-taking support achievement of the College mission. • Leadership: Responsible leadership and service by faculty, staff, and students is actively cultivated so the College can achieve improvements in student learning and support positive contributions to the community [IV.A.1.1].
The emphasis on individual participation and contribution is also seen within the District values of participatory governance involving:
324 American River College SELF EVALUATION REPORT 2015 STANDARD IV
• The Contributions of All Our Members: All members of the Los Rios community are encouraged to contribute to our organizational success. • Informed and Decentralized Decision Making: We value informed decisions made by people close to the issues. • Democratic Practices: We observe democratic practices in our internal governance [IV.A.1.2].
Board Policies P-3411 Participatory Governance [IV.A.1.3] and P-3412 Academic Senate [IV.A.1.4], in addition to other Board policies and established collective bargaining agreements [IV.A.1.5], serve as the framework for the College commitment to inclusive dialog, along with a commitment to collaborative governance and decision making. The College Decision Making Handbook describes the various ways by which these policies and agreements are implemented to ensure all constituencies have the means and are encouraged to engage in participatory governance and decision making [IV.A.1.6].
Table 38 Participatory Governance at ARC
The College relies on participatory governance in all policy and institutional planning processes (Table 38), particularly when that planning has College wide or long-term implications. Participatory governance is an ongoing process involving all College constituencies via various standing and ad hoc committees and governance and work groups. These entities solicit constituency input in areas congruent with their areas of responsibility and provide recommendations to the College president. Each of these four participatory governance entities is described in detail in the ARC Decision Making Handbook [IV.A.1.6.1 pp.10-11].
American River College 325 STANDARD IV SELF EVALUATION REPORT 2015
As mentioned previously, the PCC, one of the eleven College standing committees, is primarily responsible for facilitating long-term institutional planning and high levels of coordination and communication among committees and governance. The PCC thus assures the most effective recommendations are shared with the College president. The PCC comprises representatives from the leadership of all constituent groups: the College administration (e.g., the College president, vice presidents and representatives of the Instruction & Student Services Councils), the Academic Senate, the Classified Senate, and the Associated Student Body, and the chairs of the standing committees. Serving the PCC as nonvoting resource members are the public information officer and a member of the OIR. While issues related to academic and professional matters fall within the purview of the Academic Senate as defined in AB1725 (Chapter 973, 1988) and Title 5 of the California Code of Regulations, the PCC captures, organizes, and reconciles input from each of the constituency and work groups and standing and ad hoc committees. The description of the functions and the procedures of the PCC is posted on the ARC Insider page [IV.A.1.7].
The College’s reliance on these well-established participatory governance processes is strongest in situations involving planning and continuous improvement and/or having significant College wide, long-term implications. The process by which the College routinely and systematically reviews and revises its mission, vision, and values provides a concrete example. Occurring every three to five years, the process begins with the College examining its current mission, vision, and values via dialogue within the various standing committees as well as within each of the College governance groups, the Academic, Classified, and Student senates. This information is consolidated by the PCC and then presented in draft for further input at forums involving the entire College community. As noted in Standard I.A, only after considering all the input provided via this process does the PCC recommend revisions to the College mission, vision, and values statements to the College president [IV.A.1.8].
Other examples of the College reliance on participatory governance is the development and revision of the College goals and objectives [IV.A.1.9, IV.A.1.10], the review of KEIs [IV.A.1.11, IV.A.1.12], and implementation of EMP [IV.A.1.10], Program Review [IV.A.1.13], and SLO assessment processes [IV.A.1.14, IV.A.1.15]. The inclusive approach to prioritizing needed resources, hiring personnel, and assessing institutional effectiveness are also examples of a culture that values and incorporates the perspectives and contributions of individuals and those of the College constituencies into its decision-making processes.
In addition to the formal processes within the participatory governance structures, the College provides frequent informal opportunities for substantive collaboration and opportunities for individuals to exercise initiative in improving the programs, services, and practices in which they are involved. Feedback, for example, is solicited through surveys and College wide forums [IV.A.1.15.1]. Department and area meetings, hiring committees, and student clubs are a few examples for how individuals frequently contribute to ongoing improvement efforts at the College. The President or his designee meets regularly with the leaders of the various constituency groups as part of an open-door culture supporting transparent and honest dialog and communication.
326 American River College SELF EVALUATION REPORT 2015 STANDARD IV
Additional forums for individual and constituency-based governance and participation exist at the District level, including District Academic Senate and collective bargaining groups; District governance committees (e.g., District Budget Council, Academic Calendar Committee, Educational Technology Committee, and International Education Committee); District work groups (e.g., Vice Presidents of Instruction and Vice Presidents of Student Services Councils ); Los Rios Management Association; and Chancellor’s Cabinet.
The appropriate governance leaders from the College appoint members from their constituencies to serve on these District-level committees. The appointees have responsibility for representing College perspectives at District wide discussions and conveying the results of District dialogue to their College constituencies, thus facilitating participation of all the constituencies in the District strategic planning process. Most of these forums are guided by documented, systematic, participative processes used to ensure effective discussion, planning, and implementation [IV.A.1.16].
To keep the College community engaged and informed, the College distributes information electronically through the College newsletter, Notes, published weekly during the semester [IV.A.1.17]. Standing committees post their agendas and minutes online in ARCDocs, a document archive accessible through the College Insider webpage [IV.A.1.18]. The Insider webpage [IV.A.1.19] provides links to a number of important College documents including descriptions of College planning processes such as “Institutional Planning at ARC: an overview” and “Institutional Planning at ARC-10 Key Points to Remember” as well as several other planning [IV.A.1.20] and accreditation-related documents and information [IV.A.1.21]. The College OIR also provides links to important College planning documents such as the KEIs, current and past EMP and Program Review documents, information on submitting research requests, and a link to the ARCDocs ARC Research Archive [IV.A.1.22]. Convocation and other large-group forums provide additional opportunities to convey key information and keep the College community informed. Additionally, the College president communicates via email with the entire ARC community around issues of particular and timely importance [IV.A.1.23].
The College recognizes that effective participatory governance and the ability to exercise individual initiative in improving programs and services at the College is inextricably linked to effective leadership throughout all levels of the institution. As such, the College provides comprehensive professional development opportunities to administrators, faculty, classified staff, and students.
For example, managers can access funds and resources to attend leadership conferences; new administrators can attend a District sponsored, nine-session New Dean’s Academy series [IV.A.1.24], and all managers regularly participate in development activities as part of the Administrative Leadership Council [IV.A.1.25].
Classified staff can choose to participate in a variety of leadership development opportunities organized and developed by the CTL [IV.A.1.26], the ITC, Classified Senate, the Classified Professional Development Committee, and the District-sponsored Classified Leadership Academy [IV.A.1.27].
American River College 327 STANDARD IV SELF EVALUATION REPORT 2015
Leadership opportunities for faculty are wide ranging, including those provided by the Faculty Professional Development and the Professional Standards/Type A and B Leaves Committees [IV.A.1.28, IV.A.1.29], and the regularly offered workshops presented by the CTL and ITC [IV.A.1.30, IV.A.1.31]. Faculty can also participate in the training institutes offered by the Academic Senate for California Community Colleges (ASCCC), including the ASCCC-sponsored Accreditation, Curriculum, Faculty Leadership, Academic Academy, and Career Technical Education institutes.
Additionally, to further inspire leadership growth, the College holds regular award and recognition ceremonies and celebrations to recognize achievements by staff, faculty, and administration [IV.A.1.32].
Self Evaluation The College participatory governance processes encourage inclusive and honest dialog, and the College offers numerous venues and opportunities that facilitate empowerment, innovation, and institutional excellence.
For example, results from the ARC respondents to the Spring 2014 LRCCD Employee Perceptions Survey indicate that College personnel feel that they have a consistent voice in college governance and decision-making; over three quarters of respondents stated “I have opportunities to participate in decisions about how to get the job done” (76.1%, n=490). In addition, these same groups stated that they understand and can connect their primary responsibilities and roles to the College mission, values and goals. For example, 90.6% (n=489) of faculty, staff, and administrators stated “I understand how my job contributes to the general mission of the district” while 90.1% (n=493) stated “I understand what I am expected to do” [IV.A.1.33].
In the 2014 ARC Accreditation Survey, 67% (n=242) agreed “There is continuous collegial, self- reflective, and self-evaluative dialog about student learning, institutional processes, and outcomes.” Additionally, 70% (n=238) of respondents agreed “There is ample opportunity to be involved in making plans and setting priorities for my department and/or program” and 71% (n=255) agreed “ARC provides sufficient opportunities for professional development” [IV.A.1.34].
However, when both District and College survey data were disaggregated by constituency group, classified staff expressed less agreement than others relative to a wide variety of survey questions, including the opportunity to participate in College wide planning and governance. Recognizing the place/time-bound challenges to participating in College governance and decision making, the College is working with the Classified Senate and classified staff to further enhance their participation in College governance and decision-making.
Actionable Improvement Plan None.
328 American River College SELF EVALUATION REPORT 2015 STANDARD IV
IV.A.2 The institution establishes and implements a written policy providing for faculty, staff, administrator, and student participation in decision-making processes. The policy specifies the manner in which individuals bring forward ideas from their constituencies and work together on appropriate policy, planning, and special-purpose bodies.
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 The College participatory governance processes are guided by Board Policy:
• P-3411 Participatory Governance • P-3412 Academic Senate • P-3122 Student Trustee and P-3123 Student Trustee Rights & Responsibilities • P-2311 Student Body Associations • P-4111 Administration • P-3218 Collective Bargaining Proposals
P-3411 defines participatory governance as “a collaborative goal-setting and problem-solving process built on trust and communication,” wherein “Trustees shall give reasonable and due consideration to the recommendations and positions developed by faculty, staff and students through the participatory governance process.” P-3412 recognizes the authority of the District and College Academic Senates. Specifically related to the four Los Rios colleges, this policy establishes “an Academic Senate for the purpose of College faculty government and … formal and effective procedures for participation in making recommendations on policies on academic and professional matters.” This policy also describes the “College Academic Senate(s) as a consulting body at each College” having “primary responsibility …to make recommendations to the administration of the College.” P-3122 and 3123 authorize and delineate the roles and responsibilities of a student trustee. Related administrative regulations authorize the formation of the LRCCD Student Advisory Committee, charging it with responsibilities to “nominate candidates for appointment to District wide committees and to provide a forum for communications and exchange of ideas, information, and concerns between the Student Trustee, the College Student Body Association, and the students of the District.” P-2311 recognizes the Student Senate of the ASB at the College as the representative body of the students to participate in the College and/or District’s participatory governance processes.
These policies, in tandem with the Constitutions and Bylaws of the College Academic Senate [IV.A.2.a.1], Classified Senate [IV.A.2.a.2] and ASB [IV.A.2.a.3], contribute to the framework for College decision-making processes described in the ARC Decision Making Handbook [IV.A.2.a.4]. Recognizing that differences exist between the purpose, authority, purview, and
American River College 329 STANDARD IV SELF EVALUATION REPORT 2015
means by which each governance group conducts its business, the ARC Decision Making Handbook explains how each group’s efforts integrate with the overall decision making processes used by the College. It also describes how faculty, managers, classified staff, and students participate in the governance of the College along with reasons why participatory governance remains the foundation of the College decision-making processes. It describes the composition and charges of the various governance groups (i.e., standing committees, work groups, ad hoc groups, and governance groups at both the College and the District level) and includes descriptions of the College resource and staffing allocation processes, along with organizational charts, Frequently Asked Questions, and budgetary resources.
Faculty participation in decision making occurs in numerous ways. Individual departments and areas follow self-established processes for how local decisions are made. The Academic Senate includes representatives from all Instruction and Student Services divisions and appoints faculty to standing committees, interview committees, peer review teams, ad hoc committees, and District committees, and is responsible for formal recommendations regarding academic and professional matters. Senate minutes are posted on its website [IV.A.2.a.5]. Additionally, the Senate plays a significant role in the prioritization process for new faculty positions [IV.A.2.a.6]. The Academic Senate executive officers meet monthly with the PES to ensure College wide concerns are communicated and discussed. The Academic Senate president meets weekly with the College president to ensure effective communication. The Academic Senate president is also a member of the PCC and serves on the American River College Foundation Board.
Faculty participation in District level governance includes the College Academic Senate officers serving on the District Academic Senate and the Academic Senate President’s monthly meetings, during the academic year, with the Chancellor and serving as a member of the Chancellor’s Cabinet. To further participatory governance at the District level, the Academic Senate Presidents of the four Colleges and the president of the District Academic Senate attend meetings of the Board of Trustees. Board Policy P-3410 states that the Board of Trustees will “rely primarily” upon the District Academic Senate for matters that are primarily academic and professional. Faculty issues which overlap academic and professional matters and working conditions are addressed by the Senate Union Joint Issues Committee (SUJIC), whose members are jointly appointed by the District Academic Senate and the Los Rios College Federation of Teachers, the collective bargaining unit for Los Rios faculty.
Classified staff participate in decision making through a variety of means. The Classified Senate is responsible for representing the classified staff in the participatory governance process of the College and District. Membership includes all classified employees at the College who fill permanent blue collar, white collar, confidential, and non-management supervisory classified positions The Senate consists of four executive officers and a Senate body of up to 20 representatives covering all areas of the College. Senate minutes and other timely information are posted on the Classified Senate’s website [IV.A.2.a.7]. The Classified Senate is also responsible for working with the College president in appointing classified representatives to College and District standing and ad hoc committees. The Classified Senate president with the College president and vice president of administrative services ensure that College wide classified concerns are communicated and discussed. For example, these discussions have
330 American River College SELF EVALUATION REPORT 2015 STANDARD IV recently led to the awareness that while the Classified Senate had previously provided input to the prioritization process for new classified positions, the prioritization process was discontinued during the recent recession. The College is currently taking this opportunity to review, and where applicable, enhance the process as a means of improvement and opportunity to support this aspect of the classified staff’s participatory governance. The College sees the opportunity to reorganize the prioritization process in fall 2015.
Three collective bargaining units, the Los Rios Classified Employees Association (LRCEA), the Service Employee International Union (SEIU), and the Los Rios Supervisors Association (LRSA) represent all Los Rios classified employees on work-related issues [IV.A.2.a.8].
Managers, including supervisors, directors, deans, associate vice presidents, and vice presidents, participate in decision-making processes in numerous ways. In their local areas of responsibility, they seek faculty, staff, and student input to improve programs and services, as well as work with their direct supervisors and appropriate committees and work groups to represent the ideas and issues of their areas. Managers are responsible for reviewing department and unit EMPs, which include requests for College wide resources [IV.A.2.a.9]. All managers serve on the Administrative Leadership Council, which meets monthly [IV.A.2.a.10]. The PES meets weekly and is responsible for discussing overall College operational issues and making recommendations to the president based on input from their areas [IV.A.2.a.10.1].
Managers are also appointed to serve on ARC and Los Rios ad hoc and standing committees or work groups by the College president [IV.A.2.a.11]. ARC directors, deans, associate vice presidents, and vice presidents are represented by the Los Rios Management Association (LRMA), the non-collective bargaining group that also includes confidential staff. The LRMA promotes educational and professional development for their members and provides input to the Chancellor’s Cabinet on District wide governance matters concerning managers and confidential staff [IV.A.2.a.12].
The Associated Student Body (ASB) is the officially recognized student group that represents all students at the College and provides the student voice in College decision-making The ASB also promotes activities at the College that stimulate the intellectual and social life of students. The ASB constitution and bylaws establish the duties and responsibilities of its officers and ASB procedures. Students are also eligible to serve on a number of college standing and academic senate committees, including SLO Assessment; Budget; Buildings, Grounds and Safety; Curriculum; Equity; Information Technology; and the PCC [IV.A.2.a.12.1].
In response to the 2009 accreditation recommendation, the College initiated several significant efforts to increase student participation in decision-making processes. Beginning in 2010, the College organized the ARC Student Leadership Summits: the ASB advisor and support staff coordinate fall and spring semester trainings for student leaders. The training includes workshops and presentations on such topics as participatory governance and student representation, parliamentary procedure, and the Brown Act [IV.A.2.a.13]. In 2010, the PCC added a new section to the template for the end-of-year reports completed by standing committee chairs: chairs state the number of ASB representatives appointed to their committees and report the frequency of attendance by ASB representatives at the meetings. Additionally, the
American River College 331 STANDARD IV SELF EVALUATION REPORT 2015
report template asks committee chairs to describe how they encouraged participation by student representatives [IV.A.2.a.14], and their responses have been used to increase student participation on these committees. In 2012-13, the College reorganized the Campus Life Center to the more robust Center for Leadership & Development. This reorganization included increasing the number of support staff and program resources that encourage student representation processes and initiatives from the ASB [IV.A.2.a.15].
Students are represented on the LRCCD Board of Trustees by a non-voting Student Trustee and participate on District level committees via appointment through the District Student Advisory Council (SAC). Comprised of the presidents of the ASB Student Senates at each of the four Los Rios Colleges, the SAC meets monthly with the Student Trustee and the appointed advisor to discuss emerging issues that impact student representation [IV.A.2.a.16]. The SAC also works with its appointed advisor in sponsoring a fall and spring District wide Leadership Summit, a unique professional development opportunity for student leaders that includes training and topics on participatory governance and student representation processes [IV.A.2.a.17].
Additionally, enrolled ARC students have specific rights and responsibilities, as outlined in the Student Rights and Responsibilities Handbook [IV.A.2.a.18]. All ARC students are encouraged to make their voices heard by voting or participating in student elections and in student clubs [IV.A.2.a.19]. Students are also encouraged to contribute their opinions to college surveys regarding student satisfaction with the college and specific departments and services [IV.A.2.a.20].
Self Evaluation The College observes written policies providing for faculty, staff, administrator, and student participation in decision-making processes. All four constituencies have direct representation on participatory governance committees. These participatory governance committees have well- defined areas of responsibility and documented processes for conducting business and fulfilling those responsibilities. The means by which members of the constituent groups communicate through their representatives vary, but each group uses established mechanisms to ensure a consistent voice and role in College governance.
In the 2014 ARC Accreditation Survey, an average of 78% (n=214) of the respondents agreed “The College governance structure follows an organized process.” In that same survey, 70% (n=219) agreed “Faculty, staff, administrators, and students have clearly defined roles in institutional governance.” Furthermore, 66% (n=221) agreed “The College involves appropriate segments of the College community in institutional planning.” Moreover, 73% (n=239) agreed “I have the opportunity to provide input to the annual EMP for my department/area.” Finally, 65% (n=226) agreed “I know how the ARC participatory governance process works” [IV.A.2.a.21].
Standing committees are encouraged to provide orientation to members at the first meeting of the year; however, a review of the fall 2014 meeting agenda shows that only four standing committees provided this training.
332 American River College SELF EVALUATION REPORT 2015 STANDARD IV
Actionable Improvement Plan In the spirit of continuous improvement of the College participatory governance processes, the PCC will establish a work group to organize and deliver training for all standing committee chairs in fall 2015. Chairs will subsequently provide training and orientation on the functions/responsibilities of their respective committees to their members no later than the second scheduled meeting of the 2015-16 academic year.
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 The College relies primarily on recommendations from faculty on matters regarding student learning programs and services through the Academic Senate. Comprising broad faculty representation from each of the College academic and student services divisions [IV.A.2.b.1], the Academic Senate represents the College faculty in “academic and professional matters” as defined in AB 1725 and Title 5 of the California Code of Regulations and serves as the formal faculty voice in College governance and decision making. The authority of the Academic Senate is derived from Board Policy P-3412, which identifies the authority of the College and District Academic Senates to establish formal procedures for making recommendations on academic and professional matters [IV.A.2.b.2].
The Academic Senate has established a number of committees and sub-committees, including the Curriculum and Matriculation Committees, as well as several sub-committees and task groups, including the Adjunct-of-the-Year Award, Faculty Handbook, New Faculty Orientation, Website and Archives, and Program Review subcommittees, and the Information Literacy Task Group. In addition to the Academic Senate’s appointees, membership on these committees also includes members from the other constituency groups that can best support the committee’s charge [IV.A.2.b.3].
The Curriculum Committee, with support from its three corresponding sub-committees (i.e., Tech Review, GE, and DE) provides significant guidance and review of curriculum and academic programs [IV.A.2.b.4]. This Committee includes twenty-four members (twenty voting), with thirteen discipline faculty, the DE coordinator, the College articulation officer, the vice president of Instruction or designee, a student, and the associate vice president of Economic and Workforce Development [IV.A.2.b.5].
As a subcommittee of Curriculum, the DE sub-committee provides guidance related to online course development and delivery. This committee’s work is guided by the American River College Curriculum Committee Standards for Regular Effective Contact and Regular and Substantive Interaction in Online Classes [IV.A.2.b.6]. This document, created and revised through feedback from the DE sub-committee, the Curriculum Committee as a whole, and the Academic Senate, in tandem with additional guidelines for DE instruction [IV.A.2.b.7], provides
American River College 333 STANDARD IV SELF EVALUATION REPORT 2015
direction to faculty in designing courses to be taught online or hybrid modalities. The DE Subcommittee performs a separate review of all course outlines with DE as a modality. It provides assistance to course developers to ensure that academic standards and learning outcomes of DE courses are equivalent to those of the in-person modality and that they adhere to the minimum standards as recommended in the American River College Curriculum Committee Standards for Regular Effective Contact and Regular and Substantive Interaction in Online Classes [IV.A.2.b.7.1].
Besides Academic Senate committees, faculty have a significant voice on other College standing committees [IV.A.2.b.8]. Those standing committees whose charge aligns closely with academic and professional matters have majority faculty representation. The Basic Skills Committee, for example, is chaired by a faculty member and includes 14 faculty, five managers, three classified staff, and three students [IV.A.2.b.9]. This committee works primarily through faculty collaboration with College groups to define basic skills, basic skills instruction, and basic skills student support services for the College and supports basic skills students and basic skills- related professional development, activities, and events aligned with the committee's purpose.
The SLOAC, another College standing committee, is composed of 14 full-time faculty and three adjunct faculty in addition to the faculty researcher. Representatives from the other constituency groups complete this 28-person committee charged with reviewing and approving learning outcomes assessments, action plans, and progress reports. Through authentic collaboration, the SLOAC has significantly revised its processes and assessment guidelines since the last accreditation, and the processes include the requirement of adjunct faculty participation [IV.A.2.b.10].
The PCC relies on faculty input for instructional matters. Built into each PCC agenda is the requirement for reports from the Academic Senate as well as the other College standing committees. These reports keep the PCC abreast of instructional matters and allow it to plan effectively with faculty recommendations in mind [IV.A.2.b.11].
In addition to Academic and College standing committee representation, both faculty and administrators have other channels for dialogue. Departments convene for regularly scheduled meetings throughout each semester, where the department as a whole, led by a department chair, discusses ongoing projects, functions, and needs of the department and its students. Each division dean also holds at least one division meeting every semester. Those meetings allow discussion of division concerns, innovations, and possibilities for collaboration. Faculty serving on participatory governance committees or on the Academic Senate communicate ideas and concerns to those groups. Academic senators also report Senate concerns back to their departments and programs.
The leadership of the College meets regularly to ensure all voices are heard. The President of the Academic Senate meets weekly with the College president and monthly with the vice president of Instruction. The Academic Senate executive officers meet monthly with the PES. The academic deans meet weekly in Deans’ Meetings with the associate vice presidents and the vice president of Instruction [IV.A.2.b.12]. The vice presidents and dean of Planning, Research, and Technology
334 American River College SELF EVALUATION REPORT 2015 STANDARD IV meet weekly in the PES [IV.A.2.b.13]. Finally, department and program deans meet regularly with their department chairs and other department leaders.
Self Evaluation Through the formal governance and decision-making structures and a variety of informal means, faculty and academic administrators take an active role in improving student learning programs and services. The Basic Skills Committee, for example, supported the College’s 2013- 14 effort to establish Habits of Mind and Reading Apprenticeship, two programs supporting effective integration of basic skills best practices. The committee also expanded professional development opportunities to address cultural literacy and the needs of a diverse student population. The SLOAC worked with Student Services faculty and staff in developing a new Student Services Outcomes (SSOs) assessment plan and realigned all College GE SLOs into a subset of ISLOs. These few examples highlight the numerous accomplishments achieved annually because of the high-level participation of faculty, administrators, and others in College governance. Further examples, each of which is linked directly to one or more of the College Goals and Objectives, are described in the End-of-Year Standing Committee Reports [IV.A.2.b.14].
In the 2014 ARC Accreditation Survey, 62% (n=159) of faculty respondents and 80.3% (n=16) of managers agreed “Faculty exercise a substantial voice in matters related to educational programs, personnel, and institutional policy”; 70% (n=168) of faculty and 80.3% (n=16) of managers agreed “There is continuous collegial, self-reflective, and self-evaluative dialog about student learning, institutional processes, and outcomes”; and 79% (n=165) of faculty and 87.6% (n=16) of managers agreed with the statement “There is ample opportunity to be involved in making plans and setting priorities for my department and/or program” [IV.A.2.b.15, IV.A.2.b.16].
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.
Descriptive Summary “Los Rios strives to create a supportive, problem-solving culture, and recognize[s] the proven usefulness of the interest-based approach (IBA) for achieving cooperation and effective problem solving.” LRCCD Values statement [IV.A.3.1.1]
The College and District is committed to strong and effective participatory governance structures and practices; productive relationships characterized by respect, civility, collegiality and ethical integrity; and collaborative, informed, democratic, and decentralized decision-
American River College 335 STANDARD IV SELF EVALUATION REPORT 2015
making. This commitment and the underlying values are expressed in Board Policies P-2311, 3122, 3123, 3411, 3412, 7141, and 8122 as well as in the LRCCD values statement [IV.A.3.1].To foster and maintain this environment, the District and College encourage all employees to participate in training in interest-based approach (IBA) principles and support refresher training for facilitators [IV.A.3.2]. Whenever conflicts arise among constituent groups, the College recommends that work units implement the IBA to resolve the conflicts. The College administration fully supports the District’s offering of IBA training each semester, and ARC employees have participated in IBA for more than 23 years. The District’s commitment to ensuring the effectively collaborative environments is also evident within the 2011 LRCCD Strategic Plan’s explicit objectives. The LRCCD is committed to strengthening and expanding the ability of all employees to work and communicate effectively with people of diverse backgrounds and life situations and to providing opportunities for constituent groups to participate in College and District decision-making processes [IV.A.3.3].
To facilitate effective communication supporting the goal of improving the College and the District, all constituencies participate in District and College governance groups. The College promotes participation in governance via its structure and composition, as reflected in the ARC Decision Making Handbook. This document explains and encourages employees to participate in College governance and decision-making: “The College is committed to sharing its decision making-processes and encouraging a fully informed college community. Your knowledge of, and involvement in, these critical processes will lead to continued success for our institution” [IV.A.3.4].
Participation on College standing committees and other governance entities crucially supports the decision-making practices at American River College. The College has eleven standing committees, various work groups, and ad hoc committees/task forces that provide faculty, students, classified staff, and managers opportunities to participate in the operation of the College. College standing committee composition is inclusive, serving to enhance communication among the various segments of the College. Committees share accountability and recognize the responsibility to communicate the reasons and rationale supporting a decision to representatives of all appropriate constituent groups. Each College standing committee is required to submit an end-of-year report to the PCC as part of an annual cycle of evaluation. In this report, committees must show how the committee’s function supports the College goals and objectives. [IV.A.3.5]
Beyond formal governance systems, the College constituency groups use other structures and processes to work together for the good of the institution. These include, but are not limited to, College and District strategic planning, faculty and staff hiring prioritization processes, interview committees, the annual EMP, collective bargaining and numerous orientation and training opportunities related to hiring [IV.A.3.6] and planning [IV.A.3.7, IV.A.3.8]. The College also supports communication and collaboration between constituency groups through College wide forums such as convocation and regular brown bag discussion opportunities with the College president [IV.A.3.9] and the chancellor [IV.A.3.10]. Regular meetings between and among constituency group leaders also facilitate strong communication and collaboration. These include the president’s weekly meetings with the PES [IV.A.2.b.13]; monthly meetings between
336 American River College SELF EVALUATION REPORT 2015 STANDARD IV
PES and the Academic Senate Executive Council; weekly meetings between the College president and the Academic Senate president, monthly meetings between the College president and the Classified Senate president, weekly meetings between the academic deans with the vice president of instruction [IV.A.2.b.12]; weekly meetings between the Student Services deans and the vice president of student services; weekly meetings between the Student Life Supervisor and Associated Student Body leadership, and regular meetings between deans and department chairs.
To further support effective communication, the PES and the Academic Senate Executive Officers Council have recently agreed to reinitiate once-per-semester Department Chair meetings, and have forwarded this recommendation to the PCC for consideration. In addition, departments routinely conduct meetings to transact business and disseminate current information. The academic departments and divisions set their own meeting schedules.
Effective communication between and among the institution’s constituency groups is further supported through such avenues as Outlook email (for employees) and Gmail (for students). Additionally, the College distributes regular publications such as The Current, ARC’s student newspaper; and the weekly email newsletter, American River Notes, to all faculty, staff, and administrators to highlight programs, training opportunities, and accomplishments of students, faculty, and staff. A wealth of additional information is available via various links on the ARC website, including a one-click-link to Accreditation information and resources along with links to end-of-year-reports and the District’s strategic plan. In addition, the College actively shares information with internal audiences using a variety of social media channels, including Facebook, Twitter, LinkedIn, Google+, Instagram, and others. Through these channels, ARC also engages community partners, prospective students, local businesses, and more.
Self Evaluation The College governance structures, processes, and practices are understood by and encourage College constituencies to collaborate for the good of the College. The 2014 ARC Accreditation Survey indicates that 70.3% (n=219) of respondents (faculty, managers, and classified staff) state “Faculty, staff, administrators, and students have clearly defined roles in institutional governance.” Additionally, 67% (n=242) of respondents agree “There is continuous collegial, self-reflective, and self-evaluative dialogue about student learning, institutional processes, and outcomes.” Furthermore, 78% (n=216) of the respondents to that same survey agree “The College governance structure follows an organized process.” Finally, 64% (n=226) of respondents agreed that they “know how the ARC participatory governance structure works” [IV.A.3.11]. In a fall 2013 communications survey of employees, 87% of respondents rated the usefulness of information received from the College as “good” or “okay.” In addition, 63% of employees reported that the amount of information they received from the College was “just right” [IV.A.3.12].
Actionable Improvement Plan None.
American River College 337 STANDARD IV SELF EVALUATION REPORT 2015
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 study, 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 The College maintains a high-integrity, cooperative relationship with the Accrediting Commission. The College has promptly submitted all Annual Reports, Substantive Change Proposals, Midterm Reports, and Self Evaluations to the ACCJC. For example, the College submitted a “Substantive Change Proposal” to the ACCJC, with the report receiving ACCJC approval on November 17, 2014. Finally, the College submitted this Self Evaluation Report as required in July 2015.
The College has accommodated and prepared for site visits from external agencies. The College also complies with state and federal regulations as well as those of the United States Department of Education and the policies and procedures of other outside agencies. The College strives to comply with all accreditation and certification requirements of applicable career technical programs. At the District level, the chancellor and his staff communicate regularly with the external agencies that fund or regulate the District, and the District is well regarded for its honest and effective interactions with these agencies. The chancellor and his staff communicate regularly with the Accrediting Commission about important changes in the District (such as the appointment of a new College president), the status of the District’s educational centers, and the progress it has made with respect to the 2003 accreditation visit’s District-centered recommendation about the development of educational centers, as evidenced by letters to the Commission.
The College has a dedicated accreditation liaison officer (ALO) responsible for communication with the Commission to ensure that the College complies with accreditation standards. The College also allows re-assigned time for a faculty accreditation chair. The Accreditation Oversight Committee (AOC), a College accreditation advisory body, has as members the presidents of the Academic Senate, Classified Senate, and Associated Student Body; the PES; and, as co-chairs, the accreditation faculty chair and the ALO. The AOC convenes in the eighteen months preceding the accreditation team visit during which the College is preparing the Self Evaluation to support the reaffirmation of accreditation effort. For the preparation of the midterm report and other communications with the Commission, the PES and PCC receive reports from the ALO concerning the preparation of the reports and the status of the College response to team recommendations.
The College is responsive to accrediting guidelines and has moved expeditiously in response to past recommendations. For example, the College released a Midterm Report describing the College efforts to address the ACCJC’s 2009 visiting team’s concerns. This report describes the College efforts to:
338 American River College SELF EVALUATION REPORT 2015 STANDARD IV
• Identify a formal process to review the quality of assessment tools and ensuring the participation of part-time faculty in SLO assessment • Institutionalize a framework of leadership training to meet critical student development needs • Conduct a formal and systematic assessment of the services provided by the Learning Resource Center • Actively encourage student participation in all shared governance processes.
The College has also complied with Accrediting Commission policies through the submission of Substantive Change Proposals related to distance education offerings, annual reports on SLO progress, and annual ACCJC Reports [IV.A.4.1].
In addition to meeting the ACCJC’s accreditation standards, ARC complies with separate requirements associated with a variety of professional programs whose standards must be certified by specialized accrediting agencies:
• Nursing program: California Board of Registered Nursing • Respiratory Care: Committee on Accreditation of Allied Health Programs • Automotive Technology: National Automotive Technical Education Foundation (NATEF) • Early Childhood Education: California Commission on Teacher Credentialing • Electronics Technology: National Association of Radio and Television Engineers (NARTE) and Federal Communications Commission (FCC) test site • Public Safety: California Commission on Peace Officer Standards and Training • California Standards and Training for Corrections California Correctional Peace Officer Standards and Training and California State Fire Marshal’s Office • Funeral Service Education: American Board of Funeral Service Education (ABFSE) • Welding Technology: American Welding Society • Legal Assisting: American Bar Association • EMT Paramedic Program: Committee on Accreditation of Educational Programs for the EMS Professions • Interior Design: National Kitchen & Bath Association • Dietary Manager (Dietary Service Supervision) option: Dietary Managers Association and the California State Department of Public Health • Human Services option, Chemical Dependency Studies: California Alcoholism and Drug Counselors Education Program and the California Association for Alcohol and Drug Educators. • Paramedic Program: Commission on Accreditation of Allied Health Programs
At the College level, the College commitment to honesty and integrity in its relationships with outside agencies is demonstrated in ways including:
American River College 339 STANDARD IV SELF EVALUATION REPORT 2015
• Responsiveness to the last ACCJC site visit and its responsiveness to addressing the ACCJC recommendations • Certification with other agencies specific to major programs • Compliance with mandated student learning outcomes • Accuracy in reporting to the general public • Dealings with the state and federal governments.
The College also has been evaluated in recent years by teams related to compliance with the Americans with Disabilities Act and with state regulations regarding student services. The College continues to work closely with the state Department of Education in administering grants and collaborates on articulation matters with the Sacramento County Office of Education. The College also has an excellent history of administering grants and therefore enjoys a reputation for fiscal responsibility, accountability, and the accurate reporting of outcomes.
Self Evaluation The College strives to ensure effective processes and full compliance with standards and certification requirements from external agencies including the Accrediting Commission and other local, state, and federal agencies. In November 2012, the United States Department of Education Federal Student Aid (FSA) conducted a review of the College administration of Federal Financial Aid Programs pursuant to Title IV of the Higher Education Act of 1965 (Title IV). Preliminary findings of this review communicated during the exit conference in January 2013 indicated several serious findings. Immediately following this notification, College and District administration undertook steps to investigate and correct the known issues. The College received additional information in the FSA Program Review Report (PRR) in February 2014. Based on this additional information, the College took further actions to address the findings. The District filed its response detailing the actions taken to address the findings and prevent them from reoccurring. These actions included changes to Board policies and regulations as well as strengthening internal controls [IV.A.4.2-Available in Team Room].
The College and District recognize the fiduciary responsibility for the funds disbursed to the students of the College through its financial aid program. It takes this responsibility seriously, and as such, responded promptly and transparently to the PRR findings to ensure necessary internal controls were in place and appropriate remedial action implemented. This incident, moreover, spurred the review of internal controls at the other colleges in the District. While the findings in the case of this particular review were unfortunate and the potential consequences serious, the College values reviews of our processes and regards them as opportunities for improvement.
The College, the District, and the Board of Trustees respect and appreciate the recommendations from the Commission and other agencies. The College works promptly to address them fully with lasting and complete remedies.
Actionable Improvement Plan None.
340 American River College SELF EVALUATION REPORT 2015 STANDARD IV
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 The College regularly evaluates its planning and governance processes for continuous improvement. All eleven standing committees within the ARC governance and decision-making structure provide an end-of-year report to the president. Through this process, each committee evaluates its effectiveness in accomplishing its charge [IV.A.5.1]. The PCC is responsible for recommending all proposed changes to the College wide planning and governance processes to the College President. As such, in order to continuously improve planning and governance processes, the PCC annually evaluates the work of these other standing committees as well as its own processes and recommends appropriate modifications and changes. Through these evaluation processes, the PCC recommended, or is in the process of recommending, the following changes to the planning and participatory governance processes since the last accreditation Self Evaluation:
• Reassignment of the Basic Skills Ad Hoc Committee to a College standing committee [IV.A.5.2] • Changes to the SLOAC College standing committee to allow for staggered terms for members [IV.A.5.2.1] • Modifications to the EMP annual planning process to clarify and streamline equipment prioritization procedures [IV.A.5.3] • Approval of the Program Review Council to gather and aggregate information from Program Review for integration into College planning. [IV.A.5.3.1] • Creation of the Program Review subcommittee to support continual improvement efforts related to instructional departmental Program Reviews [IV.A.5.4] • Improvements in internal communication and governance via creation of a data base program allowing for more timely and accurate compilation of Standing Committee End-of-Year and monthly reports • Inclusion in the reporting template for both standing committee end-of-year and monthly reports, a section specifically addressing student participation • Action on an expected recommendation to PCC from the Distance Education Master Plan Work Group to create a Distance Education Standing Committee [IV.A.5.5].
The PCC also regularly evaluates other aspects of College planning processes and decision- making structures, including the review and revisions to the College Mission, Vision, and Values (See Standard I.A); the College Goals and Objectives and associated Key Effectiveness Indicators [IV.A.5.6]. These evaluative processes, for example, resulted in PCC recommendations for the following changes to the planning and participatory governance processes since the last accreditation Self Evaluation:
American River College 341 STANDARD IV SELF EVALUATION REPORT 2015
• Revisions to the College Mission, Vision, and Values, beginning process in spring 2011 [IV.A.5.7] and culminating in fall 2012 [IV.A.5.7.1] • Revisions to the College Goals and Objectives, beginning process in fall 2013 [IV.A.5.7.2] and culminating in fall 2014 [IV.A.5.7.3]
In addition to these areas, the PCC regularly recommends other improvements to College planning and governance processes, all of which are summarized in the PCC’s end-of-year reports [IV.A.5.8].
In addition to the formal evaluation processes, annual retreats of the Administrative Leadership Council (ALC), PES, the Academic Senate, and the Classified Senate also include evaluative discussions focusing on their respective roles in achieving the goals and objectives of the College. Additionally, the Academic and Classified Senates and the ASB all regularly review their constitutions and bylaws. The constitutions and bylaws for each body are posted on the College Insider webpages.
Board Policy P-9140 delineates the Board’s regular annual evaluation of the chancellor’s performance; the same policy requires the Chancellor’s regular annual evaluation of the College president based on the president’s achievement of the annual goals set forth by the Board and the chancellor [IV.A.5.9]. The College regularly reviews administrators, and other administrative personnel with leadership and decision making responsibilities, including department chairs. Board Regulation R-9141 describes the review process for District administrators, and these processes allow for feedback from members of the District’s and College constituency groups [IV.A.5.10].
Self Evaluation The College regularly and systematically evaluates the institution’s governance and decision- making structures. The College leadership including the College president, administration, and faculty leaders receive regular performance reviews, with evaluations designed to offer feedback for improvement. The District regularly evaluates District leadership in accordance with the process set forth within the Board Policies.
Actionable Improvement Plan None.
List of Evidence Standard IV.A EVIDENCE EVIDENCE TITLE LABEL IV.A.0.1 ARC Mission, Vision & Values IV.A.0.2 ARC Decision Making Handbook IV.A.0.3 “Institutional Planning at American River College: an overview” IV.A.0.4 ARC Academic Senate Homepage IV.A.0.5 ARC Classified Senate Homepage
342 American River College SELF EVALUATION REPORT 2015 STANDARD IV
EVIDENCE EVIDENCE TITLE LABEL IV.A.0.6 ARC Associated Student Body Homepage IV.A.1.1 ARC Mission, Vision & Values IV.A.1.2 LRCCD Mission, Vision & Values IV.A.1.3 LRCCD Board Policy P-3411 Participatory Governance IV.A.1.4 LRCCD Board Policy P-3412 Academic Senate IV.A.1.5 LRCCD Collective Bargaining Contracts Homepage IV.A.1.6 The Decision Making Handbook IV.A.1.6.1 The Decision Making Handbook pp.10-11 IV.A.1.7 Planning Coordination Council Homepage IV.A.1.8 PCC Meeting Minutes. October 1, 2012 IV.A.1.9 PCC Meeting Minutes. April 7, 2014 IV.A.1.10 PCC Meeting Minutes. September 8, 2014 IV.A.1.11 PCC Meeting Minutes. December 2, 2013 IV.A.1.12 PCC Meeting Minutes, November 3, 2014 IV.A.1.12.1 ARC Associated Student Body Constitution & Bylaws IV.A.1.13 ARC Academic Senate Meeting Minutes. May 8, 2014 IV.A.1.14 ARC Academic Senate Meeting Minutes. January 23, 2014 IV.A.1.15 ARC SLOs Assessment Committee. October 23, 2013 IVA.1.15.1 ARC Surveys & Reports IV.A.1.16 LRCCD District Committee Membership: 2014-15 IV.A.1.17 ARC Notes Repository IV.A.1.18 ARC Document Repository IV.A.1.19 ARC Insider Homepage IV.A.1.20 Planning Coordination Council Documents. ARC Insider Webpage IV.A.1.21 Inside ARC Accreditation 2015. ARC Insider Webpage IV.A.1.22 Institutional Office of Institutional Research. ARC Insider Webpage IV.A.1.23 ARC President’s College wide Communications & Convocation Presentation IV.A.1.24 LRCCD New Dean’s Academy Brochure: 2014-15 IV.A.1.25 ARC Administrative Leadership Council Agendas: 2014-15 IV.A.1.26 CTL Classified Staff Professional Development Information IV.A.1.27 LRCCD Classified Leadership Academy Brochure: 2014-15 IV.A.1.28 ARC Faculty Professional Development Committee Homepage IV.A.1.29 ARC Professional Standards A and B Leave Committee Homepage IV.A.1.30 ARC Center for Teaching & Learning Homepage IV.A.1.31 ARC Instructional Technology Center Homepage IV.A.1.32 ARC Convocation Agenda – Awards Recognitions IV.A.1.33 ARC Respondents to LRCCD Employee Perceptions Survey: Spring 2014 IV.A.1.34 ARC Accreditation Survey: 2014-15
American River College 343 STANDARD IV SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL IV.A.2.a.1 ARC Academic Senate Procedures Webpage IV.A.2.a.2 ARC Classified Senate Constitution IV.A.2.a.3 ARC Associated Student Body Constitution & Bylaws IV.A.2.a.4 ARC Decision Making Handbook IV.A.2.a.5 ARC Academic Senate Agenda and Minutes IV.A.2.a.6 ARC Academic Senate Minutes. November 6, 2014 – Faculty Prioritization IV.A.2.a.7 ARC Classified Senate Homepage IV.A.2.a.8 Collective Bargaining Contracts IV.A.2.a.9 Educational Master Plan (EMP) System User Guide IV.A.2.a.10 Administrative Leadership Council Agendas IV.A.2.a.10.1 President’s Executive Staff (PES) Agendas IV.A.2.a.11 LRCCD District Committee Membership: 2014-15 IV.A.2.a.12 LRCCD Board Regulation R-3411 Participatory Governance IV.A.2.a.12.1 ASB Constitution and By-Laws IV.A.2.a.13 Center of Leadership & Development - Master Calendar, 2013-14 IV.A.2.a.14 ARC Standing Committee Year-End Report (Example) IV.A.2.a.15 Center for Leadership & Development Homepage IV.A.2.a.16 LRCCD Board of Trustee Minutes Excerpt, Sept. 10, 2014 – Student Advisory Cte. IV.A.2.a.17 Center of Leadership & Development - Master Calendar, 2014-15 IV.A.2.a.18 ARC Guide to Students Rights & Responsibilities IV.A.2.a.19 ARC Associated Student Body Elections Information IV.A.2.a.20 2013 Student Distance Education Survey IV.A.2.a.21 ARC Accreditation Survey: 2014-15 IV.A.2.b.1 ARC Academic Senate Bylaws IV.A.2.b.2 LRCCD Board Policy P-3412 Participatory Governance IV.A.2.b.3 ARC Academic Senate Committees, Subcommittees, & Task Groups IV.A.2.b.4 ARC Curriculum Committee: Functions & Memberships IV.A.2.b.5 ARC Curriculum Committee Membership List: 2014-2015 IV.A.2.b.6 ARC Curriculum Committee Standards for Regular Effective Contact and Regular and Substantive Interaction in Online Classes IV.A.2.b.7 DE Course Guidelines & Rubrics IV.A.2.b.7.1 ARC Curriculum Committee Standards for Regular Effective Contact and Regular and Substantive Interaction in Online Classes IV.A.2.b.8 ARC Standing Committees' Membership Roster 2014-2015 IV.A.2.b.9 ARC Basic Skills Standing Committee: Functions & Membership IV.A.2.b.10 ARC SLOs Assessment Committee (SLOAC) Homepage IV.A.2.b.11 ARC Planning Coordination Council Minutes: September 10, 2012 IV.A.2.b.12 ARC Area Deans Meetings: Compendium of Meeting Minutes
344 American River College SELF EVALUATION REPORT 2015 STANDARD IV
EVIDENCE EVIDENCE TITLE LABEL IV.A.2.b.13 ARC President’s Executive Staff Meeting: Compendium of Agendas IV.A.2.b.14 ARC Planning Coordination Council: End-of-Year Standing Committee Reports IV.A.2.b.15 ARC 2014 Accreditation Survey-Faculty IV.A.2.b.16 ARC 2014 Accreditation Survey-Manager IV.A.3.1.1 LRCCD Vision Statement IV.A.3.1 LRCCD Board Policies and Administrative Regulations IV.A.3.2 The Interest Based Approach (IBA): Training IV.A.3.3 LRCCD Strategic Plan IV.A.3.4 ARC Decision Making Handbook IV.A.3.5 ARC Standing Committees: Guidelines, Membership & End-of-Year Reports IV.A.3.6 LRCCD Equity Handbook for Hiring Process: Training Example IV.A.3.7 ARC Educational Master Planning Homepage: Training Resources IV.A.3.8 ARC Program Review Homepage: Training Resources IV.A.3.9 ARC Flex Activity Booklet Excerpt: Brown Bag with College President IV.A.3.10 LRCCD Brochure: Brown Bag with District Chancellor IV.A.3.11 ARC 2014 Accreditation Survey IV.A.3.12 ARC Communications Survey 2014 IV.A.4.1 ARC Accreditation Homepage IV.A.4.2 USDOE: FSA Program Review Report, February 2014 & LRCCD/ARC Response. Evidence Available for Review in Visiting Team Room. IV.A.5.1 ARC Planning Coordination Council: End-of-Year Standing Committee Reports IV.A.5.2 ARC Planning Coordination Council Minutes: September 12, 2011 IV.A.5.2.1 ARC Planning Coordination Council Minutes: September 14, 2009 IV.A.5.3 ARC Planning Coordination Council Minutes: December 1, 2014 IV.A.5.3.1 ARC Planning Coordination Council Minutes: March 1, 2010 IV.A.5.4 ARC Academic Senate Program Review Subcommittee Homepage IV.A.5.5 ARC Distance Education Plan 2015 IV.A.5.6 ARC Planning Coordination Council Agenda November 3 2014 IV.A.5.7 ARC Planning Coordination Council Minutes: March 7, 2011 IV.A.5.7.1 ARC Planning Coordination Council Minutes: October 1, 2012 IV.A.5.7.2 ARC Planning Coordination Council Minutes: December 2, 2013 IV.A.5.7.3 ARC Planning Coordination Council Minutes: September 8, 2014 IV.A.5.8 ARC Planning Coordination Council: End-of-Year Reports IV.A.5.9 LRCCD Board Policy P-9142 Series Management and Confidential Personnel IV.A.5.10 LRCCD Board Regulation R-9141 Performance Evaluation
American River College 345 STANDARD IV SELF EVALUATION REPORT 2015
346 American River College SELF EVALUATION REPORT 2015 STANDARD IV
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 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.
Descriptive Summary The Board of Trustees of the LRCCD exercises the legal authority for its governance and operation pursuant to California Education Code (Code 70902) and Title 5 of the California Code of Regulations. Board Policy P-3110 provides the Board with the authority for setting policies [IV.B.0.1]. Board Policy P-4111 provides the College chief executive officer the authority for the effective operation for the institution [IV.B.0.2]. The District and its four Colleges maintain records that define and document formal policies and regulations, which in turn define and document responsibilities and processes for the effective operation of the District and the Colleges.
The Board of Trustees approves policies (formal statements of intent that provides clear direction with respect to a specific program) to implement the District’s operation and programs. As appropriate, the Board adopts, amends, supersedes, repeals, or suspends policies at regular or special meetings of the Board.
The District and the Board of Trustees use administrative regulations to identify procedures to implement District policies. The Chancellor’s Cabinet develops and approves administrative regulations.
Self Evaluation Board Policy P-3112 “Supervision and Control” clearly defines the responsibilities of the Board. Board Policy P-4111 recognizes the responsibilities along with how the Board exercises leadership for the District and its colleges.
Actionable Improvement Plan None.
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.
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.
American River College 347 STANDARD IV SELF EVALUATION REPORT 2015
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 resources necessary to support them.
IV.B.1.c The governing board has ultimate responsibility for educational quality, legal matters, and financial integrity.
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.
Descriptive Summary LRCCD Policies P-3111, 3112, 3113, 3114, 3115, 8321, 8323, 8611 specify the Board of Trustees’ size, duties, responsibilities and procedures. The Board reflects the public interest by developing policy and providing oversight for the District and by setting policy and strategic direction for the District [IV.B.1.a-e.1]. The Board of Trustees remains actively involved in overseeing the quality, integrity, and effectiveness of student learning programs and services as well as managing the financial health and stability of the organization. The Board completes these responsibilities by periodically reviewing curriculum changes and financial information and by formulating and adopting District policies that ensure the effectiveness of the institution and its learning programs. LRCCD Policy P-3112 (1.0) indicates these responsibilities and explains how the Board of Trustees enacts its leadership:
The Los Rios Community College Board of Trustees has the responsibility for formulating broad public policy in community College education. It shall function as the legislative and policy making body charged with the oversight and control of the Los Rios Community College District. The formulation and adoption of policies shall constitute the basic method by which the Board of Trustees shall exercise its leadership in the operation of the District. The Board of Trustees shall delegate to the Chancellor the function of specifying required actions and designing the detailed arrangements under which the District shall operate. The Board of Trustees must be sensitive to the hopes and ambitions of the community, and be able to respond readily to community needs. The study and evaluation of reports concerning the execution of policies shall constitute the basic method by which the Board of Trustees shall exercise its control over the operation of the District. Responsibility is delineated in four (4) areas [Leadership, Adoption of Policies, Evaluation, and Maintaining Relationships].
The District expects Board members to represent the interests of their individual service areas and “to be sensitive to the hopes and ambitions of the community, and be able to respond readily to community needs.” At the same time, Board Policy P-3113 “Attributes and Conduct”
348 American River College SELF EVALUATION REPORT 2015 STANDARD IV emphasizes that the Board should act as a whole once decisions are made: “It is therefore incumbent on each Trustee to exhibit equal interest, loyalty, and concern for all Los Rios colleges and facilities, and not just for the college situated in the Trustee’s area of residence.” Board members must also abide by the Board Policy P-8611, “Conflict of Interest Code.” Each Board member signs a Conflict of Interest Form 700 each year, and forms are on file in the District office.
Board Policy P-3112 “Supervision and Control” describes the responsibilities of the Board of Trustees noting that the Board “has the responsibility for formulating broad public policy in community college education” and that it “shall function as the legislative and policy making body charged with the oversight and control of the District.” This same policy defines specific Board member responsibilities under “Leadership, Adoption of Policies, Evaluation, and Maintaining Relationships” to include but not limited to policies regarding students, facilities, finance, curriculum, educational achievement, and general District programs. This policy also requires the Board to regularly evaluate its policies and “review achievements related to goals annually and progress towards those goals at midyear.”
The Los Rios Board of Trustees acts in accordance with the policies and bylaws, as evident within its agenda and minutes. District officers regularly review Board policies and associated administrative regulations to ensure the policies and regulations are appropriately updated, to clarify or change procedures, and to maintain compliance with new or revised California and Federal law. Details concerning these reviews are available on the District counsel’s website. Once vetted through participatory governance processes, proposed policy and regulation revisions are recommended to the Board of Trustees by the Chancellor’s Cabinet for action [IV.B.1.a-e.2].
Each year the Board, in concert with the chancellor, develops its goals for the coming year and prepares a report on the accomplishments of the previous year [IV.B.1.a-e.3]. The Board reviews the performance of the chancellor annually in October, including a formal evaluation with input from various constituent groups [IV.B.1.a-e.4]. The chancellor and Board annually review the performance of the District’s Executive Staff (College presidents and District deputy chancellor, vice chancellors) [IV.B.1.a-e.5]. The Board also participates in the review of final candidates for these high level positions and has the ultimate decision regarding the hiring of these candidates.
Self Evaluation The Board of Trustees formulates policies and oversees creation of regulations, institutional goals and strategies, and other formal statements regarding student learning programs and services and the resources necessary to support them. The Board’s work fulfills the District’s vision, mission, and values statements as well as the District’s strategic plan, both of which are reviewed on a regular cycle. At its regular monthly board meetings, the Board regularly expresses its expectations for quality, integrity, and improvement of student learning programs and services. The Board of Trustees periodically receives reports regarding student success, and, through these reports, the Board remains aware of the institution-set standards and analysis of results for improvement of student achievement and learning. Board policies and associated
American River College 349 STANDARD IV SELF EVALUATION REPORT 2015
administrative regulations are reviewed on a regular basis. The Chancellor’s Cabinet regularly recommends revisions to the Board of Trustees for consideration.
Actionable Improvement Plan None.
IV.B.1.f The governing board has a program for board development and new member orientation. It has a mechanism for providing for continuity of board membership and staggered terms of office.
Descriptive Summary Board Policy P-3113 “Attributes and Conduct” describes the District’s program for board development and new member orientation. The Board is responsible for providing “an effective program for new member orientation and ongoing Board of Trustees member development.” Additionally, “the Board of Trustees President and the Chancellor shall conduct an orientation session for all new Board of Trustees members,” and “New Board of Trustees members shall be encouraged to attend the New Board of Trustees member orientation programs of the California Community Colleges Trustees Association and the Association of Community College Trustees.” Finally, this policy notes that all Board of Trustees members are encouraged to participate in further professional development activities designed for community college trustees. Board Policy P-3113 further notes that trustees must also “possess a willingness to devote the necessary time to become an effective Board of Trustees member.”
During their orientation, new Trustees are briefed by District officials, meet with the College presidents, tour District facilities and, often, the College campuses and regional education centers [IV.B.1.f.1]. Even prior to election to the Board of Trustees, the District offers all candidates for the Board the opportunity for an extensive orientation, which includes briefings and question-and-answer opportunities with the chancellor, vice chancellors, and College presidents. New members receive an orientation that includes an introduction to the policies and procedures of the District and IBA training. In addition, new members participate in the Community College League of California New Trustee Orientation workshop. The Student Trustee undergoes an annual orientation process, via a separate process [IV.B.1.f.2].
Board Policy P-3113 clearly lays out the expected attributes of and guidelines for the conduct of Board members, and this policy includes the admonition that Trustees must be willing to make the serious time commitment necessary to attend to the business of the Board [Policy 3113 (1.7)].
Board members are encouraged and supported in their attendance at statewide and national meetings designed to provide board education and development. Representatives of the Board attend workshops and conferences of the Community College League of California and the Association of Community College Trustees. In addition, the Board schedules two two-day retreats each year. The Board agendas for these retreats include items related to future directions, updates and discussion of the District strategic plan, Board evaluation, access and
350 American River College SELF EVALUATION REPORT 2015 STANDARD IV growth, student success, organizational effectiveness, and community and economic development [IV.B.1.f.3].
Board Policy P-3132 “Representation and Terms of Office” addresses the staggered elections use to provide for continuity of service. The governing board includes seven members elected by the voters within their service areas and one student elected by students District wide. Board members serve staggered four years terms. Under this system, four Board positions will be elected or re-elected in 2016, and three will be elected or re-elected in 2018. The student trustee serves a one-year term [IV.B.1.f.3.1].
Self Evaluation The Board policies document member orientations, continual training, and professional development opportunities. Board minutes provide additional evidence of Board training and development [IV.B.1.f.4]. Accreditation requirements and processes are included in the Board member orientations and are regularly discussed at Board meetings and retreats. The District has a written policy requiring staggered trustee elections to provide for continuity in Board membership.
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 of Trustees has a self evaluation process that is clearly defined in the District’s policies [Policy P-3112 section 2.3.4.1, 2.3.4.2 and 2.3.4.3]:
2.3.4.1 The Board of Trustees shall set annual goals for the Trustees and the Chancellor: the Chancellor shall set annual goals with the Presidents of the Colleges. 2.3.4.2 The Board of Trustees shall review achievements related to goals annually and progress towards those goals at midyear. 2.3.4.3 The Board of Trustees shall informally discuss their performance as a Board annually. Each year, the Board, working with the chancellor, develops its goals for the coming year and prepares a report on its accomplishments of the previous year. The Board of Trustees also completes a self evaluation instrument [IV.B.1.g.1]. As an example of the process, the Board of Trustees completed the annual Self Evaluation at its retreat on October 3, 2014. The Board had previously completed a self evaluation at its February 28, 2014 retreat. This cycle is in place as the Board’s annual self evaluation regimen [IV.B.1.g.2, IV.B.1.g.3].
American River College 351 STANDARD IV SELF EVALUATION REPORT 2015
Self Evaluation The Board of Trustees has clearly defined, regularly implemented self evaluation processes which are published in its policies. The Board evaluates itself regularly as evidenced by Board minutes.
Actionable Improvement Plan None.
IV.B.1.h The governing board has a code of ethics that includes a clearly defined policy for dealing with behavior that violates its code.
Descriptive Summary The Board of Trustees has in its policies both a clearly delineated code of ethics and a set of specific guidelines for proper conduct.
The Board’s Code of Ethics is delineated in Policy 3114; section 1.2 states that each member of the Board of Trustees shall:
1.2.1 keep access and quality education for all students as primary concerns; 1.2.2 make decisions in the best interest of students and the District; 1.2.3 be sensitive to the needs of the diverse population the Board of Trustees represents; 1.2.4 take action only as a full Board of Trustees, not as individuals; 1.2.5 focus on appropriate Board-level responsibilities; 1.2.6 observe the requirements of the Open Meeting Act; 1.2.7 devote adequate time and effort to Board of Trustees responsibilities; 1.2.8 work through the chancellor or Board of Trustees to resolve issues and concerns; 1.2.9 demonstrate the professional conduct expected of a public official; 1.2.10 maintain confidentiality of privileged information; 1.2.11 avoid conflicts of interest; 1.2.12 ensure an atmosphere in which controversial issues can be presented fairly and which the dignity of each individual is maintained.
352 American River College SELF EVALUATION REPORT 2015 STANDARD IV
Board Policy P-3114, section 2.0 describes how violations of the Board of Trustees’ Statement of Ethics and/Conflict of Interest Code will be addressed:
Attributes and Conduct: A sincere and unselfish interest in public education and in the contribution it makes in the development of students; a knowledge of the community which the District is designed to serve and a willingness to assume a role of leadership in education; a sensitivity to the diversity of the residents of the District and a responsiveness to the needs and interests of students from all backgrounds; an ability to think independently, to grow in knowledge and to rely on facts rather than prejudices, and a willingness to hear all sides of controversial questions; a deep sense of loyalty to associates and respect for group decisions cooperatively reached; a respect for and interest in people, and an ability to get along with them; a willingness to work through defined channels of authority and responsibility; and a willingness to devote the necessary time to become an effective Board of Trustees member [Policy 3112 section 1.2] [IV.B.1.h.1]
Violations of the Board of Trustees’ Statement of Ethics and/or the Board of Trustees’ Conflict of Interest Code “shall be addressed by the Board of Trustees President, who shall first informally discuss the violation with the Trustee to seek to reach a resolution. If resolution is not achieved and further action is deemed necessary, the Board of Trustees president may appoint an ad hoc committee of the Board to examine the matter and recommend further courses of action to the Board of Trustees. Sanctions may be proposed by the committee and may include a recommendation to the Board of Trustees to publicly or privately Reprimand or Censure the Trustee and to require the repayment of District funds improperly spent. If the President of the Board is reported to have committed a violation, the Vice President of the Board of Trustees is authorized to pursue resolution under this section [Policy 3114 section 2.0]” [IV.B.1.h.2].
Additional ethics-related policy covers the “Conflict of Interest Code” (Policy P-8611) [IV.B.1.h.3] which states, in accordance with State law [IV.B.1.h.2] that Board members must file a “Statement of Economic Interest” with the District Office of General Counsel for any of the five disclosure categories listed in the policy.
The Board of Trustees is also bound by relevant sections of the California Government Code and the California Code of Regulations, which further describe elements of ethical conduct in government and stipulate (in Government Code Section 83116) the sanctions available when standards of conduct are violated.
Self Evaluation Board policy provides an overall statement of ethics and includes twelve elements to which each Board member will adhere in performing the duties of his or her office. The policy includes a stated process for addressing board behavior that violates these ethical principles.
No code of ethics violations have occurred in recent years. Board meeting minutes indicate that trustees are committed to acting ethically in representing their service areas and in service to the District.
Actionable Improvement Plan None.
American River College 353 STANDARD IV SELF EVALUATION REPORT 2015
IV.B.1.i The governing board is informed about and involved in the accreditation process.
Descriptive Summary Board Policy P-3112 “Supervision and Control” states that Board members will “be informed about and involved in the accreditation process.” The Board of Trustees receives regular updates about the accreditation process, including agenda items on accreditation, at its retreats in March and October 2013 and 2014. On September 10, 2014, individual Board members met with representatives from the four colleges’ Standard IV evaluation teams to assist the colleges in preparing their responses relative to this standard [IV.B.1.i.1]. A Board workshop was held on November 19, 2014 focusing on accreditation and the Board’s role in supporting College and District accreditation activities [IV.B.1.i.2]. On May 13, 2015, having reviewed the Self Evaluation drafts and prior to issuing approval, the Board of Trustees heard reports from the accreditation chairs at all four Los Rios Colleges regarding the process by which the Self Evaluation Reports were developed [IV.B.1.i.3]. In addition, the Board of Trustees reviews and acts on all accreditation Substantive Change Proposals and Midterm Reports [IV.B.1.i.4].
Self Evaluation The Board regularly participates in institutional Self Evaluation and planning efforts. The Board reviews and approves institutional reports due to the Commission, as demonstrated by Board meeting minutes. The Board is informed and aware of Commission recommendations to each of the four colleges. The Board receives periodic and regular training on the accreditation process and standards, including those standards that apply to the Board.
The Board demonstrates its commitment to continuous improvement resulting from the process of performing the Self Evaluation and from Commission recommendations.
Actionable Improvement Plan None.
IV.B.1.j The governing board has the responsibility for selecting and evaluating the district/system chief administrator (most often known as the chancellor) in a multi-college district/system or the college chief administrator (most often known as the president) in the case of a single college. The governing board delegates full responsibility and authority to him/her to implement and administer board policies without board interference and 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 Chancellor serves as the chief administrator for the District. Board policies place responsibility with the Board of Trustees for the recruitment, selection, employment, and evaluation of the District chancellor. The Board establishes the qualifications for the position and
354 American River College SELF EVALUATION REPORT 2015 STANDARD IV the timeline for the search, in accordance with state regulations and Board Policies P-4111 section 1.2 and P-9142 section 1.1 [IV.B.1.j.1].
Board Policy P-3112 requires that the Board of Trustees entrust the chancellor with the full authority and responsibility for the implementation and administration of Board policies: “The Board of Trustees shall delegate to the Chancellor the function of specifying required functions and designing the detailed arrangements under which the District shall operate” [IV.B.1.j.1.1].
Board Policy P-4111 addresses the Chancellor’s authority: The Chancellor shall serve as the chief executive officer for Los Rios Community College District Board of Trustees. The administration of the Los Rios Community College District in all its aspects shall be delegated to the Chancellor who shall carry out the administrative responsibilities and functions in accordance with the policies adopted by the Board of Trustees. The Board of Trustees also delegates to the Chancellor the execution of all decisions made by the Board of Trustees concerning the internal operation of the District [P- 3112 section 1.0] [P-4111 section 1.1] [IV.B.1.j.1.2].
Each year and in collaboration with the Chancellor, the Board of Trustees develops its goals for the coming year and receives from the chancellor a report on the accomplishments of the previous year. Based on the previously agreed upon goals and the chancellor’s report, the Board reviews the performance of the chancellor three times each year. The first two reviews, conducted at Board retreats in October and March, involve discussions of the chancellor’s performance in respect to the joint “Board of Trustees and Chancellor Desired Outcomes” [IV.B.1.j.2]. The Board conducts the third and formal evaluation of the chancellor in closed session at its regular business meeting in late October. The formal evaluation is based on three parts, including evaluation instruments completed by members of the Board, constituent groups, and community leaders; the chancellor’s self evaluation; and a review of the “Board of Trustees and Chancellor Desired Outcomes.” While the contents of the evaluation are confidential, copies of the desired outcomes and evaluation instruments are available in the Office of Human Resources [IV.B.1.j.3].
Board Policies and Regulations also address the selection and evaluation of college presidents. Board Policy P-4111 describes college presidents as “district officers,” and Board Policy P-9121 and P-9122 and Board Regulation R-9121 and R-9122 describe the process for the recruitment and the initial selection of district officers and expressly authorize the Chancellor to develop alternative selection processes for district officers. Board Policy P-9142 describes the annual evaluation process used to evaluate the performance of college presidents. The presidents undergo an annual evaluation conducted by the chancellor and the Board of Trustees. This process also includes a discussion with each president of the results of an online presidential evaluation questionnaire, an instrument created in 2006 by the District Academic Senate (DAS) [IV.B.1.j.4]. Beginning in fall 2007, the college president evaluation process incorporated this DAS administered instrument and the results from this evaluation survey. Board Policy P-9142, section 2.3, indicates that “The Chancellor shall accept input on the College President’s performance from any College or District constituency.” The president also solicits input from classified staff and managers via a separate evaluation survey process. In spring 2015, this evaluation survey was revised prior to its use in conducting an evaluation of the new College
American River College 355 STANDARD IV SELF EVALUATION REPORT 2015
president [IV.B.1.j.5]. While the contents of evaluations are confidential, copies of the desired outcomes and the faculty evaluation instrument are available in the chancellor’s office for review [P-9142 section 2.0 President’s evaluation].
The District follows established selection processes for recruiting and hiring college presidents. This process includes initial college wide forums to identify stakeholder perspectives on interests and needs. Subsequent to the screening and interview processes, final candidates also participate in constituency-based “Impression Sessions,” i.e., large group question/answer sessions before a final interview is conducted with the Chancellor. Following this process, the current College president was hired in August 2014.
Self Evaluation The current chancellor was hired in February 2013 in accordance with established Board policy, as recorded in Board minutes and the Timeline for Process to Select Los Rios Chancellor document [IV.B.1.j.6]. Additionally, the Board evaluates the District chancellor on a regular basis in accordance with established board policies.
The District has and follows clearly defined procedures for selecting and evaluating the College president.
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 chancellor of the LRCCD is authorized by Board policy to “delegate any powers and duties entrusted by the Board of Trustees, including the administration of the colleges” [IV.B.2.a.1]. In addition to the broad authority granted to the College president, certain board policies and regulations highlight specific areas of the College president’s leadership responsibilities. These responsibilities include, but are not limited to:
• Approval of fundraising drives (P-1313.2.2) • Appointment of a College equity officer and an equal opportunity committee (R- 6111.2.1.6) (R-5111.2.1.6)
356 American River College SELF EVALUATION REPORT 2015 STANDARD IV
• Approval for requests associated with use of alcoholic beverages on the campus and grounds (R-1414.2.2) • Informing the Chancellor on community services programs and activities (R- 1511.8.1) to implement affirmative action programs (R-2113.2.0) • Ensuring the College is in compliance with the District Student Rights and Responsibilities policies (P-2441.1.2) • Suspension of a student for good cause (R-2441.2.1) • Appointment of one or more members of the College administrative staff as Disciplinary Authorities (R-2442.1.1) • Taking remedial action in the event of discrimination (P-5111.1.1) • Implementing the District equal opportunity program (R-5111.2.0) • Establishing detailed procedures to be followed by instructors in making field trip arrangements (P-7113.1.0) • Recommending appointments to the Chancellor for College positions (R-9134.4.1).
The College president is responsible for providing effective leadership to the institution. During the last two years, the College experienced a leadership transition in this position. In spring 2013, after a long and successful tenure, the College president resigned to accept a new position. During the 2013-14 academic year, two search processes were conducted which resulted in identifying the new College president. Meanwhile, during this transition period, three interim presidents, each with significant leadership experience from within the LRCCD, served the institution. As a result, the College experienced stable and effective leadership during this transition period. The current President began his tenure in August 2014.
The College president oversees an administrative structure that consists of four primary areas, the responsibility for each which is either assumed directly or assigned to an administrator with appropriately delegated authority and responsibility [IV.B.2.a.2]. The vice president of administrative services oversees the College budget, classified hiring, and various administrative service functions, from auxiliary services such as the bookstore and Child Development Center to facilities, business services, maintenance and operations, and College technology infrastructure [IV.B.2.a.3]. The vice president of Instruction oversees the instructional and instructional support division, including the scheduling office and thirteen instructional departments at the main campus and centers. This vice president delegates responsibility to three associate vice presidents of instruction, 12 area and center deans and others as appropriate [IV.B.2.a.4]. The vice president of student services oversees the student support services division, including general counseling, enrollment services, outreach, financial aid, student life, health services, international students and human career development, and various categorical programs. This vice president delegates responsibility to four student services deans and others as appropriate [IV.B.2.a.5]. The President’s office directly oversees the Public Information Office and the Community Relations Office, delegating responsibility to the PIO and the ARC Foundation Advancement Officer, respectively.
American River College 357 STANDARD IV SELF EVALUATION REPORT 2015
The President’s Office also directly oversees planning, research, technology, and institutional effectiveness, delegating responsibility for various aspects to the dean of planning, research and technology [IV.B.2.a.6].
As part of effectively leading the institution, the College president works collaboratively with administrators, faculty, and staff. The College president works in conjunction with the PES and others in planning, organizing, budgeting, selecting personnel, and assessing institutional effectiveness. PES, composed of the vice presidents of administration, instruction and support services, the dean of planning, research, and technology, and PIO, reports directly to the College president. The College president meets weekly with each member of the PES for at least one hour and with the entire PES team for at least two hours [IV.B.2.a.7]. The College president plans the annual PES retreat and sets the agenda for the monthly Administrative Leadership Council (ALC) meetings and its annual retreat. Working with the dean of planning, research, and technology, the College president also sets the agendas for the PCC and attends all PCC meetings to communicate and coordinate goals and planning for the College. The College president also meets weekly with the Academic Senate president to develop the agendas for the monthly PES meetings. The College president also meets monthly with the Classified Senate president and maintains an open door policy for other groups and individuals. Through these meetings, the president exercises leadership and receives feedback from the staff regarding the College progress towards its goals and objectives, and the president remains accountable for the responsibilities of the position.
The College president also provides effective leadership through involvement in hiring College personnel. The College president hires administrators in accordance with a rigorous hiring process described in Board Policy P-9122, and these administrators are regularly evaluated by the College president or designee (i.e., reporting supervisor) in compliance with Board regulation R-9140. For example, for all faculty and management positions, the College president meets with the hiring committee to discern their perspectives and recommendations regarding the final candidates. The College president also conducts all final interviews for these positions, and after collaborating with the appropriate deans and supervising administrator, makes the final hiring recommendation to the District Chancellor.
Self Evaluation The LRCCD Board of Trustees and the Chancellor delegates to the College president sufficient authority through policy, procedure, and action to provide effective leadership in planning, organizing, budgeting, selecting and developing personnel, and assessing the effectiveness of the institution.
The College president exercises this authority in overseeing an administrative structure sufficient in size and complexity to effectively lead and continually improve the College.
Over the last several years, the College has successfully maintained an effective administrative structure in filling a variety of open administrative and management positions resulting from the normal attrition associated with retirements and resignations. For example, the College hired a permanent dean of technical education, supervisor of IT, and research analyst in 2014-15. The College is currently in the process of hiring a permanent dean of Planning, Research, and
358 American River College SELF EVALUATION REPORT 2015 STANDARD IV
Technology, dean of English, and dean of Mathematics in 2015. The College also anticipates filling the vice president of student services in fall 2015 or spring 2016.
The President’s collaboration and coordination with administrators, faculty, and staff have led directly to continuous improvement for the College. For example, administrative discussions and planning led to the College’s 2013 decision to reorganize the positions of both the associate vice president of instruction and learning support services to achieve greater administrative efficiency and effectiveness [IV.B.2.a.8]. The College also revised the role of the dean of planning, research, and technology. Most recently, the College is recommending the inclusion of a new student services administrator position to support efforts associated with the implementation of the SEP (See Standard IIB).
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 president guides institutional improvement of the teaching and learning environment through an organizational structure that ensures the priorities associated with educational planning receive final review and approval from the College president. The PCC serves as the primary vehicle by which the College president receives the work of the participatory governance committees (e.g., planning recommendations, revisions to the College mission, goals and objectives); ARC work groups; and ad hoc committees/task forces. The president provides immediate direction and oversight for the dean of planning, research, and technology and the senior administrative team. Through this structure, the president oversees institutional planning and improvement efforts and promotes college wide dialog supporting the recommendations growing out of participatory governance processes.
To monitor and improve the institution’s teaching and learning environment, the College president directs an institutional planning process that occurs simultaneously at the College and departmental levels. At the College level, planning occurs primarily through the ongoing efforts of the College standing committees; the Academic and Classified Senate work groups; the Instruction and Student Services Councils of Deans; the PES; the Program Review Council; and finally, through various ad hoc committees and task forces [IV.B.2.b.1]. This College-level
American River College 359 STANDARD IV SELF EVALUATION REPORT 2015
planning cycle integrates the District’s five strategic plan goals with the College’s specific objectives (previously “focus areas”). Discussions intended to identify the College’s objectives occur every three to five years and are facilitated by the PCC, of which the president is an ex- officio member. (See Standard I.A).
Spurred by a need to integrate the implementation of state-mandated Student Equity and Student Success and Support Program Plans in 2014-15, the College president established a number of task forces. For example, a Professional Development Taskforce was created to re- envision and where applicable, re-design the framework for delivering professional development for faculty, classified staff, and managers. Additionally, a Building Educational Pathways Taskforce was created to design seamless educational pathways involving secondary school, adult education, and community partners. The College president also created a Safe Campus Initiative Taskforce in response to recent survey data and feedback from constituency groups indicating a growing concern around campus safety and its impact on the learning environment [IV.B.2.b.2]. Lastly, the College president created the Data Inquiry Group (DIG) Taskforce, whose charge is to strengthen the development of a culture of data-informed collaborative inquiry and decision-making [IV.B.2.b.2.1, IV.B.2.b.2.2., IV.B.2.b.2.3].
At the department level, Program Review and EMP processes serve as mechanisms supporting institutional improvement. Each department and program completes an extensive Program Review every six years. Reviewing their department or program student success data, including data on SLOs, departments evaluate their performance in achieving the goals listed in the previous Program Review and plan their performance goals for the next six years. Departments present the results of their year-long Program Review self assessment to the Program Review Council [IV.B.2.b.3], and the College community receives an invitation to attend the Program Review presentations. The Co-Chairs of the Program Review Council, assisted by the OIR, present a summary of the Program Review findings to the PCC [IV.B.2.b.4]. All departments and programs also develop an annual EMP to guide the College’s prioritization of the distribution of resources for improving the instructional environment and student success. The PCC, as a recommending body to the College president on participatory governance issues, works with the President in using both Program Review and EMP findings to guide planning and institutional improvement of instructional areas [IV.B.2.b.5, IV.B.2.b.6, IV.B.2.b.7].
In their EMPs, departments define outcomes that link to the District’s strategic plan goals and ARC’s objectives. Annually, each department reviews its outcomes and identifies and prioritizes the resources necessary for achieving those objectives during the next academic year. The EMP is subject to three levels of review and approval involving the deans, the associate vice presidents, followed by the vice presidents. The EMP process is used by management, faculty, and classified staff and is modified as the result of input from these groups via a regular cycle of evaluation. In this way, the EMP continues to improve its value as a resource that ties department-level planning to the College mission, goals and objectives, as well as to SLOs.
The College regularly assesses both College- and department-level planning processes. Evaluation of College-level planning occurs as part of the annual self-assessment conducted by standing committees, constituencies, and work groups, while department-level evaluation involves the assessment of the EMP and the Program Review processes. (See Standard IB.)
360 American River College SELF EVALUATION REPORT 2015 STANDARD IV
The College has invested in a research staff to assist in planning for and evaluating its institutional effectiveness. The president values and recognizes this crucial College resource because accurate institutional research is necessary for effective planning and decision making. The dean of planning, research, and technology supervises the OIR and reports directly to the president as a member of the PES. The OIR consists of two full-time classified researchers, and one 100% reassigned-time faculty research coordinator. This assignment was increased from 60% during the spring 2015 term to support implementation of the College Student Equity Plan. The faculty research coordinator and one of the classified researchers also serve on the SLOAC and the PCC as resources supporting institutional planning and improvement [IV.B.2.b.8].
The OIR provides research and analysis supporting assessment and evaluation of SLOs and all other College planning functions related to teaching and learning effectiveness. The OIR produces and maintains an extensive data set supporting the Program Review and EMP processes as well as the annual KEI reports, which provide data and analysis related to total enrollment, student demographics and persistence, retention and success, feeder high school enrollment, degrees and certificate awards, transfer rates, and information about course completion and progression. The OIR also provides extensive institutional research supporting the review of the College mission, goals, and objectives that takes place every three to five years and works with the LRCCD OIR to provide internal and external scan reports. District OIR provides additional data for institutional outcomes and achievements used by the Chancellor in his evaluation of the College president’s performance. College employees may access College OIR reports and data on the College Insider webpage.
The College president includes all constituency groups in the planning and resource prioritization processes, ensuring these processes incorporate all factors into decision-making while maintaining final authority. This practice aligns with the guidelines in the ARC Decision Making Handbook and “Institutional Planning at ARC: an overview,” and is seen in the role of the PCC as a recommending body to the College president on participatory governance issues [IV.B.2.b.9].
Self Evaluation The president guides the improvement of institutional effectiveness through a collegial, College wide process of evaluation, planning, and innovation through the College planning, research and resource allocation processes.
In the ARC 2014 Accreditation Survey, 69% (n=210) of the respondents agreed “Institutional research is integrated with institutional planning and evaluation.” Furthermore, 72% (n=221) agreed “institutional research documents (e.g., Key Effectiveness Indicators, demographic profiles, survey results) provide information for planning and program evaluation.” Additionally, 63% (n=228) of respondents on the survey agreed “Program Review is effective in evaluating the strengths and challenges of individual programs.” Finally, 67% (n=242) of the survey respondents agreed “There is continuous collegial, self-reflective, and self-evaluative dialogue about student learning, institutional processes, and outcomes” [IV.B.2.b.10].
Also, in the same survey, 62% (n=237) agreed with the statement “The ARC administration provides effective and productive leadership.” More importantly, less than 16% disagreed with
American River College 361 STANDARD IV SELF EVALUATION REPORT 2015
that statement. In addition, the presidents’ annual evaluations (available for review in District HR) consistently show high marks relative to their performance in areas of leadership, human relations, and communications.
The dean of planning, research, and technology leads the College planning process and, under the guidance of the College executive leadership, coordinates, establishes, and evaluates the integrated planning and improvement in the teaching and learning environment.
Actionable Improvement Plans 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 The LRCCD Board of Trustees grants the president the authority to implement the Board’s statutes, regulations, and policies and mandates that the College president supervise the operation of the College in accordance with directives from the Chancellor and policies of the Board of Trustees. The District General Counsel systematically reviews and updates the District policies and regulations, as needed. The Board of Trustees approves recommended revisions.
The College president attends weekly Chancellor executive staff meetings and monthly Chancellor Cabinet meetings, which provide critical information on pending or evolving policies and regulations [IV.B.2.c.1]. Through publications, conferences, and other resources, the College president maintains regular contact with the State Chancellor’s Office and is actively engaged with statewide college CEO organizations, providing access to and updates on emerging policy issues that could have impact on the College. For example, the current College president serves on the Association of Community College Administrator’s Commission for Finance, Legislation, and Advocacy as well as being a member of the board for this organization.
The president expects all College administrators to conduct their operations in a manner consistent with Board policies. The president provides oversight of the administrative team, delegating responsibility for departments and operating units in which statutes, policies, and regulations are used. The College president’s role in upholding and implementing Board policy is stated directly in several Board policies, including:
• P-1313: Solicitation, Advertising, and Business Activities • P-2411 and P-2424: Student Rights and Responsibilities • P-6161: Sexual Harassment • P-2443: Due Process • P-2441: Standards of Conduct • P-5111: Intent and Accountability for Equal Opportunity [IV.B.2.c.2]
362 American River College SELF EVALUATION REPORT 2015 STANDARD IV
The three vice presidents and their respective associate vice presidents, deans, and managers retain responsibility for ensuring that their work units follow institutional practices consistent with current policies, regulations, and statutes. Vice presidents are responsible for reviewing and approving department and program annual EMPs, which are aligned with District policies and regulations and with the College mission through direct links to the College goals and objectives.
Finally, the College president, vice presidents, and their staffs serve on a variety of participatory governance councils and committees in which proposals for new institutional practices are developed in response to changing policies and regulations. College administrators have responsibility for ensuring that the proposals are consistent with policy and with the College mission.
Working with management staff, the president ensures that all applicable District statutes, regulations, and policies are followed in the course of the College daily operations and activities. As the chief executive officer of the College, the president remains the principal advocate for the College mission and policies to the District, state, and federal agencies. He reiterates his commitment to the College mission through all planning and practices.
Self Evaluation The College president meets regularly with the administrative staff to allow for discussion and communication about institutional policies and practices. At these meetings, the president communicates updates and news from the Board of Trustees, the General Counsel, and the District regarding policies and regulations [IV.B.2.c.3, IV.B.2.c.4]. The managers also use these meetings as opportunities to discuss issues with the president, to make recommendations, and to determine implementation strategies. The area deans also meet to communicate and discuss planning decisions and concerns on changes in policy and regulation [IV.B.2.c.5, IV.B.2.c.6]. This complex yet integrated system of oversight ensures that College processes remain congruent with District, state, and federal policies, regulations, and statutes.
Indeed, in the 2014 ARC Accreditation survey, 71% (n=231) of the College respondents agreed “The Mission Statement guides institutional planning and institutional decision-making,” and 66% (n=243) agreed “The College Goals and Objectives (Focus Areas) help guide the Educational Master Plan (EMP), curriculum, and staff development” [IV.B.2.c.7]. The president holds his administrative staff accountable for meeting College goals as well as assisting academic areas and departments to meet their goals and objectives.
Actionable Improvement Plans None.
American River College 363 STANDARD IV SELF EVALUATION REPORT 2015
IV.B.2.d The president effectively controls budget and expenditures.
Descriptive Summary The College president retains responsibility for ensuring that the College is financially secure and that the College mission and strategic goals are supported. The president supervises the vice president of administrative services who serves as the chief business officer at the College. In conjunction with the other members of the PES, the president and vice president of administrative services continuously assess and plan the College financial priorities. The executive team remains in continuous communication regarding ongoing and emerging fiscal concerns associated with respective areas of oversight. The College participatory governance system develops and modifies the College fiscal process, which is ultimately approved by the College president. The College executive team takes every opportunity to be transparent in budgeting and resource allocation.
As part of the District’s oversight process, the College business services office, under the organizational authority of the vice president of administrative services, undergoes various internal audits and an annual independent external audit. The vice president of administrative services serves as the administrative chair of the Budget Committee and as the College president’s designee to the District Budget Committee. The College Budget Committee operates in accordance with its stated charge, including the reviewing and monitoring of budgeting processes and procedures, and making recommendations for improvements to the president [IV.B.2.d.1].
The president receives updates from the vice president of administrative services during their weekly meetings. At these meetings, the president is updated on the financial status of the College. The vice president of Administration and the President then bring any fiscal concerns or issues raised during this meeting to the weekly meetings of the PES [IV.B.2.d.2].
The President also receives financial updates during the weekly Chancellor’s Executive Staff meetings. If issues arise regarding the financial practices of any College unit, the president requests an internal audit by the District internal auditor. The College acts promptly on recommendations from internal auditors for courses of action designed to improve or rectify processes.
Self Evaluation Financial stability continues to be a hallmark of the LRCCD, and by extension, ARC. The District has maintained its longstanding commitment to the values and policies of fiscal responsibility in fulfilling its mission and supporting the College’s ongoing effort toward the same. For example, the District continues the practice of spending only what it has actually received, rather than spending based on anticipated resource allocations from the state. Consequently, during the recent economic recession, the District and College were able to avoid laying off any personnel, and by doing so, maintained the trust and loyalty of its employees. (See Standard IV.B.3.c.) The College president incorporates these values into his leadership of the College, providing
364 American River College SELF EVALUATION REPORT 2015 STANDARD IV supervision and oversight necessary to ensure all departments and programs effectively control their budget and expenditures.
Actionable Improvement Plan None.
IV.B.2.e The president works and communicates effectively with the communities served by the institution.
Descriptive Summary The College presidents have a long-history of engaging with a wide variety of community organizations within the College service area. The immediate past College president participated in meetings with local high-school superintendents, attended Sacramento area arts events, represented the College before business and civic groups such as the Rotary and Chamber of Commerce, and hosted a variety of local business, educational, and political leaders at the College Oak Café. He also served in various leadership and advisory positions (Rotary, Federal Technology Centers, and the Northern California Regional Public Safety Training Center).
The current College president is committed to continuing this tradition of community engagement and, though early in his tenure, has already begun reaching out to many community organizations. For example, the president is actively building relationships with area K-12 school superintendents and staff as part of establishing stronger partnerships and educational pathways with the College secondary school associates. He has continued the tradition of serving as an ex-officio member of the ARC Patrons Club and a non-voting member of the ARC Foundation whose members include community leaders and executives of local for- profit and non-profit entities. The current President also serves in a variety of capacities for regional and statewide organizations. He serves on the board of directors for the Northern California Regional Public Safety Training Center and the Association of California Community College Administrators (ACCCA); he also co-chairs ACCCA’s Commission on Finance and Legislative Advocacy and is chair of the ACCCA Political Action Committee.
Figure 30 Current ARC President Thomas Greene, with Past Presidents Marie Smith, David Viar, and Pam Walker
American River College 365 STANDARD IV SELF EVALUATION REPORT 2015
Bill J. Priest, Ed.D., 1955-1964. Dr. Priest was the founding president of American River Junior College (as it was then known) and presided over its transition from the former Grant Technical College, then part of the local public school district. Priest left in 1964 to become the first superintendent of the Los Rios District (a position equivalent to that of chancellor, as it is known today), newly formed with Sacramento City College and American River College. The ARC administration building is named in Priest’s honor. Kenneth D. Boettcher, M.A., 1965-1978. President Boettcher presided over a dramatic expansion of ARC in both faculty and students. The college dropped “Junior” from its name at the beginning of Boettcher’s term and named its library in his honor in 1978. Doug Burris, Interim
Robert D. Jensen, Ed.D., 1978-1984. Dr. Jensen’s presidency was a time for continued expansion of student opportunities and consolidation of ARC’s gains in stature. The institution became ranked among the state’s ten largest community colleges. Jensen stressed the partnership aspect of education and oversaw the creation of the Teaching & Learning Center. Owen Stewart, Interim
Queen F. Randall, Ed.D., 1984-1993. Dr. Randall made student service the touchstone of her tenure, seeking to foster student success for the college’s increasingly diverse enrollment. She inaugurated new tutorial services and programs. Randall stepped down in 1993 to become chancellor of the Los Rios District. C. Max McDonald, Interim
Marie B. Smith, Ph.D., 1995-2004. ARC was transformed during the presidency of Dr. Smith by the introduction of new technology throughout the campus, including the institution of on-line enrollment, student e-mail, and a formal information technology plan, which included creation of the Instructional Technology Center. She enhanced the college’s planning process by emphasizing the role of annual Educational Master Plans as basic building blocks for ARC’s development. Smith left ARC in 2004 to become vice chancellor for education and technology in the District office. Richard C. McCormac, Ph.D., Interim
David L. Viar, J.D., 2005-2013. President Viar made diversity in education a priority for ARC. The college expanded its services by offering more instruction online and at regional centers that extend opportunities beyond the main campus. President Viar oversaw constructive management of the ARC community’s growth and expansion in both people and educational services.
Marie B. Smith, William Karns, & Pam Walker, Interims: 2013-14
Thomas Greene, Ph.D., 2014-present. Dr. Greene began his tenure in fall 2014 with an emphasis on expanding and integrating proven strategies to increase access, academic success, and completion. He is committed to working with all constituent groups – including community partners – to support the success of all students in achieving their educational goals
During the period of interim presidents, the president’s office kept the College community informed of developments in the search for a permanent president. The interim presidents continued to communicate items with College wide implications to the College community.
366 American River College SELF EVALUATION REPORT 2015 STANDARD IV
The College remained stable during this period of interim presidents. The newly hired president continues the culture of effective communication here at the College with College wide emails, through presentations at Convocations, and through his continued active participation in the College planning processes [IV.B.2.e.1].
Self Evaluation The president, although still early in his tenure, is engaging in community events and activities to maintain the College high profile in its service area and is committed to working with all constituent groups to achieve College goals and objectives.
Actionable Improvement Plan None.
IV.B.3 In multi-college districts or systems, the district/system provides primary leadership in setting and communicating expectations of educational excellence and integrity throughout the district/system and assures support for the effective operation of the colleges. It establishes clearly defined roles of authority and responsibility between the colleges and the district/system and acts as the liaison between the colleges and the governing board.
IV.B.3.a The district/system clearly delineates and communicates the operational responsibilities and functions of the district/system from those of the colleges and consistently adheres to this delineation in practice.
Descriptive Summary Operational responsibilities and functions are clearly delineated and communicated by the District to the College in a variety of ways. These include both formal communication and delineation, such as a District organizational chart [IV.B.3.a.1], a functional mapping document [IV.B.3.a.2], and an integrated Strategic Plan [IV.B.3.a.3], as well as functional delineation, including participatory governance, budgetary, planning, and administrative committees. The specific purpose of the District Function Map, for example, is to formally delineate those areas and services where the District assumes primary responsibility, secondary responsibility, or shared responsibility with respect to the Colleges. The regular meetings of various operational work groups represent further communication channels to the College on specific issues.
The main channels of communication between District and College are shared planning documents, such as the ongoing and updated Unit Plans and Program Reviews [IV.B.3.a.4, IV.B.3.a.5], committee agendas and recorded minutes, including those of the Board of Trustees [IV.B.3.a.5.1], District surveys, published budgets [IV.B.3.a.6], and regular communications issued by the Chancellor to the Colleges [IV.B.3.a.7].
American River College 367 STANDARD IV SELF EVALUATION REPORT 2015
The District also communicates its operational responsibilities through District wide publications and workshops including a variety of human resources workshops explaining retirement planning and options for health insurance. The District also maintains a website that provides information about District services and responsibilities, such as policies and regulations, budget information, organizational and functional maps, and Chancellor’s updates. The District’s commitment to open and mutually beneficial relations with faculty and staff inheres in the Interest Based Approach (IBA, formerly Interest Based Alliance) to negotiations and decision making.
The District continues to maintain an active partnership with the Colleges in defining, shaping, supporting, and sharing an overall strategic vision for educational excellence and integrity throughout the LRCCD system, as recently expressed in the District 2011 Strategic Plan.
Self Evaluation The LRCCD has proven successful in meeting the standard set out for the delineation and communication of its operational responsibilities and functions in relation to those of the College. This practice has resulted in a productive relationship between the District and the College indispensable for resolving the unprecedented challenges faced during the current accreditation cycle. These challenges included the loss of funding resulting from statewide budget cuts and ambitious reforms on behalf of student success and institutional accountability. The delineation of District and College responsibilities is implemented and evaluated throughout the year at numerous District level participatory governance, Academic Senate, and work group meetings such as the Chancellor’s Executive Staff, Vice President of Instruction and Vice Presidents of Support Service Councils, Vice Presidents of Administration Council, and Technology Deans. These meetings involve representatives from all four colleges and ensure that the delineation of responsibilities is communicated, effective, and adhered to in practice.
Generally, what was true of previous accreditation cycles has remained true of this one; namely, that the longstanding culture of cooperation between District and College has fostered collegial and professional efforts on behalf of shared interests and desired outcomes. The District demonstrates a commitment to planning and participatory governance by means of College forums and workshops. In 2010, the District held a District wide day-long planning charrette, that engaged more than 150 staff, students, and faculty from across the District in plenary and small group discussions. This continuous collaborative engagement has enabled the District to manage the many serious financial challenges of recent years in a spirit of cooperation and collegiality. As a result, the District and the College have been able to navigate budget cuts without layoffs, program termination, or significant loss of educational opportunity for students. Enrollment management in the face of severe cuts, for example, meant that class schedules, program availability, transfer degrees, distance education, and student support services continue to serve the District’s large student population with minimal loss of opportunity and general availability.
Actionable Improvement Plans None.
368 American River College SELF EVALUATION REPORT 2015 STANDARD IV
IV.B.3.b The district provides effective services that support the colleges in their missions and functions.
Descriptive Summary The College is supported in its principal mission and functions by many effective District services, especially those in three principal areas: financial support and funding, participatory governance and planning, and information technology. During the current accreditation cycle, the College has benefitted from District-sponsored bond measures and funding allocations that have provided capital investment in buildings and grounds, including a new Student Center, remodeled and expanded Science and Fine Arts and Culinary Arts buildings, and a parking garage.
A long tradition of participatory governance structures and processes have found continued support in District level committees, including Education Technology [IV.B.3.b.1], Matriculation and Student Success Committee [IV.B.3.b.2], Budget [IV.B.3.b.3], and Curriculum [IV.B.3.b.4], while the District Academic Senate and the Senate-Union Joint Issues Committee remain the principal organs for overseeing academic policy making and shared oversight of academic employee contract issues.
To assess the effectiveness and outcomes of these various services, the District provides regular Program Reviews utilizing both qualitative and quantitative data [IV.B.3.b.5, IV.B.3.b.6]. The results of these reviews are available on the District and College websites and serve as planning documents for assessing current practices and targeting areas for improvement. Formal Program Reviews are augmented by District-sponsored surveys. Designed around the parameters defined by the District and College OIR, major surveys co-sponsored by the District and College and administered during the current accreditation cycle include the Community College Survey of Student Engagement (CCSSE), the Employee Perceptions Survey, and the DE Student Satisfaction Survey [IV.B.3.b.7]. Using a range of services from District police services to Human Resources, the College and its staff benefit materially and professionally.
Self Evaluation Assessment of District services is part of an ongoing evaluative planning process throughout Los Rios. To support the quality and effectiveness of its vital services, for example, the District regularly undertakes its own Program Review processes, evaluations, unit plans, Chancellor’s evaluation, District wide strategic plans, and oversight by the Board of Trustees. In many cases, these efforts are undertaken jointly with College and District participation, and rely on institutional research data, employee and student surveys, and dialogue with campus groups through special forums, participatory governance committees, and specially appointed ad hoc committees.
Actionable Improvement Plans None.
American River College 369 STANDARD IV SELF EVALUATION REPORT 2015
IV.B.3.c The district/system provides fair distribution of resources that are adequate to support the effective operations of the colleges.
Descriptive Summary The LRCCD process of distributing resources to the colleges is described in Board Policy and Regulations P-8122 [IV.B.3.c.1] and R-8122 [IV.B.3.c.2]. The distribution process involves the District Budget Committee, with its membership of balanced representatives from the four colleges, and allows for broad-based constituency input into District fiscal processes.
Board Regulation R-8122 notes that the District Budget Committee is charged with including “the review and recommendations regarding District wide processes related to budget development which may have a major impact on College operations or allocations” (section 2.1). Committee recommendations serve as advisory to the Chancellor. The 2014-15 Adopted Budget documents extensively describe the District’s annual budget and budget planning processes [IV.B.3.c.3].
The District budget conforms to a uniform fund structure and other revenue, expenditure, and accounting procedures as prescribed by the Budget and Accounting Manual issued by the State Chancellor’s Office of the California Community Colleges and Ed Code section 70901. Each year, the District develops a Budget Calendar specifying the timeframe for planning and compiling the various portions of the budget. The Board of Trustees formally adopts the tentative budget, based on estimated funding levels, prior to the new fiscal year. A public hearing precedes final adoption of the budget before the date specified by the Ed Code.
In addition, the District establishes and maintains a budgetary general fund wherein reside all District moneys not earmarked for other specified purposes. Investing District funds, setting up of purchasing contracts and bidding procedures, and funding of special activities throughout the District is regulated by statute and District policy. The various District budgetary Policies P- 8152, 8252, 8315, 8321, 8323 further delineate processes and responsibilities for the District and the College fiscal structures.
The District Adopted Budget describes the District’s use of a “bucket” compensation allocation model wherein 80 percent of new revenue sources received annually are allocated to the various collective bargaining units based upon proportionate share. The remaining twenty percent of new revenue sources is allocated to program development funds, most of which is allocated to the four colleges based upon four components: base funding, weekly student contact hours, facility square footage, and FTE. Thus, funding to the four colleges remains data-driven. One of the functions of the District Budget Committee is to assess continuously whether consideration of these components results in equitable distribution of funds among the colleges and to propose and evaluate other models for resource distribution.
Concerning the fair distribution of resources and management of expenditures, the District embraces the same philosophy of participatory governance and planning that it does with respect to other vital services. The standing District Budget Committee, for example, which meets two or more times each semester, is composed of members representing both the District
370 American River College SELF EVALUATION REPORT 2015 STANDARD IV and the Colleges. The committee also includes District members appointed by the Chancellor, along with the College presidents or their designees, various faculty and staff members from the Colleges, including Academic Senate and Classified Senate presidents, representatives of the various union interests (though the committee does not address matters within the scope of collective bargaining), as well as a student representative. In the spirit of participatory governance and broad-based input, the College retains its own budget committee to advise and work with its members serving on the District Budget Committee.
The District’s process of distributing new and replacement faculty positions is guided by the District’s “Guidelines for Authorizing New and Replacement Faculty Positions” document [IV.B.3.c.4]. The College uses this document to help identify local hiring priorities and to determine the final distribution of positions to the College and the District. The process also includes consideration of the state’s requirement of the 75-25 ratio of full-time faculty to adjunct faculty to achieve equal ratios at the four colleges.
The process of distributing new staff positions begins with the prioritization at the College and the District, after which the College vice president of administrative services and District managers meet to advocate for new positions. The process requires consideration of several factors in the distribution of new staff positions, including growth at each of the four colleges, completion of new facilities on the main campus and at outreach centers, implementation of new programs, and mandates. The process of distributing new staff positions does not rest on set formulas but remains flexible, allowing the District to allocate new positions where needed.
These various components constitute a budget review and recommendation process that seeks to provide fair management of expenditures and distribution of funds across the District. As part of its governing policies and regulations, the District stipulates the regular responsibilities and decision-making protocols as outlined in District Policy P-8122.
Self Evaluation The LRCCD has a long history of conservative fiscal management. As a result, the District has remained financially stable throughout the recent state budget crisis, maintaining a reserve that enabled it to avoid layoffs and to minimize reductions in course offerings. The District, in consultation with the District Budget Committee, works to ensure that resource distribution is equitable and sufficient to enable effective college operations. Allocation of funds and resources to individual colleges entails consideration of enrollment, growth, weekly student contact hours, and assignable square footage at the colleges. As a result, the District directs funds where they are needed and will be most effective.
The District allocates new FTEF in accordance with its 2011 Strategic Plan, which includes as one of its goals the development of educational centers. As a consequence, while the process of resource distribution is equitable, such distributions reflect an emphasis on supporting enrollment growth at educational centers, which in turn, results in additional investments of new FTEF distributed to specific Colleges rather than on an equal or proportionate basis across all Colleges. The same dynamics impact the distribution of new staff resources.
American River College 371 STANDARD IV SELF EVALUATION REPORT 2015
Throughout the budget crisis of the last several years, including the entire current accreditation cycle, the state witnessed unprecedented cuts to funding of California’s community Colleges; the LRCCD, however, maintained, enhanced, or otherwise preserved funding levels affecting basic services, even as incremental cuts were unavoidable across the board to class schedules and student services.
In general, as a result of the District’s fiscal stewardship, which worked in tandem with the College’s own fiscal management, the District and the College avoided layoffs of faculty and staff as well as avoiding termination of academic programs and student services.
Actionable Improvement Plans None.
IV.B.3.d The district/system effectively controls its expenditures.
Descriptive Summary The District’s financial control mechanism is described in Board Policy P-8122 “Budget Planning” [IV.B.3.d.1] and in the LRCCD 2014-15 Adopted Budget [IV.B.3.d.2], which describes in detail the District’s budget and budgeting processes. The District’s Budget and Facilities Planning Handbook offers more budgetary information. Board Policy P-8122 indicates that the “District shall maintain a 3% (minimum) undistributed reserve or contingency reserve for the General Fund in accordance with fiscal policies/guidelines recommended by the State Chancellor’s Office.” The district has two internal auditors and undergoes an annual external, independent audit.
The District Budget Committee oversees the District’s control of expenditures. Board Regulation R-8122 requires that the District Budget Committee meets regularly to review District wide budget processes and to make advisory recommendations to the Chancellor. The Committee’s charges include review of current, projected, or proposed state financing proposals, district budgetary practices and operational guidelines, budget allocation formulas, and state capital outlay funding criteria [IV.B.3.d.2.1].
The District annually establishes a budget calendar in compliance with California Code of Regulations, with the tentative budget being adopted on or before July 1 and a final budget being adopted on or before September 1.
Self Evaluation Since the previous accreditation team visit, the District’s annual independent audits [IV.B.3.d.3] all indicate that the District follows standard good practice in fiscal management, and the District complies with applicable requirements. On the rare occasion that the District finds itself to be out of compliance, it acts promptly to resolve the problem. The District always ends the fiscal year with a positive ending balance, which helps the District maintain an appropriate reserve [IV.B.3.d.4].
372 American River College SELF EVALUATION REPORT 2015 STANDARD IV
Actionable Improvement Plan None.
IV.B.3.e The chancellor gives full responsibility and authority to the presidents of the colleges to implement and administer delegated district/system policies without his/her interference and holds them accountable for the operation of the colleges.
Descriptive Summary Board Policy P-4111 notes that the chancellor serves as the chief executive offer for the Board of Trustees. Board Policy P-9142, “Performance Evaluation Chancellor and President,” charges the chancellor with delegating authority for administering the colleges to the four college presidents and holds them accountable through the annual performance evaluation process [IV.B.3.e.1, IV.B.3.e.2]. The evaluative process is based at least partially on the president’s achievement of goals that are developed by the president in conjunction with College personnel and are consistent with priorities expressed in both the District and the College strategic plans. The chancellor evaluates the presidents annually in the fall.
Perhaps the best description of the chancellor’s relationship with the College presidents is that of chief executive officer, i.e., a figure who delegates the day-to-day administration of the Colleges to the College administrative staffs, staffs that are headed by the respective College presidents. In turn, the chancellor remains ultimately responsible for seeing that district policies are effectively implemented through a variety of oversight functions, including Program Reviews, performance evaluations, weekly meetings of the Chancellor’s Executive Staff with the college presidents, and periodic executive staff retreats.
Self Evaluation The chancellor’s delegation of authority to the college presidents is shown in the District’s Organizational Chart and indicated in the College president’s job description, as reflected in the job description used to recruit the new president [IV.B.3.e.3]. The chancellor provides leadership support and guidance to the College president yet allows him to implement and to administer district/organizational policies without interference. The chancellor meets with the College president regularly at the weekly Chancellor’s Executive Staff meeting, at bi-annual review meetings, at periodic executive staff retreats, and at several other times during the year. These meetings generally occur at locations other than at the College.
The chancellor also makes a formal public appearance at the College once a semester, at convocation. The chancellor may also attend one or two more meetings at the College in a less formal setting to help communicate District strategic goals to staff and to receive direct feedback from employees [IV.B.3.e.4]. During these meetings, specific questions about College operations are re-directed from the chancellor to the College president or other administrative staff. Other than these very limited opportunities for interaction, the chancellor is rarely seen on the College
American River College 373 STANDARD IV SELF EVALUATION REPORT 2015
campus, with the understanding that the College President has full responsibility and authority for college operations.
The former chancellor received high marks from the College presidents for respecting and trusting their leadership enough to refrain from micromanaging the affairs of the Colleges. The current chancellor likewise has followed in that path of delegating to and entrusting the College president with the effective management and administration of his College.
Actionable Improvement Plan None.
IV.B.3.f The district/system acts as the liaison between the colleges and the governing board. The district/system and the colleges use effective methods of communication, and they exchange information in a timely manner.
Descriptive Summary As described in IV.B.3.a above, the arteries of communication between District and College include shared planning documents, such as the ongoing and updated District Unit Plans and Program Reviews [IV.B.3.f.1], the published agendas and recorded minutes of various District standing committees [IV.B.3.f.2], the published agendas and recorded minutes of all Board of Trustees meetings [IV.B.3.f.3], and the shared results of District and College surveys. District Budget Committee minutes and budgetary information is also provided through both the District and College websites [IV.B.3.f.4].
As the chief executive officer, the chancellor, in addition to the biannual visits to the College convocation assemblies, provides regular chancellor’s updates to the colleges, and these visits are catalogued on the District website [IV.B.3.f.5]. The chancellor holds weekly Executive Staff meetings attended by the College president and monthly Chancellor’s Cabinet meetings, which provide another important and timely means of communication.
Participatory governance facilitates regular communication between the District, the Board of Trustees, and the four colleges; the District Academic Senate convenes monthly at the District office. As the need arises, these meetings include the participation of District officials. District personnel also participate on District wide workgroups such as the District Accreditation Coordinating Committee, the Vice Presidents of Student Services and Instruction Councils, Vice Presidents of Administration Council, Career and Technical Education Deans group, the District Research Council, the Public Information Officers Group, the Information Technology Deans Group, the Information Security Group, the Educational Technology Committee, and the Library Deans Group. All of these workgroups meet regularly to communicate District wide concerns and to assist with communication between the District and College personnel [IV.B.3.f.6].
District personnel regularly attend Board of Trustees meetings, and the District also arranges well-attended, day-long planning charrettes every six years in which District personnel assemble
374 American River College SELF EVALUATION REPORT 2015 STANDARD IV to review the District vision, mission, and values statements and to update the District’s strategic plan. Additionally, each semester at convocation, the chancellor speaks directly to college staff on issues important to the District.
As circumstances warrant, the chancellor has communicated directly to all District employees through email to convey District wide news, such as providing updates regarding budget developments and notifying personnel about key resignations, retirements, appointments or special events.
Self Evaluation District personnel report regularly to the Board of Trustees, and their participation on District participatory governance committees and workgroups facilitates communication throughout the District. College representatives on these committees and workgroups in turn communicate with their colleagues at College-level participatory governance groups and work group meetings, with the result that both the Board of Trustees and the College stay well informed regarding District issues.
Given the ongoing schedule of meetings, typically monthly, of all participatory governance committees, executive committees, and planning councils, information vital to the interests of the College and District is in constant circulation, through posting of committee minutes, executive reports, workshops, training sessions, and District email notifications. All of these exchanges serve to illustrate the numerous ways that the District acts as liaison between the Colleges and the governing board.
While well-established communication channels exist, the accelerating pace and intensity associated with the growing expectations of outside legislative, third-party entities will require diligence to ensure that the deliberate, vetted, collegial process of shared buy-in among stakeholders, including faculty who have daily, direct, instructional contact with students, is preserved.
Actionable Improvement Plan None.
IV.B.3.g The district/system regularly evaluates district/system role delineation and governance and decision- making structures and processes to assure their integrity and effectiveness in assisting the colleges in meeting educational goals. The district/system widely communicates the results of these evaluations and uses them as the basis for improvement.
Descriptive Summary District decision-making structures and processes are described in the Board policies and regulations. Board Policy P-3412 describes the relationship between the Academic Senate and the Board of Trustees. Board Regulation R-3412 details the senate-led committees including the District Curriculum Coordinating Committee. Non-Senate led committees include the Academic
American River College 375 STANDARD IV SELF EVALUATION REPORT 2015
Calendar Committee (R-7123), the District Budget Committee (R-8122), the District Educational Technology Committee (R-3412), and the Chancellor’s Cabinet (R-3411) [IV.B.3.g.1].
The District reviews its governance and decision-making processes for integrity and effectiveness informally in the Chancellor’s Executive Staff group, in the Chancellor’s Cabinet, and in other District groups such as the Vice Presidents’ Councils and the District Academic Senate. Discussions regarding proposed revisions to the processes typically involve participants from the District and from all four colleges, who act as liaisons to their colleges and constituency groups. The District’s Function Map, reviewed every four years, also delineates responsibilities and processes [IV.B.3.g.2].
An ongoing relationship between review, evaluation/assessment, and planning provides the foundation for the LRCCD’s approach to institutional effectiveness and decision-making. Every five years, the District formulates a comprehensive Strategic Plan through discussions facilitated by its Strategic Plan Coordinating Committee. The committee’s district and college membership includes administrators, faculty, staff, and students. Begun in 1997, strategic planning is a process that has continued every five years to the present.
Strategic planning in Los Rios remains founded on inclusivity and evaluation and sets the overall compass direction for almost every major decision-making structure and process. The Los Rios Strategic Plan Update website provides stakeholders and the general public with information about the planning process and products [IV.B.3.g.3]. As part of the 2011 report, the District also published a Key Issues for Planning document, prepared by the District OIR, that provided detailed and quantitative information about demographic trends, social and economic trends, and educational and employment profiles of the Sacramento region and its people [IV.B.3.g.4]. The report identified six key trends, including the decline of public funding for education and the rise of accountability for student success by regulatory agencies, and a plan advanced for the District built around a shared vision and mission statement, which included goals and strategies for the near future. Among the principles embraced were “informed and decentralized decision-making” and “democratic processes” throughout the District [IV.B.3.g.5].
In support and assessment of the Strategic Plan, the District undergoes the many and regular Program Reviews, Unit Plan reports, employee and student surveys, and other modes of evaluation mentioned in this self-study. The District draws data from institutional research on student demographics, accessibility, program services, and success rates, and that information is used to develop new efforts on the college campuses to support statewide initiatives such as Basic Skills, the Student Success Initiative, and the Student Equity Initiative.
Self Evaluation The 2014 District Employee Perceptions Survey posed numerous questions pertaining to District effectiveness. For the question, “The District is headed in the right direction,” 65.7% (n=490) of ARC employees agree. For the question, “I am satisfied with my job in the District,” 74.3% (n=488) of ARC employees agree. Concerning the query, “I am proud to work for the District,” 88% (n=492) of ARC employees agree. For the question, “I understand how my job contributes to the general mission of the District,” 90.6% (n=492) of ARC employees agree [IV.B.3.g.6].
376 American River College SELF EVALUATION REPORT 2015 STANDARD IV
Actionable Improvement Plan None.
List of Evidence Standard IV.B EVIDENCE EVIDENCE TITLE LABEL
IV.B.0.1 LRCCD Board Policy P-3111 Authority
IV.B.0.2 LRCCD Board Policy P-4111 Administrative
IV.B.1.a-e.1 LRCCD Board Policy & Regulations Homepage IV.B.1.a-e.2 LRCCD Office of the General Counsel: Recently Updated Policies & Regulations/Vetting
Process IV.B.1.a-e.3 Achievements (2013-14) & Desired Outcomes (2014-15) for Board of Trustees, Chancellor and
Executive Staff
IV.B.1.a-e.4 Chancellor Evaluation Process
IV.B.1.a-e.5 Chancellor's Memorandum on President's Evaluation Process and Board Action
IV.B.1.f.1 LRCCD Board of Trustee Orientation Handbook
IV.B.1.f.2 LRCCD Student Trustee Handbook: 2014-15
IV.B.1.f.3 LRCCD Board of Trustees, Retreat Agenda: March 7, 2015
IV.B.1.f.3.1 LRCCD Board of Trustees Areas and Terms
IV.B.1.f.4 LRCCD Board of Trustees Agendas and Minutes
IV.B.1.g.1 LRCCD Board of Trustees Evaluation Process & Materials
IV.B.1.g.2 LRCCD Board of Trustee Agenda: October 3, 2014
IV.B.1.g.3 LRCCD Board of Trustee Agenda: February 28, 2014
IV.B.1.h.1 LRCCD Board Policy P-3112 Supervision and Control
IV.B.1.h.2 LRCCD Board Policy P-3114 Statement of Ethics
IV.B.1.h.3 LRCCD Board Policy P-8611 Conflict of Interest Code
IV.B.1.i.1 LRCCD Board of Trustees Q&A Session on Accreditation Standard IV: Sept. 10, 2014
IV.B.1.i.2 LRCCD Board of Trustees Special Workshop Agenda: November 19, 2014
IV.B.1.i.3 LRCCD Board Agendas & Minutes Homepage
IV.B.1.i.4 LRCCD Board of Trustees Agenda: November 14, 2012
IV.B.1.j.1 LRCCD Board Policy & Regulations Homepage
IV.B.1.j.1.1 LRCCD Board Policy P-3112 Supervision and Control
IV.B.1.j.1.2 LRCCD Board Policy P-4111 Administrative IV.B.1.j.2 Achievements (2013-14) & Desired Outcomes (2014-15) for Board of Trustees, Chancellor and
Executive Staff
IV.B.1.j.3 LRCCD Chancellor Evaluation Process
IV.B.1.j.4 LRCCD Academic Senate President Evaluation Survey
IV.B.1.j.5 ARC Presidential Evaluation Survey: Spring 2015
IV.B.1.j.6 LRCCD Board of Trustees Retreat Agenda: March 2, 2012
IV.B.2.a.1 LRCCD Board Policy P-4111 Administrative
American River College 377 STANDARD IV SELF EVALUATION REPORT 2015
EVIDENCE EVIDENCE TITLE LABEL
IV.B.2.a.2 ARC Organizational Chart: College President
IV.B.2.a.3 ARC Organizational Chart: Vice-President of Administration Division Structure
IV.B.2.a.4 ARC Organizational Chart: Vice-President of Instruction Division Structure
IV.B.2.a.5 ARC Organizational Chart: Vice-President of Student Services Division Structure
IV.B.2.a.6 ARC Organizational Chart: College President Direct Reporting Structure
IV.B.2.a.7 ARC President’s Executive Staff Meeting: Compendium of Meeting Agendas
IV.B.2.a.8 ARC Planning Coordination Council Minutes: May 6, 2013
IV.B.2.b.1 ARC Document Repository IV.B.2.b.2 Safe Campus Initiative
IV.B.2.b.2.1 ARC Planning Coordination Council Minutes: February 2, 2015
IV.B.2.b.2.2 ARC Planning Coordination Council Minutes: October 6, 2014
IV.B.2.b.2.3 ARC Convocation Presentation: Transforming the Office of Institutional Research, Jan. 2015
IV.B.2.b.3 ARC Program Review Presentations Repository
IV.B.2.b.4 ARC Program Review Council Summary Report to PCC: Examples from PCC Minutes
IV.B.2.b.5 ARC Educational Master Planning PowerPoint Training
IV.B.2.b.6 ARC Planning Coordination Council Minutes: September 8, 2014
IV.B.2.b.7 ARC Educational Master Planning Training Guide
IV.B.2.b.8 ARC Institutional Research Homepage
IV.B.2.b.9 ARC Planning Coordination Council: Functions & Procedures
IV.B.2.b.10 ARC Accreditation Survey: 2014-15
IV.B.2.c.1 LRCCD Chancellor’s Cabinet Agenda: Example
IV.B.2.c.2 LRCCD Board Policies and Administrative Regulations
IV.B.2.c.3 ARC Administrative Leadership Council Agendas
IV.B.2.c.4 ARC President’s Executive Staff (PES) Agendas
IV.B.2.c.5 ARC Area Dean’s Meeting Agendas
IV.B.2.c.6 ARC Student Services Deans Meeting Agendas: 2014
IV.B.2.c.7 ARC Accreditation Survey: 2014-15
IV.B.2.d.1 ARC Budget Committee Homepage
IV.B.2.d.2 ARC President’s Executive Staff (PES) Agendas
IV.B.2.e.1 ARC President’s College wide Communications & Convocation Presentation
IV.B.3.a.1 LRCCD Organizational Chart
IV.B.3.a.2 LRCCD Functional Mapping Document
IV.B.3.a.3 LRCCD Strategic Plan
IV.B.3.a.4 LRCCD Student Services (CalWORKS & Financial Aid) Unit Plan: 2014-15
IV.B.3.a.5 LRCCD Student Services (Workforce & Economic Development) Unit Plan: 2014-15
IV.B.3.a.5.1 LRCCD Board Minutes and Agendas
IV.B.3.a.6 LRCCD 2014-15 Adopted Budget
IV.B.3.a.7 LRCCD Chancellor Communication Updates
378 American River College SELF EVALUATION REPORT 2015 STANDARD IV
EVIDENCE EVIDENCE TITLE LABEL
IV.B.3.b.1 LRCCD Education Technology Committee Minutes Index
IV.B.3.b.2 LRCCD Matriculation & Student Success Committee Minutes Index
IV.B.3.b.3 LRCCD Budget Committee Minutes Index
IV.B.3.b.4 LRCCD Curriculum Coordinating Committee Minutes Index
IV.B.3.b.5 LRCCD District Office Program Review Index
IV.B.3.b.6 LRCCD Human Resources Unit Plan: 2014-15
IV.B.3.b.7 ARC Accreditation Resources: College & District Survey Index
IV.B.3.c.1 LRCCD Board Policy P-8122 Budget Planning
IV.B.3.c.2 LRCCD Regulation R-8122 Budget Planning
IV.B.3.c.3 LRCCD 2014-15 Adopted Budget
IV.B.3.c.4 LRCCD Guidelines for Authorizing New and Replacement Faculty Positions
IV.B.3.d.1 LRCCD Board Policy P-8122 Budget Planning
IV.B.3.d.2 LRCCD 2014-15 Adopted Budget
IV.B.3.d.2.1 LRCCD Regulation R-8122 Budget Planning
IV.B.3.d.3 LRCCD Financial Statements & Supplemental Information With Ind. Auditor’s Report: 2011-14
IV.B.3.d.4 LRCCD Fiscal Year-End 2013-14 Fund Balance Analysis - General Fund
IV.B.3.e.1 LRCCD Board Policy P-4111 Administrative
IV.B.3.e.2 LRCCD Board Policy P-9142 Performance Evaluation Chancellor and Presidents
IV.B.3.e.3 ARC President Job Posting/Position Description: 2013-14
IV.B.3.e.4 LRCCD Brochure: Brown Bag with District Chancellor
IV.B.3.f.1 LRCCD Program Review & Unit Plan Index
IV.B.3.f.2 LRCCD District Committees: Compendium of Committee Agendas & Minutes Lists
IV.B.3.f.3 LRCCD Board Policy & Regulations Homepage
IV.B.3.f.4 ARC Budget Committee Minutes
IV.B.3.f.5 LRCCD Chancellor Communication Updates
IV.B.3.f.6 LRCCD District Committee Membership: 2014-15
IV.B.3.g.1 LRCCD Board Policies
IV.B.3.g.2 LRCCD Function Mapping Document
IV.B.3.g.3 LRCCD Strategic Planning Update Website
IV.B.3.g.4 LRCCD Key Planning Issues Report Index
IV.B.3.g.5 LRCCD Key Planning Issues Report: 2010
IV.B.3.g.6 LRCCD ARC Employee Perceptions Survey: Spring 2014
American River College 379
Update to 2009 Recommendations Recommendations Update to 2009
ARC Learning Resource Center
SELF EVALUATION REPORT 2015 UPDATE TO 2009 RECOMMENDATIONS
UPDATE TO 2009 RECOMMENDATIONS
Recommendation 1 The ACCJC SLO rubric speaks to authentic assessment and the full engagement of faculty and staff; therefore, to demonstrate SLO success at the proficiency stage by the Commission’s 2012 deadline, the team recommends that American River College identify a formal process to review the quality of its assessment tools and to ensure part-time faculty participation in the assessment of SLOs (II.A.1.c, I.B.4, I.B.5).
Recommendation 1 Part 1: Formal Assessment of Tools The team recommends that American River College identify a formal process to review the quality of its assessment tools.
Response By formalizing its SLO assessment processes, the College has fully implemented the visiting team’s recommendation that ARC identify a formal process to review the quality of its assessment tools.
Since 2009 and the completion of the College 2012 Midterm Report, and in response to the visiting team’s recommendation, the SLO Assessment Committee (SLOAC) has formalized its processes and has published them on the committee’s website. (See Figures 31 and 32.)
The SLOAC has implemented procedures that include specific review steps to provide feedback to faculty and approve departmental assessment plans for the focused SLO assessment. The SLOAC has formalized specific guidelines within these formal procedures to ensure that faculty reflect upon authentic assessment methods for the SLO, and that the SLOAC has the opportunity to review the assessment tool(s) prior to approving the assessment plan.
Figure 31 Overview of SLO Assessment Cycle at ARC
American River College 381 UPDATE TO 2009 RECOMMENDATIONS SELF EVALUATION REPORT 2015
Figure 32 Two-Part Course Level SLO Assessment at ARC
The SLO assessment process now follows a detailed planning chart including deadlines for creating the assessment plan (faculty), reviewing the assessment plan (SLOAC Tech Review Workgroup), approving the assessment plan (SLOAC full committee), and implementing the assessment plan (faculty). (See Table 39.)
Faculty also document participation in the process using various reporting tools, including the online Focused Assessment Form, and the SLOAC reviews levels of participation as well as adherence to authentic assessment guidelines.
EVALUATION REVIEWED BY RESULT
SLOAC Chair / SLO Creation - confirming that each SLO is capable of Rating=1.26 Curriculum Tech authentic assessment 1 is best, 5 is worst Review
Faculty (Departmental) Participation Level in Assessment SLOAC Tech Review Plan
Faculty (Departmental) Participation Level in Assessment SLOAC Full Committee Plan
Adherence to Authentic Assessment Guidelines SLOAC Tech Review
Authentic Assessment Feedback addressed by Faculty SLOAC Full Committee
Table 39 SLO Review Process at ARC
382 American River College SELF EVALUATION REPORT 2015 UPDATE TO 2009 RECOMMENDATIONS
Recommendation 1 Part 2: Adjunct Participation The team recommends that American River College identify a formal process to ensure the participation of part-time faculty in the SLO assessment process.
Response The SLOAC recognizes that authentic assessment requires the full engagement of faculty and staff. The SLOAC has taken a number of steps in response to this recommendation to ensure that adjunct faculty participate and contribute to the SLO/SSO assessment process.
• The committee has added three adjunct voting memberships to the official committee membership. • The committee has clarified guidelines for the development of assessment plans and assessment tools to ensure that faculty recognize the importance of including adjunct faculty in the formal SLO/SSO assessment process. • The committee has formalized the review process for assessment plans and has incorporated a record of the self-reported level of adjunct participation via the focused assessment plan. • The committee reviews and reports on adjunct faculty participation by the department or program.
The College has fully implemented the visiting team’s recommendation to ensure adjunct faculty participation in the assessment of SLOs/SSOs.
Recommendations 2 and 4
Recommendation 2 The College recognizes that student development needs for leadership, active participation in shared governance, and awareness and tolerance for diversity are paramount at American River College. In order to improve, the team recommends that efforts, such as conflict resolution training, Interest Based Alliance training, and the Community and Diversity Center Initiative, be established for students and institutionalized to address these critical student needs.
Recommendation 4 In order to improve, it is recommended that student participation in the shared governance process and committees be actively encouraged to ensure the student voices are not lost. This recommendation was recognized in the Self Study, is detailed as a planning agenda, and was spoken to during the team visit.
Overview ARC has implemented various projects, programs, and strategic changes to support the recommendations for improvement identified via the 2009 College Self Study, the planning agenda in that study, and the 2009 ACCJC team visit.
American River College 383 UPDATE TO 2009 RECOMMENDATIONS SELF EVALUATION REPORT 2015
Response The College recognizes the importance of the student voice in participatory governance. The College mission notes that the College offers a varied curriculum to help students “achieve knowledge, skills, and attitudes for post-secondary education success, personal enrichment, self- development, and a purposeful and meaningful life as a member of a global community.” The emphasis upon participatory community in the mission is echoed in the College values, many of which emphasize the fact that participatory governance requires the inclusion and participation of all voices. One value notes that “Individuals who have the opportunities to (1) develop their abilities, (2) engage in critical and creative thinking, (3) participate in lifelong learning, (4) succeed in a competitive global work environment, and (5) exhibit responsible citizenship benefit society as well as themselves.” Another value indicates the College commitment to leadership development: “Responsible leadership and service by faculty, staff, and students is actively cultivated so the college can achieve improvement in student learning and support positive contributions to the community.”
This emphasis and honoring of participatory governance supports the District’s emphasis on shared leadership. One of the District’s values indicates that the District embraces “the contributions of our members,” and that “All members of the Los Rios community are encouraged to contribute to our organizational success.” The District further notes that it relies on informed and decentralized decision making because “We value informed decisions made by people close to the issues.” Finally, the District’s values demonstrate the District’s commitment to participatory governance: “We observe democratic practices in our internal governance.”
The College also recognizes the role that diversity plays in the success of the institution. The College vision states that the College “is a premier learning community that transforms and enriches people's lives.” Additionally, to achieve that mission, the College values indicate that “Because ARC is a community valuing the varied perspectives and experiences of students, faculty and staff, the college offers educational opportunities for enhancing cultural awareness, supporting diversity, and promoting the free exchange of ideas and the development of a culturally competent and inclusive college community.”
The College commitment to diversity echoes the commitment of the District to inclusivity and acceptance of diversity. The District values “Embracing Diversity and Building Community: We recognize and value the strengths of our diverse backgrounds and perspectives and seek to build a community in which all constituencies are highly qualified.” The District’s values also reflect the District’s commitment to “Social Justice: Because diverse perspectives support the District’s commitment to equality, equity, and justice, our communities are best served by ensuring that all populations are represented equitably throughout the Los Rios community colleges.”
384 American River College SELF EVALUATION REPORT 2015 UPDATE TO 2009 RECOMMENDATIONS
The District’s policies also reflect the District’s commitment to diversity. Policy P-2114 emphasizes the diversity training that the Los Rios Colleges must offer their employees:
1.1. The District Office and the colleges shall provide for all their employees such in- service training as is necessary provide an equal educational opportunity for all students. 1.2 In meeting goals for equal educational opportunity, the colleges and the District shall provide training in the following areas: 1.2.1 History, culture, and current problems of racial and ethnic minorities and women, to increase sensitivity to both overt and covert manifestations of racism and sexism. 1.2.2 Special problems of learning and behavior of minorities, women, and students with disabilities in each area of instruction. 1.2.3 Available resources and instructional strategies appropriate to a particular college and area of instruction. 1.2.4 Any other areas as deemed necessary and appropriate.
Student Development Support In 2009, all College efforts to offer student development and leadership resources were primarily housed in the Campus Life Center, which was supported by one full-time administrative assistant and two part-time student personnel assistants. The support staff advised and supported the then Student Association, the Inter-Club Council, and the various student clubs and organizations.
The College recognized the need to reorganize, develop, and strengthen the institution’s student development and leadership resources. To meet that need and formalize the College’s commitment to student development, the College organizationally and physically shifted student activities to the office of the Dean of Student Development to be housed in a new Student Center.
The new ARC Student Center opened its doors to the College community in January 2013. With this physical and structurally reorganization, the College Campus Life Center also transitioned to its new title of the Center for Leadership & Development (CL&D). The renaming of the Center paralleled the first-ever amplification of services and resources available to ARC student leaders and the College community at large. The Student Center, at 57,000 square feet, was a significant facilities upgrade from the Cafeteria space that previously housed the Campus Life Center with 34,000 square feet of space. This increase in space included the following additions to resources for student leadership and development: Club Meeting Room, Club Storage Closet, Board Room, ASB student offices, ASB Mail Room, and Computer labs.
The CL&D is now supported by a comprehensive support staff, including one dean of student development, one full-time student life supervisor and Associated Student Body advisor, one full-time administrative assistant, one full-time clerk III, one full-time student personnel assistant, two temporary student personnel assistants, and a range of 15 to 20 SAGES, student ambassadors. Each of these key support staff serves as a resource to the Associated Student
American River College 385 UPDATE TO 2009 RECOMMENDATIONS SELF EVALUATION REPORT 2015
Body (Student Senate, Clubs & Events Board, Joint Budget Committee, and student clubs) and the College community.
Program Development With the establishment of CL&D, student leaders and the College community can take advantage of a variety of different activities and events supported by a fuller compliment of support staff. A list of expanded programs and resources are included below:
• Ethnic and cultural heritage programs and events; e.g., Black Heritage Celebration, Hispanic/Chicano/Latino Heritage Month, Filipino Heritage Month, LGBT Awareness Celebrations • Community forums such as “Brave Space Dialogues” that provide the college community opportunities to discuss and process urgent contemporary issues. The most recent Brave Space Dialogues centered on the LGBTQIA community, homophobia, and hate crimes and racial relations, racial profiling, and police intervention. • A wide range of workshops for student leaders and interested college community members that focus on such topics as emotional intelligence and leadership, decision-making processes for student leaders, budgeting and student club funds, and best practices for club advisors during advisor receptions. • SAGES Student Development Ambassadors support new-to-college and returning students in completing their required online orientations. The SAGES also collaborate with general counselors to provide peer support at group-planning sessions (GPS).
Student Leadership Re-Organization & Alignment In 2009, student leadership was organized into a Student Association (SA) that included the Inter-Club Council and all the College student organizations.
From 2009 to 2011, the LRCCD convened the Student Trustee Election/Student Association Constitution and Bylaws Revision Workgroup (STESAB). This two-year, District wide participatory governance work group was tasked with revising the governing documents of student leadership and development. The intended goal was to improve the structure and clarify the role of students in participatory governance.
Based on the recommendations of the STESAB workgroup, ARC adopted the revised Associated Student Body Constitution in spring 2013. This new constitution dissolved the Student Association as a student government group and aligned the ARC ASB with the other colleges in the Los Rios District. This new structure for student leadership included an overarching Associated Student Body (ASB) of three equal bodies within the purview of the ASB: the Student Senate, the Clubs & Events Board (CAEB), and the Joint Budget Committee (JBC).
In the 2013-14 academic year, the ASB adopted its by-laws to align with their ASB constitution.
386 American River College SELF EVALUATION REPORT 2015 UPDATE TO 2009 RECOMMENDATIONS
In spring 2014, the Los Rios District Student Association moved to an entirely online elections process, which maximized accessibility for students to engage with their student leaders and the voting process.
Since 2009, the College has offered numerous opportunities for students’ leadership development:
• One two-day ARC Leadership Summit for incoming student leaders to understand their responsibilities in decision-making, budgeting student funds, and enhancing the campus community, necessary for effectiveness in participatory governance. • District-sponsored Interest Based Approach (IBA) training for student leaders as included in the Leadership Summits. • Two-day District wide student leadership summits, hosted at different Los Rios colleges each semester. • Student Government curriculum (SGVT 300 & SGVT 310) offered for the first time in its revised status in fall 2013 and spring 2014.
The College continues to encourage student participation on participatory governance committees. The College primary planning body, the PCC, requires standing committees to include an evaluation of student representation in their end-of-year reports. Additionally, the Student Senate and CAEB include weekly announcements at their meetings about the importance of student appointments and participation on all participatory governance committees.
Since 2009, ASB leaders have participated in local, regional and statewide conferences and meetings of the Student Senate that have further emphasized how to practice student advocacy, strengthen student participation in the college governance process, and lobby for student issues at various levels. Some of these include participation in the General Assembly of the Student Senate for California Community Colleges, the California Community Colleges Student Affairs Association, Los Rios Community College Lobby Day, and other organizations.
The College has established a series of support systems for the development of student skills and leadership. The College also acknowledges that this effort should remain ongoing for continuous improvement.
American River College 387 UPDATE TO 2009 RECOMMENDATIONS SELF EVALUATION REPORT 2015
Recommendation 3 In order to improve, the team recommends the assessment of the services and the sequencing of the modules provided by the learning resource centers be formalized and systematic with the support of the Research Center.
Overview The College Learning Resource Center (LRC) houses eight instructional support services:
• Computer lab for students doing instructionally-related work • ESL Center • Foreign Language Lab • Reading across the Disciplines (RAD) • Reading Center • Tutoring services, which includes individual tutoring (drop-in and scheduled) and tutoring through the Beacon program • Writing Center • Writing Across the Curriculum (WAC).
Response The College recognizes that the assessment of the LRC’s instructional support services leads to the continuous improvement of these services and the continued success of students. The College surveyed the services in 2012 to determine the extent of the use of modules in the Center. The survey results are as follows:
CENTER FORMAT MODULES ASSESSMENT Student Satisfaction Survey each Computer Lab Drop-in No semester SLO assessment Program Review ESL Center Courses Yes EMP Pre/post Test Custom Research Reports SLO assessment Foreign Language Lab Courses No Program Review EMP SLO assessment Courses Program Review RAD (Lecture format No EMP since 2010) Custom Research Reports SLO assessment Courses No modules Program Review Reading Center (Lecture format since 2011 EMP since 2011) Custom Research Reports Tutoring Student Satisfaction Surveys each Drop-in No Center/Beacon semester
388 American River College SELF EVALUATION REPORT 2015 UPDATE TO 2009 RECOMMENDATIONS
CENTER FORMAT MODULES ASSESSMENT SLO assessment Courses Program Review WAC (Lecture format No EMP since 2010) Custom Research Reports SLO assessment Courses Program Review Writing Center (Lecture format No EMP since 2010) Custom Research Reports
Table 40 LRC Instructional Services Self Assessment and Module Use at ARC
Program Assessment All eight LRC instructional services evaluate the quality of their programs and services to students. (See Table 40.) The specific categories of assessment instruments and data used to identify program improvements are summarized below:
Institutional Research Data and Program Review Excluding the open computer use service and the tutoring service, the LRC-housed services receive summary data from the “Academic Support Programs” reports provided by the OIR. This data provides a detailed look at enrollment, success rates, and demographics for each support service and, for those support services with specific instructional courses, success in those associated courses.
Because all eight services are included in the Program Reviews for the instructional departments of which the services are a part, assessment of the eight services is included in the institutional research data supporting the program or department Program Review process. For example, because they are housed in the English area, Writing Center and WAC are included in the Program Review for the English department. Similarly, assessments for the Reading Center and RAD are included in the Program Review for the Reading department, and assessments for the ESL and foreign language labs are included in the Program Reviews for those respective departments.
SLO Student Self-assessment Data Five of the services participate in the three-year SLO assessment process: tutoring services, the Reading Center, the Writing Center, WAC, and RAD. The SLOAC reviews and approves the assessment instruments and action plans for these services. Because the LRC’s Foreign Language Lab provides supplemental instruction, SLO assessment is captured in the curriculum SLOs for the courses supported by the lab’s supplemental instruction.
Program Assessment Data The ESL Center administers intake and post-module tests to all ESL Center students. Analysis of the tests allows ESL faculty to identify where module sequencing should be adjusted to improve student learning; for example, several modules are rewritten each semester and additional materials are developed to address specific student needs, as identified by the test results.
American River College 389 UPDATE TO 2009 RECOMMENDATIONS SELF EVALUATION REPORT 2015
Finally, the Center assesses student satisfaction through an ESL Center Student Satisfaction Survey.
Student Surveys All eight services housed in the LRC administer surveys to their students at the completion of their term, and faculty use information compiled from these surveys to evaluate and improve their programs. Starting in spring 2009, the Reading and Writing Centers and the WAC and RAD programs began using a common Student Satisfaction Survey administered when students complete their work with the services.
Each of the eight services indicated that evaluations of their programs are completed at least every semester. In addition, the Reading and Writing Centers, WAC, RAD, foreign language and ESL centers are included in departmental evaluations and assessments through the three-year SLO assessment and the six-year Program Review. For example, the SPAN 131 course, held in the Foreign Language Lab, supports three Spanish lecture courses and is assessed through the SLOs of those courses.
Using institutional research data, the LRC instructional services systematically and formally assess their programs to identify and implement improvements to their programs, and to improve student success.
At the time of the 2009 Accreditation visit, four of the six module-based services have transitioned from module- to lecture-based format.
The two services (ESL Center and Foreign Language Lab) continue to use module-based format because the effectiveness of this format is supported by data compiled through (a) SLO assessment data for the courses they support, (b) program assessments composed of intake and post-diagnostic tests, (c) student surveys, (d) Program Review, and (e) institutional research.
390 American River College Appendices Appendices
ARC Parking Structure
SELF EVALUATION REPORT 2015 APPENDIX 1: ACTIONABLE IMPROVEMENT PLANS
APPENDIX 1: ACTIONABLE IMPROVEMENT PLANS
I.A.4 and I.B.4 • The College will develop a “Guide to ARC’s Integrated Planning & Governance Processes” during the 2015-16 year.
I.B.3 • During the 2015-16 academic year, the College will develop the capacity to regularly conduct focus groups.
II.A.1.a • The SLOAC will continue to assess and improve the broad direct assessment (the new AARR process).
II.A.1.c • The SLO Assessment Committee will develop a handbook (to augment the existing set of web pages) to assist in training of new faculty and to provide a reference for faculty as they participate in the formal SLO assessment process. In conjunction with the handbook, the SLOAC will also review the faculty ease of interface for the new AARR process.
II.B.3.e • The College will submit necessary validation results to the CCCCO by the November 2015 deadline in order to regain approved status for the use its ESL writing sample and the CCDT tests. In addition, it will complete in 2016 the validation of the newly updated Compass Math tests.
IV.A.2.a • In the spirit of continuous improvement of the College participatory governance processes, the PCC will establish a work group to organize and deliver training for all standing committee chairs in fall 2015. Chairs will subsequently provide training and orientation on the functions/responsibilities of their respective committees to their members no later than the second scheduled meeting of the 2015-16 academic year.
American River College 391
SELF EVALUATION REPORT 2015 APPENDIX 2: LRCCD FUNCTION MAP
APPENDIX 2: LRCCD 2014 FUNCTION MAP
Definitions of the Indicators Used in the District Function Map The Los Rios Community College District Function Map is intended to illustrate how the colleges and the district manage the distribution of responsibility by function as it pertains to the WASC/ACCJC Accreditation standards. The Function Map includes indicators that depict the level and type of responsibility as follows:
P = Primary Responsibility: Primary responsibility indicates leadership and oversight of a given function. This primary leadership may include design, development, implementation, assessment, and planning for improvement.
S = Secondary Responsibility: Secondary responsibility indicates support of a given function. This support may include some levels of coordination, input, feedback, or communication to assist the primary responsibility holders with successful execution of their responsibility.
SH = Shared Responsibility: Shared responsibility indicates that the District and the College are mutually responsible for the leadership and oversight of a given function, or that they engage in logically equivalent versions of a function (for instance, there are mission statements at the colleges and at the District). This leadership may include design, development, implementation, assessment and communication processes.
N/A = Not Applicable: Not applicable indicates that a specific standard does not apply to either the College or District and therefore neither has responsibility (e.g. No Los Rios college offers curricula in a foreign location, so neither the College nor District is responsible for offering the curricula.)
Note: It is assumed in this mapping design that the term “institution” generally refers to the individual colleges of the District and not to the Los Rios Community College District as a whole, since the standards in many cases address the conditions or practices present in the colleges. However, there are several areas in which “institution” may be reasonably interpreted to mean “actors at both the college and district levels working together.”
Function Map Approval Process In preparation for the 2014-15 accreditation self evaluation year, the District Accreditation Coordinating Committee (DACC) updated the District’s 2009 Function Map document to reflect Commission changes to the Accreditation Standards through November 2012. Each college then reviewed and recommended responsibility assignments through their respective governance groups, while the district did the same with its participatory governance committees and administrative councils. DACC compiled the assignments for recommendation to the Chancellor’s Cabinet, which approved the 2014 Function Map on April 28, 2014.
American River College 393 APPENDIX 2: LRCCD FUNCTION MAP SELF EVALUATION REPORT 2015
Standard I: Institutional Mission and Effectiveness
A. Mission The institution has a statement of mission that defines the institution’s broad educational purposes, its intended student population, and its commitment to achieving student learning.
COLLEGE DISTRICT
1. The institution establishes student learning programs and services P S aligned with its purposes, its character, and its student population.
2. The mission statement is approved by the governing board and SH SH published.
3. Using the institution's governance and decision-making processes, the institution reviews its mission statement on a regular basis and P S revises it as necessary.
4. The institution’s mission is central to institutional planning and SH SH decision-making.
394 American River College SELF EVALUATION REPORT 2015 APPENDIX 2: LRCCD FUNCTION MAP
B. Improving Institutional Effectiveness The institution demonstrates a conscious effort to produce and support student learning, measures that learning, assesses how well learning is occurring, and makes changes to improve student learning. The institution also organizes its key processes and allocates its resources to effectively support student learning. The institution demonstrates its effectiveness by providing 1) evidence of the achievement of SLOs and 2) evidence of institution and program performance. The institution uses ongoing and systematic evaluation and planning to refine its key processes and improve student learning.
COLLEGE DISTRICT
1. The institution maintains an ongoing, collegial, self-reflective dialogue about the continuous improvement of student learning and P S institutional processes.
2. The institution sets goals to improve its effectiveness consistent with its stated purposes. The institution articulates its goals and states the SH SH objectives derived from them in measurable terms so that the degree to which they are achieved can be determined and widely discussed. The P S institutional members understand these goals and work collaboratively toward their achievement.
3. The institution assesses progress toward achieving its stated goals and makes decisions regarding the improvement of institutional effectiveness in an ongoing and systematic cycle of evaluation, SH SH integrated planning, resource allocation, implementation, and re- evaluation. Evaluation is based on analyses of both quantitative and qualitative data.
4. The institution provides evidence that the planning process is broad- based, offers opportunities for input by appropriate constituencies, P S allocates necessary resources, and leads to improvement of institutional effectiveness.
5. The institution uses documented assessment results to communicate P S matters of quality assurance to appropriate constituencies.
6. The institution assures the effectiveness of its ongoing planning and resource allocation processes by systematically reviewing and P S modifying, as appropriate, all parts of the cycle, including institutional and other research efforts.
7. The institution assesses its evaluation mechanisms through a systematic review of their effectiveness in improving instructional P S programs, student support services, and library and other learning support services.
American River College 395 APPENDIX 2: LRCCD FUNCTION MAP SELF EVALUATION REPORT 2015
Standard II: Student Learning Programs and Services
A. Instructional Programs The institution offers high-quality instructional programs in recognized and emerging fields of study that culminate in identified student outcomes leading to degrees, certificates, employment, or transfer to other higher education institutions or programs consistent with its mission. Instructional programs are systematically assessed in order to ensure 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.
COLLEGE DISTRICT
1. The institution demonstrates that all instructional programs, regardless of location or means of delivery, address and meet the P S mission of the institution and uphold its integrity.
a. The institution identifies and seeks to meet the varied educational needs of its students through programs consistent with their educational preparation and the diversity, demographics, and P S economy of its communities. The institution relies upon research and analysis to identify student learning needs and to assess progress toward achieving stated learning outcomes.
b. The institution utilizes delivery systems and modes of instruction compatible with the objectives of the curriculum and appropriate to P S the current and future needs of its students.
c. The institution identifies SLOs for courses, programs, certificates, and degrees; assesses student achievement of those outcomes; and P S uses assessment results to make improvements.
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 P S 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.
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 P S its faculty for establishing quality and improving instructional courses and programs.
396 American River College SELF EVALUATION REPORT 2015 APPENDIX 2: LRCCD FUNCTION MAP
A. Instructional Programs COLLEGE DISTRICT
b. The institution relies on faculty expertise and the assistance of advisory committees when appropriate to identify competency levels and measurable SLOs for courses, certificates, programs P S including general and vocational education, and degrees. The institution regularly assesses student progress towards achieving those outcomes.
c. High-quality instruction and appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning P S characterize all programs.
d. The institution uses delivery modes and teaching methodologies P S that reflect the diverse needs and learning styles of its students.
e. The institution evaluates all courses and programs through an on- going systematic review of their relevance, appropriateness, P S achievement of learning outcomes, currency, and future needs and plans.
f. The institution engages in ongoing, systematic evaluation and integrated planning to ensure currency and measure achievement of its stated SLOs for courses, certificates, programs including general P S and vocational education, and degrees. The institution systematically strives to improve those outcomes and makes the results available to appropriate constituencies.
g. If an institution uses departmental course and/or program examinations, it validates their effectiveness in measuring student P S learning and minimizes test biases.
h. The institution awards credit based on student achievement of the course’s stated learning outcomes. Units of credit awarded are P S consistent with institutional policies that reflect generally accepted norms or equivalencies in higher education.
i. The institution awards degrees and certificates based on student P S achievement of a program’s stated learning outcomes.
3. The institution requires of all academic and vocational degree programs a component of GE 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 P S course for inclusion in the GE curriculum by examining the stated learning outcomes for the course. GE has comprehensive learning outcomes for the students who complete it, including the following:
American River College 397 APPENDIX 2: LRCCD FUNCTION MAP SELF EVALUATION REPORT 2015
A. Instructional Programs COLLEGE DISTRICT a. An understanding of the basic content and methodology of the major areas of knowledge: areas include the humanities and fine P S arts, the natural sciences, and the social sciences. b. A capability to be a productive individual and life long learner: skills include oral and written communication, information competency, computer literacy, scientific and quantitative P S reasoning, critical analysis/logical thinking, and the ability to acquire knowledge through a variety of means. c. A recognition of what it means to be an ethical human being and effective citizen: qualities include an appreciation of ethical principles; civility and interpersonal skills; respect for cultural P S diversity; historical and aesthetic sensitivity; and the willingness to assume civic, political, and social responsibilities locally, nationally, and globally.
4. All degree programs include focused study in at least one area of P S inquiry or in an established interdisciplinary core.
5. Students completing vocational and occupational certificates and degrees demonstrate technical and professional competencies that P S meet employment and other applicable standards and are prepared for external licensure and certification.
6. The institution assures that students and prospective students receive clear and accurate information about educational courses and programs and transfer policies. The institution describes its degrees and certificates in terms of their purpose, content, course requirements, P S and expected student learning outcomes. In every class section students receive a course syllabus that specifies learning objectives consistent with those in the institution’s officially approved course outline.
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 P S 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.
b. When programs are eliminated or program requirements are significantly changed, the institution makes appropriate P S arrangements so that enrolled students may complete their education in a timely manner with a minimum of disruption.
398 American River College SELF EVALUATION REPORT 2015 APPENDIX 2: LRCCD FUNCTION MAP
A. Instructional Programs COLLEGE DISTRICT
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 SH SH institutional policies, procedures, and publications to ensure integrity in all representations about its mission, programs, and services.
7. In order to ensure the academic integrity of the teaching-learning process, the institution uses and makes public governing board- adopted policies on academic freedom and responsibility, student SH SH academic honesty, and specific institutional beliefs or worldviews. These policies make clear the institution’s commitment to the free pursuit and dissemination of knowledge.
a. Faculty distinguish between personal conviction and professionally accepted views in a discipline. They present data and P S information fairly and objectively.
b. The institution establishes and publishes clear expectations concerning student academic honesty and the consequences for P S dishonesty.
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 N/A N/A policies, including statements in the catalog and/or appropriate faculty or student handbooks.
8. Institutions offering curricula in foreign locations to students other than U.S. nationals operate in conformity with standards and N/A N/A applicable Commission policies.
American River College 399 APPENDIX 2: LRCCD FUNCTION MAP SELF EVALUATION REPORT 2015
B. Student Support Services The institution recruits and admits diverse students who are able to benefit from its programs, consistent with its mission. Student support services address the identified needs of students and enhance a supportive learning environment. The entire student pathway through the institutional experience is characterized by a concern for student access, progress, learning, and success. The institution systematically assesses student support services using student learning outcomes, faculty and staff input, and other appropriate measures in order to improve the effectiveness of these services.
COLLEGE DISTRICT
1. The institution assures the quality of student support services and demonstrates that these services, regardless of location or means of P S delivery, support student learning and enhance achievement of the mission of the institution.
2. The institution provides a catalog for its constituencies with precise, accurate, and current information concerning the following: a. General P S Information, b. Requirements, c. Major Policies Affecting Students, d. Locations or publications where other policies may be found.
3. The institution researches and identifies the learning support needs of its student population and provides appropriate services and P S programs to address those needs. a. The institution assures equitable access to all of its students by providing appropriate, comprehensive, and reliable services to P S students regardless of service location or delivery method. b. The institution provides an environment that encourages personal and civic responsibility, as well as intellectual, aesthetic, and P S personal development for all of its students. c. The institution designs, maintains, and evaluates counseling and/or academic advising programs to support student P S development and success and prepares faculty and other personnel responsible for the advising function. d. The institution designs and maintains appropriate programs, practices, and services that support and enhance student P S understanding and appreciation of diversity. e. The institution regularly evaluates admissions and placement instruments and practices to validate their effectiveness while P S minimizing biases. 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 P S institution publishes and follows established policies for release of student records.
400 American River College SELF EVALUATION REPORT 2015 APPENDIX 2: LRCCD FUNCTION MAP
B. Student Support Services COLLEGE DISTRICT
4. The institution evaluates student support services to ensure their adequacy in meeting identified student needs. Evaluation of these services provides evidence that they contribute to the achievement of P S student learning outcomes. The institution uses the results of these evaluations as the basis for improvement.
American River College 401 APPENDIX 2: LRCCD FUNCTION MAP SELF EVALUATION REPORT 2015
C. Library and Learning Support Services Library and other learning support services for students are sufficient to support the institution’s instructional programs and intellectual, aesthetic, and cultural activities in whatever format and wherever they are offered. Such services include library services and collections, tutoring, learning centers, computer laboratories, and learning technology development and training. The institution provides access and training to students so that library and other learning support services may be used effectively and efficiently. The institution systematically assesses these services using student learning outcomes, faculty input, and other appropriate measures in order to improve the effectiveness of the services.
COLLEGE DISTRICT 1. The institution supports the quality of its instructional programs by providing library and other learning support services that are sufficient P S in quantity, currency, depth, and variety to facilitate educational offerings, regardless of location or means of delivery. 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 P S support student learning and enhance the achievement of the mission of the institution. b. The institution provides ongoing instruction for users of library and other learning support services so that students are able to P S develop skills in information competency. c. The institution provides students and personnel responsible for student learning programs and services adequate access to the P S library and other learning support services, regardless of their location or means of delivery.
d. The institution provides effective maintenance and security for its P S library and other learning support services. 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 P S 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. 2. The institution evaluates library and other learning support services P S to ensure 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.
402 American River College SELF EVALUATION REPORT 2015 APPENDIX 2: LRCCD FUNCTION MAP
Standard III: Resources
A. Human Resources The institution employs qualified personnel to support student learning programs and services wherever offered and by whatever means delivered, and to improve institutional effectiveness. Personnel are treated equitably, are evaluated regularly and systematically, and are provided opportunities for professional development. Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse backgrounds by making positive efforts to encourage such diversity. Human resource planning is integrated with institutional planning.
COLLEGE DISTRICT
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. Criteria, qualifications, and procedures for P S 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.
a. Criteria for selection of faculty include knowledge of the subject matter or service to be performed (as determined by individuals with discipline expertise), effective teaching, scholarly activities, and potential to contribute to the mission of the institution. Institutional faculty play a significant role in selection of new SH SH 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.
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 SH SH 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.
c. Faculty and others directly responsible for student progress toward achieving stated SLOs have, as a component of their P S evaluation, effectiveness in producing those learning outcomes.
d. The institution upholds a written code of professional ethics for all of its personnel. SH SH
American River College 403 APPENDIX 2: LRCCD FUNCTION MAP SELF EVALUATION REPORT 2015
A. Human Resources COLLEGE DISTRICT
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 P S preparation and experience to provide the administrative services necessary to support the institution’s mission and purposes.
3. The institution systematically develops personnel policies and procedures that are available for information and review. Such policies S P and procedures are equitably and consistently administered.
a. The institution establishes and adheres to written policies S P ensuring fairness in all employment procedures.
b. The institution makes provision for the security and confidentiality of personnel records. Each employee has access to S P his/her personnel records in accordance with law.
4. The institution demonstrates through policies and practices an appropriate understanding of and concern for issues of equity and P S diversity.
a. The institution creates and maintains appropriate programs, SH SH practices, and services that support its diverse personnel.
b. The institution regularly assesses its record in employment equity P S and diversity consistent with its mission.
c. The institution subscribes to, advocates, and demonstrates integrity in the treatment of its administration, faculty, staff, and P S students.
5. The institution provides all personnel with appropriate opportunities for continued professional development, consistent with SH SH the institutional mission and based on identified teaching and learning needs.
a. The institution plans professional development activities to meet P S the needs of its personnel.
b. With the assistance of the participants, the institution systematically evaluates professional development programs and P S uses the results of these evaluations as the basis for improvement.
6. Human resource planning is integrated with institutional planning. The institution systematically assesses the effective use of human P S resources and uses the results of the evaluation as the basis for improvement.
404 American River College SELF EVALUATION REPORT 2015 APPENDIX 2: LRCCD FUNCTION MAP
B. Physical Resources Physical resources, which include facilities, equipment, land, and other assets, support student learning programs and services and improve institutional effectiveness. Physical resource planning is integrated with institutional planning.
COLLEGE DISTRICT
1. The institution provides safe and sufficient physical resources that support and ensure the integrity and quality of its programs and SH SH services, regardless of location or means of delivery.
a. The institution plans, builds, maintains, and upgrades or replaces its physical resources in a manner that assures effective utilization SH SH and the continuing quality necessary to support its programs and services.
b. The institution assures that physical resources at all locations where it offers courses, programs, and services are constructed and SH SH maintained to ensure access, safety, security, and a healthful learning and working environment.
2. To ensure the feasibility and effectiveness of physical resources in supporting institutional programs and services, the institution plans S P and evaluates its facilities and equipment on a regular basis, taking utilization and other relevant data into account.
a. Long-range capital plans support institutional improvement goals and reflect projections of the total cost of ownership of new facilities SH SH and equipment.
b. Physical resource planning is integrated with institutional planning. The institution systematically assesses the effective use of SH SH physical resources and uses the results of the evaluation as the basis for improvement.
American River College 405 APPENDIX 2: LRCCD FUNCTION MAP SELF EVALUATION REPORT 2015
C. Technology Resources Technology resources are used to support student learning programs and services and to improve institutional effectiveness. Technology planning is integrated with institutional planning.
COLLEGE DISTRICT 1. The institution assures that any technology support it provides is designed to meet the needs of learning, teaching, college wide SH SH communications, research, and operational systems. a. Technology services, professional support, facilities, hardware, and software are designed to enhance the operation and effectiveness of SH SH the institution.
b. The institution provides quality training in the effective application SH SH of its information technology to students and personnel. c. The institution systematically plans, acquires, maintains, and upgrades or replaces technology infrastructure and equipment to SH SH meet institutional needs. d. The distribution and utilization of technology resources support the development, maintenance, and enhancement of its programs and SH SH services. 2. Technology planning is integrated with institutional planning. The institution systematically assesses the effective use of technology SH SH resources and uses the results of evaluation as the basis for improvement.
406 American River College SELF EVALUATION REPORT 2015 APPENDIX 2: LRCCD FUNCTION MAP
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.
COLLEGE DISTRICT
1. The institution’s mission and goals are the foundation for financial SH SH planning.
a. Financial planning is integrated with and supports all SH SH institutional planning.
b. Institutional planning reflects realistic assessment of financial resource availability, development of financial resources, SH SH partnerships, and expenditure requirements.
c. When making short-range financial plans, the institution considers its long-range financial priorities to ensure financial SH SH stability. The institution clearly identifies, plans, and allocates resources for payment of liabilities and future obligations.
d. The institution clearly defines and follows its guidelines and processes for financial planning and budget development, with all SH SH constituencies having appropriate opportunities to participate in the development of institutional plans and budgets.
2. To ensure the financial integrity of the institution and responsible use of its financial resources, the internal control structure has SH SH appropriate control mechanisms and widely disseminates dependable and timely information for sound financial decision making.
a. Financial documents, including the budget and independent audit, have a high degree of credibility and accuracy, and reflect SH SH appropriate allocation and use of financial resources to support student learning programs and services.
b. Institutional responses to external audit findings are SH SH comprehensive, timely, and communicated appropriately.
c. Appropriate financial information is provided throughout the SH SH institution in a timely manner.
American River College 407 APPENDIX 2: LRCCD FUNCTION MAP SELF EVALUATION REPORT 2015
D. Financial Resources COLLEGE DISTRICT
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 SH SH integrity in a manner consistent with the intended purpose of the funding source.
e. The institution’s internal control systems are evaluated and assessed for validity and effectiveness and the results of this S P assessment are used for improvement.
3. The institution has policies and procedures to ensure sound financial SH SH practices and financial stability.
a. The institution has sufficient cash flow and reserves to maintain stability, strategies for appropriate risk management, and develops S P contingency plans to meet financial emergencies and unforeseen occurrences.
b. The institution practices effective oversight of finances, including management of financial aid, grants, externally funded programs, SH SH contractual relationships, auxiliary organizations or foundations, and institutional investments and assets.
c. The institution plans for and allocates appropriate resources for the payment of liabilities and future obligations, including Other S P Post-Employment Benefits (OPEB), compensated absences, and other employee related obligations.
d. The actuarial plan to determine Other Post-Employment Benefits (OPEB) is prepared, as required by appropriate accounting N P standards.
e. On an annual basis, the institution assesses and allocates resources for the repayment of any locally incurred debt N P instruments that can affect the financial condition of the institution.
f. Institutions monitor and manage student loan default rates, revenue streams, and assets to ensure compliance with federal SH SH requirements.
g. Contractual agreements with external entities are consistent with the mission and goals of the institution, governed by institutional SH SH policies, and contain appropriate provisions to maintain the integrity of the institution.
408 American River College SELF EVALUATION REPORT 2015 APPENDIX 2: LRCCD FUNCTION MAP
D. Financial Resources COLLEGE DISTRICT
h. The institution regularly evaluates its financial management practices and the results of the evaluation are used to improve SH SH internal control structures.
4. Financial resource planning is integrated with institutional planning. The institution systematically assesses the effective use of financial SH SH resources and uses the results of the evaluation as the basis for improvement of the institution.
American River College 409 APPENDIX 2: LRCCD FUNCTION MAP SELF EVALUATION REPORT 2015
Standard IV: Leadership and Governance
A. Decision-Making Roles and Processes The institution recognizes that ethical and effective leadership throughout the organization enables the institution to identify institutional values, set and achieve goals, learn, and improve.
COLLEGE DISTRICT
1. Institutional leaders create an environment for empowerment, innovation, and institutional excellence. They encourage staff, faculty, administrators, and students, no matter what their official titles, to take initiative in improving the practices, programs, and services in which P S they are involved. When ideas for improvement have policy or significant institution wide implications, systematic participative processes are used to ensure effective discussion, planning, and implementation.
2. The institution establishes and implements a written policy providing for faculty, staff, administrator, and student participation in decision-making processes. The policy specifies the manner in which SH SH individuals bring forward ideas from their constituencies and work together on appropriate policy, planning, and special-purpose bodies.
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 P S of responsibility and expertise. Students and staff also have established mechanisms or organizations for providing input into institutional decisions.
b. The institution relies on faculty, its academic senate or other appropriate faculty structures, the curriculum committee, and P S academic administrators for recommendations about student learning programs and services.
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 SH SH discussion of ideas and effective communication among the institution’s constituencies.
410 American River College SELF EVALUATION REPORT 2015 APPENDIX 2: LRCCD FUNCTION MAP
A. Decision-Making Roles and Processes COLLEGE DISTRICT
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 study and other P S reports, team visits, and prior approval of substantive changes. The institution moves expeditiously to respond to recommendations made by the Commission.
5. The role of leadership and the institution’s governance and decision- making structures and processes are regularly evaluated to ensure their integrity and effectiveness. The institution widely communicates the P S results of these evaluations and uses them as the basis for improvement.
American River College 411 APPENDIX 2: LRCCD FUNCTION MAP SELF EVALUATION REPORT 2015
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.
COLLEGE DISTRICT
1. The institution has a governing board that is responsible for establishing policies to ensure the quality, integrity, and effectiveness of the student learning programs and services and the financial S P 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.
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 S P for and defends the institution and protects it from undue influence or pressure.
b. The governing board establishes policies consistent with the mission statement to ensure the quality, integrity, and S P improvement of student learning programs and services and the resources necessary to support them.
c. The governing board has ultimate responsibility for educational S P quality, legal matters, and financial integrity.
d. The institution or the governing board publishes the board bylaws and policies specifying the board’s size, duties, S P responsibilities, structure, and operating procedures.
e. The governing board acts in a manner consistent with its policies and bylaws. The board regularly evaluates its policies and S P practices and revises them as necessary.
f. The governing board has a program for board development and new member orientation. It has a mechanism for providing for S P continuity of board membership and staggered terms of office.
g. The governing board’s self-evaluation processes for assessing board performance are clearly defined, implemented, and S P published in its policies or bylaws.
h. The governing board has a code of ethics that includes a clearly S P defined policy for dealing with behavior that violates its code.
412 American River College SELF EVALUATION REPORT 2015 APPENDIX 2: LRCCD FUNCTION MAP
B. Board and Administrative Organization COLLEGE DISTRICT
i. The governing board is informed about and involved in the SH SH accreditation process.
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 S P 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.
2. The president has primary responsibility for the quality of the institution he/she leads. He/she provides effective leadership in P S planning, organizing, budgeting, selecting, and developing personnel, and assessing institutional effectiveness.
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 P S administrators and others consistent with their responsibilities, as appropriate.
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; P S ensuring that educational planning is integrated with resource planning and distribution to achieve student learning outcomes; and establishing procedures to evaluate overall institutional planning and implementation efforts.
c. The president assures the implementation of statutes, regulations, and governing board policies and assures that P S institutional practices are consistent with institutional mission and policies.
American River College 413 APPENDIX 2: LRCCD FUNCTION MAP SELF EVALUATION REPORT 2015
B. Board and Administrative Organization COLLEGE DISTRICT
d. The president effectively controls budget and expenditures. P S
e. The president works and communicates effectively with the P S communities served by the institution.
3. In multi-college districts or systems, the district/system provides primary leadership in setting and communicating expectations of educational excellence and integrity throughout the district/system and assures support for the effective operation of the colleges. It S P establishes clearly defined roles of authority and responsibility between the colleges and the district/system and acts as the liaison between the colleges and the governing board.
a. The district/system clearly delineates and communicates the operational responsibilities and functions of the district/system S P from those of the colleges and consistently adheres to this delineation in practice.
b. The district/system provides effective services that support the S P colleges in their missions and functions.
c. The district/system provides fair distribution of resources that S P are adequate to support the effective operations of the colleges.
d. The district/system effectively controls its expenditures. S P
e. The chancellor gives full responsibility and authority to the presidents of the colleges to implement and administer delegated S P district/system policies without his/her interference and holds them accountable for the operation of the colleges.
f. The district/system acts as the liaison between the colleges and the governing board. The district/system and the colleges use S P effective methods of communication, and they exchange information in a timely manner.
g. The district/system regularly evaluates district/system role delineation and governance and decision-making structures and processes to ensure their integrity and effectiveness in assisting S P the colleges in meeting educational goals. The district/system widely communicates the results of these evaluations and uses them as the basis for improvement.
414 American River College SELF EVALUATION REPORT 2015 APPENDIX 3: MASTER LIST OF EVIDENCE
APPENDIX 3: MASTER LIST OF EVIDENCE 2009 Self-Study for Reaffirmation for Accreditation 2013-14 Desired Outcomes 2011-12 & 2012-13 Supplemental Info 2014 Student Services Deans Meetings Agendas 2014-15 Adopted Budget 2014-15 Catalog Degrees 2014-15 Desired Outcomes 2014-15 District Committees 2014-15 PFE Allocation 2014-15 Statement of Economic Interests 2014-15 Perkins Programs Faculty List
Academic Senate minutes About ARC, Diversity & Community Academic Freedom for LRCFT Academic Senate Committees Academic Senate Minutes (10/27/11) Academic Support Services Accelerated College Education Program (ACE) Accreditation Annual Report (2013) Accreditation Q&A BOT Session Wrap Up (9/10/14) Accreditation Self Evaluation Survey ACE Courses ACES Manual Accounting Advisory: Monitoring and Assessment of Fiscal Condition Actual Valuation of Post Retirement (07/01/2013) Actuarial Study of the Self-Insurance Program (06/30/13) Additional Office of Institutional Research Documents Adjunct Faculty Hiring Instructions Administrative Hiring Instructions Administrative Leadership Council Agendas Administrative Management Job Announcement sample Admissions Catalog ADN-to-BSN Concurrent Enrollment Options Advisory Board Meeting Agenda Advisory Committee Manual
American River College 415 APPENDIX 3: MASTER LIST OF EVIDENCE SELF EVALUATION REPORT 2015
Advisory Committee Minutes Advisory Committee Meeting Minutes - Automotive Collision Technology Agenda for Area Deans Meeting AMA - Library Focus Group Questions Annual Data Survey - Library (2012-2013) Anti-Virus Guidelines Applications to Enroll ARC 2014 Accreditation Survey ARC Academic Senate ARC Academic Support Services ARC Accountability Information ARC Accreditation Survey Results 2014 ARC ADA Updated Transition Plan ARC Administration 2014-15 ARC Administrative Services 2014-15 ARC Associated Student Body ARC Budget Committee Minutes ARC Building, Grounds, and Safety Committee ARC Building, Grounds, and Safety Committee Minutes ARC Campus Safety (including ACES C-CERT CPTED) ARC Capital Project List ARC Carryover 2011-12 to 2012-13 ARC Carryover 2012-13 to 2013-14 ARC Carryover 2013-14 to 2014-15 ARC Catalog 2014-2015 ARC Catalog 2015-2016 ARC Classified Senate ARC College Discretionary Funding ARC Comments - Financial Aid Survey ARC Community and Diversity Center Resource Guide ARC Curriculum Committee ARC Curriculum Handbook (2014-2015) ARC Decision Making Handbook (2007) ARC District Strategic Goals and Focus Areas (2008-2013) ARC Educational Master Plan ARC EMP Sample Report ARC Facilities Master Plan 2012
416 American River College SELF EVALUATION REPORT 2015 APPENDIX 3: MASTER LIST OF EVIDENCE
ARC Financial Aid Student Satisfaction Survey ARC Foundation ARC Foundation Donor_Bill_of_Rights ARC GE 14-15 ARC Homepage ARC Institutional Planning Cycle ARC Institutional Planning Guidelines ARC Institutional_Budget_Sources ARC Institutional_Planning_at_ARC ARC Instruction 2014-15 ARC Internal Research Requests ARC ISLO and Focus Areas ARC LC Interest Group Minutes (12/03/14) ARC Library ARC PCC Meeting Notes (10/1/12) ARC President's Services 2014-15 ARC Professional Development Booklet (Fall 2014) ARC Program Review Executive Summary - Accounting ARC Program Review Executive Summary - Automotive Collision ARC Program Review Executive Summary - Commercial Music ARC Program Review Executive Summary - Psychology ARC Puente Student Outcomes 2015 ARC SLO Action Plan Entry Template ARC Standing Committees ARC Standing Committees Membership Roster ARC Student Rights and Responsibilities ARC Student Services Org Chart 2014-15 ARC Student Success Scorecard ARC Technology Committee ARC Technology Master Plan (2009-12) ARC Technology Master Plan (2014-19) ARC Totals (2013-14) ARC Transfer Center Report (2013-14) ARC Tutor Com Contract ARC Vision, Mission, and Values ARC Program Review - 5 Year Report Article 8 for LRCFT - Performance Review
American River College 417 APPENDIX 3: MASTER LIST OF EVIDENCE SELF EVALUATION REPORT 2015
Article 11 for LRCFT - Professional Expectations and Development Opportunities Article 17 for LRCFT - Academic Freedom ASB Senate Minutes (11/15/11) Ask ARC! Assessment Center Assessment Survey 2015 Assessment Survey Results (2013-14) ASSIST Associate Degree Requirements Associated Student Body Athletes 2013-14 Authentic Assessment Review Record (AARR) Authorized Counseling FTE Report (2014-15)
Basic Skills Initiative Beacon Tutoring Program Buildings, Grounds, and Safety Committee Minutes (12/6/11) Buildings, Grounds, and Safety Committee Minutes (2/4/14) Black Heritage Celebration Board Meeting Agenda (11/14/12) Board of Trustees Meeting Minutes (9/10/14) Board of Trustees Questions and Answers Session on Accreditation Board Policies Board Retreat Agenda (02/28/14) Board Retreat Agenda (03/06/15) Board Retreat Agenda (10/03/14) Board Self Evaluation Process Brown Bag with Brian Budget Committee Building Grounds and Safety Committee
CAEB Master Calendar 2014-2015 California Community Colleges Chancellor’s Office Report on Staffing for Fall 2013 California Community Colleges Chancellor's Office, Faculty & Staff Demographics Report California State Plan for Career Technical Education CalWORKs Appt. Attendance & Case Management CalWORKs Student Profile (Fall 2012)
418 American River College SELF EVALUATION REPORT 2015 APPENDIX 3: MASTER LIST OF EVIDENCE
CalWORKs Student Success Outcomes Master 2014 CalWORKs Support Services CalWORKs Survey: Open Ended Questions Career and Job Opportunity Center Career Center Appointment Attendance Career Center Student Success Outcomes Master 2014 Computer Skills Drop-ins for LRC Career Exploration Link CareerSpots Usage Email (2013-14) CareerSpots Usage (07/01/14) Catalog Courses (2015-16) Catalog ISLOs Center for Leadership and Development Center for Leadership and Development Master Calendar for 2013-2014 Center for Teaching and Learning Certification of Continued Compliance with Eligibility Requirements (12/11/14) Chancellor Evaluation Process Chancellor's Cabinet Meeting Agenda Chicano Hispanic Latino Celebration Child Development Center Computer Science and Information Technology Program Review Presentation (4-30-14) Class Climate Online-Survey Evaluation of President Classical Professional Development Series Classified Board Policies Rights and Responsibilities Classified Hiring Instructions Classified Hiring Manual Classified Job Announcement Classified Personnel Performance Evaluation Classified Professional Development Committee Classroom Faculty Performance Evaluation COARC Annual Report (2014) COARC Graduate Survey Code: AB-D Dismissal Letter Code: C-I Letter Code: E Letter Code: K Letter Cohort to Transfer
American River College 419 APPENDIX 3: MASTER LIST OF EVIDENCE SELF EVALUATION REPORT 2015
Collective Bargaining Contracts for All Units College Discretionary Funding Allocation 2015 College Discretionary Funding Summary 2014-15 College President Opinion Survey College Status Report on SLOs Implementation Commission Policies (12/12/14) Community and Diversity Center Web Page Community College Survey of Student Engagement - ARC Institutional Characteristics Computer Labs Constituency Codes of Ethics Cooperative Work Experience & Internship Program Program Review Presentation (4-30-14) Copy of Course Substitutions Database Counseling Appointment Attendance Summary (2013-2014) Counseling Center Counseling DE Services - Accreditation Question Counseling Phone Email Appointment Numbers Counselor iSEP Guide Course Identification Numbering System CPTED Recommendations 2012 Criteria for Instructional Lab Upgrades CSU GE Certification Pattern Area Definitions CSU GE Requirements 14-15 NCR CTE Enhancement Funds CTE Program Requirements CTE Program Review Presentations CTE Resource Guide Curriculum Committee Curriculum Handbook (Pg. 8-9) Curriculum Handbook (Pg. 25-26) Curriculum Handbook (Pg. 27-28) Curriculum Handbook (Pg. 48) Curriculum Minutes Departmental Action Plan Template CW Counseling Case Management (2013-14)
420 American River College SELF EVALUATION REPORT 2015 APPENDIX 3: MASTER LIST OF EVIDENCE
D2L Free Sample Class D2L Library Widget D2L How to Login DE Library Services DE/Hybrid Course Contact Page Degrees and Certificates 2015 catalog Department ISLO Assessment Cycle Desire2Learn (D2L) Disabled Student Programs & Services (DSPS) Distance Counseling Distance Education Master Plan 2008 Distance Education Master Plan 2015 Distance Education Summary Distance Education Survey Distance Education Website District Budget Committee Meeting Minutes District Curriculum Coordinating Committee Minutes District Ed Tech Committee District IT District IT Annual Prioritization Update Meeting District Matriculation Committee Minutes District Office Program Review District Strategic Goals & Objectives Division of State Architects (DSA) DO Faculty Hiring Manual Needs Identification DO Tech Goals Draft Minutes for American River College Academic Senate (11/6/14) Draft Perkins Report Timelines 2014-2015 Workforce. DSPS Appointment Attendance Summary (2013-2014) DSPS Student Success Outcomes Master 2014 Dusty Baker Student Athlete Resource Center
Earth Day eCPSS Educational Master Plan (EMP) Education Technology Committee Minutes Educational Master Plan Training Presentation (Spring 2015)
American River College 421 APPENDIX 3: MASTER LIST OF EVIDENCE SELF EVALUATION REPORT 2015
Educational Master Plan (Online) Educational Master Plan Process Email from Colleen Owings (10/20/14) Email from Diana Hicks (12/7/14) Email from Randy Schuster (11/30/2014) Email from Ray DiGiulio and Stephanie Smith (3/3/11) Email from Ray DiGuilio to Greg McCormac (10/30/14) Email from Teresa Matista (12/2/2014) Email from Victoria Rosario (10/24/14) Email to College Exchange Soliciting Feedback Embalming Proficiencies Emergency Operations Center (EOC) Plan EMP Disciplines EMP Justification Requests EMP Ranking Criteria Matrix Employee Communications Survey Encouraging ASB Participation in Shared Governance English as Second Language, The Parrot English Department Minutes (11/4/14) EOP&S Appointment Attendance Summary (2013-2014) EOP&S End-of-Year Report 2014 EOP&S Program Review Presentation (4/30/14) EOP&S Student Satisfaction Survey EOP&S Student Success Outcomes Master 2014 Equipment Request Criteria for EMP Equity Committee Equity Committee Minutes (11/14/11) Equity Presentation Remarks (11/10/14) Equivalency Verification (Policy/Regulation P/R 5123) eServices Center eServices FAQ & Tutorial ESL Center ESL Center Bi-Annual Satisfaction Survey ESL Center Intake Form 2015 ESL Fall 14 Tests Evaluation Form for Funeral Service Education Program Evaluation Form for Internship Sites Student
422 American River College SELF EVALUATION REPORT 2015 APPENDIX 3: MASTER LIST OF EVIDENCE
Evaluation of ENGWR 43 Cohorts for Three Terms Events for Veterans Evidence ISLOs & Mission Goals Evidence of SLO Action Plan Changes Extended Opportunity Programs and Services (EOP&S)
F14 Beacon Survey F14 LRC Lab Survey F14 Tutoring Survey FA Student Services Outcomes Matrix Facebook - American River College Facilities Master Plan Faculty & Staff Demographics Report Faculty Board Policies Faculty Computer Inventory Faculty Computer Replacement Process Faculty Hiring Manual Faculty Job Announcement, Sample Faculty Professional Development Committee Fall 2014 Convocation Program FBI Flyer 2015 Final Draft of Advisory Manual Final Report Information Literacy Task Force (Fall 2012) Financial Aid Fire Technology 300 Syllabus (Fall 2014) Fiscal Services Memo Fiscal Year-End 2013-14 Fund Balance Analysis Foreign Language Program Review Presentation (4-30-14) Form used to gather feedback on Vision, Mission, and Values Full-time Faculty Obligation Fund Balance Calculation - FY14 (Revised)
Gate Count for Library (July 2013 - June 2014) GE Committee Handbook GE Philosophy Catalog Statement Got Ideas? Form; Center for Teaching & Learning Green Capital Alliance
American River College 423 APPENDIX 3: MASTER LIST OF EVIDENCE SELF EVALUATION REPORT 2015
HCI Advisory Committee Minutes 2014 Guidelines for Authorizing New and Replacement Faculty Positions
Hazardous Materials Plan Health Care Interpreting Health Center History Reading Apprenticeship Institute Flyer Hits for Self Evaluation PDFs HUB Appointment Attendance Summary (2013-2014) Human Career Development Courses Human Resources Matrix
IGETC Standards Version 1.5 Final IGETC 14-15 Information Literacy Subcommittee Final Report(Spring 2011) Information Packet for New Orientation Insider Website Institutional Characteristics - CCSSE Institutional Planning Institutional Planning at ARC - Key Points Institutional Planning at ARC (October 2012) Instructional Program Review Instructional Technology Center International Students Interpreter Preparation Program Program Review Presentation (4-30-14) Interpreter Preparation Program Competency Verifications Interview with Ray Di Guilio (10-13-14) (Resource 3.3.10) Intranet (Curriculum Views) Intranet (Curriculum Review & Status) Intranet (SLO Extract) Intranet (Curriculum View Courses) Investigate FBI Careers ARC Career Center Sponsored Event(Feb 4th) ISLOs Catalog Page IT EMP Backup Plans IT Helpdesk for LRCCD IT Operational Budget IT Support for ARC
424 American River College SELF EVALUATION REPORT 2015 APPENDIX 3: MASTER LIST OF EVIDENCE
ITC Classified Professional Development ITC Flex Sessions ITC Got Ideas Form ITC Help Appointments ITC OTI Training Flyer
Job Posting Preview Journey Report(2013-14) Journey/TRIO Program
Key Effectiveness Indicators Agenda Key Effectiveness Indicators (Fall 2011) Key Effectiveness Indicators (Fall 2012) Key Effectiveness Indicators Webpage Key Issues for Planning Key Issues for Planning - Executive Summary
Languages Spoken In Student Support Services Leadership Support for Classified Staff Learning Disabilities (LD) Program Learning Resource Center Library Marketing Email Library Resources Licensure Licensure with Institutional Pass Rates LINCS Job & Employer Search Sample Pages and Flyer List of CTE Programs Login Directions for Off-Campus Long Range Capital Needs Plan – Measures A & M Los Rios Board of Trustees Agenda Los Rios Board Policies and Administrative Regulations Los Rios Strategic Plan Los Rios D2L Resources Los Rios Gmail and Google Apps Los Rios HR External Site Los Rios HR Internal Site Los Rios Police Department
American River College 425 APPENDIX 3: MASTER LIST OF EVIDENCE SELF EVALUATION REPORT 2015
Los Rios Rights and Responsibilities Memo Los Rios Strategic Plan (2011) Los Rios Thematic Numbering Style Guide LRCCD 2011 Final Audit Report LRCCD 2012 Final Audit Report LRCCD 2013 – 2014 Achievements LRCCD 2013 Final Audit Report LRCCD 2014 Function Map LRCCD 2014-15 Adopted Budget Presentation LRCCD 2014-15 Committees Membership LRCCD 2014-15 Unit Plan Support Services - Human Resources LRCCD 2014-15 Unit Plan Support Services - Student Services LRCCD 2014-15 Unit Plan Support Services - Workforce and Economic Development LRCCD Adopted Budget 2013-2014 LRCCD Adopted Budget Executive Summary (2012-13) LRCCD Adopted Budget Executive Summary (2014-15) LRCCD Agreement and Contract Approval Routing Sheet GS113 LRCCD Authorized Signer List LRCCD Board Agenda Item (June 11, 2014) - Five Year Construction Plan LRCCD Board Meeting Minutes (10-24-12) LRCCD Board of Trustees LRCCD Board Policy P-8315 LRCCD Bond Financial Audit (2013) LRCCD Bond Performance Audit (2013) LRCCD Budget Forecast 2009-2013 LRCCD Budget Forecast 2009-2014 LRCCD Budgeting Principles and Formulas LRCCD California Community Colleges Annual_Financial and Budget Report LRCCD Citizens Bond Oversight Annual Report (2013-14) LRCCD Citizens Bond Oversight Committee Bylaws LRCCD Collective Bargaining Agreement with LRCFT LRCCD Comparison of Growth in Staffing to Student Enrollment (1998-2009) LRCCD District Committee Membership (2014-15) LRCCD Employee Perception Survey LRCCD Employee Perceptions Survey - ARC Employees LRCCD Employee Perceptions Survey - LRCCD Employees LRCCD Executive Summary for Adopted Budget (2013-14)
426 American River College SELF EVALUATION REPORT 2015 APPENDIX 3: MASTER LIST OF EVIDENCE
LRCCD Foundation Financial Statements with Auditor’s Report (2013) LRCCD Foundation Financial Statements with Auditor’s Report (2014) LRCCD 2014 Function Map LRCCD Hiring Equity Memo LRCCD IT Unit Plan (2014-15) LRCCD Policy P-2000 LRCCD Policy P-5171 LRCCD Policy P-9511 LRCCD Policy P-1511 LRCCD Policy P-3110 LRCCD Policy P-9000 LRCCD Regulations R-5000 LRCCD Policy and Regulation Review Process LRCCD Purchasing Handbook LRCCD Risk Management Report 2013 LRCCD Risk Management Report 2014 LRCCD Standard 3D Responses LRCCD Strategic Plan (2011) LRCCD 2011 Annual Report LRCEA Collective Bargaining Agreement (2011-2014) LRCEA Collective Bargaining Agreement (2014-2017) LRCFT Collective Bargaining Agreement (2011-2014) LRCFT Collective Bargaining Agreement (2014-2017) LRSA Contract (2015-2018) LRSA Job Descriptions
Maintenance Connection Website Management and Confidential Personnel Evaluation Management Professional Development Committee Master List for Accreditation Survey at ARC Mathematics, Engineering, Science Achievement (MESA) Program Matriculation Handbook (2011) Matrix I Institutional Mission and Effectiveness Matrix II.B Student Support Services Measure A Measure M Measure M Info Sheet
American River College 427 APPENDIX 3: MASTER LIST OF EVIDENCE SELF EVALUATION REPORT 2015
Measures A and M Citizen’s Bond Oversight Committee Measures A and M Independent Auditor’s Reports Microbiology Talk for Last Physics Lecture (Spring 2015) Midterm Accreditation Report (Fall 2012) Minimum Qualifications for Faculty and Administrators in the California Community Colleges Minimum Qualifications Handbook (2012) MIS Financial Aid Summary Report Mission Feedback Form Information Mission Statement on ARC Homepage Mission Statement, College Catalog Mission, Vision, and Values Review MMLC Information Sheet MMLC Summary Charts - Arithmetic to Pre-Algebra MMLC Summary Charts - Elementary to Intermediate Algebra Modified Classified Hiring Document Moodle Management Professional Development Committee Minutes (10-16-14) Mural Dedication Evidence
Native American Resource Center Natomas (NATO) Appointment Attendance Summary (2013-2014) Natomas Center MOU (2005) Natomas Library Cooperative Agreement (2004) Natomas LRC Student Survey (2015) Natomas Request Form NEA Request Form & Instructions Network Security New Sexual Assault Intervention New Student Online Orientation NFNRC Proposals Nursing Meeting Nutrition 300 Syllabus (Fall 2014) Online Teaching Institute Overview Online Teaching Institute - Index Online Teaching Institute (OTI) Orientation Instructions Orientation Statistics - Library
428 American River College SELF EVALUATION REPORT 2015 APPENDIX 3: MASTER LIST OF EVIDENCE
Outlook Web Access Overview of ARC SLO Assessment Process Overview of SLO Assessment Cycle
Password Policy PCC Agenda (4/06/15) PCC Approved Meeting Notes (10/3/11) PCC Approved Meeting Notes (11/7/11) PCC Approved Meeting Notes (12/5/11) PCC Approved Meeting Notes (2/6/12) PCC Approved Meeting Notes (3/5/12) PCC Approved Meeting Notes (9/10/12) PCC Approved Meeting Notes (11/05/12) PCC Approved Meeting Notes (5/06/13) PCC Draft Meeting Notes (10/06/14) PCC Draft Meeting Notes (12/01/14) PCC Draft Meeting Notes (2/05/15) PCC Functions and Procedures PCC Meeting Notes (9/08/14) PCC Minutes - ARCDocs Performance Review Form – Classroom Faculty Performance Review Narrative Comments Performance Review Tenured Faculty Review Team Process Perkins (VTEA) Program Requirements and Approval Process Petition Requesting Reinstatement Planning Coordinating Council Planning Coordination Council Documents Plant Sale (4/29) PPC List (10-2-14) Printing Services Equipment List Probation One Email Template Probation Two Email Template Professional Code of Ethics - Faculty Professional Codes of Ethics - Faculty, Classified Staff, Administrator Professional Development Booklet (Spring 2015) Professional Development Coordination Committee Professional Development Coordination Committee Minutes (11/3/11)
American River College 429 APPENDIX 3: MASTER LIST OF EVIDENCE SELF EVALUATION REPORT 2015
Professional Development Leave Report (Spring 2013) Professional Responsibilities - Classroom Faculty Professional Standards Committee Type A and B Leave Program Awards Summary Report Program Changes for 2013-2014 Catalog Email from Kevyn Montano Program Level Student Learning Outcomes Program Review Program Review Presentation Funeral Services (4-30-14) Program Review Planning Implications (2009-2015) Program Review Template - Discipline Title (2013-2014) Program Review: Information Literacy Section (questions for departments) Public Law 109-270 Publications Guidelines Puente Project
Reminder of Rights and Responsibilities Memo (Spring 2014) RAD History/Humanities Research Project Report Reading Across the Disciplines (RAD) Reading Center Registration Report from Office of Institutional Research on Library Users(Fall 2011) Report from Office of Institutional Research on Library Users(Fall 2012) Report from Office of Institutional Research on Library Users(Fall 2013) Research and Program Review Research for Accreditation Results of Counseling Student Survey
Sacramento Regional Public Safety Training Center Program Review Presentation (4-30-14) Sacramento Regional Public Safety Training Center Safety Programs & Resources Sample Job Descriptions Science Skills Center SEIU Collective Bargaining Agreement 2014-2017 SEIU Contract 2011-2014 Sign Language Studies Program Review Presentation (4-30-14) SLO Action Plan Implementation Report SLO ACCJC Status Report
430 American River College SELF EVALUATION REPORT 2015 APPENDIX 3: MASTER LIST OF EVIDENCE
SLO Adjunct Participation Tool SLO Adjunct Review SLO Assesement Cohort Cycle SLO Assessment Committee SLO Assessment Committee Minutes SLO Assessment FAQs Revised September 2014 SLO Assessment Overview for ARC SLO Assessment Plan SLO Assessment Planning Chart SLO Assessment Process SLO End-of-Year Report (2012-2013) SLO End-of-Year Report (2013-2014, p.16) SLO Program Mapping SLOAC Review of AAP Smart Classroom Matrix from IT Committee Smoking & Tobacco Use at ARC (and other communication from College president) SMSR Report from Citizens’ Bond Oversight Committee Meeting Minutes SMUD ARRA Smart Grid Project Presentation Socrates Home: Views Sophos Anti-Virus for LRCCD(PDF) Special Board Workshop Agenda (11/19/14) Spring 2015 Convocation Program SSO Financial Aid SSO General Counseling SSO Health Center SSO Matrix Standard IV Chart - LRCCD Policies & Regulations Standard IV Detail Map - LRCCD Policies & Regulations Standards and Criteria for Classroom Faculty Performance Review Standing Committee PCC End-of-Year Report (2013-2014) State Capital Outlay Five-Year Construction Plan (2015-2016) SLOs Assessment Committee Minutes Student Services Outcome Assessment Student Success and Support Program (SSSP) Plan - Transfer Student Success Outcomes Master 2014 Student Success Service Program - From Policy to Implementation Student Support Services - Arabic and Farsi Speakers
American River College 431 APPENDIX 3: MASTER LIST OF EVIDENCE SELF EVALUATION REPORT 2015
Student Services – Student Learning Outcomes (September 2011) Student Trustee Handbook (2014-15) Study Abroad Substantive Change Proposal to ACCJC (October 2014) Summary of Sustainability and Green Features Support Services Support Services Catalog - While You Are Here Support Services Catalog - Getting Started
Table of Organization - District Office Technology Committee Technology Committee Annual Report (2010-2011) Technology Committee End-of-Year Report (2011-2012) Technology Committee Minutes (11/14/11) Technology Committee Minutes (10/13/14) Technology Plan - Phase II Proposal Technology Procedural Guidelines for Online Courses "Tell us what you want and win!" ITC Workshop Survey Transfer Appointment Numbers Transfer Center Transforming the Office of Institutional Research Transportation, Accessibility, and Parking Master Plan Tutor.com Collaboration Tutorial Center Twitter – ARC News
User Guidelines Student Services Umoja-Sakhu Learning Community Survey Results (Spring 2014)
Veterans Event Flyer Veteran’s Advisory Committee Meeting Minutes (3/18/10) Veteran’s Advisory Committee Meeting Minutes (7/22/10) Veterans Center Advisory Committee Meeting (12/11/13) Veterans Focus Group Session Veterans Resource Center (VRC) Veteran’s Survey Veterans Resource Center Student Success Outcomes (2014)
432 American River College SELF EVALUATION REPORT 2015 APPENDIX 3: MASTER LIST OF EVIDENCE
Veterans Resource Center Usage Report
WAC Learning Support Services Sheet (10-23-14) WAC Student Survey (Spring 2014) WAC Writing in the Disciplines Learning Community Report What are Student Learning Outcomes (SLOs)? Wi-Fi Instructions Workstation Observation Worksheet Writing Across the Curriculum (WAC) Writing Center
American River College 433 Above: ARC Science and Fine Arts Building Front Cover: ARC Student Center
2015 SELF EVALUATION REPORT of Educational Quality and Institutional Effectiveness American River College Los Rios Community College District 4700 College Oak Drive 1919 Spanos Court Sacramento, CA 95841 Sacramento, CA 95825 (916) 484-8011 (916) 568-3041 www.arc.losrios.edu www.losrios.edu
Printed on 100% Post Consumer Waste