Ohlone College ISER 2020
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2020 Institutional Self-Evaluation Report Institutional Self-Evaluation Report In Support of an Application for Reaffirmation of Accreditation Submitted by Ohlone College 43600 Mission Boulevard Fremont, California 94539 to Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges January 2020 CERTIFICATION Certification TO: Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges FROM: Gari Browning, Ph.D., President/Superintendent Ohlone College 43600 Mission Boulevard Fremont, California 94539 This Institutional Self-Evaluation Report is submitted to the ACCJC for the purpose of assisting in the determination of the institution’s accreditation status. I certify there was effective participation by the College community, and I believe the Self-Evaluation Report accurately reflects the nature and substance of this institution. SIGNATURES Gari Browning, Ph.D., President/Superintendent Date Greg Bonaccorsi, Chair, Board of Trustees Date Terry Exner, Chair, College Council Date Jesse MacEwan, President, Faculty Senate Date Andrew LaManque, Ph.D., Interim Vice President, Academic Affairs/Deputy Superintendent Date Michael Bowman, Accreditation Liaison Officer Date Talha Tariq, President, Associated Students of Ohlone College Date CONTENTS Contents A. Introduction 8 B. Presentation of Student Achievement Data and Institution-set Standards 27 C. Organization of the Self-Evaluation Process 34 D. Organizational Information 37 E. Certification of Continued Compliance with Eligibility Requirements 39 F. Certification of Continued Institutional Compliance with Commission Policies 43 G. Institutional Analysis 49 Standard I: Mission, Academic Quality and Institutional Effectiveness, and Integrity 50 A. Mission 50 B. Assuring Academic Quality and Institutional Effectiveness 56 C. Institutional Integrity 68 Standard II: Student Learning Programs and Support Services 81 A. Instructional Programs 81 B. Library and Learning Support Services 104 C. Student Support Services 112 Standard III: Resources 126 A. Human Resources 126 B. Physical Resources 142 C. Technology Resources 148 D. Financial Resources 157 Standard IV: Leadership and Governance 182 A. Decision-Making Roles and Processes 182 B. Chief Executive Officer 192 C. Governing Board 200 D. Multi-College Districts or Systems 214 H. Quality Focus Essay 215 OHLONE COLLEGE | Institutional Self-Evaluation Report 2020 4 CONTENTS: FIGURES AND TABLES Figures and Tables FIGURE 1 Race | District Totals 12 FIGURE 2 Race | Percentages by City 12 TABLE 1 Race 12 FIGURE 3 Place of Birth or Citizenship Status | District Total Percentage 13 TABLE 2 Place of Birth or Citizenship Status 13 FIGURE 4 Gender | District Total Percentage 13 TABLE 3 Gender 13 FIGURE 5 Educational Attainment | District Totals 14 TABLE 4 Educational Attainment 14 FIGURE 6 Percent of Population Speaking a Language Other than English at Home 14 FIGURE 7 District School Enrollment Trends 16 TABLE 5 District School Enrollment Trends 16 TABLE 6 Bay Area Occupations Aligned with College Programs 19 FIGURE 8 Fall Headcount Frequency and Percentage Distribution by Gender 20 FIGURE 9 Fall Headcount Frequency and Percentage Distribution by Ethnic Group 20 TABLE 7 Fall Headcount Frequency and Percentage Distribution by Gender 20 TABLE 8 Fall Headcount Frequency and Percentage Distribution by Ethnic Group 20 continued on next page OHLONE COLLEGE | Institutional Self-Evaluation Report 2020 5 CONTENTS: FIGURES AND TABLES FIGURE 10 Fall Headcount Frequency and Percentage Distribution by Age Group 21 FIGURE 11 Fall Headcount Frequency and Percentage Distribution by Unit Load 21 TABLE 9 Fall Headcount Frequency and Percentage Distribution by Age Group 21 TABLE 10 Fall Headcount Frequency and Percentage Distribution by Unit Load 21 FIGURE 12 Fall Headcount Frequency and Percentage Distribution by Enrollment Status 22 FIGURE 13 Fall Headcount Frequency and Percentage Distribution by Day/Evening Status 22 TABLE 11 Fall Headcount Frequency and Percentage Distribution by Enrollment Status 22 TABLE 12 Fall Headcount Frequency and Percentage Distribution by Day/Evening Status 22 FIGURE 14 Fall Headcount Frequency and Percentage Distribution by Entering 23 Academic Level TABLE 13 Fall Headcount Frequency and Percentage Distribution by Entering 23 Academic Level 23 FIGURE 15 Median Household Income 24 FIGURE 16 Income and Poverty | Median Household Income by City 24 FIGURE 17 Income and Poverty | Poverty Rate by City 24 TABLE 14 Income and Poverty 25 FIGURE 18 Labor and Employment by Occupation 2017 | District Total Occupation Percentages FIGURE 19 Labor and Employment by Occupation 2017 | District Total 25 Employment Percentage TABLE 15 Labor and Employment by Occupation 2017 25 continued on next page OHLONE COLLEGE | Institutional Self-Evaluation Report 2020 6 CONTENTS: FIGURES AND TABLES TABLE 16 Institution Set Standards and Benchmarks 28-29 FIGURE 20 Program Awards 30 TABLE 17 Program Awards 30 FIGURE 21 Students Transferring to Campuses of the University of California and 31 California State University | University of California Transfers FIGURE 22 Students Transferring to Campuses of the University of California and 31 California State University | California State University Transfers TABLE 18 Students Transferring to Campuses of the University of California and California State University 31 FIGURE 23 Bay 10 GPA after Transfer to CSU 2017-2018 32 FIGURE 24 Bay 10 Fall-to-Fall Persistence after Transfer to CSU 2016-2017 32 FIGURE 25 Bay 10 Success Rates - All Classes - Fall 2018 33 FIGURE 26 Bay 10 Success Rates - Online Classes - Fall 2018 33 TABLE 19 Major Activities to Improve Student Equity in Fall to Spring Persistence 220 through Expanded First Year Experience Programming FIGURE 27 Graduation Rates by Time to Completion 223 TABLE 20 Graduation Rates by Time to Completion 223 FIGURE 28 Overall Graduation Rate by Race/Ethnicity | Full-time, First-time Students 224 Who Began Their Studies In Fall 2015 and Graduated Within 150% of “Normal Time” to Completion for Their Program TABLE 21 Major Activities to Improve Student Time to Degree through the Development 225 of Comprehensive Program Maps (clear course-taking patterns) Supported by the Schedule of Classes OHLONE COLLEGE | Institutional Self-Evaluation Report 2020 7 A. INTRODUCTION A. INTRODUCTION COLLEGE HISTORY On December 7, 1965 Fremont and Newark voters approved the creation of the Fremont Newark Junior College District and elected a seven-member Board of Trustees. Ohlone College was established to serve the cities of Fremont and Newark. The first official meeting of the newly elected Board was conducted on January 3, 1966. Dr. Stephen E. Epler, a former naval officer, was hired as the first president/superintendent of the College on June 21, 1966. The name “Ohlone” honors the early Ohlone People—people of the West—who lived and thrived for thousands of years throughout the San Francisco Bay Area. Distinguished by peaceful pursuits, especially in agriculture, they held profound reverence for the earth, believing it was theirs for living and not for taking. They aided the Franciscan Fathers in building the Mission San Jose de Guadalupe in the late 18th century and prospered until 1806-1833 when a series of epidemics virtually destroyed the tribe. The College opened for classes on September 25, 1967 at a temporary site in a former Catholic school for girls. Initially operating on a quarter system and only offering freshman level classes the first year, the College welcomed a class of 1,706 students. On June 19, 1968, the first commencement was held for sixteen students who had transferred from other colleges and were able to complete their degree requirements that first year. The second commencement in June 1969 honored 159 graduates. On September 28, 1968 the College purchased the Huddleson ranch for $1.9 million, and three and a half years later, following a successful bond measure, construction began. Groundbreaking for the new construction was on January 7, 1972. After two and a half years of construction, the permanent campus on Mission Boulevard opened for classes on September 25, 1974. 1972 was also the year the College reached out and welcomed Deaf persons to participate in College activities as students and members of the college faculty, making the College a pioneer among community colleges serving the Deaf community. OHLONE COLLEGE | Institutional Self-Evaluation Report 2020 9 INTRODUCTION Evening classes had been held at Newark Memorial High School starting in 1974, and eventually the College leased space from the Newark Unified School District at the MacGregor school site. This site became the Newark Ohlone Center (NOC). In 1995 there was a concerted effort to increase class offerings and enrollment at the NOC, and in three years both classes and enrollment had tripled. This growth led to the decision to build a campus in Newark, facilitated by the passage of the $150 million Measure A bond in 2001. The Newark Center for Health Sciences and Technology opened in January 2008, awarded LEED Platinum Certification—the highest level of sustainability from the U.S. Green Building Council. Measure A funds also enabled the construction of the Student Services Center on the Fremont campus. In 2010 the College was successful in passing the $349 million Measure G bond, which is being used to fund the College’s new academic core buildings (ACB) on the Fremont campus. The ACB, scheduled to open for classes in spring 2020,