Institutional Self Evaluation in Support of Reaffirmation Of

Riverside Community College District

Cynthia E. Azari, Ed.D., Interim Chancellor

Board of Trustees

Virginia Blumenthal, President Janet Green, Vice President Samuel Davis, Secretary Mary Figueroa, Trustee, Area 3 Nathan Miller, Trustee, Area 1 Jared Snyder, Student Trustee

Norco College

Paul Parnell, Ph.D., President

Table of Contents

Introduction History...... 1 Major Developments since Last Accreditation ...... 3 Off-Campus Site ...... 4 Organization and Timeline of the Self Evaluation ...... 4 Data on Surrounding Areas, Students, and Graduates...... 7 Organizational Charts and Function Map...... 41 Certification of Compliance with Eligibility Requirements...... 73 Certification of Compliance with Commission Policies...... 81 Responses to 2010 Recommendations...... 87 Abstract of the Self Evaluation...... 99 Standard I: Institutional Mission and Effectiveness Standard 1A. Mission...... 109 Standard 1B. Improving Institutional Effectiveness ...... 117 Standard II: Student Learning Programs and Services Standard IIA. Instructional Programs ...... 133 Standard IIB. Student Support Services ...... 181 Standard IIC. Library and Learning Support Services ...... 217 Standard III: Resources Standard IIIA. Human Resources ...... 241 Standard IIIB. Physical Resources...... 257 Standard IIIC. Technology Resources...... 268 Standard IIID. Financial Resources...... 278 Standard IV: Leadership and Governance Standard IVA. Decision-Making Roles and Processes ...... 301 Standard IVB. Board and Administrative Organization...... 318 List of Evidence Cited ...... 345

Table of Contents All evidence cited in this document can be found at http://norcocollege.edu/evidence. Table of Contents

Table of Contents All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Introduction

Norco College: A Brief History Like the Native Americans and Rancho owners before him, Clark was a dreamer. Norco College, one of three colleges in the In 1923, according to Norco city historian Riverside Community College District, Bill Wilkman, he placed an ad in the Los became the 112th and newest California Angeles Times with the headline, “Norco, Community College on January 29, 2010, the Vale of Dreams Comes True.” In when it was granted initial accreditation. Jeffersonian fashion, he envisioned a Its history dates at least to the 1970s, place where urbanites could find refuge when college classes were first regularly from civilization as small farmers. He taught in the Norco-Corona area under the laid out the streets of the city, ensuring auspices of RCCD, and when Riverside that travel on horseback would be as Community College leaders first began to easy for citizens as travel by car—a dream about a branch campus in the area. feature of “Horsetown U.S.A.” preserved In many ways, however, its history is even even today. But three years later, he was older than that. distracted from realizing some of his dreams when he discovered a hot mineral The land on which the College now stands spring about a mile from where the was once home to semi-nomadic bands campus now stands. So he began to dream of Tongva Indians, some of whom built a new dream, and built a 700-acre “resort villages along the nearby Santa Ana River supreme” that included a 250,000-square- and may have gathered roots and nuts foot hotel, 60-acre lake, golf course, air where the campus stands today. They must field, and Olympic-sized pool. The resort have come to the area for the resources that opened in 1929 (shortly before the stock mattered most to desert people a thousand market crash) and was for a brief period years ago: water, game, and edible plants. a playground for film stars and famous These were the people who greeted (and athletes, before the economic downturn resisted) the Spanish, and whose land forced its closure in 1933. A day after the became part of the nearly 18,000-acre Pearl Harbor attack, it was bought by the Rancho La Sierra (Sepulveda) in 1846, U. S. Navy for use as a hospital. where their descendants probably worked for generations. For the next 50 years, Fifty years after the resort supreme through a succession of owners, this was closed, another visionary saw a new use open range, pasture land for the Rancho cattle and sheep. for land that had once been the Tongva’s. In 1983, Wilfred Airey led his Riverside In 1908, eight years before Riverside Community College Board of Trustees Junior College was founded, most of the colleagues on a tour of the U.S. Navy Rancho was bought for a half million property, part of which was still being used dollars by James W. Long, who formed as a “Fleet Analysis Center.” They were the Orange Heights Water Company and looking for a potential site for a satellite began to subdivide it into small fruit and campus to serve the growing populations vegetable farms. In 1921, the 15-square- of Corona, Norco, Eastvale, and western mile area that includes the site of the Riverside. On June 4, 1985, more than present-day campus was acquired by Rex 141 acres were acquired for a dollar from Clark, who named it “Norco,” after his the General Services Administration to North Corona Land Company. build the College.

Introduction 1 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

A December 1986 Los Angeles Times Avenue restaurant, as they sometimes article describes Riverside Community did. Students (several of whom went on College administrator and head planner to become professors at the College) Mike Maas standing on the newly shared in the excitement of being at a new acquired land and seeing “lecture halls, campus that was always part construction ball fields, and business students.” He zone. No one seemed to mind much the had, in other words, a new dream. The occasional attacks by swarms of flies campus was expected to open in 1989, (dubbed the Norco air force) from the but funding and construction delays nearby dairy farms. Those farms have pushed the date to 1991. On March 13 of since mostly given way to subdivisions, that year, two classrooms in the Student some of whose residents attend the Services and Little Theatre buildings were College today. ready for students, and 15 or so short- term classes in Economics, Philosophy, From the beginning, Norco had been Public Speaking, and a handful of other envisioned as an institution that would traditional academic disciplines were emphasize programs in technology, a held on campus that spring semester. counterpart to its sister campus Moreno (Approximately 100 other classes that Valley’s focus on the health care fields. began in January were taught in Norco- Among its first structures were the Science area high schools and a church, as they and Technology Building, the Applied had been for years.) The formal opening Technology Building, and the Center for of the full campus (with two more Applied Competitive Technologies. In classrooms, Science and Technology and 2009, these buildings were supplemented Humanities) took place in Fall 1991— with the Industrial Technology Building. coinciding with the 75th anniversary of CTE programs at Norco today with Riverside Junior College. technology emphasis include Logistic Management, Commercial Music The early years of Riverside Community Performance, Engineering Technology, College-Norco Campus were exciting Digital Electronics, Game Design, Game ones. Funding constraints in the early Programming, and Game Audio. Several 1990s impeded growth, but the campus of these programs (e.g., Simulation enrolled over 3,000 students its first year and Gaming, Commercial Music and 5,000 within several years after that. Performance, Engineering Technology, (The head count for Fall 2013 at census and Supply Chain Technology) flourish was 9,819.) Two new buildings were in part because of support from a series completed in 1995, the aptly named of HSI grants totaling nearly 15 million Wilfred J. Airey Library and an Applied dollars. Technology Building. The dozen or so full-time faculty from that early period Over the past 22 years, the College has (seven of whom still teach at the College) also developed a strong reputation for its considered themselves pioneers at an programs in more traditional academic institution they felt they could help shape. areas. In 2013, 238 students graduated There were so few of them that they could with A.A. degrees in Social and fit into a single semi-circular booth when Behavioral Sciences, 137 in Math and they went to lunch together at a Hamner Science, 84 in Humanities, Philosophy,

2 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction and the Arts, 68 in Administration Major Developments since the and Information Systems, and 38 in Last Accreditation Visit Communication, Media, and Languages. • Revision of the College mission New Associate Degrees for Transfer are statement (I.A.) being added. All Norco College students • Significant modification to the have benefited in recent years by the strategic planning process (I.B.6.) opening of additional buildings: the • Development and implementation West End Quadrangle classrooms (in of new Technology Strategic Plan 2007), the Center for Student Success (III.C.1.a.), Strategic Plan and (in 2010), and the Network Operations Process (I.B.2.), and Facilities Master Center (in 2013). Other buildings have Plan (III.B.1.a.) been refurbished or repurposed with • A Title V and a Title III Hispanic the help of Measure C funds. A recently Serving Institutions Grant; three completed soccer complex with artificial Upward Bound Program Grants; and turf realizes Maas’s dream of “lecture a National Science Foundation Supply halls, ball fields, and business students.” Chain Technology Grant (II.B.3.a.) • New programs in Career and Old dreams—by people like Maas, Technical Education; new areas of Airey, Clark, and (one must imagine) emphasis majors; and new Associate the Tongva whose names have not come Degree for Transfer Programs down to us—give way to new ones. Some • Completion of Norco Operations of these newer dreams are captured in Center; and renovation of Science and the strategic plans and facilities master Technology, Humanities, and Student plans that envision Norco College growth Services Buildings five, ten, and twenty years from now, • Retirement of former president and if realized, will result in a campus Brenda Davis, and the selection of unrecognizable to those who only saw it Norco College’s second president in 1991. But most of these new dreams Paul Parnell are dreamed every day by students who • Construction to refurbish an existing enroll at the College—by the young building into a STEM Center woman who wants to teach elementary school, the young man who sees himself helping to create computer games, the returning student who always wanted to learn Spanish or study art. Norco remains a vale of realizable dreams.

Introduction 3 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Norco College: Name and members for each of the standards, the Location of Off-Campus Site work of producing the self evaluation would draw on the expertise of already- Norco College has partnered with existing strategic planning committees Mt. San Jacinto College to provide a and would provide frequent opportunities cohort of approximately 30 employees for all College constituents to give input. of International Rectifier (Fortune 100 The steering committee produced initial semiconductor manufacturer) with drafts of the self evaluation in early Fall a certificate in Digital Electronics. 2012, revised drafts in December 2012, General Education courses will be and second revisions in early Fall 2013. completed at Mt. San Jacinto College The draft was sent out to all College while degree-specific electronics courses stakeholders and some District personnel will be completed under the auspices of for review on September 9, 2013, with Norco College, in training rooms at the comments and suggestions received from company site in Temecula. Associate of a considerable number of individuals Arts Degrees in Digital Electronics will and committees in late September/early be conferred by Norco College. October, including particularly thoughtful feedback from the Associated Students of Off-Campus Address Norco College. Final edits were done in October 2013, with the faculty co-chair International Rectifier Temecula of the steering committee serving as 41915 Business Park Dr. editor. The completed self evaluation was Temecula, CA 92590 reviewed and approved by the Institutional Strategic Planning Council, the Academic Organization of the Self Senate, the Committee of the Whole, the Chancellor’s Executive Cabinet, and the Evaluation Process Board of Trustees in late Fall 2013. It represents the collaborative effort of the Planning for the 2014 accreditation entire Norco College community. visit began almost immediately after the submission of the 2012 Midterm Report. In Spring 2012, Interim President Debbie DiThomas asked Diane Dieckmeyer (vice president, Academic Affairs and ALO) and Arend Flick (professor of English and assessment coordinator) to co-chair and select membership for the accreditation steering committee. Some 40 individuals—representing a cross-section of Norco College faculty, administration, staff, and students— were asked to join the committee, and an initial planning session was held on May 9, 2012. The committee decided that rather than appoint additional team

4 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Accreditation Timeline May 2012 Steering Committee formed and meets Summer 2012 Planning for accreditation retreat (preparation of agenda, materials, etc.) August 24, 2012 Half-day planning retreat for steering committee December 2012 First drafts of Self Evaluation sections submitted for review and editing Winter 2013 Review and initial editing of Self Evaluation drafts February 2013 Draft of Self Evaluation sent to Institutional Strategic Planning Council (ISPC) March 6, 2013 ISPC review of draft May 2013 Second drafts of Self Evaluation sections submitted for review and editing Deadline for initial submission of evidence Committee of the Whole (COTW) review of draft Summer 2013 Review and editing of Self Evaluation draft Review of evidence August 29, 2013 Steering committee reviews status of Self Evaluation and plans for final revisions (first Friday after start of classes) September 9, 2013 Draft sent out to college for review September 12, 2013 Student Senate, first reading September 16, 2013 Academic Senate, first reading September 18, 2013 ISPC, first reading October 16, 2013 ISPC, second reading and formal vote of approval October 21, 2013 Academic Senate, second reading and formal vote of approval October 22, 2013 COTW, second reading and formal vote of approval November 20, 2013 Submission of final draft of Self Evaluation to Chancellor’s Executive Cabinet December 3, 2013 Presentation to Board of Trustees December 10, 2013 Board of Trustees approval December 13, 2013 Self Evaluation submitted to ACCJC March 3-6, 2014 Accreditation visit

Introduction 5 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Accreditation Steering Committee

Diane Dieckmeyer...... Accreditation Liaison Officer and Committee Co-chair Arend Flick...... Committee Co-chair and Editor

Standard I: Institutional Mission and Effectiveness Dominique Hitchcock, Chair Greg Aycock, Chair Mark Lewis Gail Zwart Nicole Ramirez Briana Boykin Marissa Edelman (student)

Standard II: Student Learning Programs and Services A. Instructional Programs B. Student Support Services C. Library and Learning Sheryl Tschetter, Chair John Moore, Chair Support Services Carol Farrar, Chair Monica Green, Chair Vivian Harris, Chair Jim Thomas Hortencia Cuevas Damon Nance, Chair Kevin Fleming Patti Brusca Melissa Bader Margarita Shirinian Dimitrios Synodinos Maria Maness Wendi Alcazar Shaunna Winn (student) Crystal Brode (student) Jonathan Truitt (student)

Standard III. Resources Jan Muto, Chair Beth Gomez, Chair Anthony Lombardo (student) Thomas Truitt (student) A. Human B. Physical C. Technology D. Financial Resources Resources Resources Resources Hetal Petal Linda Wright John Coverdale Beth Gomez Koji Uesugi Phu Tran Dan Lambros Tom Wagner Mark DeAsis Steve Monsanto Ruth Leal Linda Wright Jefferson Tiangco

Standard IV. Leadership and Governance Sharon Crasnow, Chair Gustavo Oceguera, Chair Natalie Aceves, Chair Lyn Greene Sarah Burnett Debra Creswell Ryan McKee (student) Anthony Lombardo (student)

6 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Summary Data On Surrounding Areas- Labor Market, Demographic and Socio and Economic

Ethnic Breakdown of Cities Surrounding Norco College Norco College Corona Eastvale Norco Riverside Surrounding Area Count Percent Count Percent Count Percent Count Percent Count Percent White 58,087 38.1% 12,712 23.7% 15,275 56.4% 103,398 34.0% 189,472 35.3% Black 8,333 5.5% 4,914 9.2% 1,858 6.9% 19,917 6.6% 35,022 6.5% Hispanic 66,447 43.6% 21,445 40.0% 8,405 31.1% 148,953 49.0% 245,250 45.7% Native 422 0.3% 102 0.2% 150 0.6% 1,297 0.4% 1,971 0.4% American Asian/Pacific 15,146 9.9% 12,926 24.1% 880 3.3% 22,953 7.6% 51,905 9.7% Islander Other 272 0.2% 110 0.2% 28 0.1% 617 0.2% 1,027 0.2% Multiracial 3,667 2.4% 1,459 2.7% 467 1.7% 6,736 2.2% 12,329 2.3% Total 152,374 100.0% 53,668 100.0% 27,063 100.0% 303,871 100.0% 536,976 100.0%

Comparison of Norco College Ethnic Categories and Surrounding Area

Norco College 2012-13 *Norco College Surrounding Area Count Percent Count Percent White 3,552 26.7% 189,472 35.3% Black 944 7.1% 35,022 6.5% Hispanic 6,818 51.3% 245,250 45.7% Native American 41 0.3% 1,971 0.4% Asian/Pacific Islander 1,135 8.5% 51,905 9.7% Other 313 2.4% 1,027 0.2% Multiracial 487 3.7% 12,329 2.3% Total 13,290 100.0% 536,976 100.0%

*Norco College Surrounding Area taken from combined Census Data 2010 for Corona, Riverside, and Norco Cities

Introduction 7 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Surrounding Cities’ Unemployment Rates (2007-2012)

Cities 2012 2011 2010 2009 2008 2007 Corona 8.7% 10.1% 10.8% 9.9% 6.2% 4.4% Norco 9.6% 11.1% 11.9% 10.9% 6.9% 4.9% Riverside 11.9% 13.7% 14.6% 13.5% 8.6% 6.1%

Riverside County 11.8% 13.6% 14.5% 13.4% 8.5% 6.0% California 10.4% 11.7% 12.4% 11.3% 7.2% 5.4% United States 8.2% 8.9% 9.6% 9.3% 5.8% 4.6% U.S. data are from Labor Force Statistics, http://www.bis.gov/cps/cpsaat01.htm. State and local data are from CALMIS Labor Market Information Data System from the California Employment Development Department--http://www. labormarketinfo.edd.ca.gov/Content.asp?pageid=131.

Poverty Status In The Past 12 Months 2007-2011 American Community Survey 5-Year Estimates

Hispanic/ Age Sex Population White Comparison

18 to 64 65 years Male Female Hispanic White Total years and over Corona 7.5% 8.1% 7.8% 10.1% 14.3% 4.9% 9.0% Eastvale 2.9% 4.0% 2.4% 3.5% 3.1% 2.6% 3.0% Norco 9.1% 6.2% 10.2% 8.9% 18.8% 6.8% 9.5% Riverside 14.6% 8.7% 14.3% 17.3% 18.8% 10.1% 15.8%

8 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Top 20 fastest growing occupations in Riverside, San Bernardino, Ontario areas-projected growth between 2010-2020

Growth Estimated Projected Percent Occupation Change Rate Employment Employment Change Percent Biomedical Engineers 130 220 90 69.2 5.4 Home Health Aides 5,000 7,690 2,690 53.8 4.4 Veterinary Technologists and 670 1,020 350 52.2 4.3 Technicians Marriage and Family 240 350 110 45.8 3.8 Therapists Market Research Analysts 1,850 2,650 800 43.2 3.7 and Marketing Specialists* Emergency Medical 1,820 2,610 790 43.4 3.7 Technicians and Paramedics Meeting, Convention, and 440 620 180 40.9 3.5 Event Planners* Helpers, Laborers, and 2,750 3,860 1,110 40.4 3.4 Material-Moving Supervisors Diagnostic Medical 360 500 140 38.9 3.3 Sonographers Personal Care Aides 22,760 31,530 8,770 38.5 3.3 Medical Equipment Repairers 400 550 150 37.5 3.2 Logisticians 700 960 260 37.1 3.2 Medical Scientists, Except 880 1,210 330 37.5 3.2 Epidemiologists Mental Health Counselors 840 1,130 290 34.5 3 Healthcare Social Workers 1,090 1,460 370 33.9 3 Database Administrators 590 790 200 33.9 3 Interpreters and Translators 620 830 210 33.9 3 Helpers, Carpenters 380 510 130 34.2 3 Service Station Attendants 1,290 1,740 450 34.9 3 Transportation and Material- 4,990 6,630 1,640 32.9 2.9 Moving Supervisors

Introduction 9 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

In May 2011, a survey was conducted of local employers and among questions asked was type of training/education level they needed. The following table summarizes their responses:

Preferred Training and Education (Percentages among the 49 Respondents with at Least One of the 81 Key Occupations)

10 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

DATA ON INCOMING AND percentage of students who enroll in ENROLLED STUDENTS fall term, then enroll in the subsequent In order to clarify the following tables and spring term, and also enroll in the charts, a definition of terms is necessary. following fall term. Below is a list of tables/charts and/or • Progression Rate: the percentage terms in the order they are presented on of students starting at various levels the following pages with short definitions: below transfer and successfully • Incoming Students’ Placement Into completing the transfer course in English, Reading, Math, and ESL: the English, reading, math, or ESL all new fall semester students who pipeline. took the ESL, English, and/or math • Completion Rate: the percentage placement test within the six months of new students who show “degree/ prior to the beginning of the fall term certificate intent” (successfully • Educational Goal: the goal selected complete six units and attempt an by the student when completing the English or math course within three application to the District. Students years) and who are granted a degree, are not allowed to select “Undecided” certificate, and/or transfer to a four- as their goal. year institution within six years. • Annual Headcount: unduplicated • Number of Degrees, Certificates, number of students enrolled at any and Transfers: these pie charts time within the summer through provide raw numbers for the 2007-08 spring terms of an academic year. six-year cohort in order to establish a • Part-Time/Full-Time Unit Load: context for the previous completion full-time load is considered 12 units rate charts. The 2006-07 and 2005-06 or above; part-time is anything below cohorts did not vary significantly in 12 units. numbers from 2007-08. • Success Rate: percent of enrollments receiving a “C” grade or better or a Whenever appropriate, tables were “P” grade in a course with a Pass/No provided after charts in order to show the Pass grading system. actual numbers that were used to calculate • Retention Rate: percent of percentages. Trend data only went back enrollments receiving any valid grade, three years since Norco College has only except a “W” (excludes military been an accredited college since 2010. withdrawal). • Socioeconomic Status: identified as students who received a Pell grant or BOG waiver A or B. • Instructional Method: • Lecture: 100% of instruction is delivered face-to-face. • Hybrid: 50% or less of instruction is delivered online. • Online: 100% of instruction is delivered online. • Fall-to-Fall Persistence Rate: the

Introduction 11 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Incoming Students’ Placement Into English, Reading, Math, and ESL 2010 2011 2012 English Number Percent Number Percent Number Percent English 60A W/ESL Recommendation 206 11.4% 170 11.9% 166 13.1% English 60A 473 26.1% 345 24.2% 336 26.5% English 60B 156 8.6% 138 9.7% 124 9.8% English 50 577 31.9% 468 32.8% 393 31.0% English 1A 399 22.0% 307 21.5% 250 19.7% Total: 1811 100.0% 1428 100.0% 1269 100.0% Reading Number Percent Number Percent Number Percent Reading Skills 81 448 24.8% 318 22.3% 334 26.4% Reading Skills 82 184 10.2% 143 10.0% 135 10.7% Reading Skills 83 340 18.8% 292 20.4% 245 19.4% Reading Competency 836 46.2% 675 47.3% 552 43.6% Total: 1808 100.0% 1428 100.0% 1266 100.0% Math Number Percent Number Percent Number Percent Math 63 451 24.7% 340 23.5% 340 23.5% Math 64 40 2.2% 34 2.4% 34 2.4% Math 52 432 23.6% 324 22.4% 324 22.4% Math 53, 35 803 43.9% 688 47.6% 688 47.6% Math 4, 5, 11, 12, 25, 36 89 4.9% 56 3.9% 56 3.9% Math 10 10 0.5% 2 0.1% 2 0.1% Math 1A 4 0.2% 2 0.1% 2 0.1% Total: 1829 100.0% 1446 100.0% 1446 100.0% ESL Number Percent Number Percent Number Percent ESL 51 4 8.5% 0 0.0% 3 9.1% ESL 52 7 14.9% 6 11.5% 2 6.1% ESL 53 10 21.3% 9 17.3% 9 27.3% ESL 54 13 27.7% 13 25.0% 8 24.2% ESL 55 13 27.7% 24 46.2% 11 33.3% Total: 47 100.0% 52 100.0% 33 100.0%

12 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Introduction 13 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

14 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Introduction 15 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Annual Annual Annual Annual Annual Annual 2010- 2010- 2011- 2011- 2012- 2012- 2011 2011 2012 2012 2013 2013 Student Student Student Student Student Student Count Count (%) Count Count (%) Count Count (%) Norco College Total 14,942 100.00% 13,321 100.00% 12,664 100.00% Age 19 or Less 4,971 33.3% 4,157 31.2% 3,638 28.7% 20 to 24 5,455 36.5% 5,293 39.7% 5,259 41.5% 25 to 34 2,687 18.0% 2,358 17.7% 2,369 18.7% 35+ 1,829 12.2% 1,513 11.4% 1,398 11.0% Gender Female 8,192 54.8% 7,260 54.5% 6,889 54.4% Male 6,663 44.6% 5,999 45.0% 5,709 45.1% Unknown 87 0.6% 62 0.5% 66 0.5% Ethnicity Asian/Pacific Islander 1,369 9.2% 1,221 9.2% 1,101 8.7% African-American 1,082 7.2% 921 6.9% 840 6.6% Hispanic 6,775 45.3% 6,377 47.9% 6,523 51.5% Native American 58 0.4% 49 0.4% 40 0.3% Multi-Ethnicity 395 2.6% 451 3.4% 455 3.6% White Non-Hispanic 4,483 30.0% 3,795 28.5% 3,398 26.8% Unknown 780 5.2% 507 3.8% 307 2.4%

16 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Introduction 17 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

18 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

------Represents Institutional-Set Standard (ISS)

Introduction 19 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

20 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

------Represents Institutional-Set Standard (ISS)

Introduction 21 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

------Represents Institutional-Set Standard (ISS)

22 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

------Represents Institutional-Set Standard (ISS)

Introduction 23 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

------Represents Institutional-Set Standard (ISS)

24 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

------Represents Institutional-Set Standard (ISS)

Introduction 25 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

English Progression Rate from # Levels Below Through Successful Completion of Transfer Level 3 levels 2 levels 1 level Initial Initial Initial Gender Completers Percent Completers Percent Completers Percent Cohort Cohort Cohort Female 205 39 19% 178 55 31% 265 106 40% Male 179 32 18% 141 39 28% 195 97 50% Unknown N/A N/A N/A 4 0 0% 9 5 56% 3 levels 2 levels 1 level Initial Initial Initial Age Completers Percent Completers Percent Completers Percent Cohort Cohort Cohort 19 or less 275 56 20% 192 64 33% 224 112 50% 20-24 67 8 12% 95 19 20% 162 68 42% 25-34 24 4 17% 26 8 31% 46 15 33% 35+ 18 3 17% 10 3 30% 37 13 35% 3 levels 2 levels 1 level Initial Initial Initial Ethnicity Completers Percent Completers Percent Completers Percent Cohort Cohort Cohort Asian/Pacific 23 5 22% 27 9 33% 36 14 39% Islander African-American 32 4 13% 30 8 27% 19 7 37% Hispanic 235 47 20% 158 43 27% 224 107 48% Native American N/A N/A N/A 1 1 100% 2 1 50% Multi-Ethnicity 9 3 33% 7 2 29% 4 1 25% White Non-Hispanic 74 9 12% 67 21 31% 119 43 36% Unknown 11 3 27% 33 10 30% 65 29 45%

26 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Reading Progression Rate from # Levels Below Through Successful Completion of Transfer Level 3 levels 2 levels 1 level Initial Initial Initial Gender Completers Percent Completers Percent Completers Percent Cohort Cohort Cohort Female 48 2 4% 69 7 10% 36 24 67% Male 45 1 2% 49 6 12% 26 13 50% Unknown N/A N/A N/A N/A N/A N/A 1 0 0% 3 levels 2 levels 1 level Initial Initial Initial Age Completers Percent Completers Percent Completers Percent Cohort Cohort Cohort 19 or less 67 3 4% 70 7 10% 38 24 63% 20-24 19 0 0% 34 3 9% 17 6 35% 25-34 3 0 0% 10 1 10% 4 3 75% 35+ 4 0 0% 4 2 50% 4 4 100% 3 levels 2 levels 1 level Initial Initial Initial Ethnicity Completers Percent Completers Percent Completers Percent Cohort Cohort Cohort Asian/Pacific 4 0 0% 11 1 9% 3 2 67% Islander African-American 3 0 0% 8 0 0% 2 2 100% Hispanic 66 3 5% 66 5 8% 38 21 55% Native American N/A N/A N/A 1 0 0% N/A N/A N/A Multi-Ethnicity 3 0 0% 3 1 33% 4 3 75% White Non-Hispanic 13 0 0% 23 6 26% 9 6 67% Unknown 4 0 0% 6 0 0% 7 3 43%

Introduction 27 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction 1 level 1 level 1 level Completers Percent Completers Percent Completers Percent Initial Initial Initial Cohort Cohort Cohort 2 levels 2 levels 2 levels Completers Percent Completers Percent Completers Percent Initial Initial Initial Cohort Cohort Cohort 0 0% 6 0 0% 7 2 29% 3 levels 3 levels 3 levels Completers Percent Completers Percent Completers Percent Initial Initial Initial Cohort Cohort Cohort 0 0% 1 0 0% N/A N/A N/A 4 0 0% 8 2 25% 1 14% 17 2 12% 15 0 0% 33 14 42% 0 0% 19 4 21% 50 13 26% 90 29 32% vels vels 4 levels 4 le 4 le Completers Percent Completers Percent Completers Percent 1 1 4 17 3 18% 13 2 15% 33 13 39% 98 48 49% 74 3 4% 113 11 10% 213 23 11% 364 123 34% 43 3 7% 63 4 6% 107 16 15% 118 31 26% 22 0 0% 44 2 5% 82 16 20% 53 15 28% 67 2 3% 98 8 8% 243 41 17% 370 12 3% 192 12 6%177 219 11 15 6% 7% 143 406 13 74 9% 18% 320 670 66 237 21% 35% 679 267 39% 123 5 4% 143 15 10% 310 47 15% 537 191 36% 190 10 5% 170 10 6% 332 50 15% 557 196 35% Initial Initial Initial Cohort Cohort Cohort Math Progression Rate from # Levels Below Through Successful Completion of Transfer Level Transfer Successful Completion of Through Below # Levels Rate from Math Progression Female 19 or less Asian/Pacific Islander African-American 30 1 3% 46 4 9% 45 4 9% 58 20 34% Male 20-24 Hispanic 25-34 Unknown Native American Native Gender Age 35+ Ethnicity Multi-Ethnicity 7 White Non- Hispanic Unknown

28 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction 2 levels 2 levels 2 levels Completers Percent Completers Percent Completers Percent Initial Initial Initial Cohort Cohort Cohort 3 levels 3 levels 3 levels Completers Percent Completers Percent Completers Percent Initial Initial Initial Cohort Cohort Cohort 4 levels 4 levels 4 levels Completers Percent Completers Percent Completers Percent Initial Initial Initial Cohort Cohort Cohort 5 levels 5 levels 5 levels Completers Percent Completers Percent Completers Percent Initial Initial Initial Cohort Cohort Cohort vels vels 6 levels 6 le 6 le Completers Percent Completers Percent Completers Percent 3 0 0% 9 0 0% 7 1 14% 6 1 17% 9 1 11% 5 0 0% 11 0 0% 8 0 0% 7 1 14% 21 1 5% 1 0 0% N/A N/A N/A N/A N/A N/A N/A N/A N/A 1 1 100% 1 0 0% N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 4 0 0% 3 0 0% 4 1 25% 2 0 0% 1 0 0% 5 0 0% 10 0 0% 11 0 0% 4 0 0% 13 2 15% N/A N/A N/A N/A N/A N/A N/A N/A N/A 1 0 0% N/A N/A N/A Initial Initial Initial Cohort Cohort Cohort ESL Progression Rate from # Levels Below Through Successful Completion of Transfer Level Transfer Successful Completion of Through Below # Levels Rate from ESL Progression Female 17 019 or less 0% 7 14 0 0Asian/ 0% Pacific Islander 0% 5 16 0 2 0% 13% 4 14 0 1 0% 7% 6 29 2 3 33% 10% 15 0 0% Gender Age Ethnicity Male 20-24 4 0 0% 5 0 0% 4 0 0% 5 0 0% 13 2 15% African- American Hispanic 9 0 0% 12 0 0% 12 0 0% 12 1 8% 37 2 5% Unknown N/A N/A N/A25-34 N/A 6 N/A N/A 0 1 0% 0 5 0% 0 N/A 0% N/A 6 N/A N/A 2 N/A 33% N/A 4 0 0% 9 0 0% Multi- Ethnicity Native Native American White Non- Hispanic 35+ Unknown 4 0 0% 1 0 0% 2 0 0% N/A N/A N/A 2 0 0%

Introduction 29 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

------Represents Institutional-Set Standard (ISS)

30 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

*High Percentages in Native American subgroups are due to low student counts, cohort counts range from 4 to 13 students across the three 6-year cohorts.

Introduction 31 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Number of Degrees Disaggregated by Age, Gender, and Ethnicity for 2007-08 Six-Year Cohort

32 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Introduction 33 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Number of Certificates Disaggregated by Age, Gender, and Ethnicity for 2007-08 Six-Year Cohort

34 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Introduction 35 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Number of Transfers to Four-Year Institutions Disaggregated by Age, Gender, and Ethnicity for 2007-08 Six-Year Cohort

36 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

Introduction 37 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

DATA ON GRADUATES

Each year the District Office of Institutional Research conducts phone surveys to graduates of career and technical education (CTE) programs. The following data are the results for Norco College graduates in 2011 and 2012. Data are gathered on both employment and placement into a job that is aligned with the graduate’s training.

Results of CTE Graduate Survey 2011 # 2011% 2012 # 2012% Total Total % Employed (FT, PT, or Self-) 67 80% 43 62% 110 72% Unemployed Seeking 13 15% 10 14% 23 15% Unemployed Not Seeking 4 5% 16 23% 20 13% Total 84 100% 69 100% 153 100% Placement Rate (Employed that are working in a job related to 50 75% 34 79% 84 76% their training)

The most recent licensure/certification exam rates for appropriate programs at Norco College are as follows:

Program CIP Code Examination Pass Rate Commercial Music: 10.02 Pro-Tools 78.13% Performance Automated Systems 15.06 OSHA 76.00% Technician Computer-Aided 48.05 OSHA 72.41% Production Tech

The following table is a longitudinal presentation of the number of awards (degrees and certificates) granted by Norco College since it has been accredited. The awards are broken down by award type and underneath that are the areas as identified by TOP codes.

38 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

California Community Colleges Chancellor’s Office- Annual Annual Annual Program Award Summary 2010-2011 2011-2012 2012-2013 Norco College Total 654 1,010 1,034 Associate in Science for Transfer (A.S.-T) Degree Total 1 Family and Consumer Sciences-13 1 Associate in Arts for Transfer (A.A.-T) Degree Total 2 15 Humanities (Letters)-15 1 3 Social Sciences-22 1 12 Associate of Science (A.S.) Degree Total 121 184 248 Architecture and Related Technologies-02 7 6 8 Business and Management-05 25 32 41 Engineering and Industrial Technologies-09 21 17 24 Family and Consumer Sciences-13 3 4 12 Information Technology-07 5 7 Interdisciplinary Studies-49 62 115 139 Media and Communications-06 2 9 Public and Protective Services-21 3 3 8 Associate of Arts (A.A.) Degree Total 278 428 459 Education-08 16 24 12 Fine and Applied Arts-10 1 Interdisciplinary Studies-49 262 403 447 Certificate requiring 30 to < 60 semester units Total 112 90 105 Business and Management-05 21 22 40 Engineering and Industrial Technologies-09 28 15 13 Family and Consumer Sciences-13 8 16 Fine and Applied Arts-10 1 Information Technology-07 2 3 2 Interdisciplinary Studies-49 60 32 29 Media and Communications-06 1 9 5 Certificate requiring 18 to < 30 semester units Total 32 39 39 Architecture and Related Technologies-02 5 4 9 Business and Management-05 12 17 9 Engineering and Industrial Technologies-09 12 12 16 Information Technology-07 2 1 Media and Communications-06 1 Public and Protective Services-21 3 4 3 Certificate requiring 6 to < 18 semester units Total 111 265 167 Architecture and Related Technologies-02 29 32 11 Business and Management-05 40 Engineering and Industrial Technologies-09 33 68 42 Family and Consumer Sciences-13 43 133 51 Information Technology-07 4 21 15 Media and Communications-06 2 Public and Protective Services-21 2 11 6 Other Credit Award, < 6 semester units Total 2 Architecture and Related Technologies-02 2

Introduction 39 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Introduction

40 Introduction All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

Organizational Charts and Function Map 11/19/13 r (TBD) & Planning Vice Chancellor Vice Educational Services, Services, Educational Workforce Development Development Workforce Trustees Denise Terrazas Denise Chancellor/Board of Chancellor/Board Assistant, Office of the of Office Assistant, Executive Administrative Administrative Executive Resources Vice Chancellor Vice Diversity & Human & Human Diversity Vicki Nicholson (Interim) Nicholson Vicki Chancellor Chancellor Cynthia (Interim) Azari Cynthia Chris Carlson Chris President President President Chief of Staff & of Staff Chief Sandra Mayo Sandra Norco College Norco Dale Paul Parnell Facilities Development Facilities College Presidents College Riverside College City Riverside Moreno Valley College Valley Moreno Wolde-Ab Isaac (Interim) Isaac Wolde-Ab Services Aaron Brown Aaron Vice Chancellor Vice Business & Financial Financial & Business

Organizational Charts and Function Map 41 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map 11/19/13 r Affairs Technician Foundation Amy Cardullo Amy Administrative Director, RCCD RCCD Director, Nancy Melendez Nancy Assistant Director Assistant RCCD Foundation RCCD RCCD Foundation RCCD Bernadina Anderson Foundation & Alumni & Alumni Foundation Officer Diana Meza Robert Schmidt Robert External Relations External Senior Public Affairs Affairs Public Senior Public Affairs Officer Affairs Public Director Designer Jim Parsons Jim Internet Joan Rovan Joan Specialist Darren Dong Darren Developer Senior Graphics Graphics Senior Michael Juan Michael Creative Services Creative Web Applications Web Communications Communications Chief Photographer Chief Denise Hernandez Denise Joshua Scheide (PT) Scheide Joshua Web Applications Applications Web & Relations (RCC-PIO) & Relations Strategic Communications Communications Strategic Associate Vice Chancellor Vice Associate Technician Technician Coordinator Yanel Orozco Yanel Norma DeAnda Norma cilities Development Melissa Wharton Melissa Document Services Services Document Services Document Services Document Development Chris Carlson Chris Center Director, Director, Chief of Staff & Facilities & Facilities Staff of Chief Robert Rodriguez Robert Administrative Support Support Administrative Supervisor Warehouse Warehouse Anthony Puzzuto Anthony Eduardo Quintero Eduardo Diego Sanchez (PT) Sanchez Diego Warehouse Assistant Warehouse Assistant Warehouse Chief of Staff & Fa Michelle Haeckel Michelle Kathryn Tizcareno Kathryn Assistant, Office of the Assistant, Office of the Assistant, Office Executive Administrative Administrative Executive Administrative Executive Chancellor/Board Chancellor/Board of Trustees Chancellor/Board of Trustees IV Cathy Gerke Cathy Administrative Assistant Assistant Administrative (RCC) (TBD) Director Dale Adams Dale Project Manager Project Janna Accomando Janna Facilities & Planning & Planning Facilities Specialist/Accounting Facilities Development Development Facilities (NC) (TBD) Director & Development Facilities Planning Facilities Facilities Development Development Facilities (MVC) Director Specialist* Bart Doering Bart *Temporary Re-Assignment *Temporary Calvin Belcher Calvin Jeremy Johnson Jeremy Project Manager Project Student Accounts Accounts Student Facilities Development Development Facilities PT=Permanent Part-Time Employees Part-Time PT=Permanent

42 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map 06/18/13 r Director (TBA) Mark Oliver Rick Herman Rick Shirley McGraw Shirley Network Manager Network Service Desk Manager Desk Service Software Development Software Information Services* Information Associate Vice Chancellor Vice Associate Ruth Adams Ruth General Counsel General Assistant Coordinator Rachelle Arispe Casualty Claims Claims Casualty Monica Esqueda Monica Executive Administrative Administrative Executive Director Planning Sherry Stone Sherry Risk Management Risk Simmons Michael Coordinator, District District Coordinator, Safety & Emergency & Emergency Safety Services Aaron Brown Vice Chancellor Vice Business and Financial Financial and Business Majd Askar Majd Melissa Griffith Melissa Melissa Elwood Melissa Business and Financial Services Purchasing Manager Purchasing Purchasing Specialist Purchasing Specialist Purchasing Controller* Bill Bogle, Jr. Bill Bogle, Khaled Khalil Khaled Payroll Manager Payroll Budget Erin Power Misty Griffin Misty Budget Analyst Budget Analyst Budget Analyst Budget Analyst Budget Michele Arnold Michele Sherrie DiSalvio Sherrie *Please see break out organizational chart for staff in this in this area. staff for chart out organizational break see *Please

Organizational Charts and Function Map 43 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map 08-20-13 r Security) Specialist Specialist John Berry John Carla Miano Carla (Data Systems Systems (Data (Wireless LAN) (Wireless Alex Zadeh (PT) Zadeh Alex Network Support Support Network Support Network Network Specialist Network Specialist Network Network Specialist Specialist Network Andrew Davis (PT) Davis Andrew John Greenwalt (PT) Greenwalt John (Infrastructure Mgmnt) Mark Oliver Mark Network Manager Network (Data) (Data) Specialist Specialist Mark McKeon Chi-Chih Hwang Chi-Chih Network Support Support Network Support Network Jared Burton (PT) Burton Jared (PT) Porras Raina Network Specialist Network Specialist Network Specialist Network Michael Bredemann Michael Information Information Information Information Information Gloria Aguilar Gloria Alan Wohlfarth Alan Louis McCarthy McCarthy Louis Timothy Ragusa Ragusa Timothy Neel Mehta (PT) Mehta Neel Ricardo Aguilera Ricardo Technology Analyst Technology Analyst Technology Analyst Technology Analyst Technology Ronald Johnson (PT) Johnson Ronald Computer Technician Computer Technician Computer Administrative Assistant IV Assistant Administrative Shirley McGraw Shirley Service Desk Manager Desk Service (PT) ices – Services Information Information Information Information Information Information Information Information James Bow Kevin Elwood James Mitchell James William Manges William Michael Angeles Michael (TBA) Technology Analyst Technology Analyst Technology Analyst Technology Analyst Technology Computer Technician Computer Technology Analyst Technology Christopher Horeczko Horeczko Christopher Information Services Information Associate Vice Chancellor Vice Associate Steve Bell Network & & Network Technician Gary Storer Kathryn Paschke Kathryn Account Specialist Account Help Desk Support Support Desk Help Telephone Systems Systems Telephone Communications Specialist Communications Business and Financial Serv Analyst Analyst Jose Natal Jose Technician Jose Escoto Theka Watts Theka Richard Kile Richard Shannon O’Brien Shannon Business Systems Systems Business Systems Business Analyst Programmer Analyst Programmer Analyst Applications Support Support Applications Director Systems Pedro Cruz Pedro Rick Herman Rick Administrator Software Development Software Analyst Analyst Jeri Banks Jeri Technician Ju-Sung Lee Ju-Sung Julie Crippin Julie Cynthia Conley Cynthia Eric Muehlebach Eric Business Systems Systems Business Systems Business Analyst Programmer Analyst Programmer Analyst Applications Support Support Applications PT=Permanent Part-Time Employee Part-Time PT=Permanent

44 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map 03-19-13 r Cindy Hein Cindy Nikki Cook Nikki Tamara Ortiz Tamara Sendy Powell Sendy Susan Pagano Susan Payroll Technician Payroll Technician Payroll Technician Payroll Technician Payroll Technician Payroll Khaled Khalil Khaled Payroll Manager Payroll III Adrienne Fisher Adrienne Administrative Assistant Assistant Administrative Julie Litke Julie Technician John Garcia John Receivable Clerk Receivable Revenue/Accounts Revenue/Accounts Capital Asset Inventory Inventory Asset Capital Controller Bill Bogle, Jr. Bogle, Bill Karen Wagner Karen Auxiliary Business Business Auxiliary Services Bookkeeper Business and Financial Services - Controller Specialist Specialist Specialist April Tulod April Lynn Brookens Lynn Melinda Chavez Melinda Accounts Payable Accounts Payable Accounts Payable Accounts

Organizational Charts and Function Map 45 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map 11/19/13 r (TBA) Center TriTech Director Director Supervisor Julie Padilla Julie Asst. Director, Mark Mitchell Mark TriTech SBDC Robert Grajeda Robert Cynthia Pardee Cynthia Jeffrey Williamson Jeffrey Statewide Director, Director, Statewide John Tillquist John Trade Development Trade Director, Corporate & & Corporate Director, Procurement Assistant Assistant Procurement Community Education Education Community Business Development Business Center for International International for Center Economic Development Economic Associate Vice Chancellor Assistant Dean Grants Sheila McDonald Sheila Coleen Molko Coleen Richard Keeler Richard Executive Administrative Administrative Executive Director, Grants Director, (TBD) Planning Education International Vice Chancellor Vice Educational Service, Service, Educational Workforce Development and and Development Workforce Chief of Police of Chief James Miyashiro Dean Internet Internet Specialist Mark Knight David Torres David rce Development & Planning Educational Services, Workfo rce Development Communications Communications Strategic Planning Strategic Jimmy Aldape (PT) Aldape Jimmy Information Architect Information Institutional Research and and Research Institutional II Dean Campus Raj Bajaj Raj Glen Brady Sylvia Thomas Sylvia Bianca Vidales Education/Open Education/Open Director, Distance Educational Services Educational Educational Services Educational Administrative Assistant Assistant Administrative Associate Vice Chancellor Vice Associate PT=Permanent Part-Time Employee Part-Time PT=Permanent

46 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map 11/19/13 r William Moore William Vincent Alonzo Vincent Glen Brady Support Specialist Support Specialist Support Kurt Faulknerloser Kurt Distance Education Education Distance Education Distance Analyst/Programmer Director, Distance Distance Director, Education/Open Campus Education/Open – AVC Services Educational Debbie McDowell Administrative Assistant IV Assistant Administrative Coordinator Toni Buhler Van Toni Instructional Support Support Instructional Sylvia Thomas Sylvia Educational Services Educational Associate Vice Chancellor Vice Associate rce Development & Planning Coordinator Naomi Foley Instructional Support Support Instructional Program William Despres William International Education Education International Assistant to the to the Coordinator Assistant Educational Services, Workfo PT=Permanent Part-Time Employee Part-Time PT=Permanent Organizational Charts and Function Map 47 All evidence cited in this document can be found at http://norcocollege.edu/evidence. 11/19/13 Organizational Charts and Function Map r Grants Writer Grants Rebecca Crippin Rebecca Dean Grants Richard Keeler Richard Grants Director Colleen Molko Colleen Grants Specialist Grants Cynthia Lendzion Cynthia Educational Services, Workforce Development & Planning –Educational Services, Workforce Grants

48 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map 11/19/13 r Mary Varela Administrative Assistant III Assistant Administrative John Nelson (PT) Nelson John Background Investigator Background Chief of Police of Chief James Miyashiro James Valeree Metroka Valeree Police Records Clerk Records Police rkforce Development & Planning –Educational Services, Wo rkforce Development & Planning Safety and Police PT=Permanent Part-Time Employee Part-Time PT=Permanent

Organizational Charts and Function Map 49 Sergeants at each college have a dotted line reporting relationship to the Chief of Police All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map 10/15/13 r Director Chani Beeman Chani Assistant Diversity, Equity & Compliance Equity Diversity, Rosa Espinoza-Leal Executive Administrative Administrative Executive Vice Chancellor Vice Analyst Vicki Nicholson (Interim) Nicholson Vicki Georgina Villasenor Georgina Diversity & Human Resources & Human Diversity Diversity & Human Resources Resources & Human Diversity Diversity & Human Resources Susan Brucks Susan Yami Chavez Linda Martinez Linda Tamara Medina Tamara Administrative Assistant I* Assistant Administrative Human Resources Specialist II Specialist Human Resources II Specialist Human Resources II Specialist Human Resources Director Art Alcaraz Gina Salazar Gina * Human Resources Human Administrative Manager Administrative Diversity & HumanResources Hetal Patel Hetal Susan Boling Susan Martha Arellano Martha Dawn Rechenberg Dawn (NC Representative) (RCC Representative) (RCC (MVC Representative) (MVC Human Resources Analyst Resources Human Human Resources Specialist I Specialist Resources Human * III Specialist Resources Human * III Specialist Resources Human Pauline Castro Pauline Benefits Specialist Benefits In College Liaison role, indirectly reports to the Vice President of Business Services. Business of to the Vice President reports indirectly role, Liaison In College * involving in matters & Compliance Equity of Diversity, Director with the Also collaborates harassment. and discrimination Re-Assignment *Temporary

50 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map 09/17/13 r Eva Amezola Julieta Mendez Julieta Miriam Alonso Bound (CNUSD) Bound (CNUSD) Bound Director, Upward Upward Director, Upward Director, Upward Director, Bound (Norte Vista) (Norte Bound Records Director Mark DeAsis Mark Health Services Health McAllister Lisa Daniela McCarson Daniela Dean, Admissions & & Admissions Dean, & Spec. Funded Programs Funded Spec. & Assistant Dean, CalWorks CalWorks Dean, Assistant (TBA) Programs Monica Green Monica Vice President Vice Student Services Student Dean, Special Funded Funded Special Dean, Dean Assistant Maria Gonzalez Student Services Student Support Services Support Director, Student Student Director, Hortencia Cuevas Hortencia Financial Services Financial Debra Creswell Koji Uesugi (Interim) Uesugi Koji Prog. Director, Student Student Director, Prog. Executive Administrative Administrative Executive President Paul Parnell Paul Norco College Norco Director Sergeant Facilities Deon Stowers Deon Food Services Food Kelly Mendoza Kelly Safety & Police Safety Robert Klevano Robert Steve Monsanto Steve Beth Gomez Assistant Manager Assistant Custodial Manager Custodial Norco College - President President Vice Business Services Business Carol Farrar Carol Effectiveness Damon Nance Damon Gregory Aycock Gregory Dean, Institutional Institutional Dean, Dean of Instruction of Dean Learning Resources Learning Dean, Technology & & Technology Dean, Vice President Vice Academic Affairs Academic Diane Dieckmeyer Diane Grants STEM Grant STEM Lorena Patton Lorena George Walters Kevin Fleming Kevin Project Director Project Director, Title Title III Director, CTE Programs & Programs CTE Gustavo Oceguera Gustavo Dean of Instruction, Instruction, of Dean Supply Chain Tech. Ed. College Support Prog./ Support College Assoc. Dean, Grants & Grants Dean, Assoc. Proj. Dir., NSF Nat’l Ctr.,

Organizational Charts and Function Map 51 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map 08/29/13 r I Assistant Assistant Specialist Ruth Leal Ruth Learning Center Center Learning Center Learning April Mejia (PT) Mejia April Daren Koch (PT) Koch Daren Judy Alvord (PT) Joshua Cords (PT) Cords Joshua Instructional Production Production Instructional Computer Assistant Lab Computer Administrative Assistant Assistant Administrative Assistant Damon Nance Damon Learning Center Center Learning Arlene Serrato (PT) Serrato Arlene Learning Resources Learning Dean, Technology & Technology Dean, Assistant Maria Maness Maria Miguel Castro Library Clerk II Clerk Library II Clerk Library Daniel Lambros Daniel Salvador Herrera Salvador Christopher Poole Christopher Instructional Media Media Instructional Instructional Media/ Instructional Services Coordinator Services Broadcast Technician Broadcast Placement and Tutorial Tutorial and Placement III Laura Hankins Laura Administrative Assistant Assistant Administrative I Instructional Instructional Instructional Instructional Instructional Susan Lafferty Susan Wendi Alcazar Wendi Nicole Ramirez Nicole Yolanda Stanley Yolanda Jefferson Tiangco Jefferson Ruth Smith Support Coordinator Support Department Specialist Department Specialist Department Specialist Department Technology Specialist Technology Instructional Programs Programs Instructional Elaina McDonald (PT) McDonald Elaina Administrative Assistant Assistant Administrative Administrative Assistant IV Assistant Administrative Carol Farrar Carol Donna Dery Donna Dean of Instruction of Dean College Receptionist College II II II II Assistant Technician Jeffrey Julius Jeffrey Gary Tsubota Gary Polly Johnson Polly Support Center Center Support Brady Kerr (PT) Kerr Brady Eloy Bueno (PT) Bueno Eloy Chandra Ratnayake Music Accompanist/ Music Laboratory Technician Technician Laboratory Technician Laboratory Technician Laboratory Technician Laboratory Vice President Vice Academic Affairs Academic Diane Dieckmeyer Diane (TBA) Specialist Developer Specialist Specialist Project Director Project Monica Huizar Gustavo Oceguera Gustavo STEM Services Services STEM STEM Grant STEM Norco College – Academic Affairs Lorena Patton Lorena Diann Thursby Diann Student Success Success Student Director, Title III Title Director, Assoc. Dean, Grants & & Grants Dean, Assoc. Gabriela Ramirez Gabriela Grants Administrative Grants Administrative College Support Programs/ Support College Grants Administrative Dean Specialist Gregory Aycock Gregory Caitlin Welch (PT) Welch Caitlin Institutional Research Research Institutional Institutional Effectiveness Institutional Specialist Coordinator Kevin Fleming George Walters George Programs & Grants & Programs Elena Santa Cruz Santa Elena Supply Chain Tech. Ed. Tech. Supply Chain Ashley Etchison (PT) Etchison Ashley Grants Administrative Administrative Grants Dean of Instruction, CTE CTE Instruction, of Dean Proj.Dir., Nat’lNSF Ctr., Employment Placement Placement Employment PT=Permanent Part-Time Employee Part-Time PT=Permanent

52 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map 10/15/13 r Food Services Food Kelly Mendoza Kelly Susan Bell Susan Assistant Manager Assistant Norma Casas (PT) Norma Casas Food Service III Worker Service Food Food Service Worker IV Worker Service Food Custodian Custodian Custodian Custodian Malialani Lilly Malialani Howard Tomita Manuel Moreno Randy Burroughs Randy Custodian Deon Stowers Deon William Brown William II Custodial Manager Custodial Custodian Custodian Custodian Custodian Ana Molina-Padilla Ana Judith Rubi Judith Martin Villa Martin Linda Wright Linda (Vacant -(Vacant PT) Simon Wright Simon Administrative Assistant Assistant Administrative Administrative Assistant IV Assistant Administrative Director Facilities HVAC HVAC Maintenance Vasile Grecu Vasile George Salas George Steve Monsanto Steve Victor Goldbaum Victor Alejandro Aldasoro Alejandro Maintenance Helper Maintenance Maintenance Mechanic Maintenance Mechanic Maintenance Mechanic Maintenance Beth Gomez Beth Vice President Vice Business Services Business Grounds Mendoza (PT) Mendoza Groundsperson Groundsperson Victor Chavira- Victor Hector Ramirez Hector Norco College – Services Business Francisco Castro Francisco James McMahon Warehouse Assistant Warehouse Athletic Field Caretaker Field Athletic Sergeant (PT) Aide I Aide I Aide Officer Officer Officer Safety & Police Safety Robert Klevano Robert Chad Price Chad Shaun Frantz Ray Placencia Ray Senior Officer Senior Safety & Safety Police & Safety Police & Safety Police Safety & Safety Police Arlen Verdehyou Arlen Yadira Duran (PT) Duran Yadira Community Service Service Community Service Community Eleanor-Mae Johnson Johnson Eleanor-Mae *Centralized service with a dedicated staff person to serve the Norco College. Norco the to serve person staff with a dedicated service *Centralized PT positions. with NC, along at located to and dedicated positions two FT with service **Centralized Employee Part-Time PT=Permanent Director of of Director IT Services** Specialist III* Specialist Construction* Budget Analyst* Budget Human Resources Human Resources Payroll Technician* Payroll Bookstore (Contract) Bookstore

Organizational Charts and Function Map 53 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map 10/15/13 r (PT) Grants Assistant I Assistant (TBA -(TBA PT) Specialist Julie Mendez Julie Eva Amezola Eva Assistant Dean, Carmen Parra Carmen Upward Bound Upward Bound Administrative Administrative Miriam Alonso Miriam Funded Programs Funded Bound (AUSD) Bound Daniela McCarson Daniela Bound (CNUSD) Bound (CNUSD) Bound Director, Upward Upward Director, Upward Director, Upward Director, Administrative Administrative Program Assistant Upward Bound Bound Upward Rowana Thompson Outreach Specialist CalWORKs& Special Personnel Specialist Personnel Student Employment Employment Student Program Assistant Program Gabriela Lemus (PT) Gabriela Anthony Muniz (PT) Muniz Anthony Bernice Delgado (PT) Delgado Bernice (PT) Specialist Specialist Specialist Technician Records Technician Technician Pam Kollar Pam Student Services Eric Betancourt Mark DeAsis Mark Emile Bradshaw Emile Udawna Neal(PT) Student Services Services Student Services Student Services Student Veterans Services Services Veterans Operations Assistant Operations Operations Assistant Operations Alicia Montemayor Alicia Admissions & Records Admissions & Records Records & Admissions Operations Assistant Operations Vanessa Acosta (PT) Jacquelynn Warren(PT) Shazna Uduman (PT) Uduman Shazna Jeanne Darnell-Wallace Academic Evaluations Evaluations Academic Jennifer Valencia (PT) Valencia Jennifer Admissions & Records Assistant Cashier/Clerk Assistant Dean, Admissions & (TBA) Programs Tanya Wilson Tanya Ruth Jones (PT) Jones Ruth Student Activities Student College Receptionist College Dean, Special Funded Funded Special Dean, Administrative Assistant IV Assistant Administrative II III Transfer Assistant Rita Perez Rita Patti Brusca Patti Natalie Aceves Natalie Keith Coleman Keith Cynthia Acosta Cynthia Leona Crawford Irene Reyes (PT) Reyes Irene Monica Green Monica Vice President Vice Student Services Student Briana Boykin (PT) Boykin Briana Counseling Clerk II Clerk Counseling Ed Advisor, Career/ Ed Advisor, Disability Specialist Disability Specialist Disability Educational Advisor Educational Counseling Clerk III College Receptionist College Receptionist College Steven Gonzalez (PT) Gonzalez Steven Tabitha Montoya (PT) Montoya Tabitha Matriculation Program Program Matriculation Koji Uesugi (Interim) Tricia Hodawanus Tricia Dean, ServicesStudent Administrative Assistant Assistant Administrative Administrative Assistant Assistant Administrative Norco College – Student Services Director Receptionist Medical Office Health Services McAllister Lisa Monique Rodriguez (PT) Rodriguez Monique Specialist Patricia Gill Patricia Support Services Support Hortencia Cuevas Monica Esparza Monica Educational Advisor Educational Grants Administrative Administrative Grants Program Director, Student Student Director, Program II Nelya Parada Maria Gonzalez Maria Director, Student Student Director, Financial Services Financial Sheri Cologgi (PT) Cologgi Sheri Sandra Martinez Sandra Martinez Leticia Services Analyst Services Analyst Services Student Financial Financial Student Financial Student Outreach Specialist Outreach PT=Permanent Part-Time Employee Part-Time PT=Permanent Brizeida Castro (PT) Castro Brizeida Angela Grimsby (PT) Administrative Assistant Assistant Administrative Customer Service Clerk Service Customer Clerk Service Customer Student Financial Services Financial Student

54 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

The District/College Relationship continues to monitor compliance with state hiring mandates and verification of The relationship between the three RCCD candidate qualifications. This approach colleges and the District Office is by to the distribution of organizational nature multifaceted and continuously responsibilities is illustrated in the evolving. The transition from a single RCCD Function Map which is intended college, multi-campus district to a multi- to illustrate how the three colleges and college district has resulted in an ongoing the District manage the distribution of assessment of operations and services and, responsibilities. Issues such as economies when appropriate and necessary, a shift of scale, seamless coordination of from centralized district-provided control activities, legal compliance, and fiscal and service to local college-provided responsibility are all considered in oversight and responsibility. Following assessing the distribution and delineation the Board’s decision to seek approval of functions and responsibility. to create a single district, three-college system, the District acted strategically to The Riverside Community College increase the capacity of the current and District (RCCD) Function Map is proposed colleges to enable and empower intended to illustrate how the three them to make decisions and be more colleges and the District manage the directly accountable and responsive to distribution of responsibility by function. their local communities. It is based on the Policy and Procedures for the Evaluation of Institutions in Multi- In the past, the District directed all major College/Multi-Unit Districts or Systems processes, but since that time, the role of ACCJC/WASC. of the District has shifted from being “primary” in terms of responsibility The Function Map was developed and for the oversight of all major functions revised as the result of a collaborative and operations to being “primary” for process among the three colleges of some and “secondary” for others. In the District—Riverside City, Norco, some instances, the responsibility for and Moreno Valley—and the Riverside carrying out a function or responsibility Community College District office. A is “shared” by both the District and group, convened by the Associate Vice the colleges. Currently, district and Chancellor of Education Services, which college administrators and staff work included the Chancellor and senior collaboratively to achieve the District administrators from each of the colleges and colleges’ missions. For example, and the District met on October 17, 2012 while the District leads major bond and again in January 2013 to review and programs and maintains close oversight revise the current Function Map. A revised and accountability of bond resources, draft of the Function Map was shared with the colleges establish and maintain college and district constituencies during their own facilities, master plans, and October, November and December 2012. bond project priorities. Likewise, while When the district-wide group reconvened the colleges are solely responsible for on January 10, 2013, it considered the identifying and hiring new faculty, staff, input that had been received and based on and administrative positions, district staff further discussion, revised the Function

Organizational Charts and Function Map 55 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

Map. The revision process helped further clarify areas of responsibilities and is an accurate depiction of the manner in which each of the functions is addressed.

The Function Map includes indicators that depict the level and type of responsibility as follows:

P = Primary Responsibility (leadership and oversight of a given function including design, development, implementation, assessment and planning for improvement).

S = Secondary Responsibility (support of a given function including a level of coordination, input, feedback, or communication to assist the primary responsibility holders with the successful execution of their responsibility).

SH = Shared Responsibility (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-district and college mission statements).

N/A = Responsibility Not Applicable (in cases where neither the District nor the College has such responsibility; for example, Standard II.A.8, concerning offering courses in foreign locations).

56 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

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 PS aligned with its purposes, its character, and its student population. 2. The mission statement is approved by the Governing Board and PS published. 3. Using the institution’s governance and decision-making processes, the institution reviews its mission statement on a regular basis and PS revises it as necessary. 4. The institution’s mission is central to institutional planning and PS decision-making. 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. College District 1. The institution maintains an ongoing, collegial, self-reflective dialogue about the continuous improvement of student learning and PS institutional processes. 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 PS which they are achieved can be determined and widely discussed. The 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, integrated planning, PS 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, PS allocates necessary resources, and leads to improvement of institutional effectiveness.

Organizational Charts and Function Map 57 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

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 grees,de certificates, employment, or transfer to other higher education institutions or programs consistent with its mission. Instructional programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes. The provisions of this standard are broadly applicable to all instructional activities offered in the name of the institution. College District 2. The institution demonstrates that all instructional programs, regardless of location or means of delivery, address and meet the PS 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 PS 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 PS the current and future needs of its students. 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. When courses, certificates and degrees are shared PS by two or more of the District’s colleges, the course SLOs and program PLOs are common, but the assessment of these outcomes may vary among individual faculty members. 3. 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- PS 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. *Except for community education and study abroad which are coordinated at the District level. 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 PS of its faculty for establishing quality and improving instructional courses and programs.

58 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

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, PS certificates, programs 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 PS characterize all programs. *The three colleges share a common core curriculum across the District; e.g., Eng 1A, His 7, Math 35, etc. d. The institution uses delivery modes and teaching methodologies that PS 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, PS achievement of learning outcomes, currency, and future needs and plans. f. The institution engages in on-going, systematic evaluation and integrated planning to assure currency and measure achievement of its stated student learning outcomes for courses, certificates, PS programs including general 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 PS 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 PS consistent with institutional policies that reflect generally accepted norms or equivalencies in higher education. i. The institution awards degrees and certificates based on student PS achievement of a program’s stated learning outcomes. 3. The institution requires of all academic and vocational degree programs a component of general education based on a carefully considered philosophy that is clearly stated in its catalog. The institution, relying on the expertise of its faculty, determines the PS appropriateness of each course for inclusion in the general education curriculum by examining the stated learning outcomes for the course. General education has comprehensive learning outcomes for the students who complete it, including the following: a. An understanding of the basic content and methodology of the major areas of knowledge: areas include the humanities and fine arts, the PS natural sciences, and the social sciences.

Organizational Charts and Function Map 59 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

b. A capability to be a productive individual and lifelong learner: skills include oral and written communication, information competency, computer literacy, scientific and quantitative reasoning, critical PS 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 PS 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 PS inquiry or in an established interdisciplinary core. 5. Students completing vocational and occupational certificates and degrees demonstrate technical and professional competencies that PS 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, PS 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 degree requirements, the institution certifies that the expected learning outcomes for transferred courses are comparable to the PS 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 PS arrangements so that enrolled students may complete their education in a timely manner with a minimum of disruption.

60 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

c. The institution represents itself clearly, accurately, and consistently to prospective and current students, the public, and its personnel through its catalogs, statements, and regularly reviews institutional policies, procedures, and publications, including those presented in electronic formats. It regularly reviews institutional policies, procedures, and publications to assure integrity in all PS representations about its mission, programs, and services. *The three colleges share the same Board policies and procedures which are reviewed periodically. The colleges are responsible for the content of their catalogs, documents, and information disseminated to the public. 7. In order to assure the academic integrity of the teaching-learning process, the institution uses and makes public Governing Board- adopted policies on academic freedom and responsibility, student PS 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. a. Faculty distinguishes between personal conviction and professionally accepted views in a discipline. They present data and information PS fairly and objectively. b. The institution establishes and publishes clear expectations concerning student academic honesty and the consequences for PS 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 SH SH policies, including statements in the catalog and/or appropriate faculty or student handbooks. *Institutional Code of Professional Ethics is a District Board policy. 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. 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.

Organizational Charts and Function Map 61 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

College District 1. The institution assures the quality of student support services and demonstrates that these services, regardless of location or means of PS 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 information PS 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 PS programs to address those needs. a. The institution assures equitable access to all of its students by providing appropriate, comprehensive, and reliable services to PS 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 PS personal development for all of its students. c. The institution designs, maintains, and evaluates counseling and/or academic advising programs to support student development and PS 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 PS understanding and appreciation of diversity. e. The institution regularly evaluates admissions and placement instruments and practices to validate their effectiveness while minimizing biases. *The three colleges share an application and SP placement instruments; validation of the instruments occurs across the District. 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 PS of student records. *Each of the colleges is responsible for maintaining, storing, and managing their own records. The District manages one administrative system, Datatel, and maintains a secure backup of records and files.

62 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

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 PS student learning outcomes. The institution uses the results of these evaluations as the basis for improvement. 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 PS 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 support PS 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 develop PS skills in information competency. c. The institution provides students and personnel responsible for student learning programs and services with adequate access to PS the library and other learning support services, regardless of their location or means of delivery. d. The institution provides effective maintenance and security for its PS 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 utilized. PS 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.

Organizational Charts and Function Map 63 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

2. The institution evaluates library and other learning support services to assure their adequacy in meeting identified student needs. Evaluation of these services provides evidence that they contribute to PS the achievement of student learning outcomes. The institution uses the results of these evaluations as the basis for improvement.

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 SH SH education, training, and experience to provide and support these programs and services. a. Criteria, qualifications, and procedures for selection of personnel are clearly and publicly stated. Job descriptions are directly related to institutional mission and goals and accurately reflect position duties, responsibilities, and authority. Criteria for selection of faculty include knowledge of the subject matter or service to be performed (as determined by individuals with discipline expertise), SP 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. 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 PS 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 student learning outcomes have, as a component of PS their evaluation, effectiveness in producing those learning outcomes.

64 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

d. The institution upholds a written code of professional ethics for all SH SH of its personnel. 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 PS 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 SP policies and procedures are equitably and consistently administered. a. The institution establishes and adheres to written policies ensuring SP fairness in all employment procedures. b. The institution makes provision for the security and confidentiality of personnel records. Each employee has access to his/her SP 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 SH SH diversity. a. The institution creates and maintains appropriate programs, PS practices, and services that support its diverse personnel. b. The institution regularly assesses its record in employment equity SP and diversity consistent with its mission. c. The institution subscribes to, advocates, and demonstrates integrity PS in the treatment of its administration, faculty, staff and students. 5. The institution provides all personnel with appropriate opportunities for continued professional development, consistent with the PS institutional mission and based on identified teaching and learning needs. a. The institution plans professional development activities to meet PS the needs of its personnel. b. With the assistance of the participants, the institution systematically evaluates professional development programs and uses the results PS 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 PS resources and uses the results of the evaluation as the basis for improvement. 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.

Organizational Charts and Function Map 65 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

College District 1. The institution provides safe and sufficient physical resources that support and assure the integrity and quality of its programs and PS 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 PS 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 PS and maintained to assure access, safety, security, and a healthful learning and working environment. 2. To assure the feasibility and effectiveness of physical resources in supporting institutional programs and services, the institution plans PS 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 PS facilities and equipment. b. Physical resource planning is integrated with institutional planning. The institution systematically assesses the effective use of physical PS resources and uses the results of the evaluation as the basis for improvement. 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.

66 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

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 PS resources and uses the results of evaluation as the basis for improvement. 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. Once the District receives its allocation from the state, the District and colleges engage in a collaborative process which utilizes the agreed-upon Budget Allocation Model (BAM) to allocate financial resources. Each college is then responsible for managing its own financial resources. College District 1. The institution’s mission and goals are the foundation for financial PS planning. a. Financial planning is integrated with and supports all institutional PS planning. b. Institutional planning reflects realistic assessment of financial resource availability, development of financial resources, PS partnerships, and expenditure requirements. c. When making short-range financial plans, the institution considers its long-range financial priorities to assure financial stability. The PS 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 PS constituencies having appropriate opportunities to participate in the development of institutional plans and budgets. 2. To assure the financial integrity of the institution and responsible use of financial resources, the internal control structure has appropriate SH SH 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.

Organizational Charts and Function Map 67 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

b. Institutional responses to external audit findings are comprehensive, PS timely, and communicated appropriately. c. Appropriate financial information is provided throughout the SP institution, in a timely manner. 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 PS 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 assessment are PS used for improvement. 3. The institution has policies and procedures to ensure sound financial PS practices and financial stability. a. The institution has sufficient cash flow and reserves to maintain stability, strategies for appropriate risk management, and develops SP 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, SP 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 Post- SP Employment Benefits (OPEB), compensated absences, and other employee related obligations. d. The actual plan to determine Other Post-Employment Benefits (OPEB) is prepared, as required by appropriate accounting SP standards. e. On an annual basis, the institution assesses and allocates resources for the repayment of any locally incurred debt instruments that can SP 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 SP requirements. g. Contractual agreements with external entities are consistent with the mission and goals of the institution, governed by institutional SP policies, and contain appropriate provisions to maintain the integrity of the institution. h. The institution regularly evaluates its financial management practices and the results of the evaluation are used to improve SP internal control structures.

68 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

4. Financial resource planning is integrated with institutional planning. The institution systematically assesses the effective use of financial PS resources and uses the results of the evaluation as the basis for improvement of the institution.

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 PS 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. 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 PS 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 PS areas 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 PS 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 SH SH facilitate discussion of ideas and effective communication among the institution’s constituencies.

Organizational Charts and Function Map 69 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

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 PS 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 assure their integrity and effectiveness. The institution widely communicates PS the results of these evaluations and uses them as the basis for improvement. 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 assure the quality, integrity, and effectiveness of the student learning programs and services and the financial SP 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 for N/A P 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 improvement SP of student learning programs and services and the resources necessary to support them. c. The governing board has ultimate responsibility for educational SP 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, N/A 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 practices N/A P and revises them as necessary.

70 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

f. The governing board has a program for board development and new member orientation. It has a mechanism for providing for N/A 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 published N/A P in its policies or bylaws. h. The governing board has a code of ethics that includes a clearly N/A P defined policy for dealing with behavior that violates its code. 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 SP 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 PS 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, PS size, and complexity. He/she delegates authority to 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; PS • 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 institutional PS practices are consistent with institutional mission and policies.

Organizational Charts and Function Map 71 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Organizational Charts and Function Map

d. The president effectively controls budget and expenditures. PS e. The president works and communicates effectively with the PS 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 SP 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 SP from those of the colleges and consistently adheres to this delineation in practice. b. The district/system provides effective services that support the SP colleges in their missions and functions. c. The district/system provides fair distribution of resources that are SP adequate to support the effective operations of the colleges. d. The district/system effectively controls its expenditures. SP e. The chancellor gives full responsibility and authority to the presidents of the colleges to implement and administer delegated SP 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 effective SP 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 assure their integrity and effectiveness in assisting the SP colleges in meeting educational goals. The district/system widely communicates the results of these evaluations and uses them as the basis for improvement.

72 Organizational Charts and Function Map All evidence cited in this document can be found at http://norcocollege.edu/evidence. Certificate of Compliance with Eligibility Requirements

Certificate of Compliance with Eligibility Requirements

1. Authority it “encourage[s] an inclusive, innovative The institution is authorized or licensed approach to learning” and “provide[s] to operate as an educational institution foundational skills and pathways” to and to award degrees by an appropriate transfer, certificates, and degrees. The governmental organization or agency as mission statement appears on the College required by each of the jurisdictions or website and in its catalog. regions in which it operates. 3. Governing Board Norco College, the 112th independent The institution has a functioning college of the California Community governing board responsible for the College system, is accredited by the quality, integrity, and financial stability Accrediting Commission for Community of the institution and for ensuring that the and Junior Colleges Western Association institution’s mission is being carried out. of Schools and Colleges. Founded as This board is ultimately responsible for a campus of the Riverside Community ensuring that the financial resources of College system in 1991, it received initial the institution are used to provide a sound accreditation as a separate college in educational program. Its membership is 2010. It is authorized to operate as an sufficient in size and composition to fulfill educational institution and award degrees all board responsibilities. under regulations of the California State Department of Education and The governing board is an independent the California Community Colleges policy-making body capable of reflecting Chancellor’s Office. constituent and public interest in board activities and decisions. A majority of 2. Mission the board members have no employment, The institution’s educational mission is family, ownership, or other personal clearly defined, adopted, and published financial interest in the institution. The by its governing board consistent with its board adheres to a conflict of interest legal authorization, and is appropriate policy that assures that those interests are to a degree granting institution of higher disclosed and that they do not interfere education and the constituency it seeks to with the impartiality of governing body serve. The mission statement defines the members or outweigh the greater duty institutional commitment to achieving to secure and ensure the academic and student learning. fiscal integrity of the institution.

The original mission statement for Norco College, one of three accredited Norco campus was approved in 2006, colleges in the Riverside Community revised in 2008, and revised a second College District, has a publicly elected time after the College was granted five-member Board of Trustees, joined by initial accreditation. It was approved a non-voting student trustee, who governs by the Board of Trustees on August 21, all three colleges. Members are elected to 2012 (see Board of Trustees, Minutes, four-year terms, which are staggered to August 21, 2012). The mission statement ensure continuity. Board members have defines the College’s commitment to no employment or personal financial achieving student learning, noting that interests in the College and hold monthly

Certificate of Compliance with Eligibility Requirements 73 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Certificate of Compliance with Eligibility Requirements

public meetings with notices and agendas nor the president serves as chair of the that conform to the Brown Act. The governing board. The College informs Board has policies pertaining to ethics the Commission promptly when there is and conflict of interest; all are available a change in executive leadership. online. The Board members approve the institution’s budget and receive monthly 5. Administrative Capacity financial reports as well as other formal The institution has sufficient staff, with financial and audit reports to ensure the appropriate preparation and experience fiscal integrity of the College. The Board to provide the administrative services also approves all curricula before the necessary to support its mission and College offers any new courses, programs, purpose. or degree patterns. At its March 20, 2012 meeting, the Board decided to move Norco College has sufficient staff from an at-large representation to an area (24 management and 94 classified, as representation and to continue with the of Fall 2013), all with the necessary five-member size. experience and qualifications, to provide appropriate administrative oversight 4. Chief Executive Officer necessary to support its mission and The institution has a chief executive purpose. In addition to the president, officer appointed by the governing the College has three vice presidents, board, whose full-time responsibility is eight deans, one associate dean, and one to the institution, and who possesses the assistant dean who have authority over requisite authority to administer board specific units within the College. The policies. Neither the district/system chief organizational charts demonstrate the executive office nor the institutional chief specific areas of responsibility for each of executive officer may serve as the chair the administrative staff. Administrative of the governing board. The institution staff are hired after a rigorous selection informs the Commission immediately process and evaluated on a regular basis. when there is a change in the institutional chief executive officer. 6. Operational Status The institution is operational, with The Norco College president is students actively pursuing its degree recommended for appointment by the programs. District chancellor and approved by the Board of Trustees. The president Norco College has operated continuously reports directly to the chancellor, who since 1991, with 9,819 students as of Fall is appointed by and reports to the Board 2013 actively pursuing certificates and of Trustees. The governing board has degrees as well as preparation for transfer adopted Board Policy 2430, Delegation to four-year institutions. In Spring 2013, of Authority to Chancellor and College the College awarded 712 degrees in 34 Presidents, to define and delineate the majors. authority of the chancellor and the college presidents (see Board of Trustees BP2430 7. Degrees Delegation of Authority to Chancellor A substantial portion of the institution’s and Presidents). Neither the chancellor educational offerings are programs

74 Certificate of Compliance with Eligibility Requirements All evidence cited in this document can be found at http://norcocollege.edu/evidence. Certificate of Compliance with Eligibility Requirements that lead to degrees, and a significant programs also have defined learning proportion of its students are enrolled in outcomes, and outcomes for both courses them. and programs are systematically assessed. The 2013-14 Norco College Catalog lists To meet its stated mission, Norco College 42 AA/AS degrees, 28 state-approved offers Associate of Arts and Associate career/technical certificates, and 14 of Science degrees and a variety of locally approved certificates offered by certificates. The 2013-14 Norco College the College (see College Catalog 2013- Catalog offers a detailed list of Associate of 2014). Arts areas of emphasis (AOE), Associate Degree for Transfer areas, and Associate 9. Academic Credit of Science CTE programs and certificates The institution awards academic credit (see College Catalog 2013-2014). Most based on generally accepted practices students graduate with degrees in one of in degree-granting institutions of higher seven AOEs or with certificates in one of education. Public institutions governed 42 CTE programs, but the total number of by statutory or system regulatory degree patterns available and listed in the requirements provide appropriate Fall 2013 catalog exceeds 75. information about the awarding of academic credit. 8. Educational Programs The institution’s principal degree Norco College awards academic credit programs are congruent with its mission, based on accepted practices of California are based on recognized higher education community colleges under the California field(s) of study, are of sufficient content Code of Regulations, Title 5 §55002.5. and length, are conducted at levels Detailed information about academic of quality and rigor appropriate to credit is published annually in the College the degrees offered, and culminate in Catalog. identified student outcomes. At least one degree program must be of two academic 10. Student Learning and Achievement years in length. The institution defines and publishes for each program the program’s expected Norco College’s principal degree student learning and achievement programs are congruent with its mission, outcomes. Through regular and systematic based on recognized higher education assessment, it demonstrates that students fields of study, of sufficient content who complete programs, no matter where and length, conducted at appropriate or how they are offered, achieve these levels of quality and rigor. They also outcomes. lead to identified learning outcomes. The degree programs meet California Board-approved institutional General Code of Regulations and curriculum Education Student Learning Outcomes requirements and, when combined with (SLOs) have been published in the College general education, represent two years of Catalog since the 2007-08 academic year. full-time study. Course outlines of record Program-level SLOs have been defined in both credit and non-credit classes meet for all Norco College AA/AS degrees, student learning outcomes. All academic areas of emphasis, certificates, transfer-

Certificate of Compliance with Eligibility Requirements 75 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Certificate of Compliance with Eligibility Requirements

model curricula, and career/technical general education program is scrutinized programs. Course outlines of record for rigor and quality by the Academic contain appropriate course-level SLOs Senate, the Student Success Committee, integrated with methods of instruction the Curriculum Committee, and through and evaluation; course SLOs are also the C-ID course number system that linked to institutional General Education ensures consistency of curriculum with Student Learning Outcomes and to the UC and CSU systems. The College appropriate program-level outcomes has participated in a district wide effort to through faculty-developed curriculum revise both the general education student maps (see Curriculum Maps). All learning outcomes and the program itself, regularly taught courses at the College to ensure greater curriculum alignment. are assessed at least once every four Assessment of general education learning years. Programs are assessed at least once outcomes is ongoing and systematic. every three years. The College has begun a program to assess one of its four general 12. Academic Freedom education outcomes every fall, making it The institution’s faculty and students are possible to assess the complete program free to examine and test all knowledge quadrennially. appropriate to their discipline or area of major study as judged by the academic/ 11. General Education educational community in general. The institution defines and incorporates Regardless of institutional affiliation or into all of its degree programs a sponsorship, the institution maintains an substantial component of general atmosphere in which intellectual freedom education designed to ensure breadth and independence exist. of knowledge and promote intellectual inquiry. The general education component Norco College supports academic includes demonstrated competence in freedom for both its faculty and students. writing and computational skills and an Faculty and students are free to examine introduction to some of the major areas and test all knowledge appropriate to of knowledge. General education has their discipline or area of major study comprehensive learning outcomes for the as ensured by Board Policy 4030 students who complete it. Degree credit endorsing the American Association of for general education programs must be University Professors (AAUP) Statement consistent with levels of quality and rigor on Academic Freedom (see Board of appropriate to higher education. See the Trustees BP 4030 Academic Freedom). Accreditation Standards, II.A.3, for the The institution prides itself on offering an areas of study for general education. open, inquiring, yet respectful educational atmosphere, evidence of its commitment All degree programs require a minimum to intellectual freedom and independence of 23 units of general education to ensure of thought. The College publishes a breadth of knowledge and to promote statement on Academic Freedom in its intellectual inquiry. Students must catalog. demonstrate competency in writing, reading, and mathematical skills to receive 13. Faculty an associate degree. The institution’s The institution has a substantial core

76 Certificate of Compliance with Eligibility Requirements All evidence cited in this document can be found at http://norcocollege.edu/evidence. Certificate of Compliance with Eligibility Requirements of qualified faculty with full-time its first priority. Students can access responsibility to the institution. The core information, forms, and services through is sufficient in size and experience to links provided on the College’s website. support all of the institution’s education programs. A clear statement of faculty 15. Admissions responsibilities must include development The institution has adopted and adheres and review of curriculum as well as to admission policies consistent with its assessment of learning. mission that specify the qualifications of students for its programs. In Fall 2013, Norco College employed 69 full-time faculty and 212 associate Norco College has adopted and adheres faculty. All faculty meet the minimum to admissions policies consistent with its requirements for their disciplines mission as a public California community based on regulations for the Minimum college and in compliance with Title 5 Qualifications for California Community of the California Code of Regulations. College Faculty established in Title 5 Student admission policy supports of the California Code of Regulations. the Norco College mission statement Nearly half hold terminal degrees. and helps to ensure that students are Clear statements of faculty roles and appropriately qualified for the program responsibilities exist in the faculty and course offerings. Information about Collective Bargaining Agreement, the admissions requirements is available Faculty Handbook, and established in the College Catalog, in the Schedule processes, including strategic planning of Classes, and on the College website. and the improvement of instruction Students take placement tests in reading, process. These responsibilities, entrusted math, ESL, and English as a prerequisite primarily to full-time faculty, include for admission into the appropriate level in participation in curriculum, in program those disciplines. review, in the development and assessment of student learning outcomes, and in the 16. Information and Learning strategic planning processes. Resources The institution provides, through 14. Student Services ownership or contractual agreement, The institution provides for all of its specific long-term access to sufficient students appropriate student services that information and learning resources support student learning and development and services to support its mission and within the context of the institutional instructional programs in whatever mission. format and wherever they are offered.

Norco College’s student services Norco College provides access to programs—ranging from online tutoring sufficient print and electronic information to support for veterans and foster youth— and learning resources through its library, are comprehensive and robust. They electronic databases, and programs to meet support student learning and development the educational needs of its students. The within the context of the College mission, library has staff to assist students in the which identifies service to students as use of college resources. Internet access

Certificate of Compliance with Eligibility Requirements 77 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Certificate of Compliance with Eligibility Requirements

and online computer search capabilities audits, various state reports, and Office are available without charge to students of the Vice Chancellor of Business and in the library, student support programs, Finance assure that the College remains and in computer labs. The College financially stable. also makes free wireless connectivity available throughout the campus. The 18. Financial Accountability institution is committed to enhancing its The institution annually undergoes and learning resources, regardless of location makes available an external financial or delivery method. audit by a certified public accountant or an audit by an appropriate public 17. Financial Resources agency. The institution shall submit with The institution documents a funding base, its eligibility application a copy of the financial resources, and plans for financial budget and institutional financial audits development adequate to support student and management letters prepared by an learning programs and services, to outside certified public accountant or by improve institutional effectiveness, and to an appropriate public agency, who has no assure financial stability. other relationship to the institution, for its two most recent fiscal years, including Norco College, through the Riverside the fiscal year ending immediately Community College District, receives prior to the date of submission of the and documents the funding base from application. The audits must be certified the Chancellor’s Office for California and any exceptions explained. It is Community Colleges. The Riverside recommended that the auditor employ Community College District allocates as a guide “Audits of Colleges and funding, using the process outlined in Universities,” published by the American the District’s budget allocation model, Institute of Certified Public Accountants. to the three colleges in the District and An applicant institution must not show an to the District administrative offices. annual or cumulative operating deficit at The District’s and the College’s mission any time during the eligibility application statements, program review processes, process. Institutions that are already Title and strategic planning processes serve IV eligible must demonstrate compliance as the basis for allocating the District’s with federal requirements. and the College’s resources. The budget and planning processes support a The Riverside Community College comprehensive set of learning programs District undergoes and makes public and services, all aimed to improve an annual external audit for the District institutional effectiveness. The District’s and its colleges by a contracted certified annual budget is publicly adopted by the public accounting firm. The audit is Board of Trustees and funds the College’s conducted in accordance with the student learning programs and services. standards contained in the following audit Under the direction of the President, the guide: State and Local Governments, Vice President for Business Services Government Auditing Standards, Circular oversees appropriate and effective A-133 Audits, and Not-For-Profit Entities utilization of the College’s annual budget. (Foundations). In addition, the external The planning process, institutional auditing firm follows the following

78 Certificate of Compliance with Eligibility Requirements All evidence cited in this document can be found at http://norcocollege.edu/evidence. Certificate of Compliance with Eligibility Requirements standards: Circular A-133 for Single systematic institutional planning process, Audits, Government Auditing Standards integrated with the District Strategic (Yellow Book), U.S. Auditing Standards, Plan and the College mission statement, and the Contracted District Audit Manual to provide planning for the development provided by the California Community of the College (see Strategic Planning College Chancellor’s Office (see District Process Flowchart). It has integrated Financial Documents, Webpage). The planning for academic personnel, Board of Trustees reviews these annual learning resources, student services, audit reports regularly. Also, the District facilities, and financial development, responds to the annual audit management as well as procedures for program letters to delineate the manner by review, assessment, and institutional which the District has addressed the improvement. Annually generated auditor’s concerns or recommendations. Administrative, Student Services, and In addition, the Chancellor’s Office Instructional Program Review documents for California Community Colleges (made public through links on the monitors the District’s financial stability College website), along with Educational, and compliance with state regulations Facilities, and Technology master plans, and codes through the annual 311 Report drive institutional planning. All of these submitted in the fall of each year. The processes are periodically reviewed and Riverside Community College District (when necessary) modified to ensure they has demonstrated continued compliance have as their primary focus the support of with Title IV federal requirements. Copies student learning (see Strategic Planning of the District Budget and Audit Reports Policy 2010-01). for the last few years are available online. 20. Integrity in Communication with 19. Institutional Planning and the Public Evaluation The institution provides a print or The institution systematically evaluates electronic catalog for its constituencies and makes public how well and in what with precise, accurate, and current ways it is accomplishing its purposes, information concerning the following (34 including assessment of student learning C.F.R § 668.41-43; §668.71-75): outcomes. The institution provides evidence of planning for improvement General Information of institutional structures and processes, • Official Name, Address(es), Telephone student achievement of educational Number(s), and Website Address of goals, and student learning. The the Institution. institution assesses progress toward • Educational Mission achieving its stated goals and makes • Course, Program, and Degree decisions regarding improvement through Offerings an ongoing and systematic cycle of • Academic Calendar and Program evaluation, integrated planning resource Length allocation, implementation, and re- • Academic Freedom Statement evaluation. • Available Student Financial Aid • Available Learning Resources Norco College has a comprehensive and • Names and Degrees of Administrators

Certificate of Compliance with Eligibility Requirements 79 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Certificate of Compliance with Eligibility Requirements

and Faculty related to attending or withdrawing from • Names of Governing Board Members the institution.

Requirements 21. Relations with the Accrediting • Admissions Commission • Student Fees and Other Financial The institution provides assurance that it Obligations adheres to the Eligibility Requirements • Degree, Certificates, Graduation and and Accreditation Standards and policies Transfer of the Commission, describes itself in identical terms to all its accrediting Major Policies Affecting Students agencies, communicates any changes • Academic Regulations, including in its accredited status, and agrees to Academic Honesty disclose information required by the • Nondiscrimination Commission to carry out its accrediting • Acceptance of Transfer Credits responsibilities. The institution will • Grievance and Complaint Procedures comply with Commission requests, • Sexual Harassment directives, decisions and policies, and • Refund of Fees will make complete, accurate, and honest disclosure. Failure to do so sufficient Locations or Publications Where Other reason, in and of itself, for the Commission Policies May Be Found to impose a sanction, or to deny or revoke candidacy or accreditation (34 C.F.R Norco College publishes a catalog §668 - misrepresentation). annually and a schedule of classes four times a year (one for each academic term) Norco College has demonstrated that contain separate listings of classes its commitment to the eligibility offered on each college and off-campus requirements, accreditation standards, centers. The schedule of classes is only and policies of the Commission. Since available electronically, but limited copies the last Self Evaluation Report in 2009, of the catalog are available in hard copy. the College has had an ongoing dialogue These documents, along with multiple with the Commission and has complied District and College websites and with all Commission requests, directives, other appropriate publications, provide and decisions. The Riverside Community accurate and current information about College District Board of Trustees the institution that announces its mission provides assurance that Norco College and goals, its admission requirements and adheres to Commission requirements, procedures, its academic calendar and standards, and policies, describes the program length, its rules and regulations, College in identical terms to all its its cost and refund policies, its learning accreditation agencies, communicates resources, its financial aid centers, its any changes in its accredited status, and grievance procedures and other policies discloses information required by the affecting students, the names and Commission to carry out its accrediting academic credentials of its faculty and responsibilities. All disclosures by the administrators, the names of the Board College have been, and will continue to of Trustee members, and all other items be, complete, accurate, and honest.

80 Certificate of Compliance with Eligibility Requirements All evidence cited in this document can be found at http://norcocollege.edu/evidence. Certificate of Compliance with Commission Policies

Certificate of Compliance with Commission Policies

Certification of Continued undergo an additional curriculum Institutional Compliance with approval process. The details of this Commission Policies process, outlined in the College’s CurricUNET website in the section

“How to Build a DE Course Proposal,” Policy on Distance Education and on include approval by the discipline faculty Correspondence Education and by other College departments, including the library, and the Disability Commission policy specifies that all Resource Center. The faculty proposing learning opportunities provided by the course must explain the details of the accredited institutions must have course management, including how the equivalent quality, accountability, and course supports regular and substantive focus on student outcomes, regardless interaction between faculty and students, of mode of delivery. This policy provides and offer a rationale for teaching the a framework that allows institutions course in the distance education format. the flexibility to adapt their delivery modes to the emerging needs of students As is the case with all other curriculum, and society while maintaining quality. distance education course development Any institution offering courses and falls under the purview of the Curriculum programs through distance education or Committee at both the local and District correspondence education is expected to levels. Faculty who teach in an online- meet the requirements of accreditation in based course must complete the Online each of its courses and programs and at Blackboard Academy, which consists of each of its sites. six online modules that must be completed within a month. This training is facilitated At Norco College, all courses offered by a centralized District department in online or in hybrid formats presently called Open Campus. The Open Campus exist as traditional face-to-face courses department has also created over 100 as well, having the same student learning online tutorials for faculty and has outcomes. Assessment of student learning implemented a faculty peer mentoring outcomes in distance education courses program in which several faculty at occurs according to the rotation for course each college serve as mentors to support assessment developed by the Office distance education faculty. The College of Institutional Effectiveness. Faculty also uses a secure log-in and password teaching distance education courses are procedure to verify each student’s evaluated regularly via the Improvement identification. State authorization of Instruction process outlined in the procedures are likewise administered via bargaining agreement between the the Open Campus department. Faculty Association and the Riverside Community College District (see CTA The Distance Education Committee Collective Bargaining Agreement, pp. 25- (DEC), a standing committee of the 32). Academic Senate, further supports excellence in teaching and learning Before a course is offered in distance in the online environment. The DEC education format, the course must works collaboratively with both the

Certificate of Compliance with Commission Policies 81 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Certificate of Compliance with Commission Policies

Professional Development Committee of accredited status. Responsible self- and the Technology Committee to ensure regulation requires rigorous attention to that distance education faculty have principle of good practice. the necessary training and technology support for their courses. Because Norco College is an open enrollment institution, it does not Policy on Institutional Compliance actively recruit students, although it has with Title IV outreach efforts that include visits to local high schools and assisting students The institution has policies and procedures in navigating the process of enrollment to ensure sound financial practices and and matriculation. The College Catalog, financial stability. The District and various web pages, and the Schedule of College continually assess the availability Classes accurately and clearly identify of resources for the repayment of debt to all conditions for transfer of course ensure the fiscal stability of the institution. credits, conditions for acceptance of Norco College monitors and manages course credits, requirements for course student loan default rates to ensure completion and licensure examinations, compliance with federal requirements. degree and certificate completion The College financial aid office reviews requirements, a list of full-time faculty receipt, disbursement, and loan default members and their degrees, and all rate to ensure compliance with federal entrance requirements in addition to all regulations. Norco College’s student loan other items listed in the Commission default rate for the past two years was: Policy. Also, it accurately represents its 2010 10.9 percent (2 year official) accredited status in the College Catalog 2011 10.0 percent (2 year draft) and on the College website.

In the future, the College will be Policy of Institutional Degrees and assigned three year rates. The College Credits has contracted with a vendor to assist in managing its default rate. It is providing An accredited institution conforms to a outreach to students in the form of commonly accepted minimum program information on repayment options. In length of 60 semester credit hours or addition, financial aid staff are monitoring 90 quarter credit hours awarded for periodic information for students who are achievement of student learning for an in the repayment process and who may be associate degree. Any exception to this in danger of default. minimum must be explained and justified.

Policy on Institutional Advertising, An accredited institution must have in Student Recruitment, and place written policies and procedures for Representation of Accredited Status determining a credit hour that generally meet commonly accepted academic All accredited institutions, or individuals expectation and it must apply the policies acting on their behalf, must exhibit and procedures consistently to its courses integrity and responsibility in advertising, and programs. student recruitment, and representation

82 Certificate of Compliance with Commission Policies All evidence cited in this document can be found at http://norcocollege.edu/evidence. Certificate of Compliance with Commission Policies

At the time of an educational quality meet the commonly accepted standards and institutional effectiveness review for transfer. Also, degrees and certificates (formerly comprehensive review), the that exceed 18 units have been reviewed Commission will review the institution’s and approved by the Chancellor’s Office policies and procedures for determining for California Community Colleges. credit hours for its courses and programs and how these policies and procedures are Policy on Institutional Integrity and applied. The Commission will as part of Ethics this review assess whether the institution implements the clock-to-credit hour Accredited institutions, or individuals conversion formula. The Commission acting on their behalf, must exhibit will make a reasonable determination integrity and subscribe to and advocate of whether the institution’s assignment high ethical standards in the management of credit hour conforms to commonly of its affairs and all of its activities dealing accepted practice in higher education with students, faculty, and staff, its using sampling and other methods. If, governing board, external agencies and following the review, the Commission organizations, including the Commission, finds systematic non-compliance with and the general public. this policy or significant non-compliance regarding one or more programs at the Norco College and the Riverside institution, it must take appropriate action Community College District make an and promptly notify the U.S. Department effort to provide clear and accurate of Education (34 C.F.R. § 602.24 (f) (1), information to the public and all (2); §668.8 (l) (1)). constituencies. The institution, both the College and the District, complete all All degrees and credits awarded at Norco annual reports to the Commission, to College conform to commonly accepted the Chancellor’s Office for California practices in higher education and fulfill Community Colleges, to the state and all Title 5, California Education Code, federal governments, and to any other body and the California Community College needing information about the College. Accounting Manual requirement These reports are available to the public, regarding credit hour and clock hours many on various College websites. The and certificate and associate degree College Catalog, the Schedule of Classes, requirements. The academic courses of and various College and District websites study in the various degree and certificate provide information about the mission, programs have sufficient length, breadth, the programs, admission requirements, and content; the courses of study have available student services, fees and appropriate levels of rigor and clear costs, financial aid programs, transcripts, statements of student learning outcomes, transfer of credit, and refunds as well as and they undergo periodic assessment to its accreditation status. Board policies ensure that students are achieving those exist to assure integrity with academic outcomes. The College has articulation honesty, hiring, conflict of interest, and agreements with the California State due process protections and are regularly University system and the University reviewed and available on the District of California to ensure that the courses websites. The Board of Trustees’ Policy

Certificate of Compliance with Commission Policies 83 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Certificate of Compliance with Commission Policies

Manual includes policies for each of the system in its report to the Commission. areas identified in this Commission Policy The accredited institution’s obligation to on Integrity and Ethics, including the report any changes in control, legal status code of ethics for the Board of Trustees, or ownership through its substantive administration, faculty, and students. change process also applies to related It includes grievance and complaint entities. procedures for all constituencies of the College, including procedures for Contractual agreements at Norco confidential and anonymous submission College consist of grants and awards, of complaints. outside agency contracts for personal and professional services, construction Policy on Contractual Relationships contracts, consultant agreements, with Non-Regionally Accredited instructional service agreements, and Organizations contracts for information technology.

When an institution contracts certain All contracts are submitted to College functions to a related entity, the institution Business Services by the contracting is responsible to the Commission for division or department via a Contract presenting, explaining, and evaluating Transmittal Form (CTF). The Vice all significant matters and relationships President of Business Services reviews involving related entities that may affect each contract to ensure that they are accreditation requirements and decisions consistent with the College’s mission at the time of eligibility review, candidacy and goals, as well as for fiscal impact, review, initial accreditation, educational risk components, termination clauses, quality and institutional effectiveness standards of conduct, and any language review, follow-up and special reports, that may have potential exposure for all other times deemed relevant by the the District. The District’s in-house Commission. Although a related entity legal counsel reviews each contract to may affect an institution’s ongoing insure proper legal terms. Once that compliance with the Accreditation review is complete, the contract is sent Standards, the Commission will review to the College President for review and and hold responsible the applicant, signature. Contracts that have a fiscal candidate, or accredited institution impact between fiscal years are input for compliance with Accreditation into the financial accounting system in Standards. The Commission will protect the appropriate fiscal year so that an the confidential nature of all information automatic encumbrance of financial submitted by the institutions or by related resources takes place. entities except as otherwise required by law or other Commission policies. The President is delegated the authority to sign a contract as an enforceable If an institution is part of a district/ obligation on behalf of the College. For system with shared facilities or processes services of $83,400 or more, Board of (e.g., library) or centralized information Trustees approval must be obtained prior (e.g., strategic plan), the institution may to implementation of contracted services. use documents prepared by the district/ The services of independent contractors

84 Certificate of Compliance with Commission Policies All evidence cited in this document can be found at http://norcocollege.edu/evidence. Certificate of Compliance with Commission Policies are considered temporary in nature and individual contractors must meet specific criteria.

Requests for instructional service agreements follow a contract process that must be approved by the Teaching and Learning Committee of the Board of Trustees. Contracts include terms of instruction as well as terms and conditions for cancellation and termination of the arrangement. Instructors must meet existing College hiring standards and must be approved by the Board of Trustees as well. Academic Affairs performs research to ensure that all programs meet the needs of state regulations for licensing. In the absence of state regulations, industry association standards are utilized. All contracts with outside entities go through a rigorous review and approval process (see Board of Trustees BP 6340 Bids and Contracts; BP6345 Bids and Contracts under the UPCCAA; AP6352 Change Orders—Delegation of Authority; AP6365 Contracts—Accessibility of Information Technology).

Certificate of Compliance with Commission Policies 85 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Certificate of Compliance with Commission Policies

86 Certificate of Compliance with Commission Policies All evidence cited in this document can be found at http://norcocollege.edu/evidence. Responses to 2010 Recommendations

Responses to 2010 Recommendations

Responses to Recommendations threats, and strategies) analysis and in from the Most Recent the integration of the strategic plans Educational Quality and from the three colleges into the refreshed district plan. After extensive review and Institutional Effectiveness revision by the planning committees at Review the three colleges, the updated plan was adopted and approved by the Board of District Recommendation 1 Trustees at its April 16, 2013 meeting (see Board of Trustees, Minutes, April The teams recommend that the Board 16, 2013; Academic Senate, Minutes, of Trustees and Chancellor develop and November 5, 2012). The Riverside implement a District strategic plan that Community College District Centennial will: Strategic Plan: 2012-2016 contains • Align with the District mission the following themes: Student Access; statement (Standards 1A.1 and Student Learning and Success; Resource IIId.1); Stewardship; Community Collaboration; • Provide a framework for the college’s/ and Partnership (see District Strategic campuses’ strategic plans (Standard Planning Committee, Minutes, April 5, 1B.4); and 2013). • Drive the allocation of District resources for the college, campuses, The District Budget Advisory Council and District office (Standard IIID.1; (DBAC) meets regularly and comprises Eligibility Requirement 19). The representatives from the District need to connect budget and planning office as well as all three colleges. remains unfulfilled from the 2001 The District defines and follows its accreditation recommendations. guidelines and processes for financial planning and budget development with Response: all constituencies through the DBAC. All constituencies have appropriate In Fall 2012, the District hired a consultant opportunities to participate in the to guide the process of updating the development of institutional plans and Riverside Community College District budgets. Significant improvements in the Strategic Plan: 2008-12 and to develop area of communication, and involvement the Riverside Community College of faculty and administrators in the District Centennial Strategic Plan: 2012- budget development process have been 2016. Through an interactive process of implemented. The College community dialogue and feedback, the 27-member has access to information available on the District Strategic Planning Committee website, information distributed through (DSPC) reviewed the District’s vision, the email system, presentations during mission, and values statements and College committee and board meetings, utilized the new External Environmental and other various meetings. College Scan to drive revisions. The consultant administrators have the opportunity to also guided the District Strategic move their budget to the appropriate Planning committee in a SWOTS expenditure category during the budget (strength, weaknesses, opportunities, development process and inform College

Responses to 2010 Recommendations 87 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Responses to 2010 Recommendations

and District administration of increases District Recommendation 2 due to grants, categorical and other revenue and expenditure increases and The teams recommend that the District and decreases. college/campuses develop, implement, and assess a resource allocation model The District Budget Advisory Council that: (DBAC) has been working with the • Is open, transparent, and inclusive Budget Allocation Model (BAM) first (Standards IB and IVB.3e); adopted in 2008 (see Budget Allocation • Is widely disseminated and reviewed Model). Budgets since that time have been periodically for effectiveness developed using that model. The current (Standards IIID.2b and IIID.3); and model includes data about previous years’ • Is linked to the strategic plans at the budgets and historical budgets, and an District, college, and campus levels efficiency incentive using efficiency data. (Standards IA.1. IIID.1a-d, and During the recent period of severe budget IVB.3c). cuts, the DBAC recognized deficiencies in the Budget Allocation Model (for Response: example, efficiency is not relevant when shrinking resources result in fewer class The District Budget Allocation Model offerings). (BAM) is open, transparent, and inclusive. The BAM was developed with In Fall 2012, the Chancellor requested District wide input through discussions that the DBAC thoroughly review the in the District Budget Advisory Council Budget Allocation Model (BAM) to (DBAC) and provided the foundation ensure that allocation of District resources for the development of the budget which is integrated with strategic planning. was approved by the Board of Trustees Subsequently, the BAM was revised in in October 2013 (see Board of Trustees, Spring 2013 for use in developing the Minutes, October 15, 2013). To ensure 2013-2014 budget. transparency, the BAM principles as well as other financial documents are posted In Fall 2013, the District named a work on the District website (see Budget group, composed of members from the Allocation Model). The College also District and the three colleges, to develop maintains its commitment to transparency operational definitions and specific by making regular and thorough budget measurable outcomes and targets for the updates at its Committee of the Whole refreshed plan. meetings (see Committee of the Whole, Minutes, September 24, 2013). The This recommendation has been resolved. District and the College have continued to use the budget allocation process in its 2010-11, 2011-12, 2012-13, and 2013-14 budget development processes. Because the BAM mirrors the state funding model for the California Community Colleges, enrollment management planning drives the allocation of

88 Responses to 2010 Recommendations All evidence cited in this document can be found at http://norcocollege.edu/evidence. Responses to 2010 Recommendations operational resources. Planning related terms to maintain objectivity and to enrollment management is embedded predictability so that the outcome is within the organizational structures independently verifiable. of both the District through DBAC 7. The BAM is driven by verifiable and at the College. At the College, the data. Institutional Strategic Planning Council (ISPC) develops guiding principles This recommendation has been resolved. for enrollment management while the Academic Planning Council (APC), a District Recommendation 3 council of chairs, operationalizes the principles (see Institutional Strategic The teams recommend that college, Planning Council, Minutes, May 15, campus, and District administrators and 2013; Academic Planning Council, faculty delineate, document, and assess: Minutes, August 30, 2013). • The roles and responsibilities between and among the District’s Through this intensive review, the BAM entities (Standard IVB.3; Policy and principles were updated as shown below Procedures for the Evaluation of (see District Budget Advisory Council, Institutions in Multi-College/Multi- Minutes, May 10, 2013). Unit Districts or Systems); • The roles and scope of authority of Budget Allocation Model Principles: the CEOs at the District and college/ campus levels (Standard IVA.2); and 1. Equilibrium in the operating budget. • A feedback loop between and among Structural balance is maintained the entities on key issues, such as through assurance that ongoing planning, staffing priorities, etc. expenditures do not exceed ongoing (Standards IVA.2, IVB.3, IVB.4, and revenues and that compliance IVB.6). with state and District reserve requirements is maintained. Response: 2. The BAM recognizes that resource allocation is linked to District wide The relationship between the three strategic planning. colleges and the District is by nature 3. The BAM provides for the equitable multifaceted and continuously evolving. allocation of available resources to The transition from a single college, their three colleges and the District multi-campus district to a multi-college office, while ensuring compliance district has resulted in an ongoing with statutory and regulatory assessment of operations and services requirements. and, when appropriate and necessary, a 4. Enrollment management decisions shift from centralized district-provided drive the allocation of operational control and service to local college- resources. provided oversight and responsibility. 5. The BAM is simple, readily communicable and understood, and In the past, the District directed all as easy to administer as possible. major processes, but the role of the 6. The BAM is defined in measurable District has now shifted from being

Responses to 2010 Recommendations 89 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Responses to 2010 Recommendations

“primary” in terms of responsibility The Function Map was developed for the oversight of all major functions and revised as the result of a and operations to being “primary” for collaborative process among the three some and “secondary” for others. In colleges of the District—Riverside some instances, the responsibility for City, Norco, and Moreno Valley— carrying out a function or responsibility and the Riverside Community College is “shared” by both the District and District office. A group, convened by the the colleges. Currently, District and Associate Vice Chancellor of Education college administrators and staff work Services, which included the Chancellor collaboratively to achieve the District and senior administrators from each and colleges’ missions. For example, of the colleges and the District, met to while the District leads major bond review and revise the current Function programs and maintains close oversight Map. A revised draft of the Function Map and accountability of bond resources, the was shared with College and District colleges establish and maintain their own constituencies during October, November, facilities, master plans, and bond project and December 2012 (see Institutional priorities. Likewise, while the colleges Strategic Planning Council, Minutes, are solely responsible for identifying February 20, 2013). When the District and hiring new faculty, staff, and wide group reconvened, it considered the administrative positions, District staff input that had been received and based on continues to monitor compliance with further discussion, revised the Function state hiring mandates and verification of Map. The revision process helped further candidate qualifications. This approach clarify areas of responsibilities and is an to the distribution of organizational accurate depiction of the manner in which responsibilities is illustrated in the each of the functions is addressed. Riverside Community College District (RCCD) Function Map, which is intended In 2010, the Board of Trustees adopted to illustrate how the three colleges and Resolution No. 55-09/10, Resolution the District manage the distribution of of the Board of Trustees of Riverside responsibilities (see Function Map). Community College District Formalizing Issues such as economies of scale, an Administrative Structure Transitioning seamless coordination of activities, legal Riverside Community College District compliance, and fiscal responsibility into a Three Accredited College System are all considered in assessing the to further the implementation of distribution and delineation of functions decentralization to a three college system and responsibility. (see Board of Trustees Resolution 55- 09/10). At that time, the Board specifically The RCCD Function Map identifies implemented the decentralization of how the three colleges and the District Student Services to operate independently manage the distribution of responsibility at each college. by function. It is based on the Policy and Procedures for the Evaluation of The role and responsibilities of the CEOs Institutions in Multi-College/Multi-Unit of the District is delineated in Board Districts or Systems of ACCJC/WASC. Policy 2430, Delegation of Authority to Chancellor and Presidents.

90 Responses to 2010 Recommendations All evidence cited in this document can be found at http://norcocollege.edu/evidence. Responses to 2010 Recommendations

Authority flows from the Board of Trustees representatives from various stakeholder through the Chancellor to the college groups serve on the 12-16 member presidents. Each college president is screening committee for the chancellor responsible for carrying out the District selection. The District has also established policies. Each college president’s procedures for the hiring and recruitment administrative organization shall be the of all other personnel, which include input established authority on campus. The from various constituents (see Board of college president is the final authority at Trustees BP7120/AP7120 Recruitment the college level. and Hiring).

To facilitate a feedback loop, the The District and the colleges have used Chancellor meets regularly with the the selection processes to hire a new college presidents both in individual chancellor and to hire the Norco College meetings and as a group. In addition, president in Fall 2011 (see Board of the presidents are members of the Trustees, Minutes, January 24, 2012). Chancellor’s Executive Cabinet which also includes the vice chancellors. The This recommendation has been resolved. college president, in turn, communicates important updates with his vice presidents District Recommendation 5 in weekly vice president meetings, and more broadly in monthly management As recommended by the 2001 staff meetings and during meetings of the accreditation visiting team, the teams Committee of the Whole. recommend that the Board of Trustees implement its recently approved process This recommendation has been resolved. for self-evaluation (Standard IVB.1g).

District Recommendation 4 Response:

The teams recommend that the District The Board is attentive to its clearly specify personnel selection responsibilities to the community and the procedures for district administrators District and recognizes the need to assess including the position of Chancellor. its performance annually. Therefore, each These selection processes must include May, the Board conducts a self-evaluation input from various college/campuses of its performance that includes open, constituent groups (Standard IIIA.1, evidence-based institutional and com- Standard IIIA.3, and IVB.1). munity dialogue and a commitment to continuous improvement (see Board of Response: Trustees BP2745 Board Self-Evaluation). This assessment is grounded in four key Policies and procedures exist that principles: specify personnel procedures for the • Learner centeredness selection of the Chancellor (see Board • Continuous assessment of Trustees BP2431/AP2431, Chancellor • Evidence-based assessment Selection). To ensure that the process is • Commitment to act inclusive, participatory, and transparent,

Responses to 2010 Recommendations 91 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Responses to 2010 Recommendations

During the assessment process, the Board Institutional Planning, Budgeting and examines its performance and record Decision-Making Processes, also referred organized around seven dimensions: to as Strategic Planning Committee • Commitment to learners (SPC) Policy 2010-01. This policy details • Constituency interface procedures that provide stakeholders • Community college system interface with the opportunity to evaluate and • Economic/political system interface continually improve the planning, • District policy leadership resource allocation, and decision-making • Management oversight processes of the College, and requires • Process guardianship that strategic planning, program review, and resource allocation be effectively The process and its results aid the Board linked. The procedures were integrated in performing its role as a governing into the Strategic Planning Timeline and body; it is not intended to evaluate the in Fall 2010 they were summarized and performance of an individual member, published in the Norco College Strategic but instead, it acts as a means for gauging Plan and Process—2008-2012. the effectiveness of the Board as a whole (see Board of Trustees Self Evaluation, During its follow-up visit in 2010, the Webpage). visiting team concluded, “The campus has established an effective and ongoing This recommendation has been resolved. comprehensive planning, evaluation, and resource allocation process, which involves campus stakeholders and College Recommendation 1 one which is well communicated to constituency groups. The visiting team In order to increase institutional believes the College has addressed the effectiveness, the team recommends the recommendation and will continue to College establish and document a policy evaluate and improve its processes” (see for the regular evaluation of its integrated ACCJC Report of Follow-Up Visit Team institutional planning, budgeting, and to Norco College; November 2010). decision-making processes and that the Subsequently, in the Commission’s letter results be widely disseminated and used of January 31, 2011, the College was found to improve the process (I.B.3, 6, 7; III.B; to have resolved this recommendation IV.B.3.g). (see ACCJC Action Letter on Follow-Up Report; January 2011). Response: As noted in the 2012 Midterm Report, the This recommendation arose from the College has since revised and reorganized October 2009 Comprehensive Visit and its strategic planning processes and was documented in the Commission’s likewise updated SPC Policy 2010-01 (see action letter of January 29, 2010 Institutional Strategic Planning Council, (see ACCJC Letter Granting Initial Minutes, December 7, 2011; Town Hall, Accreditation; January 2010). In response Minutes, December 8, 2011). During the to the recommendation, the College December 8 meeting of the Town Hall, instituted the Policy and Procedures the name “Town Hall” was also changed for Regular Evaluation of Integrated to the Committee of the Whole (COTW).

92 Responses to 2010 Recommendations All evidence cited in this document can be found at http://norcocollege.edu/evidence. Responses to 2010 Recommendations

Most of the policy revisions pertained to prioritization processes to be effective as the time of year in which certain reports a means of integrating program review, would be brought to the COTW. One planning, and resource allocation, as of the more critical revisions was the well as the extent to which faculty and addition of regular updates and reports to staff are participating in these processes. the COTW on overall budget development In 2013, a total of 63 people responded, and decision-making processes occurring representing 84 percent of the typical at the District and College. This revision COTW attendees. stated, “Report of Resource Allocation – After the Board of Trustees approves Results of the survey indicated that the budget, a report will be made to the there was a high level of awareness Committee of the Whole, informing of, participation in, and importance them of budget allocations decisions placed on the prioritization process which impact the College and District, resulting in allocation of resources. and providing ample opportunity for These percentages ranged from 83.8 to institution-wide dialogue.” 98.3 with 83.8 specific to the question, “I participate in the processes by which Currently, SPC Policy 2010-01 remains Norco College ranks staffing and foundational to the College’s regular equipment needs.” Though this showed evaluation of integrated institutional an increase from 75 percent in 2012, there was some indication that participation planning, budgeting, and decision-making in the prioritization process was not as processes (see Policy and Procedures high as in other areas of planning. Since for Regular Evaluation of Integrated the ranking process occurs within the Institutional Planning, Budgeting planning councils, one way in which the and Decision-making Processes). A College responded to the survey findings Strategic Planning Timeline serves as was by implementing a Tri-Chair system a tool for implementing the policy on which stipulates that planning councils a yearly basis (see Strategic Planning (with the exception of the Academic Timeline). Committees and councils Planning Council, a standing committee college wide continue to participate in of the Senate) be chaired by a staff the implementation of the policy and member, faculty, and administrator (see pertinent information is distributed Committee of the Whole, Minutes, May widely (see Academic Senate, Minutes, 28, 2013). Previously, councils were December 3, 2012). sometimes co-chaired by a staff member and an administrator or in other cases An important component of SPC co-chaired by a faculty member and an Policy 2010-01 is the evaluation of the administrator. The Tri-Chair system not effectiveness of the integration between only ensures continuity but also provides planning and resource allocation. To this opportunities for leadership from key end, a survey is administered annually constituency groups who participate in to the membership of the Committee of the planning and prioritization process the Whole (see Committee of the Whole for resource allocation. Survey 2013). The purpose of the survey is to determine the degree to which As indicated in the Commission’s letter faculty and staff members consider of January 31, 2011, Norco College

Responses to 2010 Recommendations 93 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Responses to 2010 Recommendations

has resolved Recommendation 1, In December 2010, the Commission demonstrating to the satisfaction of acted to accept the Norco College the Commission that the College has Substantive Change Proposal Addendum established policies and procedures (see ACCJC Action Letter on Substantive for regular evaluation of the integrated Change Proposal; 2010). In their follow- institutional planning, budgeting, and up visit in November 2010, the visiting decision-making processes, and that the team evaluated the status of the College’s results are widely disseminated and used distance education course offerings, to improve processes. Since that time, including comparisons of face-to-face the College has continued to effectively and distance education courses, program employ those processes to refine its reviews which incorporated distance strategic planning. education, student support services for distance education students, course This recommendation has been resolved. syllabi, distance education assessment of SLOs, Section 508 compliance, College Recommendation 2 ADA compliance, and human resource support of distance education, including In order to comply with the ACCJC professional development for faculty Distance Education policy for all who teach online courses. As a result programs, certificates or degrees where of the follow-up visit, the Commission 50 percent or more of the requirements found that Norco College had resolved are delivered via distance learning and Recommendations 1, 2 and 3 (see ACCJC may be completed at the Norco College, Action Letter on Substantive Change the team recommends submission of a Proposal; December 2010). substantive change proposal (II.A.1b, d; II.B.1, B.2a; II.C.1, 2c). The College continues to ensure that strategies are in place to support a robust Response: offering of distance education courses. Faculty mentors with special expertise and In response to this recommendation, Norco experience in teaching distance education College submitted a Substantive Change provide ongoing support to faculty who Proposal in May 2010. In July 2010, the are teaching online courses. A faculty- Commission requested (a) additional led workshop series in Blackboard 9.1 information about student success and and critical thinking has been offered to retention data for distance education provide intensive knowledge and skill programs; (b) more information about support to online faculty. The faculty counseling and advising student services member leading this effort has also online; and (c) more detail about human written a workbook chapter to accompany resources—the administration of distance each workshop session. education and staff development for faculty. Norco College subsequently Online student support services continue submitted an Addendum to the Substantive to be provided by the College to support Change Proposal in September 2010, distance education in the form of online which provided the requested information library databases, online librarian and data. support services, two online collections

94 Responses to 2010 Recommendations All evidence cited in this document can be found at http://norcocollege.edu/evidence. Responses to 2010 Recommendations of electronic books totaling 25,000+, without having to login again. NetTutor online counseling, and services related also offers a published faculty guide and to admissions, academic advising, regular webinar opportunities to help train financial aid, transfer, orientation, faculty how to maximize the service to and assessment. Using the California benefit their distance education students Community Colleges Chancellor’s Office (see NetTutor, Website; NetTutor Faculty self-assessment audit survey presented Guide; NetTutor Webinar Invitation, in the April 2011 Distance Education Spring 2013). Report, Norco College regularly self- assesses the student services available via To further support planning for distance the Internet, telephone, and face-to-face. education, the College formed a Distance The infrastructure to facilitate delivery Education Committee (DEC), a standing of online courses is a District function committee of the Academic Senate provided by Open Campus. Open Campus (see Distance Education Committee, continues to provide technical support Minutes, October 8, 2013). The purpose to faculty and the colleges, the learning statement of the DEC reads, “The management system (Blackboard 9.1), Distance Education Committee develops help desk support for online students, guidelines for distance education courses and Section 508 and ADA compliance and recommends to the Senate policies and support. In addition, Open Campus procedures for distance education training facilitates ongoing state authorization of faculty and students. The Committee and student authentication procedures advises strategic planning committees district wide (see State Authorization on institutional needs and best practices Letter, 2013) for distance education.” The DEC, Curriculum Committee, and the Academic In order to provide tutorial assistance to Senate are currently collaborating to distance education students, the College develop several documents pertaining to has contracted with NetTutor Online distance education: 1) Regulations for Tutoring. NetTutor, through a direct link Regular, Effective/Substantive Contact available in the Blackboard learning for Distance Education: A reference sheet management system, enables students to of state regulations and Commission enter a live NetTutor session where they policies for distance education faculty; are tutored one-on-one by a tutor who 2) RCCD Guide for Best Practices: A holds at a least a bachelor’s degree, though document which provides suggestions many hold master’s and Ph.Ds. They may for how faculty can meet the guidelines; submit a question to the mail center and and 3) Distance Education Certification come back later for the tutor’s response, Letter: A letter to be signed by distance or upload a paper and come back later education faculty in which they certify that for the tutor’s feedback. College faculty they have been informed of the College’s reviewed student papers that had received expectations for distance education, the NetTutor feedback and have endorsed notable best practices, and the resources the service. In order to facilitate student available to assist them (see Curriculum access to NetTutor services, the system Committee, Minutes, October 8, 2013). has been integrated with Blackboard so that students click directly into it

Responses to 2010 Recommendations 95 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Responses to 2010 Recommendations

As indicated in the Commission’s letter chairs, Internet, projector, instructor’s of January 31, 2011, Norco College station, natural lighting, ADA compliant has resolved Recommendation 2, bathrooms, etc.). The College is providing demonstrating to the satisfaction of appropriate support services such as the Commission that the College has student enrollment, transcript evaluations, complied with the distance education and educational planning. In addition, policies for all programs, certificates or courses are being provided in accordance degrees where 50 percent or more of the with California Education Codes requirements are delivered via distance §78020-78023. Instructors are hired learning. Since that time the College based on subject matter expertise and in has continued to respond to the needs of accordance with California Education distance education students and faculty. Code §78022(a), which states, “Faculty in all credit and noncredit contract This recommendation has been resolved. education classes shall be selected and hired according to procedures existing Future Substantive Change Proposals: in a community college district for the selection of instructors for credit classes.” Norco College has one primary location Faculty teaching electronics courses at for its educational programs, including International Rectifier are evaluated at John F. Kennedy Middle College High their off-site location in accordance with School, which is located on the College’s the faculty contract. Approved course property. However, the District’s Office of outlines of record are adhered to in order Economic Development and the College to ensure course quality, and program recently entered into a unique partnership reviews include this aspect of the Digital with International Rectifier, a Fortune 100 Electronics program (see Institutional semi-conductor manufacturer, located Strategic Planning Council, Minutes, in Temecula, CA. International Rectifier September 18, 2013). seeks to provide a cohort of employees (approximately 30) a certificate in Digital The Accrediting Commission for Electronics to upgrade their technical Community and Junior Colleges has ability and encourage both personal been notified of this agreement and has and professional advancement. General requested a Substantive Change Proposal education courses are being completed to be submitted for review at its March 6, at Mt. San Jacinto College, while the 2014 meeting. degree-specific electronics courses are being completed via Norco College at the College Recommendation 3 company site in Temecula. Associate of arts degrees in Digital Electronics will be In order to meet the standard, the team conferred by Norco College. recommends that the campus validate all department examinations for their In developing the agreement, the College effectiveness in measuring student ensured that International Rectifier’s learning and to ensure that they minimize corporate headquarters contain test bias (II.A.2.g). appropriate training classrooms that mirror the College’s classrooms (desks,

96 Responses to 2010 Recommendations All evidence cited in this document can be found at http://norcocollege.edu/evidence. Responses to 2010 Recommendations

Response: the validation process described above and found that Norco College’s effort was In response to this recommendation, “thorough” regarding Recommendation a three-part process was instituted to 3, and that the recommendation had validate all departmental (common) been resolved. There was some concern exams: disproportionate impact, cultural regarding the small subgroup sizes used impact, and student learning outcome in analysis of disproportionate impact. (SLO) mapping. The methodology However, this was to be addressed in for disproportionate impact involves the future by aggregating data from all combining common final percentages previous years in order to acquire larger for all sections of a course, and then groups (i.e., ethnic subgroups) and by disaggregating by ethnicity, age, and identifying if there are trends occurring gender. If numbers are high enough, it from multiple years of data. is also recommended to disaggregate by disability type. However, usually there Since the follow-up visit, the College has are not enough students with disabilities maintained its effort in implementing in an individual course to conduct an the same three-part process to validate analysis of this type. Disaggregated all departmental (common) exams. data are then subjected to analysis of Disproportionate impact (DI) analysis is variance (ANOVA) procedures for each accomplished by dividing the minority of the demographic categories. ANOVA pass rate by the majority percent. If a will identify if any of the demographic ratio is less than 80 percent, then there is areas differ significantly from the other evidence of disproportionate impact. For areas in common final percentage (e.g., example, if 30 of 100 majority member for ethnicity, whether Asian, African students are placed into the upper level American, Hispanic, White, or Native course and only 20 of 100 minority American students were significantly member students are placed into the same higher or lower than each of the other course, then the placement rates are 30 and ethnicities). A cultural impact study 20 percent, respectively. Taking the ratio involves the use of focus groups to read of 20 to 30 gives a placement ratio of 67 through the departmental examinations which is below 80 percent, thus providing and discuss the cultural impact of these evidence that disproportionate impact examinations. Cultural impact is only has occurred. A cultural impact study conducted on newly created exams. SLO involves the use of focus groups to read mapping is the identification of questions through the departmental examinations on the common final that assess the and discuss the cultural impact of these various student learning outcomes in the examinations. Cultural impact is only course. The College conducted this three- conducted on newly created exams. SLO part validation process in Spring 2010, mapping is the identification of questions and results of the analysis were submitted on the common final that assess the in the ACCJC Follow-Up Report in various student learning outcomes in the October 2010. course.

In their follow-up visit in November 2010, The Norco College courses that use the visiting team reviewed the results of common finals are ESL 55, Spanish 1, and

Responses to 2010 Recommendations 97 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Responses to 2010 Recommendations

Reading 81-83. Disproportionate impact in order to improve student learning. analysis has been completed through As indicated in the Commission’s letter 2012. This analysis was conducted through of January 31, 2011, Norco College the Office of Institutional Effectiveness has resolved Recommendation 1, (formerly called the Office of Student demonstrating to the satisfaction of the Success) and led by the dean in that Commission that the College validates area. Disproportionate impact analysis is all departmental examinations for their conducted on an annual basis and results effectiveness in measuring student of disproportionate impact are shared learning and ensures that they minimize with all faculty involved in the study test bias. In order to fulfill its mission (see Disproportionate Impact Reports and continually improve institutional 2010, 2011, 2012). If disproportionate effectiveness, the College is committed impact is identified, further investigation to implementing these processes in order is conducted to determine whether the to maximize effectiveness in measuring impact is due to tests or instructional student learning while minimizing test practices. If it is due to practices, steps bias. are taken to improve those practices. If the impact is due to tests, the tests are This recommendation has been resolved. revised so as to mitigate disproportionate impact.

Cultural impact studies are conducted on newly created exams in order to determine if questions may have differential interpretations or may be less understood by different cultural groups. Since ESL and Reading have not changed their exams, cultural impact studies are up to date. However, since a new common final was created for Spanish 1, that course is undergoing the cultural impact process for validation. At the time of writing this report, cultural impact studies are underway for Spanish 1 and results should be available by the time of the accreditation visit.

Mapping has been completed for ESL and Reading exams, and Spanish has created a SLO map for its new Spanish 1 final exam (see Spanish 1 SLO Map). In addition to the mapping process, faculty in these disciplines have been sent results from the disproportionate impact study and are encouraged to utilize the results

98 Responses to 2010 Recommendations All evidence cited in this document can be found at http://norcocollege.edu/evidence. Abstract of Self Evaluation

Abstract of the Self Evaluation

STANDARD I: Assessment Committee’s rubrics, faculty INSTITUTIONAL MISSION hiring rubrics, Facilities Master Plan AND EFFECTIVENESS guiding principles, and the Annual Open Dialogue Sessions. I.A. Institutional Mission Norco College is committed to improving the effectiveness of the institution by Norco College is strongly committed adhering to an established planning to a mission that supports its core model that reflects and supports the new values; reflects student demographics, mission statement and its stated purpose. community needs, and academic goals; Progress is measured and documented by and expresses the College’s identity monitoring the success in each of seven within the District. The mission is also the identified goals: basis for the College’s strategic planning • Goal 1: Increase Student process. The recent revision of the mission Achievement and success; was the result of widespread institutional • Goal 2: Improve the Quality of dialogue and has been approved by the Student Life; Board of Trustees. It is widely publicized: • Goal 3: Increase Student Access; visible on campus as well as online. • Goal 4: Create Effective Community Partnerships; The mission statement is reviewed (and • Goal 5: Strengthen Student Learning; if deemed necessary, revised) every • Goal 6: Demonstrate Effective five years under the leadership of the Planning Processes; and College’s broad-based Institutional • Goal 7: Strengthen our Commitment Strategic Planning Council. Committees to our Employees. recommend changes to the mission statement as needed. The College is proactive in promoting governance structures that not only The mission is central to the institution. incorporate faculty, classified staff, Decisions are made keeping the mission and administration but also encourages in mind. The goals and objectives of the input from students and members of the College are tied to the mission, which community. drives program review, new program development, and fiscal decision making. Norco College works to maintain the centrality of its goals in its long-term I.B. Improving Institutional planning and its day-to-day decision Effectiveness making by maintaining a systemic cycle which makes use of quantitative and Norco College sees dialogue as central qualitative data. Progress toward goals to its mission and embeds it into its is evaluated, presented, and re-evaluated structures and processes. Shared annually. Goal progress is evaluated governance committee meetings and in multiple ways. Strategic planning those related to the strategic planning committees align their statements process are grounded in dialogue. of purpose with College goals and Evidence of the pervasiveness of dialogue annually evaluate effectiveness. Goals at Norco College is found in the Norco

Abstract of the Self Evaluation 99 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Abstract of the Self Evaluation

are integrated into the program review review documents by scoring the and strategic planning process, and they appropriate portions of the document are integral in the work of outcomes using an analytic rubric. In addition, assessment, curriculum and program standing committees, including NAC and development, and committee work. PRC, are required to evaluate themselves which results in an annual report on their By ensuring that institutional planning, evaluation of effectiveness. unit/program review, and resource allocation are all fully integrated into the STANDARD II: planning process, and by maintaining a STUDENT LEARNING strong culture of shared governance, the PROGRAMS AND SERVICES College continually improves institutional effectiveness. Additionally, in conjunction II.A. Instructional Programs with its Grants Committee, the College’s program review process works to ensure Norco College offers instructional that necessary resources are allocated programs that enable students to appropriately to best serve the needs of transfer to four-year universities, to students and the greater community. enter directly into career and technical fields, and to complete remediation in Matters of quality assurance are captured developmental skills. The College offers through several processes, including seven interdisciplinary degree patterns assessment of SLOs, data collection for in general academic fields of study; six the state Chancellor’s Office (MIS and discipline-specific degrees designed ARCC data), CCSSE, and a variety of in- uniquely for direct transfer to CSUs; and house surveys. Internal communication certification in both the California State of quality assurance to Norco University General Education (CSUGE) College constituencies is robust and and the Intersegment General Education comprehensive. As a recently accredited Transfer Curriculum (IGETC) for transfer institution, the College aspires to improve to CSU and UC campuses, respectively. the ways in which it communicates these The College also works to articulate results to the public. coursework with four-year private universities. In addition, the College The effectiveness of planning and resource offers 14 locally approved certificates allocation processes is annually reviewed and 27 Associate Degree/State Approved as stipulated in Strategic Planning Policy Certificates patterns in support of Career 2010. Each of the nine procedures in the and Technical Education. The College has policy produces evidence indicating a been innovative in its approach to assisting level of effectiveness and areas of potential students in progression through basic improvement. Norco College assesses skills in English and in math, developing evaluation mechanisms (program review an effective summer intervention program of instructional, student services and and course acceleration pathways. administrative units) through a two-fold process. First, both the Norco Assessment Identified program-level student Committee (NAC) and Program Review outcomes are in place for all programs. Committee (PRC) evaluate program

100 Abstract of the Self Evaluation All evidence cited in this document can be found at http://norcocollege.edu/evidence. Abstract of the Self Evaluation

The institution systematically assesses makes changes and introduces initiatives the currency and rigor of curriculum to better support student progress and during the comprehensive program improve the academic experience. review process. The achievement of Program review with Student Services is learning outcomes also is systematically an ongoing process that includes dialogue assessed and reported as a part of the regarding authentic assessment measures, annual program review process in order peer review, and the use of an assessment to improve teaching and learning. General rubric. The annual program review allows education student learning outcomes are each area to evaluate quantitative, student in place and the College faculty have satisfaction, and climate survey data to recently participated in a District wide assess outcomes in relation to student effort to revise the general education access, progress and learning, and student program itself to align more closely with need. the outcomes. Aligned with the College’s Student The College has established processes Equity Plan, Student Services along with assuring the timely and accurate Instruction offers a diverse selection dissemination of information to students of services and programs to students to via online resources and printed ensure equitable access to course, degree/ publications. The College Catalog not certificate, and transfer completion, only contains clear information about including students from underrepresented courses, programs, and transfer policies backgrounds. A wide range of student but also details the purpose, content, support programs and services that meet requirements, and learning outcomes the diverse backgrounds of the student for each degree and certificate. In every body is available. Through use of multiple course, students are provided with modalities, the institution ensures equity a course syllabus detailing specific in delivery of services for students and student learning outcomes associated reviews these procedures annually. with the course as well as other critical information. Examples of the programs, services, and intervention practices available during II.B. Student Support Services the school year include the Puente and Talented Tenth programs. Both Norco College demonstrates a strong offer under-represented students the commitment to student success through opportunity for counseling and mentoring its programs, services, and support for as well as intensive English and writing a diverse group of learners in a student- instruction within the framework of centered environment. In support of the a learning community focused on institution’s mission, Student Services Latino and African American issues works collaboratively as an active and themes, respectively. Other state- participant in student achievement and funded or federally-funded programs learning. Using an annual program review such as EOPS/CARE and TRiO assist process, Student Services reviews data and students with establishing and adhering determines how student services areas are to a comprehensive educational plan with serving the mission and, where needed, the intent of either graduation with an

Abstract of the Self Evaluation 101 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Abstract of the Self Evaluation

associate degree or transfer to a four-year for the library is highly interactive and college or university. collaborative. The library hosts the Read 2 Succeed @ Norco College reading These programs, as well as many others, program and Poetry Performance events have received a substantial commitment biannually to foster student engagement of resources from the institution in an and support the intellectual, cultural, effort to recruit a diverse body of students and aesthetic elements of the institution. able to benefit from the services offered. The Library Advisory Committee— The College has also explored the possible made up of faculty, staff, administrative, institutionalization of certain service and student representatives—acts as programs in an effort to provide greater an ongoing institutional forum where access to all students. Norco College’s all constituencies are able to dialog support programs are interrelated and and provide input, recommendations, complement each other. They enhance the and follow-up regarding the quality, educational experience for all students effectiveness, efficiency, and sufficiency and increase institutional effectiveness by of library and learning support services. meeting student needs. Information competency is a significant element of teaching and learning across II.C. Library and Learning Support the curriculum at Norco College. Services Learning support services at Norco The Wilfred J. Airey Library at Norco College include the Instructional Media College is one of three academic libraries Center (IMC); the Learning Resource in a three-college District working in Center (LRC), which houses the collaboration and sharing resources. Computer Information Systems (CIS) During library hours, students, faculty, Lab, Game Lab, Tutorial Services, Math staff and community members may visit or Express walk-in math tutoring service, telephone the library to obtain assistance and the Assessment Testing Center; and from reference librarians, and/or utilize the Writing Lab. The IMC relocated to the print and physical resources held in the state-of-the-art Norco Operations the library facility. The library also offers Center building in Spring 2013, which over 50 electronic resource subscription offers expanded and updated office, databases, over 500,000 e-books, and storage, and work space, along with a a host of other electronic resources/ dedicated video production room. Norco guides through the library’s website that College contracts with NetTutor to offer provides on-campus and distance/mobile comprehensive online tutoring service to access to students, faculty, and staff. In online and hybrid students. addition, 24/7 live chat reference librarian assistance is available to students, faculty, Norco College undertakes active, ongoing and staff from any location where online evaluation of library and other learning access can be acquired. support services in order to improve its services to students and substantiate the The library’s collection supports all the achievement of student learning outcomes. programs offered at Norco College, A positive correlation between reference and the collection development process librarian services and course outcomes

102 Abstract of the Self Evaluation All evidence cited in this document can be found at http://norcocollege.edu/evidence. Abstract of the Self Evaluation is evidenced. Assessment instruments Associate faculty are provided a from the LRC, Tutorial Services, CIS and monetary incentive to attend assessment Writing labs indicate that a significant workshops and participate in the writing portion of our students find these services of assessment reports. useful to their studies and a contributing factor to their overall success. Based on The campus climate is inclusive; data provided in the Facilities Master active collaborative efforts—the Plan, a new library/learning center will professional development committee, be considered for construction in the next Legacy (diversity committee), and five to seven years. ALLY program (LGBT support), to name a few—exemplify the College’s STANDARD III: RESOURCES collective belief in the significance of the participation, development, and worth of all members of the College community. III.A. Human Resources The recently expanded Professional Development Committee (formerly the The College adheres to recruitment, Faculty Development Committee) has interviewing, and hiring processes in designed training opportunities for 2013- accordance with District, state, and 2014 in a manner that made them more federal regulations. Members of hiring accessible to all employees: Flex Fridays, committees and department chairs receive the third Friday of every full month of the training in diversity and equity hiring fall and spring semesters, include a range practices. Employees—faculty, staff, and of workshops advertised in advance to management—are evaluated regularly, facilitate attendance. as specified in collective bargaining agreements and the Management Careful attention to the strategic planning Handbook. process ensures shared governance as well as thoughtful consideration of personnel The District Diversity and Human needs. In 2011, the College engaged in Resources (DHR) department houses a comprehensive review of its shared all personnel files in a confidential governance processes and committees environment. The College’s record in with the intent of streamlining and employment equity is compiled by DHR clarifying those practices. One noteworthy and reviewed with the College President result was creation of the Committee and Executive Cabinet. of the Whole (COTW), which includes every employee and serves as the final Faculty embed and assess Student recommending body to the President on Learning Outcomes (SLO) in courses college wide matters. and programs, and are provided with a range of professional development III.B. Physical Resources activities directed at the improvement of student learning. Full-time and associate Norco College provides safe and faculty understand the intrinsic value of sufficient physical resources that support outcomes assessment but are also directed and assure the integrity and quality of to participate in it by the language of its programs and services, regardless of the collective bargaining agreement. location or means of delivery.

Abstract of the Self Evaluation 103 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Abstract of the Self Evaluation

The College comprises 141 acres of land Continued commitment to building and over 20 buildings and structures quality facilities, flexibility in building that provide high-level instruction, design, and a commitment to collaborative technology, and comprehensive services decision-making will enable the College for its approximately 10,000 students. to respond effectively to an economic Originally opening in 1991as a satellite future that is rarely easy to predict. campus with 3,000 students, the College responded to the tremendous growth in The College has developed the necessary the region with construction of permanent policies, processes, and safeguards to structures such as the Library, Applied ensure that all new and modernized Technology Building, and the Industrial facilities are effectively utilized and Technology Building. provide exceptional quality learning environments. To further support the growing population of students, the Center for III.C. Technology Resources Student Success opened in 2010 to deliver student support services such as The College mission identifies its the Corral (food services) and storefront commitment to encouraging “an inclusive offices for EOPS and Disability Resource innovative approach to learning and the Center (DRC). In addition, the Library creative use of emerging technologies.” lower floor was redesigned to create the The College technology departments Learning Resource Center. Renovation and staff provide technology training to of the Student Services Building took students, faculty, staff, and administrators. place to better accommodate delivery of support services for students in the areas Opened in Spring 2013 after years of of Student Financial Services, Cashier planning, the Norco Operations Center Services, Admissions and Records, and (NOC) consolidates all of the network Veterans Services. In 2013, the Norco servers on campus. The Instructional Operations Center opened, housing Media Center (IMC), Micro Computer the Facilities department, information Support Services, and the District technology staff, the Instructional Media Network staff—are housed in the NOC, Center, emergency operations center, and enabling collaboration on projects and warehousing activities for the College. services.

The College completed a Facilities Master The College’s Instructional Media Center Plan approved by the Board of Trustees in (IMC) facilitates SLO achievement by October 2013. The Facilities Master Plan providing support for instructional and outlines the physical resource needs that academic activities. The IMC deals with are driven by the demand for learning acquisition of appropriate technology opportunities highlighted within the as well as its maintenance. Laptops are Educational Master Plan. available for faculty to borrow; training in use of instructional media and assistance Norco College has the necessary with technology research are available elements in place to ensure the safety through the IMC. and sufficiency of its physical resources.

104 Abstract of the Self Evaluation All evidence cited in this document can be found at http://norcocollege.edu/evidence. Abstract of the Self Evaluation

The Faculty Innovation Center (FiC) staff the development, maintenance, and provides instructional technology support enhancement of programs and services. to faculty teaching in face-to-face, online, It plans and manages its finances with hybrid, or enhanced formats. The FiC integrity and is financially stable. offers individual, hands-on training on the latest tools and equipment used in the The District’s Unrestricted General Fund classrooms. operating budget is $150,365,498. Of this amount, $23, 946,149 is allocated Norco College makes technology to Norco College, which represents accessible to students in multiple areas, 16.91 percent of the District’s overall such as the open computer lab with both budget. Approximately 65 percent of general and program-specific computer Norco College resources is allocated to resources that are located in the Wilfred instruction; 15 percent is allocated to J. Airey Library and the instructional labs student services; and 20 percent allocated in the Learning Resource Center (LRC). to administration, which includes the Over 50 computers in the Library’s open president, business, maintenance and computer lab were recently upgraded as a operations, food services, and police. result of the program review process. A District Budget Advisory Council District support services provide was formed in 2007 in preparation for technology training to faculty and staff becoming a multi-college district. The in information management systems such council consists of District and College as Colleague, WebAdvisor, and Resource administrators, College faculty, and 25. Open Campus, the District’s online classified staff. Crucial stakeholders learning department, oversees the Online have been added to the Council since Blackboard Academy consisting of six its inception and the Council maintains online modules, available 24/7, required open budget fiscal communication and of all faculty teaching web-enhanced, decision-making with all stakeholders hybrid, and online courses. and colleges. Through this Council the District formulates an annual budget. The Technology Committee is guided by There is frequent communication from the Technology Strategic Plan that aligns the District administration to the Board strategic technology goals to the College’s of Trustees and college constituents mission, vision, and core commitments. with regard to the state budget, the For assets shared across the multi-college college budget, and how the College District, technology planning is integrated responds to the changing economy. All with district wide institutional planning. correspondence and presentations are posted to the Board of Trustees’ webpage III.D. Financial Resources for reference and information.

Norco College ensures there are sufficient The resource allocation process assures financial resources to support student that requests for funding are reviewed and learning programs and services and to prioritized by the College prioritization improve institutional effectiveness. The process in which staffing, equipment, College distributes resources to support and technology resources are requested

Abstract of the Self Evaluation 105 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Abstract of the Self Evaluation

as part of each division’s annual program Two activities and their results highlight review. From there they are reviewed this commitment to excellence: the and prioritized by the applicable shared reorganization of the College’s governance governance planning council. Once structure resulting in improved integration prioritized, recommendations are made of all constituencies in strategic planning to the College Institutional Strategic and governance, and the development Planning Council, and then forwarded of the 2013-2018 Strategic Plan and onto the Committee of the Whole with Process. The reorganization of the final recommendations being forwarded College’s committees clarified the to the President. process through which faculty, students, staff, and administrators are an integral The College adopted a strategic planning part of institutional decision-making. The process to link resource allocation and 2013-2018 Strategic Plan and Process institutional planning. Systematic and grew out of the improved structure which data-driven program review for all areas facilitated dialogue. That plan reaffirms of the institution has been successfully the College’s commitment to excellence in integrated into institutional planning student learning, success, and access; the and resource allocation processes as development of community partnerships; demonstrated through the prioritization and support for all employee groups. The allocation process. After the completion process that produced the plan exemplifies those same values. of each cycle, the process is evaluated and assessed, and the outcomes are Faculty, administration, staff, and students communicated college wide by the all participate in the governance of the President. institution. Four standing committees of the Academic Senate play especially Transparency has been a key priority in important roles in this regard: Curriculum ensuring the successful implementation Committee, Academic Planning Council, of the prioritization of the resource Distance Education Committee, and allocation process. The College provides Student Success Committee. Academic accessibility to data via the College website administrators serve as co-chairs of each and research reports. Additionally, the of these committees and communicate College continues to engage all areas of regularly with the Academic Senate. the institution to participate meaningfully in shared governance. The strategic planning process includes evaluation and feedback mechanisms STANDARD IV: LEADERSHIP through which the committees, councils, AND GOVERNANCE and the leadership of the College are accountable to all constituencies, thus IV.A. Decision-Making Roles and demonstrating its internal integrity. These Processes structures also support the ability of the institution to be accountable to external Although Norco College is a relatively agencies, by supporting self-evaluation new college, it already has an established and self-monitoring and thus creating a culture of continuous improvement framework that allows the institution to based on dialogue and self-evaluation. respond promptly to recommendations.

106 Abstract of the Self Evaluation All evidence cited in this document can be found at http://norcocollege.edu/evidence. Abstract of the Self Evaluation

IV.B. Board and Administrative dealing with violations, and is involved Organization in and informed about the accreditation process. The Board of Trustees of the Riverside Community College District comprises The President serves as the chief executive five members, with each representing officer of Norco College. The President is a designated geographical area of the responsible for the effective operation of District. Board policies clearly spell out the College under board policy and local, the responsibilities of the Board and state, and federal regulation. He or she the roles of the various recommending carries out these duties through working bodies of the colleges in supporting the with a team of administrators and within Board in fulfilling those responsibilities. the governance policies outlined in the The Board relies on the administration, 2013-2018 Strategic Plan and Process. academic senates, and faculty, staff, and In addition, the President is the primary students to provide direction in policy liaison with the community, working with development and implementation. Except community leaders to build and sustain for unforeseeable emergency situations, an educational institution that meets the Board of Trustees does not take any community needs. action on matters until the appropriate constituent group or groups have been provided the opportunity to participate. The organizational structure and strategic planning process of the College clearly acknowledge the ultimate responsibility of the governing board for education quality, legal matters, and financial integrity.

The policies adopted by the Board are consistent with the mission of the College and support the District’s strategic themes: student access; student learning and success; resource stewardship; community collaboration and partnership; creativity and innovation; and system effectiveness. The Board engages in a yearly self-evaluation as required by board policy and publicizes the results at a subsequent regular Board meeting. New members of the Board are given an orientation and are also supported in attending Community College League of California information sessions on board duties and responsibilities. The Board has a code of ethics, including a policy for

Abstract of the Self Evaluation 107 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Abstract of the Self Evaluation

108 Abstract of the Self Evaluation All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness

Standard I: Institutional Mission and Effectiveness I.A: Mission

Institutional Mission and Effectiveness to transfer, career and technical The institution demonstrates strong education, certificates and degrees. commitment to a mission that The Commission was notified of the emphasizes achievement of student revision to the 2008 mission in 2013 learning and to communicating the (see ACCJC Emails Regarding Mission mission internally and externally. The Statement 2013). institution uses analyses of quantitative and qualitative data and analysis Norco College’s mission statement is in an ongoing and systematic cycle consistent with the College’s core values: of evaluation, integrated planning, • Mutual Respect. Belief in the implementation, and re-evaluation to personal dignity and full potential verify and improve the effectiveness by of every individual and in fostering which the mission is accomplished. positive human values in the classroom and in all interactions I.A. Mission • Collegiality. Being a supportive The institution has a statement of a community that is distinctive in its mission that defines the institution’s civility, where the views of each broad educational purposes, its individual are respected, humor and intended student population, and its enjoyment of work are encouraged, commitment to achieving student and success is celebrated learning. • Inclusiveness. Embracing diversity in all its forms—global as well as I.A. Descriptive Summary local—and creating a supportive climate that encourages a variety of The Norco College mission defines the perspectives and opinions College’s specific educational purpose • Integrity. Maintaining an open, within the Riverside Community honest, and ethical environment College District. Norco College’s diverse • Innovation. Valuing creative solutions student population and the institution’s and continuing to seek inventive ways commitment to learning are outlined in to improve instruction and service to the mission statement and core values. students and to the community The Norco College mission statement, • Quality. Achieving excellence in the revised in April 2012 and approved by broad range of academic programs the Board of Trustees on August 21, 2012 and services provided to students (see Board of Trustees, Minutes, August and to the community, fostering an 21, 2012), is as follows: environment of inquiry, learning and Norco College serves our students, culture, and providing professional our community, and its workforce by development opportunities for faculty providing educational opportunities, and staff celebrating diversity, and promoting • Access. Providing open admissions collaboration. We encourage an and comprehensive educational inclusive, innovative approach to opportunities for all students learning and the creative application • Student Success. Being an institution of emerging technologies. We provide that places high value on the academic foundational skills and pathways and personal success of students in

Standard I.A 109 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.A: Mission

and outside of the classroom and Gender distribution is 54.4 percent where meeting student needs drives female to 45.1 percent male (0.5 percent all decisions regarding educational unknown). programs and services • Civic Engagement. Being fully Student age is distributed as follows engaged with the local community 20 to 24: 41.5 by listening to needs; establishing Under 20: 28.7 programs and partnerships to meet 25 to 34: 18.7 regional needs; forming alliances 35 and over: 11.1 with other educational institutions to create a continuum of educational Ethnicity percentages are as follows: opportunities; and communicating Hispanic: 51.5 information about Norco programs White: 26.8 and services to the external Asian: 8.7 community African American: 6.6 • Environmental Stewardship. Being Two or more races: 3.6 mindful of the impact we have on Other: 2.4 the environment, as individuals (Gender, age, and ethnicity distribution and as a community, and fostering from the Chancellor’s Office Datamart— environmental responsibility among 2012-2013 Annual Headcount) students. The Norco College mission is aligned with The mission statement expresses that the the various demographic components College is committed to student learning of its student population. The statement and student success. It outlines various acknowledges diversity as an element of educational paths and goals that reflect the College’s identity, and in an inclusive the College’s diverse student population and positive way. and its community’s workforce needs. In agreement with Norco College’s core The mission statement’s core is to serve values, the mission outlines the College’s the College’s diverse student population commitment to a culture based on respect, and ensure student success: the statement inclusiveness, collegiality, and integrity. is the driving force behind the planning process, whether it involves academic Norco College draws its students the programs, services, staffing, or allocation following cities and areas (per 2010 of resources. census data, expressed as percentages): Corona: 35 The mission’s commitment to providing Riverside: 22 opportunities to a diverse student Other: 17 population is evident in the work of Eastvale: 10 programs such as CalWORKs, Disability Norco: 6 Resource Center (DRC), Extended Mira Loma: 4 Opportunity Programs and Services Moreno Valley: 3 (EOPS/CARE), Student Support Services Lake Elsinore: 3 (SSS/RISE), Honors, John F. Kennedy Middle College High School, Puente,

110 Standard I.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.A: Mission

Talented Tenth (T3P), Upward Bound, College’s unique identity and student and Study Abroad. population within RCCD, as well as its commitment to learning. The College is Norco College uses many processes to confident that the mission is the driving foster a college-wide commitment to force behind its planning model and that student learning, many of which are College constituents’ decisions are made detailed in later sections of this Self in connection with the mission’s core Evaluation. The Office of the Dean values. The College also understands of Institutional Effectiveness and the that the mission should be periodically Norco Assessment Committee support reviewed so that it continues to reflect assessment projects and research on changing student needs. The College student engagement and learning. Student believes in the importance of program learning is assessed through a systematic review and assessment in ensuring and ongoing schedule at various levels, student learning, student success, and including course and program, general appropriate resource allocation, as well as education, CTE, and Administrative fostering dialogue and collegiality. All of Units. The College also demonstrates these processes and behaviors are driven its commitment to learning through its by the mission. curriculum review and approval process, through its improvement of instruction I.A. Actionable Improvement Plan process, and through such programs as Read 2 Succeed and the Athena None Leadership program (see News Article: Wartime Camp Detainee Wakatsuki I.A.1. Houston to Speak at Norco College). The institution establishes student learning programs and services aligned Norco College administered the CCSSE with its purposes, its character, and its survey (Community College Survey of student population. Student Engagement) in 2010, 2011, and 2013 (see CCSSE Key Findings Report I.A.1. Descriptive Summary 2010, 2011, 2013). The survey provides data on student involvement in the Norco College’s mission expresses the learning process as well as institutional College’s commitment to serving its practices that support student learning. diverse student population by providing opportunities for student learning and In sum, the Norco College mission student success. Since Norco College’s statement makes explicit the College’s foundational identity within the Riverside commitment to student learning as well as Community College District has been that defining its “broad educational purposes” of an institution focusing on technology, and intended student population. its mission emphasizes innovation and emerging technologies in such fields I.A. Self Evaluation as Commercial Music, Game Audio, Gaming and Simulation, and Mobile The standard is met. Norco College has Application Development. But as the a mission statement that captures the mission statement also makes clear, the

Standard I.A 111 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.A: Mission

College serves other needs for its diverse the Whole, Minutes, May 22, 2012) where student population, including basic skills it was approved. Finally, the mission education, general education, and various statement was presented to the Board associate degrees for transfer. of Trustees on July 2012 (see Board of Trustees, Minutes, August 21, 2012), The Norco College’s revised mission where it was approved. statement was approved on August 21, 2012, by the RCCD Board of Trustees Norco College’s commitment to student (see Board of Trustees, Minutes, August learning and student success is also evident 21, 2012). The previous mission statement in its strategic planning processes. Planning had been approved in December 2008. councils evaluate their effectiveness in The revision of the Strategic Plan 2008- aligning their work to the mission of the 2012 led to writing a new mission College as well as the effectiveness of statement that expressed more precisely the prioritization process for resource the College’s educational purposes. The allocation. The Annual Progress Report Norco College mission statement is on the Educational Master Plan, prepared the result of college wide dialogue. In by the Dean of Institutional Effectiveness, Spring 2012, the Institutional Strategic updates the College on how successful the Planning Council (ISPC) was tasked with institution has been in reaching goals in reviewing the 2008 mission statement improving student learning, achievement, (see Institutional Strategic Planning and success. The academic year concludes Council, Minutes, March 21, 2012) and with the Annual Open Dialogue Session made Norco Academic Senate aware of where student learning and the needs of their assignment (see Academic Senate, the College’s students are major topics Minutes, April 16, 2012). The ISPC (see Open Dialogue Session 2011, 2012, conducted a SWOT analysis that led to the 2013). first draft of a revised mission statement. Faculty, staff, and students were invited The College conducts ongoing research, to provide feedback and input on this evaluation, and assessment that support first draft via Survey Monkey (see its mission and core values. Research Mission Statement Survey Email, April results and data are accessible by all 5, 2012). Survey results were taken into and are the basis of self-assessment and consideration as ISPC convened for a future planning. Each year, the District’s retreat in April 2012 (see Institutional Office of Institutional Reporting and Strategic Planning Council, Minutes, Academic Services and the Office of April 27, 2012). Based on the college wide Institutional Research publish an update input received, ISPC provided a second of the Norco College Fact Book (see draft of the mission statement, which was Fact Book, Webpage). The Fact Book sent for review to the Norco Academic provides college wide data on student Senate (see Academic Senate, Minutes, placement, retention and success rates, as May 21, 2012) and was approved. The well as FTES by discipline and employee mission statement was presented to demographics. These data, included in faculty, staff, and student representatives annual program review documents, are at the Committee of the Whole (COTW) examined and reflected upon by faculty meeting in May 2012 (see Committee of and staff in order to identify areas where

112 Standard I.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.A: Mission improvement is necessary and to provide Services provides workshops and advice future direction. The mission statement as well as scholarships. The ATHENA remains the driving force behind data Leadership Academy uses key principles collection and the use made of data. of leadership to strengthen student success and facilitate civic responsibility. The College conducts ongoing direct Counseling, supported by both instruction assessment not only of course SLOs and and Student Services, accompanies general education learning outcomes, but students through walk-in, individual also of programs and services. The Office face-to-face and online appointments, as of the Dean of Institutional Effectiveness well as workshops and group sessions. conducts an annual survey in which The Transfer Center provides ongoing graduating students report on the extent information on deadlines, university to which they believe they have learned representative visits, and transfer at Norco College (see Annual Assessment requirements, and holds workshops and Report 2012-2013). Assessment of Transfer Fairs. The role of Student Support institutional effectiveness is ongoing and Services is essentially driven by the pervasive throughout the institution. commitment to student success outlined in the College’s mission. Programs such Assessments of institutional effectiveness as EOPS/CARE, Disability Resource are also undertaken under the aegis of Center (DRC), CalWORKS, SSS, and Student Services. As Student Services Academic Special Programs (Talented conducts ongoing assessment of the Tenth, Puente, Honors, Rites to Thrive) student population, it is able to enhance support many students by giving and establish services and programs that them priority registration, counseling, support students in their diverse needs and book vouchers, child care assistance, academic paths. The Student Services’ mentorship, and service opportunities on mission statement echoes the College’s campus and in the community. mission: Student Services are programs I.A.1. Self Evaluation designed to help you be successful in college. Our Student Services The standard is met. Norco College professionals are committed to continues to provide a full range of empowering college students programs and services to respond to the by enhancing personal and needs of its diverse population. These educational achievements through programs and services are aligned with our comprehensive programs and the College’s mission statement, and with services. Student Services is dedicated the character of the institution. In response to educating, serving, supporting, to changing legislation and evolving and promoting student success for a industry needs, associate degrees for diverse community of learners in a transfer and career technical education student-centered environment. programs have increased in number at Norco College. The College has also Services include Enrollment Services, expanded its ability to meet the needs of which recently improved access and students outside of the classroom through support for veterans. Student Financial technology-enhanced services.

Standard I.A 113 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.A: Mission

I.A.1. Actionable Improvement Plan I.A.3. Using the institution’s governance None and decision-making processes, the institution reviews its mission statement I.A.2. on a regular basis and revises it as The mission statement is approved by necessary. the governing board and published. I.A.3. Descriptive Summary I.A.2. Descriptive Summary In April 2012, the Institutional Strategic The first Norco College mission statement Planning Council (ISPC), as the primary was approved in December 2008 by the strategic planning body of the College, Board of Trustees. The revised mission began a review and revision of the statement was presented to faculty, mission and vision statement as part of its staff, and student representatives at work in updating the Strategic Plan (see the Committee of the Whole (COTW) Institutional Strategic Planning Council, meeting in May 22, 2012 (see Committee Minutes, April 4, 2012). The ISPC of the Whole, Minutes, May 22, 2012), comprises the President of Academic where it was approved. The mission was Senate, chair of chairs, Vice President then presented to the Board of Trustees of Academic Affairs, Vice President (see Board of Trustees, Minutes, August of Student Services, Vice President of 21, 2012), where it was approved. The Business Services, Dean of Institutional mission is published on the Norco Effectiveness, two CTE faculty, faculty College website and in all major College representative of the District Enrollment publications, including the catalog and Management Task Force, one Basic schedule of classes. All proposed future Skills faculty, one Library faculty, ASNC changes and revisions will be approved representative, five staff members, and by the Board of Trustees according to the one transfer faculty member. The ISPC Norco College strategic planning process. conducted a SWOT analysis (Strengths, Weaknesses, Opportunities, and Threats) I.A.2. Self Evaluation of the College which was used to assess the 2008 mission statement. The review The standard is met. The College mission and analysis led to a revision of the statement has been revised and approved mission and vision statements. The in accordance with Board Policy 1200 outcome of several meetings was a new District Mission. mission statement that was distributed via email/Survey Monkey to the College at I.A.3. Actionable Improvement Plan large for comment (see Mission Statement Survey Results; April 2012). The mission None statement was then sent for first reading to the COTW (see Committee of the Whole, Minutes, May 3, 2012). Comments generated by college constituents were then reflected upon by the ISPC and a slightly revised version was presented to

114 Standard I.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.A: Mission the COTW for second reading and a vote agreed with the statement, “The work of of approval (see Committee of the Whole, the ISPC is well aligned with the mission Minutes, May 22, 2012). The RCCD of the college” (see Institutional Strategic Board of Trustees approved the revised Planning Council Survey 2013). mission statement at the August 2012 meeting (see Board of Trustees, Minutes, I.A.3. Actionable Improvement Plan August 21, 2012). None Norco College has established a process of reviewing the mission statement I.A.4. every five years (seeMission Statement The institution’s mission is central to Review Procedure). Review of the institutional planning and decision mission statement is first completed by making. the ISPC, then vetted via email to the college community and the standing I.A.4. Descriptive Summary strategic planning committees. Feedback is brought back to the ISPC to determine Norco College’s mission statement if any changes or revisions are necessary. drives institutional planning and After approval by the ISPC, the mission informs decisions made at the College. statement is either reaffirmed or revisions Institutional planning, led by the are approved by the COTW before being Institutional Strategic Planning Council sent forward to the President, the District (ISPC), provides recommendations to Strategic Planning Committee, and the the President to ensure that planning Board of Trustees. is aligned with the mission, vision, and goals of the institution. I.A.3. Self Evaluation The program review process is at the core The standard is met. The most recent of the College’s institutional planning, effort to revise the mission was effective aligning learning programs, student because all College constituents were services, planning, and resource allocation involved and encouraged to provide ideas with the mission of the College (see through committee meetings, exchange of Annual Instructional Program Review emails, college wide surveys, and COTW Template 2013). Through the program readings. More generally, the College review process, every unit of the College now has a regular mission-review process is asked to link its goals, functions, in place that is broadly participatory, resource requests, and assessments to involving administrators, faculty, staff, the College mission and strategic goals. and students. The August 2012 minutes Through a rigorous prioritization process, of the Board of Trustees (see Board of the Student Services Planning Council, Trustees, Minutes, August 21, 2012) Business and Facilities Planning Council, show the adoption and approval of the and Academic Planning Council rank most recent mission statement. The ISPC resource requests and recommend actions administered a self-evaluation survey in to the ISPC based on the information in which 100 percent of the respondents program reviews (see Academic Planning answered that they agreed or strongly Council, Faculty Prioritization Ranking

Standard I.A 115 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.A: Mission

Criteria; Student Services Prioritization Minutes, May 28, 2013). Ranking Process; Business and Facilities Planning Council Resource I.A.4. Actionable Improvement Plan Ranking Criteria). The Program Review Committee also responds to program None reviews by reading them in their draft and final draft versions, and scoring them against a rubric in order to provide feedback to each unit.

Similarly, new degrees and programs are reviewed by the ISPC in order to ensure alignment to the College mission and Strategic Plan.

I.A.4. Self Evaluation

The standard is met. The College’s mission is central to institutional planning and decision making, as evidenced by its strategic planning and resource allocation processes. A striking example of the linkage between mission, goals, and decision making is the Annual Program Review process, which ensures that all planning and resource allocation is driven by the College mission (see Annual Instructional Program Review Template 2013). For example, in keeping with its commitment to student learning and the “creative use of emerging technologies,” the institution recognized that a more technology-driven data management system was needed to support the assessment of student learning. Through program review, a request was made for an assessment-tracking system, which was ranked #2 during the prioritization and ranking process. As a result of the high priority the institution places on student learning, and through the implementation of the program review process, the President allocated resources to respond to this need, which was endorsed by the COTW (see Committee of the Whole,

116 Standard I.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness

Improving Institutional Effectiveness provide more informal opportunities The institution demonstrates a for dialogue about student learning. For conscious effort to produce and example, a recent staff retreat focused on support student learning, measures the RP Group’s report Student Support that learning, assesses how well (Re)defined (see Spring Staff Retreat learning is occurring, and makes Agenda, 2013). Dialogue is present and changes to improve student learning. pervasive in the fabric of Norco College The institution also organizes its key culture. processes and allocates its resources to effectively support student learning. Norco College maintains dialogue about The institution demonstrates its the continuous improvement of student effectiveness by providing 1) evidence learning. Student learning is central to of the achievement of student learning the mission of the College (see Mission outcomes and 2) evidence of institution and Core Values) and dialogue in support and program performance. The of student learning has been pervasive institution uses ongoing and systematic throughout the institution. The newly evaluation and planning to refine its revised Facilities Master Plan identifies key processes and improve student a commitment to student learning as one learning. of the guiding principles for facilities planning (see Facilities Master Plan I.B.1. 2013); dialogue on student learning also The institution maintains an ongoing, occurs in the Curriculum Committee collegial, self-reflective dialogue about and Academic Planning Council as these the continuous improvement of student committees grapple with the impact of learning and institutional process. legislative changes related to repeatability, course repetitions, and prerequisites. I.B.1. Descriptive Summary Reforms related to the Student Success Norco College maintains dialogue that Act and the Transfer Achievement Act is ongoing, collegial, and self-reflective. have spurred intensive dialogue within Dialogue is embedded into processes the Academic Senate and college wide used in meetings central to the strategic about the learning needs of students who planning of the College, such as shared are completing degrees and certificates governance committees, department and as well as the learning support services discipline meetings, staff meetings, public needed from counselors and other Student forums and District Board meetings (see Services departments (see Student Strategic Plan and Process 2013-2018, Success Committee, Minutes, March 25, p. 30, item 7; Strategic Planning Policy 2013). One way in which the College 2010-01). Most of the college wide ensures widespread dialogue is through dialogue occurs in the strategic planning the Annual Open Dialogue Session, held and shared governance processes and towards the end of each academic year. is an integral part of decision making. Embedded within the College’s planning Professional development events, staff processes, the Open Dialogue Session and faculty retreats, and college wide is open to all members of the college events related to diversity or guest authors community and has no formal agenda

Standard I.B 117 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness

(see Strategic Planning Policy 2010-01). I.B.2. Descriptive Summary

I.B.1. Self Evaluation At every level of the College and throughout the District, goals are The standard is met. Norco College has established to improve effectiveness. The a culture of collegiality and civility. goals found in the Educational Master A critical aspect of that culture is the Plan, bulleted below, represent the degree to which dialogue about student overall goals of the institution. During learning has become foundational to the recent revision of the Strategic Plan, College planning and processes. Shared data collected from the SWOT analysis governance committees, where the were used to affirm the existing goals but primary instances of dialogue occur, also led to the addition of goals six and comprise representatives from all campus seven. The revised goals and objectives constituencies, including students. The were developed by the Institutional College has also embedded a concern Strategic Planning Council (ISPC) and for student learning into every aspect of approved by the Committee of the Whole planning. Evidence of this is found in (COTW) (see Committee of the Whole, the assessment rubrics used by the Norco Minutes, October 30, 2012). In addition, Assessment Committee, the rubric by the newly revised and updated Strategic which faculty hires are ranked – used Plan 2013-2018 was approved by the by the Academic Planning Council, the Board of Trustees in February 2013 (see guiding principles of the Facilities Master Board of Trustees, Minutes, February Plan, and the Open Dialogue Session, 19, 2013). The College evaluates and which is part of the planning process (see reports annually on the progress made on Assessment Rubric; Academic Planning its strategic goals in order to improve its Council Prioritization Ranking Criteria; effectiveness. Facilities Master Plan 2013; Open Dialogue Session 2011, 2012, 2013). The College supports its mission through its commitment to seven identified I.B.1. Actionable Improvement Plan strategic goals: • Goal 1: Increase Student None Achievement and Success • Goal 2: Improve the Quality of I.B.2. Student Life The institution sets goals to improve its • Goal 3: Increase Student Access effectiveness consistent with its stated • Goal 4: Create Effective Community purposes. The institution articulates its Partnerships goals and states the objectives derived • Goal 5: Strengthen Student Learning from them in measurable terms so that • Goal 6: Demonstrate Effective the degree to which they are achieved Planning Processes can be determined and widely discussed. • Goal 7: Strengthen our Commitment The institutional members understand to our Employees these goals and work collaboratively toward their achievement. The strategic goals are published on the website and within the Strategic Plan and

118 Standard I.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness

Process 2013-2018 document, which has College. Norco College also relies on been distributed widely throughout the the following data for setting priorities: College. The strategic goals and objectives persistence, success and retention rates; are implemented by way of the College rates on completion of basic skills committee structure. Committees and pipeline courses; success gaps between councils are responsible for supporting online and traditional instruction; student the specific goals and objectives which engagement data from the CCSSE; pertain to the work of their committee. survey data related to diversity awareness On a rotating basis each committee makes and campus climate; percentages of a report to the ISPC in order to update students declaring educational goals and progress in implementing its goals and educational plans; students/staff/faculty/ its continued alignment with the mission survey data from industry partners and of the College (see Institutional Strategic the community; and learning assessment Planning Council, Minutes, May 1, 2013). data. In the fall of each academic year, an annual Evaluation of Effectiveness report The College is committed to achieving is presented to the COTW to demonstrate its goals, and it provides opportunities for the College’s progress towards achieving discussion in its COTW meetings with all its goals (see Annual Evaluation Report faculty staff, administrators, and student 2012-2013; Committee of the Whole, representatives invited to participate. The Minutes, October 22, 2013). COTW provides all College stakeholders with the opportunity to have input, In addition to the strategic goals and dialogue, and a voting presence. COTW objectives, the College also has a meetings enable members to vote and newly revised Technology Strategic voice their degree of satisfaction with Plan which identifies goals that are College planning, program review, specific to its technology needs (see resource allocation, and decision-making Technology Strategic Plan, 2013-2016). processes as well as offer their perceptions The Technology Plan was developed regarding the degree to which these jointly by the Technology Task Force processes are effectively linked. and the Technology Committee and was ultimately approved by the COTW (see Norco College uses many processes Committee of the Whole, Minutes, March to foster a college wide commitment 26, 2013). to understanding and implementing established goals. The College reports At the unit level, the program review on the progress towards achieving goals process ensures that faculty, staff, and in a variety of ways: assessment reports, administrators set goals that align with Committee of the Whole minutes, an the college mission and strategic goals. Annual Evaluation report, survey data, Through program review, disciplines newsletters, the Fact Book, the Norco and administrative units identify student College Midterm Report, and Institutional learning outcomes and service area Strategic Planning Council minutes. outcomes which are being assessed, and they determine resource needs linked to the goals and mission of the

Standard I.B 119 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness

I.B.2. Self Evaluation processes clear and transparent to employees and faculty through various The standard is met. Norco College has communications and has provided a prioritization process in place that opportunities for dialogue in COTW and integrates assessment with planning Senate meetings. All the current planning and resource allocation, one that the endeavors are working well. College evaluates every year to improve on effectiveness and set goals. Norco Norco College implements its goals College outlines its goals in numerous through increasing student achievement places (e.g., website, College schedule and success while improving the quality of classes, and College catalog) and of student life, increasing student documents, including the program review access, creating effective community process (see Institutional Strategic partnerships, strengthening student Planning Council, Webpage). learning, demonstrating effective planning processes, and strengthening The ISPC is the main coordinating commitment to employees. body for all strategic planning at Norco College. The ISPC’s purpose is to ensure Through the Educational Master Plan, that all phases of planning and resource the strategic planning process, and the allocation at the College emanate from program review process, the College program review, have improvement of sets goals to improve its effectiveness student learning as the highest priority, consistent with its stated purposes. and are driven by the College mission and Each discipline, department, and non- the educational master plan. instructional unit articulates its goals and objectives in measurable terms and has Norco College has established governance begun a campus wide discussion of the structures that incorporate input from degree to which they are being achieved. not only faculty, classified staff, and Campus-based career and technical administration but also students and disciplines have developed SLOs for their members of the community. The College degree/certificate programs, and CTE Administrative, Academic, and Student courses and programs are being assessed. Services Planning Councils prioritize Significant progress has also occurred at requests for staffing and equipment the District level in articulating goals and generated annually from unit program objectives system wide. review documents. In addition, the Institutional Strategic Planning Council, It is also clear that the College assesses Academic Planning Council (made up progress toward achieving its stated of department chairs and co-chairs), and goals and makes decisions regarding the the President’s Community Advisory improvement of institutional effectiveness Group provide input for the decision in an ongoing and systematic cycle of making processes. The development of evaluation, integrated planning, resource the recent Strategic Plan represented the allocation, implementation, and re- collaboration of all stakeholders. evaluation. Evaluation is based on analysis of both quantitative and qualitative data. The College has made its goals and Data from the 2013 Accreditation Survey

120 Standard I.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness indicate that over 90 percent of faculty, College sets the goals for the institution. management, and staff respondents Progress toward achieving these goals agree that the College is “committed to is presented annually to the inclusive continuous improvements of the student strategic planning body called the learning process” and over 80 percent Committee of the Whole (COTW) agree that the mission statement “guides (see Strategic Plan and Process 2013- institutional planning.” Well over 90 2018 [p. 19]) and documented in the percent say they have “read the Mission evaluation report of educational master Statement and understand it.” More plan/strategic plan goals (see Educational than two-thirds say that they understand Master Plan Goals Presentation 2012). the Educational Master Plan goals, that The information in this report is based these goals are assessed regularly, and on quantitative and qualitative data. The that the results are shared with campus Institutional Strategic Planning Council constituencies (see Accreditation Survey (ISPC) annually reviews and re-evaluates 2013). the goals of the College, assessing their fit with the institutional mission (see The College has amassed a great deal of Institutional Strategic Planning Council, evidence over the past two decades that has Webpage). supported its claims for the achievement of college, unit, and department goals. The College evaluates progress toward its This ranges from the completion of goals in multiple ways, such as collecting building projects and the design of a and analyzing data related to success, compressed calendar to campus wide retention, and persistence rates; job wireless accessibility and the creation of placement rates; course completion rates; the Center for Student Success building. ARCC data; and CCSSE data. In addition, committees that support strategic planning I.B.2. Actionable Improvement Plan align their mission with the goals of the College, and they evaluate their own None effectiveness annually to ensure that their work effectively supports the College I.B.3. mission and fulfills its stated purpose (see The institution assesses progress toward Student Success Committee, Webpage). achieving its stated goals and makes Institutional goals have been integrated decisions regarding the improvement into the Program Review process and the of institutional effectiveness in an Strategic Planning process. In 2012, the ongoing and systematic cycle of Program Review template was revised evaluation, integrated planning, so that each discipline now demonstrates resource allocation, implementation, the alignment of its plans and resource and re-evaluation. Evaluation is based requests with the goals and mission of on analysis of both quantitative and the College (see Annual Instructional qualitative data. Program Review Template, 2013). The degree to which the instructional units’ I.B.3 Descriptive Summary goals and resource requests align to the mission and strategic goals of the College As indicated in Standard I.B.2., the is evaluated by the Program Review

Standard I.B 121 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness

Committee with the use of a rubric. This have been made within an agreed-upon ensures that goals are integrated into prioritization rooted in the goals and planning at the unit level (see Program mission of the institution. Review Committee, Webpage; Academic Planning Council, Faculty Prioritization I.B.3. Self Evaluation Ranking 2012-2013; Academic Planning Council, Faculty Prioritization Ranking The standard is met. The current process Criteria). Further, College goals is a systematic cycle. The institution’s are implemented through outcomes familiarity with the process and purpose assessment (see Annual Assessment of the cycle has increased and has thus Report 2012-2013), curriculum and facilitated greater participation and program development (see Curriculum effectiveness in aligning institutional Committee, Webpage), the activity and activity with institutional goals. Methods institutional systems of staff work units to measure and improve progress towards (see Administrative Unit Program Review, goals are established within the shared Webpage; Student Services Program governance structure and program review Review, Webpage), and the work carried process. out by the College’s various committees (see College Committees, Webpage). I.B.3. Actionable Improvement Plan

Resource allocation is determined using None program review requests from all work units (faculty disciplines, staff) whose I.B.4. alignment with institutional goals and The institution provides evidence mission acts as the fundamental criterion that the planning process is broad- by which needs are ranked and budgets based, offers opportunities for are constructed (see Administrative Unit input by appropriate constituencies, Program Review, Webpage; Student allocates necessary resources, and Services Program Review, Webpage; leads to improvement of institutional Annual Instructional Program Review, effectiveness. Webpage). Allocation recommendations are made by the Academic, Business and I.B.4. Descriptive Summary Facilities, and Student Services Planning Councils to inform final decisions made Evidence that the College’s planning by the President of the College. This process is broad-based lies in the Strategic process has served as a framework by Planning and Prioritization Processes. which (given the recent budget crisis) The Norco College Strategic Planning often difficult decisions have been process of 2008-2012 was implemented made about what will and will not as the means for achieving the College’s receive funding (see Academic Planning strategic goals and for ensuring that Council, Faculty Prioritization Ranking institutional planning, program review, 2012-2013; Academic Planning Council, and resource allocation were all fully Faculty Prioritization Ranking Criteria; integrated as part of the planning process. Student Services Prioritization Ranking These processes are incorporated into Process). As a result, hard choices the Strategic Planning Cycle, which

122 Standard I.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness ensures that all constituencies—students, Strategic Planning process were approved administrators, full- and part-time on September 27, 2011 by the Strategic faculty, and full- and part-time staff— Planning Committee (SPC) (see Strategic are involved in the College’s planning Planning Committee, Minutes, September procedure. These processes also ensure 27, 2011). that the College’s mission and goals are both understood and met by all College The changes mentioned above resulted departments/programs. The newly in a broad-based prioritization process developed five-year strategic plan for that allows input from each department 2013-18 is also the product of broad, to be communicated to the office of college wide dialogue (see Strategic Plan the President for institutional decision and Process 2008-12; Strategic Plan and making. Beginning with the program Processes 2013-18). review process, an inventory of requested resources for each department/unit is In response to Recommendation 1 of established (see Strategic Planning the October 2009 Comprehensive Visit, Process Flowchart). The resource the College instituted Strategic Planning requests for student services, instruction, Committee (SPC) Policy 2010-01 to and administration are prioritized by the “provide college stakeholders with the following councils: Student Services opportunity to evaluate and continually Planning Council (SSPC), the Business improve the planning, resource allocation, and Facilities Planning Council (BFPC), and decision-making processes of the and the Academic Planning Council College, and ensure that strategic planning, (APC). Each department of the College program review, and resource allocation assesses and develops goals specific to its are effectively linked” (see Midterm needs and submits them to its respective Report, March 2012, p. 5). This process planning council for evaluation. Each eliminated the preexisting accreditation council comprises administration, subcommittees and Co-Chairs Council, faculty, staff, and at least one student and reallocated their responsibilities representative. As program reviews from to the Academic Senate standing each department undergo evaluation, committees and strategic planning departmental needs (staffing, equipment, committees, while the original Student technology, and other resources) are Services Planning Council, Academic ranked and then forwarded to the Planning Council, and Business and Institutional Strategic Planning Council Facilities Planning Council (previously (ISPC) for approval (see Strategic called the Administrative Planning Planning, Webpage). Council) retained their responsibilities in the resource allocation process. These On October 5, 2011, the College held changes also led to the implementation its first Institutional Strategic Planning of a new Institutional Strategic Planning Council (ISPC) meeting, empowering Council (ISPC), which was established ISPC to serve as the main coordinating as “the main coordinating body for all body for all strategic planning. Its strategic planning at Norco College” (see purpose is to ensure that all phases of Midterm Report, March 2012, pp. 5-6). planning and resource allocation at the The recommendations to reorganize the College emanate from program review,

Standard I.B 123 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness

have improvement of student learning as consideration and approval by the District the highest priority, and are driven by the Strategic Planning Committee and/ College mission and educational master or the Board of Trustees. For example, plan (see ISPC Webpage). Together, the President took the Facilities Master ISPC members, who collectively Plan to the District Strategic Planning represent all College constituencies, Committee (DSPC) for thorough review make recommendations to the President and approval (see District Strategic after receiving institution wide input. Planning Committee, Minutes, April 5, The Academic Senate makes some of the 2013). faculty appointments for ISPC (others are ex officio). Classified staff appointments The College’s strategic planning process for ISPC are made in consultation with parallels the prioritization process in the CSEA and supervisors of classified that it allows the planning councils staff. To ensure the committee’s stability, and other College committees to ISPC members rotate after serving two- implement planning and advocate for year terms (see Institutional Strategic resources specific to the College’s broad- Planning Council, Webpage; Institutional based needs. Information from these Strategic Planning Council, Minutes, committees is sent accordingly to the October 5, 2011). Academic Senate, ISPC, or COTW. After these committees/councils deliberate on After receiving input from institution the planning/resource items presented, wide stakeholders at hearings open to information regarding planning and all College constituencies, the ISPC resources is sent to the President, who presents information to the Committee of approves/denies the requests in light of the Whole (COTW; formerly the “Town the rationales provided and available Hall Meeting”), which was renamed on funding (see Strategic Planning, Website). December 8, 2011 and established to provide: Evidence that the College’s planning “all college stakeholders with the process allows opportunities for input opportunity to have input, dialogue, by appropriate constituencies is shown and a voting presence to approve/ in each step of the Strategic Planning disapprove matters affecting the and Prioritization processes and also entire college” (see Committee of the demonstrates the College’s commitment Whole, Webpage; Town Hall, Minutes, to shared governance. One example of the December 8, 2013; Midterm Report, College’s emphasis on shared governance March 2012, p. 5). is the creation of the COTW, comprising all College stakeholders. At the COTW Once the information has been reviewed meetings, everyone (faculty, classified by the COTW, all final planning staff, administrators, and student recommendations are forwarded to the representatives) is given the opportunity President, who provides feedback to to have input, engage in dialogue, and vote the ISPC as needed. When decisions or on matters affecting the entire College. recommendations have District impact to Invitations to participate on college wide resources or facilities, they are forwarded committees and in the program review by the President to the Chancellor for process are regularly emailed directly

124 Standard I.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness to administration, faculty, classified I.B.4. Self Evaluation staff, and students (see Committee of the Whole, Webpage). For example, in 2012, The standard is met. The Norco College when Norco College faced a $700,000 planning process is broad based and budget reduction, the ISPC, via its includes input from a diverse array of prioritizing and planning procedures, constituencies. was largely responsible for ensuring that resources were planned for and allocated I.B.4. Actionable Improvement Plan appropriately (see Institutional Strategic Planning Council, Minutes, February 15, None 2012 through 21 March 21, 2012). I.B.5. Another example of the effectiveness The institution uses documented of broad-based planning involves assessment results to communicate the work of the FTES subcommittee. matters of quality assurance to The FTES subcommittee, which was appropriate constituencies. developed as an extension of the ISPC, created specific enrollment management I.B.5. Descriptive Summary guidelines which, among other things, prioritizes associate degrees for transfer, The College uses documented assessment pipeline courses, and an agreed upon results to communicate quality assurance ratio for basic skill, transfer and career to appropriate constituencies through technical education courses. Currently, various channels. Course assessment the enrollment management guidelines results are summarized through reports are operationalized by department which are presented in each discipline’s chairs as they develop course schedules annual and comprehensive program in a manner which meets the annual review documents. These are made FTES target (see Institutional Strategic available to the public through the College Planning Council, Minutes, February 15 and March 7, 2012). website (see Program Review, Website). Annual program review documents The College identifies and follows are scored by the Norco Assessment strategies to increase its capacity to Committee (NAC) through the use of a serve students and the community by rubric (see Assessment Rubric) and these seeking alternative means for securing results are used to prioritize instructional resources. A main vehicle for doing so requests through the Academic Planning is the Grants Committee. The purpose Council (APC). In the most recent of this committee is to identify and resource allocation cycle, assessment review potential grant opportunities and results were given a maximum of 20 recommend which grants align with the points (out of 100 total) in scoring mission and strategic plan of the College. resource requests. In addition, assessment All of the aforementioned processes for results for the institution are summarized program review, allocation of resources, annually in the Annual Assessment and institutional strategic planning Report (see Annual Assessment Report lead to the improvement of institutional 2012-2013). This report is reviewed and effectiveness. approved by the NAC, then presented to

Standard I.B 125 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness

the Academic Senate for its approval. It is Rate for Credit Vocational Courses then made available for public review on • Annual Successful Course the assessment website (see Assessment Completion Rate for Credit Basic Committee, Webpage). Skills Courses • Improvement Rates for ESL and Documented institutional assessment Credit Basic Skills Courses data is also used to communicate quality • Career Development and College assurance to appropriate audiences. The Preparation (CDCP) Progress and College submits MIS data to the District Achievement Rate data warehouse, and these data are then • Annual Unduplicated Headcount submitted to the California Community and Full-Time Equivalent Students College State Chancellor’s Office (FTES) (CCCCO). MIS data include elements • Age of Students at Enrollment regarding student characteristics, • Gender of Students enrollment, special programs (including • Ethnicity of Students (Annual) EOPS, Disabilty Resource Center, • Qualitative Self-Assessment CalWORKs, and Student Success and Support Programs), employee/faculty Since Norco College was first accredited data, financial aid, and awards (degree/ as an independent college in 2010-11, certificate completion). MIS data are ARCC indicators are available only used for several levels of quality reporting from that point forward. ARCC data processes. Most of these data are available are presented annually at the Board of to the public through the self-serve Trustees meeting (see Board of Trustees, CCCCO Data Mart at http://datamart. Minutes, October 16, 2012) and are cccco.edu/Default.aspx. The Integrated posted for public viewing at the CCCCO Postsecondary Educational Data ARCC website (see ARCC Webpage). System (IPEDS) and National Student Clearinghouse are repositories which The College also participates biennially also use these data through availability in the Community College Survey of of reports on institutional characteristics, Student Engagement (CCSSE). The Office completions, enrollment, transfer, and of Institutional Effectiveness coordinates graduation rates. At the state level, one the administration and data collection of the most common uses of MIS data of the CCSSE Survey. CCSSE was for quality assurance purposes is the administered most recently in 2010, 2011 Accountability Reporting for Community and 2013. CCSSE results are shared in Colleges (ARCC) report. ARCC data committees and professional development are gathered annually and provide workshops, and they have been made institutional outcomes assessment in the available on the College’s institutional following areas (see ARCC 2012 Report): research website (see Institutional • Student Progress and Achievement Research, Webpage). Since CCSSE Rate procedures ensure the classes surveyed • Percent of Students Who Earned at are representative of the College, these Least 30 Units data have been used for variables that are • Persistence Rate: Fall to Fall not routinely captured through MIS data. • Annual Successful Course Completion Examples include work hours per week,

126 Standard I.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness study hours devoted to each course, hours I.B.6. devoted to care of dependents, frequency The institution assures the effectiveness of asking questions in class, meeting of its ongoing planning and resource with instructors outside of class, and a allocation processes by systematically vast amount of other variables that are reviewing and modifying, as very helpful in understanding the whole appropriate, all parts of the cycle, student. including institutional and other research efforts. Another area of institutional assessment is the annual review of progress on I.B.6. Descriptive Summary the educational master plan goals (i.e., strategic planning goals). Each year, Norco College has taken deliberate at a Committee of the Whole (COTW) measures to assure the effectiveness meeting during the fall semester, the of planning and resource allocation Dean of Institutional Effectiveness makes processes. One of the most critical ways a presentation regarding progress made in which effective planning intersects during the previous academic year toward with resource allocation is through each of the goals. This information is then enrollment management. In the case of posted to the Norco College Research enrollment management, the College Website (see Institutional Research, has demonstrated that strategic planning Webpage). grounded in data ensures that the learning needs of students are met. Within the I.B.5. Self Evaluation ISPC is an FTES subcommittee which develops and recommends to the ISPC The standard is met. The College uses guidelines for the distribution of FTES several sources of assessment results to across disciplines. In Spring 2013, the communicate matters of quality assurance FTES subcommittee revised its “Guiding to appropriate constituencies. These Principles for Enrollment Management” results are communicated to internal and submitted them for approval to the audiences and made available to external ISPC (see Institutional Strategic Planning audiences through various methods in Council, Minutes, May 15, 2013). The order to assure an ongoing and continual “Guiding Principles” prioritize the quality assessment. elimination of bottlenecks in course availability that prevent students from I.B.5. Actionable Improvement Plan completing their educational goals; they support the success and persistence rates None of CTE, transfer, and basic skills students; and they require that attention be given to the course Category Weight Score as a way of quantifying needed courses during the scheduling process. As a result of its excellence in developing a strategic approach to enrollment management, the College was invited by the District Academic Cabinet to do a presentation on

Standard I.B 127 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness

its multifaceted approach to enrollment Planning Council, Business and management (see Strategic Enrollment Facilities Planning Council, Management; May 2013). and Student Services Planning Council: At the end of November Other means by which the College assures of each academic year, participating the effectiveness of planning and resource members of each planning council are allocation are outlined in Strategic surveyed to determine their degree Planning Committee (SPC) Policy 2010- of satisfaction with committee-level 01, which was revised in December 2011. planning, program review, resource The policy statement is as follows: allocation, and decision making On an annual basis, the strategic processes. Members evaluate the planning, program review and criteria used in allocating resources resource allocation processes of and offer their perceptions regarding Norco College will be evaluated in an the degree to which these processes effort to ensure that: are effective and linked at the • Planning, program review and planning council level (see Planning resource allocation are effectively Councils Survey, 2011; 2012). linked; 2. Annual Survey of Effectiveness • Decisions regarding the allocation of Academic Senate and Senate of resources are driven by goals Standing Committees: In October and objectives identified in the of each academic year, each standing College Educational Master committee and the Academic Senate Plan, programmatic initiatives participate separately in dialogue enumerated in annual program sessions to evaluate the effectiveness review documents and evidence of of their planning and decision effectiveness in achieving course-, making processes during the program-, and institutional-level previous year. The Academic Senate student learning outcomes; and receives an executive summary from • The concerns of stakeholders each standing committee for review (students, faculty, staff, and discussion at the last Academic administrators, and the Senate meeting in November. communities served by the College) The Academic Senate makes are ascertained on a regular basis recommendations to and receives and continually incorporated into recommendations from each of the College’s planning, resource the standing committees based on allocation and decision-making the results of the evaluation and processes. discussion. 3. Memorandum from College The College employs a number of surveys, President to Norco College: By reports, and dialogue sessions annually to the end of each academic year gather and reflect on information about (or as soon thereafter as budget the effectiveness of its planning and recommendations and decisions resource allocation processes: for the subsequent academic year 1. Annual Survey of Effectiveness of have been made), the College the Planning Councils: Academic President submits a memorandum

128 Standard I.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness

to the COTW membership that budget allocations decisions which identifies which of the faculty impact the College and District, and staff positions identified in and providing ample opportunity previous year’s program review and for institution-wide dialogue (see prioritized by the Planning Councils Committee of the Whole, Minutes, will be recommended for funding. September 24, 2013). In instances in which the President’s 7. Annual Open Dialogue Session: decisions do not correspond to the This session, conducted toward recommendations of the Planning the end of each academic year in Councils, a detailed rationale late May or early June, provides for the divergence is provided all Norco College stakeholders (see President’s Memorandum with an opportunity for discussion on Program Review Resource concerning the extent to which Allocations for 2012-2013). planning, program review, resource 4. Annual Progress Report on allocation and decision making Educational Master Plan Goals, processes contribute to the Objectives and “Dashboard achievement of course-, program- Indicators”: This report, prepared and institutional-level student by the College Office of Institutional learning outcomes. Content of the Effectiveness, is presented at a open dialogue session is captured Committee of the Whole meeting through minutes and a summary during the beginning of the fall report is written. The open dialogue term of each academic year (see summary report is presented in a Educational Master Plan Goals Committee of the Whole meeting Presentation 2011 and 12). of the following fall term (see Open 5. Survey of Committee of the Dialogue Session 2011, 2012, 2013). Whole Membership: At the final 8. Annual Evaluation Report: This Committee of the Whole meeting of report, prepared by the Office each academic year, the membership of Institutional Effectiveness, is (which constitutes faculty, staff, transmitted to the Committee of students, and administrators) is the Whole membership during surveyed to determine their degree fall semester of each academic of satisfaction with college planning, year, at which time the Committee program review, resource allocation membership is invited to make and decision making processes as suggestions for improving the well as their perceptions regarding process. Any recommended revisions the degree to which these processes to the procedures and processes, if are effectively linked (see Committee approved by the College President, of the Whole Survey 2011, 2012, are incorporated into the next year’s 2013). cycle (see Annual Evaluation Report 6. Report of Resource Allocation: 2012-2013). After the Board of Trustees approves the budget, a report is made to Institutional research is also evaluated the Committee of the Whole regularly. In the 2011 administration membership, informing them of of the Biennial Accreditation Survey,

Standard I.B 129 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness

questions were added regarding I.B.7. institutional research and the use of data The institution assesses its evaluation by faculty, staff, and administration (see mechanisms through a systematic Institutional Research, Webpage). Survey review of their effectiveness in questions investigated respondents’ use, improving programs, student support understanding, and comfort level with data services, and library and other learning that is provided from the College’s Office support services. of Institutional Effectiveness and the District Office of Institutional Research. I.B.7. Descriptive Summary In the 2013 Accreditation Survey, 72 percent of faculty and staff respondents The College systematically reviews the said they agreed or strongly agreed with effectiveness of its evaluation mechanisms the statement ,“I feel comfortable using in a number of ways. Evidence about the data,” and 67 percent said they agreed effectiveness of programs and services or strongly agreed with the statement, is primarily obtained through the “I understand the data I receive from program review process. All instructional the Norco office of Institutional programs (i.e., disciplines), student Effectiveness” (see Accreditation Survey support services, and administrative 2013). units (including library) submit program reviews annually (see Program Review, I.B.6. Self Evaluation Website). Programs and services are required to summarize trends, changes, The standard is met. The College assures resource needs, and all assessment the effectiveness of its ongoing planning activities for the previous academic and resource allocation processes by year. Instructional program reviews are systematically reviewing and modifying subjected to a dual evaluation process. all parts of the cycle, including The Norco Assessment Committee (NAC) institutional and other research efforts. evaluates the assessment portion of all Through the implementation of the eight instructional annual program reviews procedures that comprise SPC Policy against a rubric (see Assessment Rubric). 2010-01 revised in 2011, a comprehensive NAC evaluators go through a one-hour process has been implemented to evaluate norming session to establish inter-rater processes surrounding resource allocation reliability. Each program review is and decision making for the institution. then evaluated by two NAC members Finally, through survey analysis, research working independently of each other. If efforts are also being evaluated for rubric scores in each category are more effectiveness. than one point different from each other, the members either confer about their I.B.6. Actionable Improvement Plan score and re-evaluate, or another rater is brought into the evaluation. The overall None score is derived from the mean of the five rubric category scores: method, level of assessment, use of data for improvement, dialogue, and reporting. NAC reviews initial drafts and provides extensive

130 Standard I.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness quantitative and qualitative feedback for Accreditation Survey 2013). improvement of the assessment portion of the program review. Faculty are then Similarly, the administrative unit and given approximately a two-month period student service program reviews also to improve and resubmit their assessment undergo a two-round peer review process for re-evaluation. For a summary of initial of evaluation. Under the leadership of and final rubric scores on annual program the vice presidents of Academic Affairs, review assessment, see Summary of Student Services, and Business Services, Rubric Scores. The second evaluation of administrative and student service program reviews is done by the Program program reviews are first reviewed and Review Committee, also against a responded to by the fellow administrators rubric (see Program Review Rubric). within their unit. Though no formal rubric This evaluation excludes the assessment or scoring mechanism currently exists, portion of the document and focuses the peer administrators give feedback on elements such as completeness, pertaining to the assessment, linkage to accuracy, alignment with the Educational the Educational Master Plan goals and Master Plan goals and College mission, College mission, and perceived trends and evidence submitted in support of of the unit. The second round of review requests. As is the case with the NAC, is led by the College President. The faculty receive an overall score based College President randomly distributes on their draft document and are given the administrative program reviews to the opportunity to resubmit an improved the three vice presidents and himself program review document. for review and evaluation. This process culminates with a meeting between the Standing committees of the Academic President and vice presidents in which Senate are required per SPC Policy the program reviews are discussed and 2010-01 (see above) to undergo an feedback is gathered to return to each annual evaluation of their effectiveness. manager for future improvement (see This can be done through discussion, Academic Affairs Deans Retreat Agenda, surveys, or other means, but it must August 5, 2013). result in dialogue within the committee and recommendations for improvement I.B.7 Self Evaluation that are captured through an executive summary (see Senate Overview of This standard is met. The College Standing Committees Assessment of has established multiple evaluation Senate). The executive summary is mechanisms through a systematic review then shared with the Academic Senate, of effectiveness in improving programs, which makes recommendations to each student support services, and library of the standing committees. In addition and other learning support services. to this internal evaluation, the biennial These mechanisms are assessed for their Accreditation Survey elicits feedback effectiveness in improving programs from all faculty, staff, administration, and services, also in multiple ways. It and students on their perceptions on the is clear that programs and services are effectiveness of program review, shared part of processes focused on continuous governance, and resource allocation (see quality improvement; and it is clear these

Standard I.B 131 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard I: Institutional Mission and Effectiveness I.B: Improving Institutional Effectiveness processes are subject to evaluation and a focus on increased effectiveness as well.

I.B.7 Actionable Improvement Plan

None

132 Standard I.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services

Standard II: Student Learning Programs and Services II.A: Instructional Programs

Student Learning Programs and in which students can receive A.A. or Services A.S. degrees and a growing number of The institution offers high-quality discipline-specific Associate Degree for instructional programs, student Transfer (ADT) programs. The former support services, and library and prepare students for transfer in general learning support services that facilitate academic fields of study, while the latter and demonstrate the achievement of prepares students for transfer to the CSUs stated student learning outcomes. The in specific areas of academic study. The institution provides an environment that Area of Emphasis programs can lead to supports learning, enhances student an associate in arts degree, an associate understanding and appreciation of in science degree, or certification in diversity, and encourages personal California State University General and civic responsibility as well as Education (CSUGE) or in Intersegment intellectual, aesthetic, and personal General Education Transfer Curriculum development for all of its students. (IGETC). The Associate Degrees for Transfer in specific fields of study II.A. Instructional Programs establish common degree requirements The institution offers high-quality that provide pathways to institutions in instructional programs in recognized the CSU system. In addition, the College and emerging fields of study that offers 14 locally approved certificates culminate in identified student in Career and Technical Education outcomes leading to degrees, (CTE) and 27 Associate Degrees/State certificates, employment, or transfer Approved Certificate patterns in Career to other higher education institutions and Technical fields (see College Catalog or programs consistent with its 2013-2014). The College ensures that mission. Instructional programs are all disciplines and programs align to systematically assessed in order to its mission. All disciplines evaluate the assure currency, improve teaching alignment of the discipline offerings to and learning strategies, and achieve the College mission statement as part of stated student learning outcomes. The the annual Program Review process (see provisions of this standard are broadly Annual Instructional Program Review applicable to all instructional activities Template 2013) and every four years in the name of the institution. during the Comprehensive Program Review process (see Comprehensive II.A.1. Instructional Program Review Template, The institution demonstrates that all p. 3). instructional programs, regardless of location or means of delivery, address Newly proposed programs are developed and meet the mission of the institution following the New or Revised Program and uphold its integrity. Development Process, adopted in 2011 and referenced in Administrative Policy II.A.1. Descriptive Summary 4020 Program, Curriculum, and Course Development. This process requires The College offers seven interdisciplinary that programs be reviewed by the Area of Emphasis (AOE) programs College’s Academic Planning Council

Standard II.A 133 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

(APC), Academic Senate, Curriculum articulation officer to determine if Committee, and Institutional Strategic alignment to these descriptors is in the Planning Council (ISPC). Programs best interest of students and to ensure the are evaluated to ensure alignment with College’s transfer curriculum meets the the College mission, the presence of most current expectations of its transfer measurable Program Level Outcomes, partners. This ensures that the College and the ability of the institution to support curriculum is reviewed and updated for the new program. Career and Technical appropriate quality. programs must also provide evidence of need in the form of current and regionally CTE disciplines review courses and specific labor market or economic data. programs regularly to ensure that the Successful CTE program proposals must programs prepare students according also document the support of the specific to industry standards. CTE disciplines local CTE advisory board and regional establish advisory boards consisting consortium. In response to this process, of local industry partners and are also in Fall 2012 several newly proposed part of regional consortiums. Advisory programs were approved, while others boards work with CTE faculty to offer were tabled for future consideration (see expert advice and input for curriculum Institutional Strategic Planning Council, development. Annual Industry Summits Minutes, December 5, 2012). Programs allow discipline faculty and advisory must be approved by the Academic board members the opportunity for Senate and by the College President prior dialogue and feedback regarding the to adoption by the College (see Program currency and relevancy of courses and Development Process; Curriculum programs at the College (see Industry Approval Process, Appendix H) Summit Agenda 2011 and 2012). In addition, Perkins-funded programs must To ensure rigor and appropriate conduct reviews every two years. scholarship, articulation for all general education courses is sought with both Curriculum is also more broadly private and public four-year institutions, examined during the quadrennial including institutions that are part of both District wide comprehensive program the UC and CSU systems (see ASSIST. review process (see Comprehensive org). In addition, the College actively Instructional Program Review Template). participates in the California state wide This process requires careful evaluation Course Identification (C-ID) Numbering of programs and courses to ensure quality System project (see C-ID Website). The and effectiveness. The comprehensive project, a joint effort between faculty program review process requires at California community colleges discipline faculty to complete a thorough and at California State Universities, review of all course outlines of record, coordinates the development of new student learning outcomes, and, if courses (the alignment of existing ones) relevant, program-level SLOs. As a part to best meet the expectations of the of this process, dialogue takes place at the universities. As C-ID course descriptors College and throughout the District, often are developed, Norco College faculty resulting in curricular changes, updates work in collaboration with the College’s to recommended texts, and new courses

134 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs or programs. Comprehensive program II.A.1.a. Descriptive Summary reviews are vetted thoroughly by the College Program Review Committee. The Norco College’s Office of Institutional comprehensive program review process, Effectiveness, along with the District in combination with the annual program Office of Institutional Research, conducts review process, provides a means by research and analysis to inform the which faculty can identify the short-term institution of the educational preparation, and long-term needs of their disciplines diversity, and demographics of its students. and/or programs (see Comprehensive The Norco College Fact Book, produced Instructional Program Review Template, by the District Office of Institutional p. 3). Research, provides details about the demographics of the student population. II.A.1. Self Evaluation Persistence rates, transfer rates, retention rates, and other measures are also made The standard is met. Norco College offers available (see Fact Book, Webpage). In high-quality instructional programs addition, demographic data, completion consistent with the mission of the data, and data about student population institution. The programs lead to degrees, describing the need for and completion certificates, employment, or transfer to of basic skills courses are collected four-year institutions. Identified program- and reported as part of the statewide level student outcomes are in place for all ARCC program (see Accountability programs. The institution has processes Reporting for the Community Colleges established to systematically assess the 2012 Report). This report contains currency and rigor of curriculum and performance indicators for the College the achievement of learning outcomes in and allows comparison with comparable order to improve teaching and learning. colleges statewide. The College is not yet able to take full advantage of comparisons II.A.1. Actionable Improvement Plan and longitudinal data since it only began tracking college-specific data when it was None first accredited in 2010.

II.A.1.a. Data from the Norco Assessment Center The institution identifies and seeks to are also available to inform College meet the varied educational needs of its entities regarding the preparedness of students through programs consistent incoming students in math, English, and with their educational preparation reading. Over the years these data have and the diversity, demographics, and indicated that many incoming students are economy of its communities. The underprepared in these subjects. Concerns institution relies upon research and about this under-preparedness have analysis to identify student learning resulted in several iterations of summer/ needs and to assess progress toward intersession bridge-type programs to assist achieving stated learning outcomes. underprepared students, including the 2004-2008 Math Intervention Program, the 2011 Step Ahead Program, the 2012 Summer Advantage Program, and the

Standard II.A 135 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

most recent 2013 Summer Advantage. and English. Given the previous success (A 2014 Summer Advantage is being of academic-focused intervention, the planned.) The creation and evolution of College worked to improve its efforts and such programs demonstrate the College’s to revise the content of the intervention use of data to improve student outcomes. to focus more on academic preparedness and improvement of success in and The Math Intervention Program progress through the developmental identified students who initially placed pathways in both English and math (see into the lowest-level math. These Student Success Committee, Minutes, students participated in a math refresher April 2, 2012). workshop during the summer or winter intersession, were allowed to retake the Simultaneously, intentional enrollment math placement test, and were tracked management planning for the 2012-2013 through their developmental math academic year revealed the need to reduce sequence. Not only did these students the number of sections offered during the in general advance a level or two in 2012 summer intersession. the developmental sequence, but they also succeeded at a level comparable The Institutional Strategic Planning to students testing directly into that Council (ISPC), with input from its level of math. Longitudinally, students FTES subcommittee, adopted guidelines who participated in this intervention not only for general scheduling purposes completed the developmental sequence but also specifically for the Summer 2012 at a considerably higher rate (51 percent) intersession (see Institutional Strategic than students who did not participate (13 Planning Council, Minutes, April 4, percent) (see Math Intervention Data). 2012). These guidelines provided for the scheduling of primarily transfer-level and The 2011 Step Ahead program attempted CTE courses to allow students to complete a similar intervention; however the degrees and programs. The incoming program focused primarily on guidance students in need of developmental about careers, the transfer process, and the coursework were to benefit from a new completion of a student education plan. summer intervention program called the Short refresher workshops in English and Summer Advantage Program 2012, a new in math were also provided (see Student intervention based on outcome data from Success Committee, Minutes, March previous efforts. 26, 2012). Following the intervention, students were allowed to retake their The Summer Advantage Program 2012 placement tests and enroll based upon was the result of coordination between the new placement. Even though some the Student Success Committee and the students placed into higher levels of Offices of Student Services, Institutional English or math, these Step Ahead Effectiveness, and Academic Affairs. students had lower success rates than Data from the Office of Institutional the non-Step Ahead peers in both math Effectiveness allowed for evaluation of and English. The data suggested that the the preparation of students specifically Step Ahead program did not adequately from the College’s feeder high school prepare students for success in math district, the Corona-Norco Unified School

136 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

District (CNUSD). These data confirmed Though this was a small data set, the that while CNUSD graduates generally results were promising. Students who placed higher than the average incoming participated in English workshops had a Norco College student in English and success rate in their subsequent course of in math according to the College’s 71.4 percent; students who participated assessment/placement instrument, these in math workshops had a success rate in students still tested below transfer level their subsequent course of 79.4 percent. in both English (78.6 percent of CNUSD graduates) and in math (94 percent of The structure and content of Summer CNUSD graduates) (see Corona Norco Advantage 2013 (see Summer Advantage Unified School District Graduates, Data Program, Brochure) was modified based 2010-2011). Instructional administrators upon feedback from the 2012 Summer worked directly with the English and math program leaders (see Summer Advantage faculty to develop academic workshops Program Minutes, October 26, 2012), for the summer program. The Office along with input from collaborations with of Student Services worked with the CNUSD and California State University counseling faculty to develop the guidance colleagues regarding remediation in options for the program. The Student English and math (see EAP and Beyond Success Committee provided feedback Retreat, Agenda, Fall 2012). This effort and support as the workshops developed, again involved collaboration of multiple and integrated the efforts into a unified College entities and committees, program. The goal of this intervention spearheaded by the Student Success was to rely on faculty recommendations Committee and the newly established to better place incoming students in the Summer Advantage subcommittee. appropriate level of English and math to Several modifications were made to the maximize student success and to minimize 2013 program: time spent in remediation. Students 1. The academic workshops in math and were allowed to participate in either an English developed more directive academic workshop or in a guidance placement criteria so that students workshop. Students participating in an in each workshop were similarly academic workshop were placed by the prepared; instructor into the appropriate level of 2. Participating faculty received either English or math. A total of 179 orientation to the program design students participated in the 2012 Summer and goals; and Advantage Program. Of the 40 students 3. Students who tested below college- participating in the math workshops, 71 level were required to participate percent advanced one or more levels in in an academic workshop in either math. Of the 31 students participating English or math rather than selecting in the English workshops, 83.9 percent an option of their choice (possibly advanced one or more levels in English. non-academic), as was the case in The Office of Institutional Effectiveness the previous year. In addition, all tracked the success of these students in participating CNUSD students, subsequent math and English courses regardless of level of academic during the year following the intervention preparedness, were given a day of (see Summer Advantage 2012 Data). formal orientation to the College

Standard II.A 137 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

provided by Student Services and Career and Technical Pathways Counseling. The CTE disciplines each have unique sets of courses associated with their With the development of a program degree programs. All CTE disciplines website (see Summer Advantage have developed a two-year rotation of Program, Website), the direct outreach to courses that when completed, lead to all CNUSD high schools, and an increase a degree or certificate (see Suggested in the number of students served from Semester Sequence in Game Art: 71 in the 2012 program to 268 in the Character Modeling). Students can obtain 2013 program, the program has become this information through the Counseling institutionalized. The participating Services and on the College’s website. In students continue to be tracked and several of the emerging CTE programs, data about student success, retention, a learning community model has been and progress through developmental developed: the Community for Academic pathways are used to inform decisions as Progress (C.A.P.) program. The C.A.P. the program continues. program is designed to allow enrollment in grouped courses that share common Transfer Pathways themes in Simulation and Gaming, Pre- The Academic Planning Council (APC), Engineering, or Commercial Music: a council of department chairs, developed Performance. Successful completion of the a scheduling grid that minimizes the courses in the C.A.P. program guarantees overlap of class meeting times. The grid students a pathway to the completion of maximizes the opportunities for students degrees and certificates in these areas to enroll in courses without creating within two years. After two pilots of the scheduling conflicts (see Schedule Grid— program, the College has taken a hiatus Primary Term; Schedule Grid—Winter from implementing the C.A.P. program 2014). In addition, the ISPC, with input during the 2013-14 academic year to from the FTES subcommittee (now the further evaluate its structure. Although 69 Enrollment Management subcommittee), students were interested in participating, established and reaffirmed the Guiding their involvement was diffused across Principles for Enrollment Management eight different program options creating (see Institutional Planning Council, numerous lowly-enrolled sections. Minutes, October 17, 2012). These Students can obtain information about principles are operationalized by the APC the C.A.P. program through the Norco during schedule development to ensure College Counseling Services and on the the appropriate distribution of transfer- College’s website (see Community for level courses for the anticipated student Academic Progress Program). population. Recently, the application of these principles has resulted in the Developmental Pathways redistribution of existing resources (i.e., In response to data indicating that too more sections) in the form of additional few students were moving successfully transfer-level English and Speech through the basic skills English program Communication across several terms. into and through transfer-level English, English faculty created an accelerated course designed to take students through

138 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs the lowest three levels of remedial General Education Student Learning English in a single semester (see Course Outcomes Outline of Record, ENG-80). Students The GE SLOs are detailed in the entering the College in need of the lowest College Catalog (see College Catalog level of remediation can complete the 2013-2014, p. 34). The GE SLOs developmental sequence in one semester are shared among all colleges in the and begin college-level English during District; all students obtaining an their second semester. In addition, the A.A. or A.S. must complete a 22-unit College and the local middle college high general education requirement that school (John F. Kennedy College High supports these learning outcomes. School) have developed a memorandum The GE SLOs were revised and of understanding with input from approved by the Academic Senates of math faculty at each institution that each college in the District in Spring encourages effective progress through 2012 and adopted by the RCCD pre-collegiate math (see Memorandum Board of Trustees in September 2012 of Understanding, Math). The Guiding (see Board of Trustees, Minutes, Principles of Enrollment Management, September 18, 2012; Board Policy moreover, include direction to maintain and Administrative Procedure 4025 the distribution of resources (FTES Philosophy and Criteria for Associate allocation) in the area of developmental Degree and General Education). pathways. That is, the proportion of the In Fall 2013, the College continued FTES allocated to courses that are below ongoing assessment of GE SLOs college level is to remain the same as the and developed a plan to address offerings expand or contract. The APC assessment of the remaining GE- has implemented that directive during SLOs in successive fall semesters schedule development, ensuring that, as (see Annual Assessment Report 2012- much as possible, students have access 2013). to needed developmental courses. Lastly, the College is committed to continuing AOE and ADT Student Learning the Summer Advantage intervention and Outcomes is awaiting Fall 2013 course completion The College offers seven Area of data to further assess its effectiveness. Emphasis (AOE) degree patterns: • Administration and Information Program-Level Student Learning Systems (A.A.) Research is also used by the College to • Communication, Media, and determine the extent to which students Languages (A.A.) achieve program-level learning outcomes, • Fine and Applied Arts (A.A.) including those for General Education • Humanities, Philosophy, and Arts (GE SLOs) and for CTE and transfer- (A.A.) level programs (PLOs). Introduction • Kinesiology, Health and Wellness of TracDat software in Spring 2014 (A.A.) and its expanded use during Fall 2014 • Social and Behavioral Studies should greatly streamline and simplify (A.A.) these assessment projects (see Annual • Math and Science (A.S.) Assessment Report 2012-2013).

Standard II.A 139 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

The AOE program requirements and Catalog (see College Catalog 2013- program learning outcomes (PLOs) 2014, pp. 52-55). A pilot program- are clearly stated in the Norco College level assessment project for these Catalog (see College Catalog 2013- programs will begin in Spring 2014. 2014, pp. 35-39). In Fall 2012, Norco College faculty representing the CTE Program Student Learning major areas of study at the College Outcomes formed a workgroup to map course- The Career and Technical Education level SLOs to the AOE Program programs have also mapped course Learning Outcomes. This alignment SLOs to PLOs and will have project, facilitated by the Office of completed a cycle of program-level Institutional Effectiveness and the assessment by the end of 2013 in faculty chair of the Norco Assessment all but the most newly established Committee, was completed in Spring programs. 2013 and culminated in data collection about learning at the program level The Office of Institutional Effectiveness during the Spring 2013 semester. conducts ongoing research on student Instructor-reported achievements preparedness and learning. This research, of program learning outcomes for along with a more detailed discussion of specific students were collected. In Norco College placement mechanisms, addition, students graduating from can be found in II.B. these AOEs have been surveyed about the extent to which they believe II.A.1.a. Self Evaluation they have achieved the PLOs for the program. These data are analyzed in The standard is met. The results of research a program-level assessment report are used to inform the College of student produced in Fall 2013 (see Areas of learning as well as to drive programs and Emphasis Assessment Report, 2013). policies which address student learning needs. Data are also used to determine In addition to the AOE programs, the extent to which students are achieving the College also offers (as of Spring stated program learning outcomes. 2014) six Associate Degree for Program Level Outcomes for the seven Transfer Programs in specific areas Areas of Emphasis degree programs, of study, with several more in various the six Associate Degree for Transfer states of completion: patterns, the General Education Student • Communication Studies Learning Outcomes, and the Career • Early Childhood Education and Technical programs offered at the • English College have been identified. Alignment • Sociology of course-level student learning outcomes • Spanish to program-level outcomes in all of these • Studio Arts programs is completed. The College is actively assessing PLOs for these The program requirements and programs and has developed a systematic program learning outcomes (PLOs) schedule of assessment for all Program are clearly stated in the Norco College Level Outcomes.

140 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

II.A.1.a. Actionable Improvement Plan of distance education methodologies. Only courses with such approval may be None offered using either method of distance education instruction. II.A.1.b. The institution utilizes delivery systems In Fall 2012, the Norco Academic and modes of instruction compatible Senate established a Distance Education with the objectives of the curriculum Committee as a standing committee. and appropriate to the current and The Committee develops guidelines future needs of its students. for distance education courses and recommends to the Senate policies II.A.1.b. Descriptive Summary and procedures for distance education training of faculty and students. The Instruction at Norco College reflects Distance Education Committee (DEC) is an institutional commitment to stated developing a Distance Education Plan for curricular objectives and to the current the College and is currently establishing a and future learning needs of its students. best practices document to assist faculty The College employs multiple means of in maintaining effective and substantive delivery and time formats to accommodate contact with students in the online the diverse needs and proficiencies of environment (see Distance Education the population it serves (see Schedule of Committee, Minutes, May 1, 2013; May Classes, Webpage). 15, 2013).

The College offers traditional face-to- With support of the District Open face instruction with sections scheduled Campus department, the Professional to minimize overlapping start- and end- Development Committee, and the times, and maximize student access to Distance Education Committee, faculty courses. For each course, the official receive training and support in online Course Outlines of Record contain pedagogy. Open Campus provides descriptions of learning outcomes and updates to the online learning platform so examples of assignments, projects, that the technology remains current. portfolio preparation, presentations, and laboratory work. Many of these Open Campus and the College’s Office classes are supported by a web-enhanced of Institutional Effectiveness report component. success rates, retention rates, and other statistics regarding distance education Distance education has also become a students. The reports are evaluated by common means of course delivery to meet several College committees, including current student educational needs. The the Student Success Committee and the College supports two types of distance Distance Education Committee. Faculty education: online and hybrid instruction. who teach online have the opportunity Hybrid courses use both the online and to analyze the success and retention rates face-to-face environments to provide of their online students in comparison to instructional time. The Curriculum those in their face-to-face courses, which Committee reviews and approves the use then informs their planning goals (see for

Standard II.A 141 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

example Annual Instructional Program effective delivery systems and modes of Review: Philosophy, 2013). In addition, instruction. Mechanisms are in place to a report from the Office of Institutional make certain that these are compatible Effectiveness identified “choosing online with the objectives of the curriculum and instruction to accommodate a work the needs of students. schedule” as an inverse predictor of online grade point average (see Distance II.A.1.b. Actionable Improvement Plan Education Survey Report—2012). Other variables—including hours worked None per week, marital status, number of children at home, academic load, and II.A.1.c other reasons for enrolling in an online The institution identifies student course—failed to reliably predict online learning outcomes for courses, GPA. As a result of these findings, the programs, certificates and degrees; Student Success Committee made several assesses student achievement of those recommendations about informing outcomes; and uses assessment results students of the study results (see Student to make improvements. Success Committee, Minutes, October 8, 2012). II.A.1.c. Descriptive Summary

Learning communities include The College has established student specialized educational opportunities, learning outcomes for all courses, such as the Puente program, the Talented programs, certificates, and degrees. Tenth Program (T3p), STEM, Honors, and TRiO programs like Student Course-Level Student Learning Support Services (SSS) and the SSS Outcomes RISE (Realizing Individual Success College faculty are responsible for through Education) Program, and the identifying and assessing student learning Career and Technical Education’s C.A.P. outcomes (SLOs) for all courses. Every programs. These programs offer one or course offered at the College lists SLOs more of the following to promote student in the Course Outline of Record (COR); success: linked courses, peer-mentoring newly proposed courses must have opportunities, guidance courses, faculty approved SLOs as part of the curriculum mentoring, and financial support through approval process. All approved CORs can various District funding sources. The be accessed online through CurricUNET programs are closely monitored to support (see CurricUNET, Website). Course-level increased retention/completion rates SLOs are regularly reviewed and updated and to expand opportunities for targeted during the annual and the comprehensive student populations to be able to transfer Program Review processes, and whenever to four-year colleges and universities. course-assessment projects suggest the necessity of revision. SLOs also appear II.A.1.b. Self Evaluation in every course syllabus, which are received by students at the beginning of The standard is met. The College every term and archived in a syllabus offers courses utilizing a variety of repository accessible through a shared

142 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs administrative drive. committed to allow for additional time and more consistent intentional review Faculty receive support and feedback of the distinction (see Annual Program about course-level assessment from the Review, Chemistry—2012). Assessment Norco Assessment Committee and from projects in the history discipline focused the Office of Institutional Effectiveness. on its high-enrollment American History Each semester, the Office of Institutional course, with the full-time instructor Effectiveness identifies specific courses working with all associate faculty to required to undergo course-level complete a cycle of direct assessment. assessment as a way of ensuring that While finding that most students were every active course is assessed at least very good at distinguishing between a once every four years. Assessment results primary and a secondary source, and are reported in the Annual Program most could interpret arguments internal Review documents and evaluated by the to the document, many students still “had Norco Assessment Committee (NAC) problems understanding the historical using a faculty-developed rubric to gauge background or setting of the document, the extent to which the discipline has including events that led up to the participated in effective and authentic document.” They report that they plan to assessment (see Assessment Rubric). All further analyze results, review data with Norco College courses have been assessed associate faculty, and discuss ideas to help or are on a regular cycle of assessment students improve their understanding of with the quality of the assessment work the historical background of a document at or approaching proficiency level (see (see Annual Instructional Program Annual Assessment Report 2012-2013). Review, History—2012). Examples of course-level assessments yielding Many disciplines report improvements or improvement in teaching and learning are instructional modifications resulting from becoming commonplace at the College assessment projects. For example, when (see Annual Assessment Report 2012- assessment revealed inadequacies in the 2013). adopted textbook, a new textbook was adopted for use in the entry level Spanish Program-Level Assessment course (Spanish 1). Follow-up assessment Assessment of the Program-level indicated that the new textbook improved Learning Outcomes (PLOs) of General student SLO achievement rates (see Education, Areas of Emphasis (AOEs) Annual Assessment Report 2011-2012; degrees, Associate Degrees for Transfer, Annual Instructional Program Review, and Career and Technical Education World Languages—2012). Assessment programs is the responsibility of in chemistry has revealed a problem in faculty and coordinated through the students’ ability to distinguish between Norco Assessment Committee in ionic and covalent compounds; the close collaboration with the Office of difficulty follows students through the Institutional Effectiveness. chemistry course sequence. Faculty have collaborated to develop new laboratory General Education Assessment assignments and worksheets and in The process by which GE SLOs the latest iteration of assessment have have been defined and revised at the

Standard II.A 143 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

District level is described in II.A.1.a. Communication Studies—2012) and Even as GE-SLOs were being both Political Science and History revised, the College continued efforts courses are being assessed in terms of at meaningful assessment. One such the global awareness outcome, part of example is the English discipline’s GE SLO 4 (see Annual Instructional year-long (Spring 2011 to Spring Program Review, Political Science, 2012) project to assess three GE SLOs 2012; Annual Instructional Program in its English 1A course (the only Review, History—2012). In Fall general education course required 2013 the College established and of all degree-seeking Norco College began to implement a plan to address students and thus a quasi-capstone assessment of the remaining GE SLOs course for the GE program): written in successive fall semesters. Data expression, information competency, were collected from a number of Fall and critical thinking (outcomes that 2013 courses to enable the College remain as three of the four revised GE to assess its Self Development and SLOs: GE SLO 1, 2, and 3). Sample Global Awareness outcome. end-of-term essays were collected from all sections of the College’s Another effort to improve learning freshman composition courses and in the GE program in the District read against a faculty-developed involved a gaps-analysis of the analytic rubric. Low levels of student existing GE curriculum in the context achievement in 2011 in critical of the revised GE SLOs, undertaken thinking and information competency by a district wide workgroup formed led to a number of interventions, under the auspices of the District including the development of a course Academic Senate. The workgroup met handbook detailing the expectations monthly from 2011 to 2013, initially of the discipline with regard to faculty to revise and simplify the GE SLOs, teaching the composition course and later to make recommendations about the establishment of a course leader changes in the GE curriculum itself to from the ranks of the full-time faculty ensure that all students completing the to act in an advisory role for associate program would be able to achieve all faculty. Sample essays assessed of the learning outcomes (see General against the same rubric in Spring Education Workgroup; Minutes). 2012 showed general improvement in written communication and in AOE, ADT, and CTE Assessment information competency. A lesser As noted in II.A.1.a., the College effect was observed in critical offers seven Area of Emphasis (AOE) thinking; the discipline is currently degree patterns. The AOE program in discussion to formulate plans to requirements and program learning improve outcomes in this area as well outcomes (PLOs) are clearly stated (see Assessment Report, English 1A— in the Norco College Catalog (see 2012). The Communication Studies College Catalog 2013-2014, pp. discipline also assessed critical 35-39). Indirect assessment of the thinking (GE SLO 1) in Fall 2012 (see College’s AOEs began in Spring 2012 Annual Instructional Program Review, (see Annual Assessment Report 2011-

144 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

2012); an ambitious effort to assess on a single gaming project. The initial these majors directly was undertaken offering of this course was in Spring in 2013 (see Area of Emphasis 2013; assessment results are expected Assessment Report, 2013). The new in Spring 2014. ADT patterns will be assessed for the first time in Spring 2014 (curriculum II.A.1.c. Self Evaluation maps for these majors have been completed) and in successive spring The standard is met. The College semesters thereafter. identifies student learning outcomes for courses, programs, certificates, and Most Career and Technical Education degrees. The College assesses student (CTE) programs will have completed achievement of those outcomes and uses a cycle of program-level assessment assessment results to make improvements and the results submitted to the Norco to instruction and student learning. The Assessment Committee by the end of College has worked diligently to ensure that 2013 (see Program Level Outcomes all disciplines engage in direct, authentic Assessment Report, Marketing; assessment of courses and programs, Spring, 2013). All faculty within leading to improvement. As is typical CTE programs have mapped and throughout the California Community aligned course SLOs to PLOs. Some College system, however, some Norco CTE programs (e.g., Marketing) College faculty have embraced outcomes have completed a cycle of program- assessment more fully than others. In level assessment. Five Marketing recent years, the number of faculty who faculty (both full time and part time) have resisted assessment or engaged in proctored a single case study to it only perfunctorily has significantly over a hundred students in various diminished, in part due to the efforts sections. These faculty then reviewed of the Norco Assessment Committee and discussed the results, identifying to simplify the process and emphasize areas of improvements in both the its value and utility. The purchase and construction of the PLO as well as implementation of an assessment data modifications needed to specific management system, TracDat, should course pedagogy to increase students’ further increase the degree of rigor in PLO achievement (see Program the College’s course- and program- level Level Outcomes Assessment Report, assessment. Marketing—Spring, 2013). Other faculty have developed a capstone II.A.1.c. Actionable Improvement Plan course at the end of a program to assess PLOs. For example, a number None of College Simulation and Gaming certificates/degrees culminate in a single course (GAM-79, Game Studio Production) which brings together students from game art, game programming, game audio, and game design to work collaboratively

Standard II.A 145 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

II.A.2. The NCC, working with the DCC, assures The institution assures the quality that course outlines of record contain and improvement of all instructional all of the required elements and that the courses and programs offered in the descriptive narratives, content outline, name of the institution, including methods of evaluation, and learning collegiate, developmental, and pre- outcomes are integrated. Per California collegiate courses and programs, State Title 5 regulation (Section 55206), continuing and community education, courses intended for electronic or other study abroad, short-term training modes of distance delivery must undergo courses and programs, programs for a separate course approval process. international students, and contract or This ensures accessibility for those other special programs, regardless of with disabilities as required by Federal type of credit awarded, delivery mode, law (the 1998 Section 508 amendment or location. to the Rehabilitation Act of 1973) and also addresses both the loss of face-to- II.A.2. Descriptive Summary face instruction from and the inclusion of substantive and regular contact in As a result of a shared district wide the course (see Distance Education core curriculum, the Norco Curriculum Approval Process). All courses at the Committee (NCC), in collaboration with College, including those offered online, the District Curriculum Committee (DCC), are assessed by the discipline in which functions to facilitate consistency in the they are taught. A review of all course- quality of curriculum development and to level learning outcomes assessment can ensure that all courses meet Title 5 state be found in section II.A.1.c. regulations. The NCC, a subcommittee of the Norco Academic Senate, has two Recently, through the District’s Office primary purposes: to review and approve of Economic Development, the College new curriculum, including new courses, entered into a unique partnership with course modifications, new programs and International Rectifier, a Fortune 100 program modifications, and distance semi-conductor manufacturer, located in education offerings; and to review and Temecula, CA. International Rectifier has approve the curriculum approval process. over 500 employees and seeks to provide The College Curriculum Committee is the a cohort of employees (approximately sole approving body for Norco College- 30) a certificate in Digital Electronics only curriculum. For District shared to upgrade their technical ability and curriculum, it has one vote in the District encourage both personal and professional Curriculum Committee. The NCC is advancement. General education courses also responsible for keeping abreast will be completed at Mt. San Jacinto of state-mandated curriculum changes College, while the degree-specific and reporting those changes to faculty. Electronics courses will be completed Committee members report on curriculum via Norco College at the company site at their department meetings and solicit in Temecula. Associate of arts degrees in suggestions and recommendations when Digital Electronics will be conferred by needed (see Curriculum Committee, Norco College. International Rectifier’s Webpage—Statement of Purpose). corporate headquarters contains multiple

146 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs training rooms that mirror college events designed for cultural enrichment, classrooms (desks, chairs, Internet, personal and professional development, projector, instructor’s station, natural and recreational enjoyment. These lighting, ADA compliant bathrooms, services are accessed through the etc.). All courses are being provided in Community Education Office, a self- accordance with California Education supporting entity within the District that Code §78020-78023. Instructors are hired is not funded by taxpayer dollars (see based on subject matter expertise and in Community Education, Website). accordance with California Education Code §78022(a) which states, “Faculty II.A.2. Self Evaluation in all credit and noncredit contract education classes shall be selected and The standard is not met. The College is in hired according to procedures existing the process of completing a Substantive in a community college district for the Change Proposal for submission to the selection of instructors for credit classes.” Commission. However, institutional policies and procedures, such as The Accrediting Commission for comprehensive program review, annual Community and Junior Colleges has program review, and the curriculum been notified of this agreement and has approval process assure that all courses requested a Substantive Change proposal and programs offered by the College to be submitted for review at its March 6, are evaluated regularly for quality, 2014 meeting. rigor, and relevancy. Modifications and improvements to courses and programs International Education/Study Abroad, are conducted according to Board policy which is centralized by the District, and are implemented via the shared provides unique opportunities for governance committee system. students wishing to learn about foreign cultures while earning academic transfer II.A.2. Actionable Improvement Plan credit. This well-established full-semester program offers a variety of courses in The College will complete a Substantive disciplines such as economics, geography, Change Proposal and submit it for political science, art, history, English, approval to the Accrediting Commission philosophy, and humanities. Faculty from for Community and Junior Colleges. all three colleges within the District may apply to teach in the program. Likewise, II.A.2.a. students from all three colleges may The institution uses established apply to participate (see Board Policy procedures to design, identify learning and Administrative Procedure 4026 outcomes for, approve, administer, Philosophy and Criteria for International deliver, and evaluate courses and Students). programs. The institution recognizes the central role of its faculty for Though the College does not have a establishing quality and improving community education program, the instructional courses and programs. District offers a diverse selection of workshops, seminars, activities, and

Standard II.A 147 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

II.A.2.a. Descriptive Summary Separate Course Approval regulations on Distance Education, courses intended Curriculum is driven by faculty experts for electronic or other modes of distance and the District disciplines participate delivery must undergo a separate course to varying degrees depending on approval process. In the case of a career whether it is district wide curriculum and technical education program, the or College curriculum. As an ongoing Dean of Instruction, Career and Technical part of comprehensive program Education ensures the appropriate review, disciplines are required to occupational advisory committee has review appropriateness of a course or reviewed the proposal and evaluated program every four years to ensure that the relevance of the course content to accreditation standards and California the industry standard (see Curriculum State Title 5 regulations are met. Changes Approval Process). Newly proposed or to curriculum as well as new courses are substantially revised programs undergo voted on by the departments once the four phases of development designed discipline has finalized its discussion. to ensure broad faculty participation in Requiring a vote by the departments the advancement of sound educational provides an additional opportunity for programs (see Program Development thoughtful dialogue and consideration. Process). Curriculum is then forwarded for technical review to verify local, state, In 2000, Riverside Community College and federal requirements are met. District created a district wide assessment Among other components, this includes committee that included full-time faculty the review of student learning outcomes members from Norco College. During the (SLOs) to ensure that they are well time this committee existed (2000-2010), integrated with the methods of instruction two faculty members from the College and evaluation employed in the proposed co-chaired the committee with the course (see Curriculum, How to Write a District Vice Chancellor of Institutional Course Outline of Record). After passing Effectiveness. Along with the Program the technical review, the curriculum item Review Committee, the two committees is put to a vote through the College’s collaborated to ensure quality and Curriculum Committee; then, if passed, improvement in the evaluation of courses it moves to the District Curriculum and programs. In 2010, responsibility Committee (DCC). The DCC resolves any for outcomes assessment was shifted conflicts among colleges; this governing from the District to the colleges. At this body is also charged with the integrity of time, the Norco Assessment Committee curriculum district wide (see Curriculum (NAC) was created as a standing Approval Process). After the curriculum committee of the Norco Academic item has been reviewed by the DCC, or Senate (NAS) (see Academic Senate, approved if the curriculum is shared, Webpage) and is currently chaired by it is forwarded to the RCCD Board of a faculty member (who had served Trustees for approval and then on to the earlier as District faculty coordinator of state for approval. assessment) and the College’s Dean of Institutional Effectiveness, the College Per California Title 5 Section 55206 institutional researcher. As a college-

148 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs based committee, it works closely with Assessment Reports 2011-2012 and the Norco Program Review Committee 2012-2013). in much the same manner as the two District bodies worked earlier. Until the Outcomes assessment is fully integrated creation of NAC, outcomes assessment at into the annual program review process. Norco had focused primarily on course- One of the ties with program review based assessment through pre/post tests occurs when NAC reviews and scores and student self-reported learning gains the assessment portion of annual surveys (see Annual Assessment Report program review reports to ensure 2010-2011). Since the creation of NAC, continuing assessment of the quality and faculty at the College assess courses improvement of courses and programs using more direct and authentic methods, at the College (see Assessment Rubric). and program-level assessment (including In addition, NAC provides appropriate assessment of general education) methods support and training to faculty and have been developed and implemented. staff as they undertake assessment projects. These efforts are documented NAC membership includes representation and included in long-range planning from all instructional departments as well and resource allocation requests (see as administrative leaders. The Committee President’s Memorandum on Program meets monthly (see Assessment Review Resource Allocation for 2012- Committee, Webpage). Its primary task 2013). Outcomes assessment is embedded has been to formulate and help implement in multiple institutional processes and outcomes assessment policy for the assessment reports are reviewed by the College, with particular emphasis on Institutional Strategic Planning Council the gathering of evidence about student (ISPC) and the Academic Senate (see learning to facilitate improvement (see Institutional Strategic Planning Council, Annual Assessment Reports; Status Webpage—Statement of Purpose). Report on SLO Implementation, 2013). As a result of department representation Outcomes Assessment is a faculty on the Committee, monthly department driven process at the College, with meetings include assessment discussions, support from appropriate classified staff led by their NAC representative (see and administrators. Student Learning Communications Department, Minutes, Outcomes (SLOs) are determined by February 19, 2013). Learning outcomes faculty in the disciplines, usually working have been identified for all levels of collaboratively across the District as a the institution and these continue to result of its shared curriculum. Course be assessed and revised, most recently SLOs are often revised as part of the with the revision of general education comprehensive program review process, outcomes (see Board of Trustees, Minutes, which requires that disciplines update September 18, 2012). Additionally, their course outlines of record. While curriculum alignment between course common core curriculum issues fall and program learning outcomes has been under the purview of district wide faculty, completed, and as a result of assessment outcomes assessment is undertaken projects, the assessment “loop” has been locally. As discipline experts, faculty closed in many disciplines (see Annual work with NAC to identify and create

Standard II.A 149 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

assessment processes relevant to their II.A.2.b. Descriptive Summary goals to improve student learning. Many disciplines have also engaged in program As detailed previously in Standard and/or general education assessments (see II.A.1.c., Norco College participates Assessment Report, English 1A; 2012). actively in a faculty-driven program review process that incorporates the clear II.A.2.a. Self Evaluation formulation and measurement of student learning outcomes (see Program Review The standard is met. The College Webpage). As a standing committee of the follows established procedures in the Academic Senate, the Norco Assessment development of courses and programs. Committee helps to formulate policy on In the years since its last Self Evaluation, outcomes assessment for the College and the College has expanded its efforts to assists faculty and staff in developing evaluate courses and programs through and implementing their assessment systematic assessment of all levels of projects. It also evaluates the quality of learning outcomes: courses, programs, these projects and makes suggestions for services, and general education. In improvement. Fall 2012, general education outcomes were revised and approved as a result of Regular assessment of student progress ongoing assessment activities. Driven by in achieving identified SLOs and regular faculty and the work of NAC, assessment reporting of disciplines’ and non- continues to be a priority at all levels of the instructional units’ use of assessment to institution, and assessment is embedded make improvements to their pedagogy, in the College’s program review process, courses, and programs have been planning, and resource allocation incorporated into the program review requests. The College can also point to process. many examples of assessment results that have led to improvement in teaching and Norco College is also committed to learning (see Annual Assessment Report 2012-2013). promoting career and technical education (CTE) programs under the guidance of II.A.2.a. Actionable Improvement Plan faculty experts and industry advisory groups. Over 40 CTE programs are offered None in such areas as multimedia and gaming, engineering and design, electronics, II.A.2.b. construction technology, early childhood The institution relies on faculty education, logistics and supply chain expertise and the assistance of technology, business administration, advisory committees when appropriate manufacturing, and computer information to identify competency levels and systems (see Norco College Catalog measurable student learning outcomes 2013-2014). CTE course, certificate, for courses, certificates, programs and degree proposals are subject to all including general and vocational of the same standards and procedures education, and degrees. The institution for the development and assessment of regularly assesses student progress student learning outcomes as general towards achieving those outcomes. and transfer courses and degrees. District

150 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs wide CTE faculty retreats have focused by the College’s CTE administration and on course and program assessment as discussions are led by full-time and/ well as mapping course SLOs to PLOs. or part-time faculty in each respective A CTE faculty retreat that focused on discipline. Industry representatives as the alignment of course SLOs to PLOs well as community/business members was held on February 25, 2011 (see CTE currently working in related fields serve Retreat Agenda, February 2011). An on each program’s Advisory Board. additional CTE faculty retreat held on All industry advisory committees October 7, 2011 was devoted to the use of meet annually each spring at a half-day data-driven processes in program review breakfast and working advisory meeting (see CTE Retreat Agenda, October 2011). (see Industry Summit Agenda 2011; Most recently, the assessment coordinators Industry Summit Agenda 2012; Industry at the three colleges did a table talk on Advisory Breakfast 2013). A major best practices in CTE PLO assessment at topic of discussion at these advisory a retreat on November 2, 2012 (see CTE meetings concerns the extent to which the Retreat Agenda, November 2012). curriculum meets the workforce needs of the respective industries. Advisory All CTE programs and all ADT majors members also give input regarding the have defined program learning outcomes applied, academic, technical, and basic (PLOs). CTE program-level assessment skills needs that enhance a student’s has been a particular focus of the ability to be successful in the workplace College’s assessment effort since 2010. (see Industry Summit Minutes 2012). All CTE programs have completed a An active goal of such advisory groups process of mapping and aligning course is to identify competency levels and to SLOs to PLOs (see Curriculum Maps). recommend student learning outcomes This mapping ensures students have a for the career and technical courses, clear path to achieve the required PLOs. certificates, and degree programs under In addition, the College participates in their review. a District effort to have students who complete CTE programs evaluate the In addition to the annual Industry Summit, extent to which they believe they have in Spring 2010 a survey was conducted of achieved the PLOs for the course. CTE local employers to identify regional labor faculty are also engaged in various market needs, which could in turn drive methods to assess program-level CTE program revisions, additions, and outcomes directly (explained further in deletions. The CTE employer survey was II.A.2.f). One example is through the conducted for two weeks during March use of electronic portfolios (eportfolios), 2011 via phone interviews. Interviews which have been required of gaming were conducted with 85 employers, students and recommended for all business who talked about the challenges and students partly as a way of demonstrating best practices for finding qualified job their program-level competencies (see candidates, the importance of new skills Business Eportfolio Examples 2012). and technologies, and their sense of emerging occupations (see CTE Employer Industry advisory committees established Survey Results 2011). As a result of the for CTE programs are facilitated annually recent industry advisory meetings and

Standard II.A 151 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

the CTE survey, numerous CTE courses Assessment tools have been developed and programs have been modified in the and implemented by faculty with the past three years. Also, as a result of the support of the College’s Assessment summit and survey, the need for a part- Committee. time Employment Placement Coordinator was recognized as a means of increasing II.A.2.b. Actionable Improvement Plan student internship opportunities. This position was filled in Fall 2011.The None College will replicate the CTE employer survey every five years. II.A.2.c. High-quality instruction and app- As members of Norco College’s ropriate breadth, depth, rigor, Assessment Committee, CTE faculty sequencing, time to completion, and work to develop SLO assessment synthesis of learning characterize all instruments and the Committee co-chairs programs. provide individual technical assistance in developing and executing both indirect II.A.2.c. Descriptive Summary and direct assessment of course SLOs and PLOs (see Program Review Committee, The College ensures high quality Webpage). instruction through a variety of means. It supports rigorous hiring practices, II.A.2.b. Self Evaluation with careful attention to minimum qualifications or equivalencies for faculty. The standard is met. Norco College relies When hiring faculty, the College works on faculty expertise and the assistance with the Office of Human Resources, and of advisory committees where and when it requires the participation of College appropriate to identify competency faculty from the discipline on the hiring levels and measurable student learning committee. During the hiring process, outcomes for courses, certificates, the hiring committee may require in- programs, including general and class teaching demonstrations to evaluate vocational education, and degrees. The the teaching strengths of a candidate. College follows procedures established Associate faculty are hired with similar by the Assessment, Program Review, and attention to minimum requirements, Curriculum Committees to develop and usually involving at least two full-time measure student learning outcomes in faculty members in the interviewing both transfer and CTE programs. Faculty process. New faculty hires, whether expertise and the recommendations tenure-track or part-time, are evaluated in of industry advisory committees are the classroom during their first semester relied upon as appropriate to identify to ensure high-quality instruction. competency levels and student learning outcomes for courses, certificates, and New tenure-track faculty are required programs in CTE fields. Student learning to attend a mandatory orientation outcomes have been developed for all to assist them in acclimating to the courses and program level outcomes College’s environment (see New Faculty for all career and technical programs. Orientation Agenda 2013). Additionally,

152 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs the improvement of instruction process processes (see CTA Collective for all tenure-track (contract) faculty Bargaining Agreement, p. 27; is ongoing for the first four years of Improvement of Instruction Scope probationary employment followed by and Process Document) continued evaluation every three years after the attainment of tenure. In this As a required element of the improvement process, all facets of instruction are of instruction process for tenure-track evaluated, including performance in (contract) faculty, committee members any online or hybrid delivery modes. must write narratives that support The improvement of instruction their overall evaluation of the contract process requires feedback on classroom member’s instructional ability. This performance to help instructors provides the opportunity for open and improve teaching effectiveness. For frank discussion leading to continued online instruction, peer reviewers and high quality of instruction. administrators are given access to a faculty member’s online courses and are allowed The CTA Collective Bargaining to view classroom chats, read postings, Agreement includes similar standards see graded assignments, and review the for associate faculty (see CTA Collective lecture material, making the evaluation Bargaining Agreement, p. 31). Article of distance education comparable to XI, section 3, of the Agreement indicates that of face-to-face instruction. The that “The scope and process for the Faculty Agreement (2007-2012) states review [of associate faculty] shall include the primary purpose for evaluation classroom observation, student surveys is “to assess the performance of the of all classes, review of faculty syllabi College faculty, with emphasis on the as a mandatory component during the strengthening of instruction” (see CTA faculty evaluation and a Department Collective Bargaining Agreement, p. 25). Chair’s report. The review shall be In combination, the Faculty Agreement directly related to the [associate] faculty (see CTA Collective Bargaining member’s performance.” As with tenure- Agreement, Article XI, section 1, item b) track (contract) faculty, the evaluation and the documents that drive the scope of part-time (associate) faculty results and process of instructional improvement in a discussion with the faculty member identify teaching expectations for contract focused on continuing quality instruction. faculty. The evaluation process for full- time faculty involves: All faculty are encouraged to attend • Observations of all classes; workshops presented by the Professional • Establishment of tentative Development Committee (PDC), a professional growth goals; standing committee of the Norco Academic • Student surveys of all classes; Senate (NAS). These workshops focus on • Evidence of participation in campus a variety of issues, including improving governance; instruction, understanding outcomes • Evidence of subject-matter assessment and program review, distance proficiency; and education pedagogy, and improving • Evidence of participation in student student engagement and learning (see learning outcomes assessment Professional Development, Webpage).

Standard II.A 153 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

Additionally, disciplines that have a • Home Page and Course Menu significant number of associate faculty • Email, Discussions, Assignments have taken steps to informally mentor • Grading and Tests these faculty. A recent example is the • Grades and Grade Center English discipline, which has established • Bells and Whistles course leaders so that associate faculty can more readily understand and implement As a result of the district wide shared the expectations of the discipline in curriculum, discipline faculty work regard to instruction and assessment. As with each other throughout the District a result, dialogue has increased around to maintain rigorous course outlines common challenges. In Fall 2012, the to comply with articulation standards faculty (tenured and associate) teaching required by the UCs and CSUs, English 1A collaborated to develop external accrediting bodies, or other a common essay assignment that has standards within the discipline. Through resulted in ongoing discussions regarding CurricUNET, the College ensures that all the creation of writing assignments, faculty members have access to official grading student essays, and assessing course outlines of record and receive critical thinking (see English 1A Common updates of any potential changes to the Essay Assessment Report, 2012). In Fall courses relevant to their discipline. Once 2013, the Professional Development disciplines have developed content for Committee also instituted a system for appropriate prerequisites, co-requisites, assigning each newly hired full-time and advisories, the content review is instructor to an experienced mentor. conducted at the department level on each campus to ensure courses are taught The College supports faculty who teach with an appropriate level of rigor, and distance learning courses and has recently exit and entry skills are consistently created a Distance Education Committee taught. To ensure equity in this district- (DEC) as a standing committee of the driven process, each college has one vote Academic Senate (see Academic Senate, in all curricular matters where voting is Minutes, November 21, 2011; April 16, required. 2012). The DEC coordinates with Open Campus, the District distance education Curricular issues related to appropriate office, to ensure training of faculty in depth and rigor of courses are addressed by the distance education environment. In the Norco Curriculum Committee (NCC), addition, four faculty members have a standing committee of the Academic been identified as mentors for reviewing, Senate. The NCC works collaboratively updating, and creating distance education with the District Curriculum Committee, sites through Blackboard, the District’s the Program Review Committee (PRC), learning management system. Besides and the Norco Assessment Committee recent workshops on distance education, (NAC) in assisting disciplines and such as What’s a MOOC? (April 30, departments to maintain up-to-date, 2013), workshops were facilitated by the accurate, and integrated course outlines PDC in Fall 2011 on online teaching; of record. The NCC also closely monitors topics included the following (see requirements for advisory, co-requisite, Professional Development Webpage): and/or prerequisite coursework.

154 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

Courses and programs are integrated, discipline experts are attempting to with courses designed to effectively clear the pathway to success is through meet reasonable learning outcomes and the development of accelerated courses. students’ educational goals. College For example, English 80, introduced in department chairs and assistant chairs 2012, compacts three semesters of basic work with the Deans of Instruction skills English courses into one semester. to schedule courses in a manner that Students who pass this six unit course go assures students opportunities for timely directly into Freshman Composition (see completion of their programs. Time to Course Outline of Record, ENG-80). completion and synthesis of learning are an integral part of career and technical II.A.2.c. Self Evaluation education certificates and programs and monitored by faculty, administrators, and The standard is met. Faculty are actively industry advisory groups. engaged in dialogue and involved in processes that help to deliver high quality, The Comprehensive Program Review and rigorous instruction and curriculum the Annual Program Review processes for students. The curriculum process ensure rigor and relevance for the and the program review procedures College’s varied programs and courses. are designed to facilitate systematic In the Comprehensive Program Review, review of course outlines of record. All completed every four years, discipline courses, certificates, and programs are experts are charged with reviewing all clearly defined, and the requirements are course outlines of record, student learning disseminated to the public in the College outcomes, and program level learning Catalog and elsewhere. CCSSE data from outcomes to ensure quality. Faculty are 2013 indicate that eight of ten students also currently working to acquire C-ID see their instructors as “available, helpful, numbers for their courses as another way sympathetic”—a reasonable proxy for of assuring quality. instruction of high quality (see CCSSE Key Findings Report 2013). In the 2013 Time to completion is measured in many Accreditation Survey, 372 out of 420 ways. Norco College offers students clear student respondents (89 percent) agreed and concise pathways to their articulated that “instructional methods at Norco are goals. To this end, faculty have worked compatible with my learning needs” (see collaboratively with feeder high school Accreditation Survey 2013). districts to streamline access to impacted first-year courses such as freshman II.A.2.c. Actionable Improvement Plan English composition. Another result of this collaboration is the creation and None implementation of Summer Advantage, a program that helps those incoming II.A.2.d. students who need a refresher course The institution uses delivery modes in math or English. Many students and teaching methodologies that reflect completing the program are able to the diverse needs and learning styles of skip one or more levels of basic skills its students. English as a result. Another way that

Standard II.A 155 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

II.A.2.d. Descriptive Summary 24/7 toll free helpline.

Faculty recognize that students who attend The Distance Education Committee the College have a variety of learning (DEC) was formed in Spring 2012 as a styles and needs. The College offers standing committee of the Academic multiple delivery modes, so students are Senate. The DEC develops local provided the opportunity to decide which guidelines for distance education courses is best suited to them. Open Campus, the and recommends to the Senate policies District office for distance education, and procedures for distance education requires faculty to complete the Riverside training of faculty and students. Working Community College District (RCCD) in conjunction with the Technology and Online Blackboard Academy, eight hours Program Review Committees, the Senate, of professional development training and the Institutional Strategic Planning in Blackboard (which also includes Council, the DEC addresses issues related information on ADA compliance [Title to online pedagogy, faculty training, and 508], ACCJC DE standards, and Title 5 technology needs for online faculty, as citations on regular and effective contact well as resource allocation related to the and separate curriculum approval), before planning needs for distance education being approved to teach in an online or (see Annual Instructional Program hybrid delivery mode. Review Template 2013).

To supplement this training, the Neither traditional nor distance education Professional Development Committee classes are limited to lecture; both include (PDC) has offered five face-to-face a variety of media-based enhancements, workshops where faculty skills are pedagogical approaches, and instructional built cumulatively. Written documents methods and techniques. These vary containing step-by-step instructions from from course to course but can include these workshops are found on the PDC online discussion boards, synchronous website (see Professional Development, chats, laboratory activities and projects, Webpage). The College has also standard and eportfolio preparation, identified four Blackboard 9.1-trained oral and dramatic presentations, faculty mentors to assist faculty in team teaching, faculty office hours, the development and implementation supplemental instruction, and one-on-one of online educational sites (see Open or group tutoring. Campus Faculty Resources, Webpage). Discussions about student needs and To help students determine if online learning styles occur in a variety of ways, delivery is appropriate for them, Open including College- and District-organized Campus provides a sample class and FLEX workshops (see Professional multiple resources so they can make an Development, Webpage; Back to College informed decision (see Open Campus Days E-blast, Fall 2013). Recognition Online Course, Webpage). Students and of the growing number of community faculty working in online delivery modes college students entering college are supported by the help resources listed underprepared in reading, writing, and/ on the Open Campus website as well as a or mathematics prompted the College to

156 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs establish the Student Success Committee of instructional methods to support in Fall 2007 in order to address the a wide range of students, including needs of these students by coordinating those with particular disabilities (see activities supported by the Basic Skills Disability Resource Center, Website; Initiative, grants, and other institutional Disability Resource Center Workshop initiatives. Comprised of faculty, staff, Announcement). and students, the Committee is designed, • Tutorial Services offers individual according to its mission statement, to: and group tutoring, providing the “effect change within the College College with another way in which to and the classroom regarding matters meet the learning needs of students. of student success, in its myriad A new course, Integrated Learning forms, for the purpose of supporting 1, Tutoring Training, is taught by a students in achieving their stated tenured faculty member, and has been educational goals. The charge of implemented as a requirement for peer the Student Success Committee tutors to ensure quality of tutoring. is to discuss, research, and make In addition, online tutoring through recommendations on matters that the use of Net Tutor is available to directly affect student achievement. students in online and hybrid courses This charge includes, but is not at no extra cost to the student (see limited to, analyzing and evaluating Tutorial Services, Webpage). the implementation, effectiveness, • Learning Communities (Math and sustainability of college wide summer bridge, English summer student success initiatives as well as bridge, Puente, Talented Tenth funded pilot programs, such as those (T3p), and EOPS) offer a unique provided for in Title V grants; and instructional strategy designed to providing advice, consultation, and address the learning and social recommendations to the Academic psychological need of students. Senate and Administration.” These courses, taught by faculty from various disciplines, provide a common In Spring 2013, the Student Success learning experience that celebrates Committee merged with the Equity and cultural significance (see Summer Matriculation Committee partially in Advantage Program, Website; Puente response to the Student Success Act (see Program, Webpage; Talented Tenth Committee of the Whole, Minutes, May Program (T3p), Webpage; Extended 28, 2013). Opportunity Programs and Services (EOPS/CARE), Website). The institution offers a number of other • Honors Program offers courses that services targeting the needs and learning focus on advanced critical thinking styles of various student sub-populations: skills in seminar style learning • Disability Resource Center (DRC) environments. It also provides provides support for students with opportunities for student-based disabilities and offers “brown bag” research presentations at local and lunchtime workshops for faculty state conferences. Faculty who teach in to recognize the needs of this the Honors Program are committed to population. Faculty are made aware providing students with opportunities

Standard II.A 157 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

for academic inquiry in specific areas 80 are being tracked through later of interest. Taking a deeper look at coursework in English to determine the ideas fostered in their curriculum how effective the course is and allow prepares students for the challenging for improvement. academic environment they will find at transfer institutions (see Honors Students are made aware of many of Program, Website). these programs via the College’s website, • Service Learning provides faculty the Student Handbook, and the annual a means by which to integrate their brochure of the College’s Academic course curriculum with relevant Opportunities and Special Funded life experiences in order to improve Programs (see Student Handbook 2013- students’ reflective thinking 2014; Academic Opportunities and and civic responsibility. Service Special Funded Programs, Brochure) The learning initiatives allow students to handbook and brochure are distributed at contextualize learning while serving welcome booths during the first week of the community. The service learning academic terms and otherwise available experience is brought back to the in the Counseling Department, Student classroom to inform the academic Activities, the Assessment Center, and dialogue and the quest for knowledge other campus locations. (see Service Learning, Webpage). • An Accelerated Basic Skills Course II.A.2.d. Self Evaluation responds to the Student Success Act, 2012. The English discipline at Norco The standard is met. In keeping with College, in collaboration with other its mission, the College uses culturally District discipline faculty, developed relevant and innovative approaches and implemented a new course that to learning as well as emerging collapses three semesters of basic technologies to meet the learning needs skills classes into one semester. of a diverse student population. A variety The accelerated course, English of mechanisms exist to support faculty 80, “Accelerated Preparation for in the classroom, such as professional English Composition (ENG-1A),” development opportunities, distance offers intensive instruction in the education resources, and learning support academic reading, reasoning, and services for students. writing expected in transfer and associate degree courses. Students II.A.2.d. Actionable Improvement Plan read college-level texts and write a minimum of 10,000 words (see None Course Outline of Record, ENG-80). This course, while only in its second II.A.2.e. semester of being offered, appears The institution evaluates all courses to benefit those students who, for and programs through an ongoing a variety of reasons, can work at an systematic review of their relevance, accelerated pace to reactivate skills appropriateness, achievement of that they need for college-level work. learning outcomes, currency, and Successful completers of English future needs and plans.

158 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

II.A.2.e. Descriptive Summary Curriculum review is part of the Comprehensive Program Review Student Learning Outcome (SLO) process conducted every four years. assessment is required of every academic It involves discipline experts from all department, instructional program, and three colleges since core curriculum student services and support department. is shared by all colleges in the District. Assessment of student learning outcomes Curriculum is reviewed collaboratively and performance forms the foundation to ensure that courses and programs for demonstrating the integrity of meet standards of relevancy, currency, programs and services, guides curriculum and appropriateness (see Comprehensive development, and ensures that all Instructional Program Review Template, resources—including instructional p. 3). Program review documents are space, technology, and support staff— reviewed by the College Program Review are adequate. The establishment and Committee (PRC), the planning councils, assessment of learning outcomes are and the Institutional Strategic Planning documented systematically through Council (ISPC). The committees and program review (see Annual Instructional councils ensure accuracy, timeliness, and Program Review, Webpage). Student thoroughness, and some are involved in Services departments and administrative prioritizing resource allocation requests. units also actively engage in the program The ISPC uses the reviewed documents in review process. Program review reveals institutional planning as well as resource how well each department is meeting its allocation (see Comprehensive Program goals, assessing outcomes, and making Review Background and Guidelines, work measurable progress. Evidence for chart, p. 4). program evaluation is available from the Fact Book, success and retention data, the The Comprehensive Program Review ARCC Report, the Student Equity Plan, also provides discipline experts the and CCSSE results, as well as numerous opportunity to analyze data to determine other institutional assessments (see enrollment, efficiency, student success, Institutional Research, Webpage). and student retention in all courses and programs. In addition, this document The continuing evaluation and revision requires careful scrutiny of all curricular of all courses and programs through matters—including course outlines of systematic program review are an essential record, SLOs, and PLOs—if necessary. part of the College’s commitment to This ensures relevance and currency providing a quality academic environment. in curriculum for the discipline. Program review processes enable each Additionally, the Comprehensive discipline and department as well as Program Review includes analysis of the administrative units to develop planning discipline’s collaborative relationships guidelines, especially regarding means and any outreach activities. One of the of improvement in service delivery and most important aspects of this document increasing student success. Additionally, is long-term resource planning. analyses provide recommendations for staffing and identify resource allocations In support of courses and programs, the needed (see II.A.2.a). Annual Program Review process drives

Standard II.A 159 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

a robust resource allocation process at courses, electronic portfolios, or course the College (see Prioritization Process). assessment (see SLO and Aligned PLO The annual program reviews from student Assessment Project Outline, Early services, administration, and instructional Childhood Education, Fall 2013). An units are vetted through the planning initial cycle of program-level assessment councils appropriate to that branch of projects for all CTE programs (except the the institution. Once the prioritization of most newly created ones) will have been resource requests has been agreed upon completed by the end of 2013. by each council, the prioritized requests are forwarded to the Institutional Strategic In Spring 2012, the College surveyed Planning Council for review and approval. students for the first time as they registered This body reviews and approves the requests for graduation to determine what their and forwards them to the entire College perceptions of learning were in the at the Committee of the Whole meeting programs from which they earned degrees where recommendations are made to the or certificates. This has provided baseline President. The last step in the process is the information for each program and directed President’s approval and required feedback program leaders to particular outcomes to the College at large if any changes are where learning may be deficient (see made to earlier recommendations (see Annual Assessment Report 2011-2012). President’s Memorandum on Program Review Resource Allocation for 2012- Program review processes drive 2013; Strategic Plan and Process 2013- institutional planning at many levels. In a 2018, p. 31). recent administrative unit program review, a review of planning documents revealed no The College has also intensified its mechanism for integrating distance efforts to assess programs in the past year education into the planning process and expects to complete initial cycles of for resource allocation. Since distance assessment for all but the most recently education is an integral aspect of the developed programs by the end of Fall College’s course offerings, it was 2013. A comparison between 2010 and necessary to address this gap via the 2012 degrees awarded should also enable strategic planning and shared governance the College to target specific large- process. As a result, the Annual enrolling programs for more vigorous Program Review template was revised direct assessment efforts. The College in a collaborative effort between the embarked on a vigorous pilot project Distance Education and Program Review involving direct assessment of every Area Committees. The program review process of Emphasis degree in Fall 2012 (see Area now integrates planning by linking the of Emphasis Assessment Report, 2013). needs of distance education not only to the goals of the Educational Master All CTE disciplines have mapped course Plan but also to resource allocation. SLOs to program-level SLOs (some It also requires faculty to analyze and reports being in the process of modifying compare the success and retention rates existing PLOs); all have developed of face-to-face and online students (see plans to assess PLOs directly using one Administrative Unit Program Review, or more methods, including capstone Academic Affairs, 2012; Program Review

160 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

Committee, Minutes, May 24, 2012; II.A.2.e. Actionable Improvement Annual Instructional Program Review: Plan Template, 2013). None II.A.2.e. Self Evaluation II.A.2.f. The standard is met. The comprehensive The institution engages in ongoing, program review process has been an systematic evaluation and integrated effective mechanism for ensuring that planning to assure currency and courses and programs are systematically measure achievement of its stated reviewed for relevance, appropriateness, student learning outcomes for courses, and currency. The annual program certificates, programs including general reviews required of all disciplines and vocational education, and degrees. at the College have been similarly The institution systematically strives to effective as a reporting mechanism on improve those outcomes and makes the the assessment of course and program results available to constituencies. learning outcomes. Under the leadership of the Norco Assessment Committee and II.A.2.f. Descriptive Summary the Office of Institutional Effectiveness, disciplines are provided guidance as to The College has assessed SLOs for courses, which courses must be assessed each certificates, programs, and degrees since semester, so that in theory no active the district wide assessment committee course at the College goes for more was established in 2000. More recently, than four years without being assessed. with the creation of the Norco College (Large enrollment classes and ones where Assessment Committee (NAC), work more immediate follow-up projects are on outcomes assessment has continued undertaken to close assessment loops are to broaden from what was originally assessed more frequently.) The College a course-based focus. Systematic is confident that its course assessment assessment efforts to evaluate student work is exemplary, in part because of learning and integrate assessment results how fully it is integrated into institutional into institutional planning are embedded planning and how frequently it has led in the program review processes. Projects to improvement. The College has also range from closing the loop in course- made significant strides in recent years to based assessment to the assessment of systematize its program-level assessment general education outcomes on critical efforts. At least one cycle of authentic thinking and information competency program-level of assessment will have over a two-year period. been completed for all fully established programs, including general education, The College has established a robust by the end of 2013, and programmatic planning and decision-making process evaluation results are increasingly integral which includes the Academic Senate, its to institutional planning. Overall, the standing committees, and a number of College has institutionalized course and other standing committees and councils, program assessment on its path towards each with its own unique membership continuous quality improvement. and purpose. Representation within

Standard II.A 161 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

committees and councils includes faculty, President as a recommendation. Based staff, administrators, and students who on the Board of Trustees’ approval of the make significant contributions based on budget, the President determines final their particular areas of expertise and priorities and plans resource allocation knowledge. Resource allocation decisions guided by the core commitments, mission, are vetted through the Academic Planning and vision, with full consideration given Council, the Student Services Planning to the College’s strategic goals. Council, and the Business and Facilities Planning Council. In addition, input is Formal feedback on resource allocation solicited from a variety of community decisions made by the President is sources, such as career and technical provided to the institution in the form advisory groups, the Corona Norco of an annual memo from the President Unified School District, local Chambers to the entire college community. This of Commerce, Kiwanis and Rotary communique formally explains the clubs, the Norconian Foundation, and rationale for the President’s decisions the President’s Community Advisory regarding resources and ensures a Group. Norco College’s strategic plan transparent decision-making process (see and strategic planning process represents President’s Memorandum on Program collaboration of all College stakeholders Review Resource Allocations for 2012- (see Strategic Plan and Process 2013- 2013). Evaluation and feedback regarding 2018). the process itself occurs annually by means of the Survey of the Committee of the The Business and Facilities Planning Whole, the Evaluation of Effectiveness of Council, Academic Planning Council, the Planning Councils, and on a longer- and Student Services Planning Council range biennial basis by means of a Norco provide direction for long-term planning College Accreditation Survey (through needs, operational needs, and special which feedback is obtained from faculty, initiatives in their respective areas. In staff, and students regarding the College’s addition, the resource requests generated success at achieving accreditation through the program review process standards); and the Community College are systematically prioritized annually Survey of Student Engagement (CCSSE) within these councils. Each council ranks (through which feedback is obtained staffing, equipment, and technology from students and faculty regarding requests through the use of criteria student engagement, campus climate, and developed by that particular council (see satisfaction) (see Accreditation Report Academic Planning Council, Faculty 2013; CCSSE Key Findings Report 2013). Prioritization Ranking Criteria; Business The Annual Open Dialogue Session and Facilities Planning Council, Staff serves as a venue to qualitatively assess Positions Prioritization Ranking; Student specific strategies and objectives and Services Prioritization Ranking Process). to refine and revise them as appropriate Prioritized lists are then submitted for (see Open Dialogue Session 2011, 2012, approval to the Institutional Strategic 2013). Synthesis of the Open Dialogue Planning Council, followed by the Session and the follow-up Annual Report Committee of the Whole (COTW), which on Evaluation of Effectiveness offer ultimately forwards the ranked lists to the formal feedback and are provided to the

162 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

COTW and campus community (see outcome mapping. The methodology for Strategic Plan and Process 2013-2018). disproportionate impact (DI) involves combining common final percentages II.A.2.f. Self Evaluation for all sections of a course, and then disaggregating by ethnicity, age, and The standard is met. The College gender. If numbers are high enough, it can offer compelling evidence that it is also recommended to disaggregate by understands and embraces the concept of disability type. However, usually there are ongoing planning. While the Institutional not enough students with disabilities in an Strategic Planning Council (ISPC) is most individual course to conduct an analysis centrally charged with planning duties, of this type. DI analysis is accomplished all members of the College community, by dividing the minority pass rate by the including staff and students, are active majority percent. If a ratio is less than participants in planning processes through 80 percent, then there is evidence of their involvement in such activities as disproportionate impact. For example, program review, Senate committee work, if 30 of 100 majority member students and Committee of the Whole meetings. are placed into the upper-level course The planning process itself has been and only 20 of 100 minority member developed and is periodically reviewed by students are placed into the same course, these same bodies. Planning is also very then the placement rates are 30 and 20 much data-driven, and data should be even percent, respectively. Taking the ratio of more critical to the planning process as it 20 to 30 gives a placement ratio of 67 becomes more plentiful through the work which is below 80 percent, thus providing of the Office of Institutional Effectiveness. evidence that disproportionate impact Assessment data and CCSSE data are two has occurred. Cultural impact study examples of evidence areas that have had involves the use of focus groups to read a direct effect on planning. through the departmental examinations and discuss the cultural impact of these II.A.2.f. Actionable Improvement Plan examinations. Cultural impact is only conducted on newly created exams. SLO None mapping is the identification of questions on the common final that assess the II.A.2.g. various student learning outcomes in the If an institution uses departmental course. course and/or program examinations, it validates their effectiveness in The courses that use common finals are measuring student learning and ESL-55, Spanish 1, and Reading 81- minimizes test biases. 83. Disproportionate impact analysis has been completed through 2012. This II.A.2.g. Descriptive Summary analysis was conducted through the Office of Institutional Effectiveness and led by A three-part process has been used to the dean in that area. Disproportionate validate all departmental (common) impact analysis is conducted annually exams: disproportionate impact, and results of disproportionate impact cultural impact, and student learning are shared with all faculty involved in the

Standard II.A 163 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

study. Should disproportionate impact be learning while minimizing test bias. On identified (at this point, there still aren’t a regular basis, the Dean of Institutional high enough numbers to determine this Effectiveness ensures that validation is for most categories), further investigation current by regularly connecting with is conducted to determine whether the faculty involved in common finals. impact is due to tests or instructional practices. If it is due to practices, steps II.A.2.g. Self Evaluation are taken to improve those practices. If the impact is due to tests, the tests are The standard is met. The College has revised so as to mitigate disproportionate procedures in place for ensuring that impact. departmental examinations remain unbiased and are valid measures of Cultural impact studies are conducted student learning. on newly created common exams in order to determine if questions may have II.A.2.g. Actionable Improvement Plan differential interpretations or may be less well understood by different cultural None groups. Since ESL and Reading have not changed their exams, cultural impact II.A.2.h. studies will not be necessary. However, The institution awards credit based since a new common final is being created on student achievement of the for Spanish 1, it will need to undergo the course’s stated learning outcomes. cultural impact process for validation Units of credit awarded are consistent once the instrument is finalized. with institutional policies that reflect generally accepted norms or Mapping has been completed for ESL equivalencies in higher education. and Reading exams, and Spanish has created a SLO map for their new Spanish II.A.2.h. Descriptive Summary 1 final exam (see Spanish 1 SLO Map). In addition to the mapping process, all Norco College adheres to the requirements of these disciplines will be receiving set forth in California State regulations results from this assessment activity and (Title 5) and the State Chancellor’s be encouraged to utilize these results in Office as well as to the standards order to improve student learning. established by the Academic Senate and any articulation agreements with other Norco College’s mission begins by community colleges and institutions. stating that it “serves our students, our These regulations and standards provide community, and its workforce by providing clear guidance in creating curriculum educational opportunities, celebrating that is appropriate in breadth, depth, and diversity, and promoting collaboration.” In rigor for an institution of higher learning. order to fulfill its mission and continually Faculty produce course content congruent improve institutional effectiveness, the with the goal of assisting students to College is committed to implementing achieve approved SLOs. For a more these processes in order to maximize complete discussion of the College’s effectiveness in measuring student work in reviewing and assessing general

164 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs education outcomes see II.A.2.i (see certificates. All programs and certificates General Education Workgroup, Website). have explicit learning outcomes, Instructors are encouraged to align SLO periodically reviewed and (as necessary) achievement with the grading process revised by faculty workgroups, and as much as possible, to ensure that no made explicit in the College Catalog. students are given credit for classes in Mapping of course SLOs to PLOs has which they fail to achieve the stated been completed for all programs, and learning outcomes for those classes. gaps analyses are currently underway or Review of syllabi in improvement of completed as part of program assessment instruction processes, with particular projects. Curriculum alignment matrices examination of the formulas by which have been completed (see Curriculum instructors compute final grades and the Maps) and will be migrated to TracDat weight they give to various requirements, once that software has been fully is an ongoing part of this process. implemented. Program assessment cycles will have been completed for all but the II.A.2.h. Self Evaluation most newly created programs by the end of 2013, which will also help target The standard is met. The relationship problem areas in teaching and learning. between course grades and the The College focuses on general education achievement of student learning outcomes and ADT assessment in fall semesters and is evidenced by the exemplary work CTE and AOE assessment in spring, with being done by faculty in the assessment the expectation that every program at the of SLOs. The College places particular College will be assessed at least once emphasis on the need for instructors to every four years on a regular rotation. A ensure that students who receive credit for four-year cycle of course assessment also a class are those who have demonstrated supports this effort to ensure that students achievement of the learning outcomes of who receive degrees and certificates the class. have demonstrated competency in the program’s learning outcomes. II.A.2.h. Actionable Improvement Plan With respect to general education, as None has been noted elsewhere in this Self Evaluation, the GE SLOs were first II.A.2.i. established in the District in 2006 and The institution awards degrees then revised and simplified in 2012. (The and certificates based on student College sees its GE SLOs as tantamount achievement of a program’s stated to institutional SLOs and as a proxy for learning outcomes. the UC/CSU intersegmental general education learning outcomes.) All courses II.A.2.i. Descriptive Summary in the GE program have been mapped to the original GE outcomes. Since the The College has made a number of new outcomes are a simplification and efforts to ensure that achievement of condensation of the earlier outcomes, programmatic learning outcomes is the College considers that the original the basis for awarding degrees and mapping still applies, but it does require

Standard II.A 165 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

new and revised courses that seek GE II.A.2.i. Self Evaluation status to map to the new outcomes. Efforts to assess the GE outcomes have The standard is met. The assessment also been described elsewhere but are and program review processes in place vigorous and ongoing. The College has at the College ensure that dialogue is also led a District effort to revise the GE pervasive and ongoing about program- program itself to ensure that students level outcomes and that assessment of completing the program will have fully student achievement of those outcomes is achieved its outcomes. A workgroup rigorous and authentic. All new programs charged by the District Academic must have defined program learning Senate to review the GE outcomes and outcomes (and completed course SLO- program met monthly from 2011-13 PLO matrices) as a condition of approval. before issuing its recommendations for Annual program review documents and revision to the program (see General separate assessment reports on Area of Education Workgroup, Website). Those Emphasis and GE assessment projects recommendations include making a speech provide evidence that the College is communication class required rather than vigilant in its effort to ensure that degrees optional; requiring students to satisfy and certificates awarded by the College a health science/personal development have meaning. requirement which had formerly been separate from the GE program; and II.A.2.i. Actionable Improvement Plan several other major changes in the distribution areas of the program. (This None is a significant example of assessment results driving institutional improvement, II.A.3 since this work began as a result of The institution requires of all academic evidence collected from graduating and vocational degree programs a student self-reported learning gains that component of general education based suggested that they had not all met the on a carefully considered philosophy learning outcomes for the GE program to that is clearly stated in its catalog. The the desired extent.) The workgroup spent institution, relying on the expertise of its most of the first year considering general faculty, determines the appropriateness education from a theoretical perspective, of each course for inclusion in general reviewing GE programs at other colleges education curriculum by examining and universities, discussing (and often the stated learning outcomes for the debating) what foundational skills and course. knowledge areas college graduates should acquire as part of their general education. II.A.3. Descriptive Summary Its recommendations will be forwarded to the Academic Senates and Curriculum A RCCD General Education philosophy Committees by the end of Fall 2013 for statement is incorporated in the College their consideration. Catalog along with the General Education Student Learning Outcomes (GE SLOs): “The RCCD General Education program prepares students to be able to demonstrate

166 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs an understanding of how knowledge is problems, and explanations, for discovered and constructed in the natural which multiple solutions are sciences, the social and behavioral possible. Students will be able sciences, the humanities, and language to explore problems and, where and rationality. Students will understand possible, solve them. Students will the methods of inquiry that underlie the be able to develop, test, and evaluate search for knowledge in these fields.” rival hypotheses. Students will be able to construct sound arguments A comprehensive outline of the required and evaluate the arguments of others. learning areas and a listing of courses 2. Information Competency and that satisfy the requirements for each Technology Literacy: Students will area are also listed. Faculty have primary be able to use technology to locate, responsibility for evaluating breadth, organize, and evaluate information. depth, and rigor of courses recommended They will be able to locate relevant for the General Education Curriculum information, judge the reliability of and for providing rationales for each sources, and evaluate the evidence course they propose. The Curriculum contained in those sources as Committee reviews and recommends they construct arguments, make submission for approval to satisfy General decisions, and solve problems. Education requirements for the California 3. Communication: Students will be State University (CSU) and University able to communicate effectively of California (UC) General Education in diverse situations using various systems. Approval qualifies the course for forms of communication. They local General Education status. will be able to create, express, and interpret meaning in oral, visual, and GE SLOs are statements that define the written forms. They will also be able knowledge, the skills, and the perspectives to demonstrate quantitative literacy acquired by students who satisfy the and the ability to use graphical, College’s general education requirements. symbolic, and numerical methods to Originally developed in 2006, the District analyze, organize, and interpret data. GE SLOs were revised five years later 4. Self-Development and Global because the original list of outcomes Awareness: Students will be able to contained some that were unclear or develop goals and devise strategies difficult to assess. A workgroup created for personal development and by the District Academic Senate began well-being. They will be able to the revision process of the GE SLOs in demonstrate an understanding of Spring 2011 and took a proposed revision what it means to be an ethical human statement to each of the college Senates being and effective citizen in their and assessment committees in Spring awareness of diversity and various 2012, where they were discussed and cultural viewpoints. approved (see Academic Senate, Minutes, May 21, 2012). The District’s revised The GE SLOs were approved by the Board General Education SLOs are as follows: of Trustees on September 18, 2012 (see 1. Critical Thinking: Students will Board of Trustees, Minutes, September be able to demonstrate higher 18, 2012). order thinking skills about issues,

Standard II.A 167 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

II.A.3. Self Evaluation the social and behavioral sciences, the humanities...” The GE SLOs also say that The standard is met. The College has students “will understand the methods devoted a significant amount of time of inquiry that underlie the search for in recent years to a consideration of its knowledge in these fields.” In developing general education program, spearheading this statement over a nearly two-year period, a district-wide effort to revise not only the GE workgroup wanted to emphasize the GE SLOs but also the GE program that general education involves more than itself. Significant changes in the program, a cafeteria-style selection of a course based on a carefully considered and or two in each of the major knowledge broadly discussed philosophy of what fields, with no coherent unity of purpose. general education should be, have been It wanted instead to emphasize that what proposed and should be implemented, should be gained from this coursework in some form, within the next year. This is an understanding of what it means district-wide effort has also involved to think like a social scientist, a natural reconsideration of what courses are truly scientist, a humanist. The workgroup felt fit for inclusion in a “general” education that this shift in emphasis represented a program and which are more appropriate significantly different—and better—way to more specialized education in majors of conceiving of general education than (see General Education Workgroup had been the case with the old outcomes, Minutes). and indeed the old program.

II.A.3. Actionable Improvement Plan At present, the District GE program requires students to take a minimum of None three units in the natural sciences, six in the social and behavioral sciences, three II.A.3.a. in humanities, and 10 in language and General education has comprehensive rationality. As has been mentioned in learning outcomes for the students who II.A.3., changes have been recommended complete it, including the following: to the program, but the number of units (22) needed to satisfy this distribution An understanding of the basic content requirement is unlikely to change. A and methodology of the major areas number of stipulations, however, are of knowledge: areas include the being recommended for a course to count humanities and fine arts, the natural as part of the distribution requirement, sciences, and the social sciences. and once enacted, they should lead to the modification of many course SLOs and II.A.3.a. Descriptive Summary the elimination of some courses from the program—not because they are not The revised GE SLOs for the Riverside good courses but because they do not Community College District indicate that emphasize, in a sufficiently introductory students who complete the program will way, how knowledge is understood and be “able to demonstrate an understanding constructed in the field. of how knowledge is discovered and constructed in the natural sciences,

168 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

II.A.3.a. Self Evaluation critical thinking as “higher order thinking skills” that involve problem-solving, The standard is met. Norco College has hypothesis-testing, argumentation, and a GE SLO statement that is consistent logic. This corresponds to the reference with the standard; it assesses the courses in the standard to “critical analysis/ that map this outcome. It has only logical thinking.” Virtually all colleges recently begun the process of developing and universities declare that their a process for systematic review of the students acquire or improve critical program itself (and the courses that make thinking skills as a result of exposure to up the program), with modification when their GE programs, but Norco College necessary to ensure that all students can point to a concerted effort to evaluate continue to achieve these outcomes. the extent to which its graduates actually However, the College does not regard that do demonstrate these skills (see Critical as a deficiency so much as an opportunity, Thinking Assessment Report 2008; exciting in many of its implications, to Assessment Report, English 1A, 2011 and periodically rethink its programmatic 2012; Annual Assessment Report 2012- course patterns, course SLOs, and 2013). The College has also worked to pedagogies to ensure that students get as improve the teaching of critical thinking profound and deep a learning experience through departmental discussions of as possible. critical thinking, faculty development workshops, etc. The Information II.A.3.a. Actionable Improvement Plan Competency and Technology Literary SLO combines computer-related skills None with information skills and indicates that students will be able to locate, evaluate, II.A.3.b. and use information from sources A capability to be a productive individual effectively—what the standard refers and life-long learner: skills include to as “the ability to acquire knowledge oral and written communication, through a variety of means.” This outcome information competency, computer has also been assessed through both literacy, scientific and quantitative direct and indirect means. Finally, the reasoning, critical analysis/logical Communication GE outcome combines thinking, and the ability to acquire written, oral, and quantitative literacy knowledge through a variety of means. together in ways the College finds logical.

II.A.3.b. Descriptive Summary The present GE program requires students to take 10 units in “Language and The revised District GE SLOs Rationality,” with a heavy emphasis on aggregate the major areas of general written expression and analytical thinking. education into four broad competencies, As noted earlier, the GE workgroup has three of which map directly to the recommended the addition of a required language of this standard: “Critical course in oral communication to the Thinking,” “Information Competency program, to ensure that students’ speaking and Technology Literacy,” and skills keep pace with their written ones. “Communication.” The GE SLOs define The workgroup also seriously debated the

Standard II.A 169 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

addition of a required computer literacy to so much debate and misunderstanding. course, but decided in the end that it would A 2008 study of critical thinking in the make more sense to advocate for the District, led by Norco College, revealed teaching of more information competency that faculty disagree about what critical (as well as critical thinking, quantitative thinking means and sometimes believe literacy, and global awareness/civic they are teaching it when they are only engagement) throughout the curriculum. asking for rote memorization or low-level Direct and indirect assessments of Norco description or narration from students College students suggest that the program (see Critical Thinking Assessment Report is generally producing graduates who 2008). Deficiencies in critical thinking can think, write, compute, and manage scores in recent English 1A assessments information effectively (see Annual seem partly to be a function of deficiencies Assessment Reports 2010-11, 2011-12, in the assignments students were asked to 2012-13). address—in some instances, they simply didn’t require students to think critically II.A.3.b. Self Evaluation (see Assessment Report, English 1A, 2012). Similarly, the communications The standard is met. The College has studies faculty recently discovered in an a general education program with assessment project that the three full- comprehensive learning outcomes in time faculty members had very different communication skills, information understandings of what constituted effective communication, even when competency, scientific and quantitative they were using the same rubric. Clearly, reasoning, and critical thinking. Recent though, the fact that the College has been CCSSE data indicate that 69.7 percent in vigorous discussion of some of the of respondents say that their experience most contested terms in higher education at Norco College helped them acquire a is significant. It should help move the GE broad general education “quite a bit” or outcomes from the status of mere slogan “very much”; 61.4 percent said it helped to something truly measurable and hence them quite a bit or very much to “write achievable. clearly and effectively.” (Another 25.4 percent said their College experience II.A.3.b. Actionable Improvement Plan helped them “some” to become better writers.) More than seven out of ten None students reported that their Norco College experience helped them “quite a bit” or II.A.3.c. “very much” in thinking critically and A recognition of what it means to analytically—a higher percentage than be an ethical human being and that of the 2013 peer group (see CCSSE effective citizen: qualities include an Item Frequencies 2013). The College appreciation of ethical principles; is also engaged in robust processes to civility and interpersonal skills; respect assess student achievement in these for cultural diversity; historical and areas to improve teaching and learning. aesthetic sensitivity; and the willingness Critical thinking remains perhaps the to assume civic, political, and social greatest challenge, in part because the responsibilities locally, nationally, and meaning of the concept itself is subject globally.

170 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

II.A.3.c. Descriptive Summary the Anthropology Club, Black Student Alliance, Gender Sexuality Awareness The revised GE SLOs for the College Club, Green Health Club, Latinos have “Self-Development and Global Promoting Education and Culture, Awareness” as one of the four core learning Muslim Student Association, Mustangs outcomes for the program. The Global for Christ, Puente Program, Veterans Awareness element of the SLO employs Club, and The Talented Tenth Program, the language of the standard verbatim: “an among others. These organizations understanding of what it means to be an promote the value of cultural awareness ethical human being and effective citizen,” and help bring diverse groups of students defined primarily as cultural awareness together. The organizations consistently and respect. The coursework in the GE work together on various activities and program through which students achieve have supported each other’s events this outcome comes especially from the throughout the academic year (see humanities and social sciences, the vast Associated Students of Norco Website). majority of whose courses have SLOs that map to this outcome. Many social The Disability Resource Center (DRC) science courses in particular have assessed works with campus leaders (students, this outcome at the course level, and the staff, faculty, and administrators) to College is conducting a Fall 2013 project conduct “brown bag” lunchtime series to evaluating the extent to which students in discuss topics such as disability etiquette, the program actually achieve it. adaptive technology, diversity equity and compliance and has created a useful The civic engagement outcome at handbook to assist faculty in meeting the College is also achieved by many the needs of students with disabilities students through their involvement in (see Disability Resource Center, Website; co-curricular activities. They show their Disability Resource Center Workshop willingness to assume social, civic, Announcement). DRC informative and political responsibility by their sessions are also conducted during Faculty involvement in a number of activities Flex Day programs. DRC is also invited that benefit the College and community. by individual faculty members to speak For example, the Associated Students of about their services during class time. Norco College were actively involved in Proposition 30, the measure which The Equity/Matriculation Committee, would temporarily raise California state which recently merged with the tax rates to fund education. During this Student Success Committee, serves as campaign, students demonstrated pride a continuous monitor of the College’s in their college and served as vocal and progress in providing student equity. active representatives to the community. The Student Equity Plan serves as a They also encouraged voter registration. road map in making improvements for diverse groups of students on campus Several cultural celebrations take place (see Student Equity Plan, March 2010). on an annual basis highlighting cultural The goal is to measure any appreciable, diversity. The College has a wide range positive changes in student success of diverse student organizations such as for disaggregated groups of students

Standard II.A 171 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

(ethnicity, disability, age) as well as to II.A.4. Descriptive Summary provide direction and suggestions to the College on ways to improve access and The College offers a number of well- success for students in meeting their developed degree programs. Seven Area educational goals. of Emphasis degree programs are broadly designed and interdisciplinary, requiring II.A.3.c. Self Evaluation students in most cases to choose a minimum of two courses from a minimum of three The standard is met. The College provides areas of study. They include Associates students with many opportunities, both of Arts degrees in Administration and inside and outside of the classroom, Information Systems (68 degrees awarded to learn about and demonstrate their in 2013); Communications, Media, and knowledge of what it means to be an Languages (38); Fine and Applied Arts ethical human being and effective citizen. (10); Humanities, Philosophy, and Arts A learning gains survey administered to (84); Kinesiology, Health and Wellness College graduates shows that the vast (12); and Social and Behavioral Sciences majority believed they had made moderate (238); as well as an associate of sciences or significant gains at the College in degree in Math and Sciences (137). their “awareness of diversity” and their understanding of “alternative viewpoints” The College also offers six Associate (see Annual Assessment Report 2011- Degrees for Transfer programs in specific 12; Appendix C). CCSSE data from fields of study (as of Fall 2013), with 2013 indicate that more than half of the six more under development. These respondents said that they often or very degrees articulate to institutions in the often “had serious conversations with California State University system and students of a different race or ethnicity prepare students for transfer in specific other than [their] own,” better than the areas of academic study. In addition, 2013 peer group. CCSSE data also the College offers 14 locally approved suggest that the College does better than certificates in Career and Technical its peer group in “encouraging contact fields and 30 Associate Degrees/State among students from different economic, Approved Certificate patterns in Career social, and racial or ethnic backgrounds” and Technical fields (see College Catalog (see CCSSE Item Frequencies 2013). 2013-2014).

II.A.3.c. Actionable Improvement Plan II.A.4. Self Evaluation

None The standard is met. Each of the College’s degree programs includes at least one II.A.4. area of focused study or an established All degree programs include focused interdisciplinary core. study in at least one area of inquiry or in an established interdisciplinary core. II.A.4. Actionable Improvement Plan

None

172 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

II.A.5. • Logistics Management Students completing vocational and • Certified SolidWorks Associate occupational certificates and degrees (Engineering 42 and 42b) demonstrate technical and professional • Multiple manufacturing programs competencies that meet employment include the Occupational Safety and other applicable standards and and Health Administration (OSHA) are prepared for external licensure and certification certification. • California Child Development permit (ECE certificate) II.A.5. Descriptive Summary Regardless of industry certification In accord with the College mission, the alignment, all CTE curriculum is revised institution provides a comprehensive regularly as part of program review to curriculum, including career and reflect current skills needed in each technical education programs. The occupational program. Industry advisory mission emphasizes the use of emerging committees established for the College’s technologies, many of which are present CTE programs are facilitated annually by in the College’s career and technical its CTE administration and discussions certificate and degree programs. are led by full-time and/or part-time faculty in each respective discipline. Norco College offers 44 career/technical Industry representatives as well as certificates and 30 degree programs community/business members currently designed for comprehensive educational working in related fields serve on each experience and/or possible transfer program’s Advisory Board. All industry to four-year colleges and universities advisory committees meet annually each (see College Catalog 2013-14). Career spring at a half-day breakfast and working and technical education programs are meeting entitled the Norco College designed with industry and businesses Industry Summit (see Industry Summit to provide students with the skills and Agenda 2011; 2012; 2013). A major knowledge required for employment, topic of discussion at these advisory licensure, and/or improvement of meetings concerns the extent to which the current levels of education and required curriculum meets the workforce needs skill competencies (referenced fully in of the respective industries. Advisory II.A.2.b). members also give input regarding the applied, academic, technical, and basic The following CTE courses/programs skills needs that enhance a student’s ability prepare their students for external to be successful in the workplace (see examinations recognized by their industry Industry Summit Minutes 2012; 2013). or required for employment: An active goal of such advisory groups • Business Administration: Logistics is to identify competency levels and to Management Concentration recommend student learning outcomes • Business Administration: Real Estate for the career and technical courses, Salesperson and Transaction certificates, and degree programs under • Introduction to Pro Tools (MUC-3) their review. • Intermediate Pro Tools: 110 (MUC-4)

Standard II.A 173 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

Because the primary objective of technical education program completers the career and technical certificate reported improvements in their current programs is immediate employment in job situation, a new job, or a better job a specialized area, certificate programs as a result of attending a RCCD CTE typically include only those courses program. Also, open-ended comments that have a direct bearing on specialized were overwhelmingly positive (see Career occupational competency. Thus, the and Technical Education 2012 Graduate College offers 14 programs that are Follow-Up Survey Presentation). under 18 units and defined as “locally approved.” Professional/technical com- II.A.5. Self Evaluation petency is demonstrated through grades earned, mastery of program-level student The standard is met. Survey results learning outcomes, ability to transfer from CTE program completers course units to institutions of higher are overwhelmingly positive, with education, employment statistics, Perkins respondents citing their technical and Core Indicator data, and student follow- professional ability in the workplace. Few up surveys. Another method of ensuring programs have access to in-depth results proficiency in the CTE certificate of their third party examinations. As a programs is that only courses in which result, CTE programs rarely use third the student earns a C grade or better party examinations to assess SLOs. are acceptable for completion of these programs. II.A.5. Actionable Improvement Plan

The District’s Office of Institutional None Research has worked with the campus- based CTE faculty and administrators II.A.6. to develop an instrument to measure The institution assures that students student’s technical and professional and prospective students receive employment competencies as well as their clear and accurate information about perceptions of the occupational education educational courses and programs they received. CTE student graduates and transfer policies. The institution completing programs during 2009-2011 describes its degrees and certificates were interviewed via telephone during in terms of their purpose, content, the Spring 2012 term, resulting in 545 course requirements, and expected completed interviews. From among those student learning outcomes. In every interviewed, 75 percent of respondents class section, students receive a were currently employed (6 percent were course syllabus that specifies learning still in school or retired, and 7 percent objectives consistent with those in the were unemployed and not seeking institution’s officially approved course employment), 96 percent of respondents outline. affirmed that they improved their job- related skills, and 94 percent cited their II.A.6. Descriptive Summary RCCD education and training as helping them to compete with others in their The College assures that information field. The majority of RCCD career and about programs is clearly and accurately

174 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs reflected in the College Catalog. Clarity syllabus review is a component of every of description is assured during program regularly scheduled full-time and part- development as new programs or time faculty evaluation. modifications or additions to existing programs move through the curriculum To assure adherence to the course approval process, which involves required outline of record, which includes course approval of the College Curriculum objectives and student learning outcomes, Committee and the District Technical the College has established routine cycles Review and Curriculum Committees. of evaluation for both full-time and part- Accuracy is assured during the annual time instructors. Peer, administrative, and update of the College Catalog. This student evaluation of instruction is part of annual project is under the direction of this Improvement of Instruction process. the Office of the Dean of Instruction The scope of the evaluation includes in close collaboration with key college adherence to the course outline of record. wide departments and with the support of District administration and staff. II.A.6. Self Evaluation Information about the recent state- approved additions and modifications The standard is met. The College has to the College’s programs is updated by established processes to assure that District staff. The updates are reviewed for accurate information about College accuracy by college-level stakeholders, programs is published on the College including deans of instruction, the faculty website and in program-specific brochures chair of the Curriculum Committee, and and publications as well as in the College the College’s articulation officer. Catalog and received by students in the course syllabus. In addition, processes are All courses and programs must identify also in place to assure adherence to the student learning outcomes and/or program course objectives and learning outcomes level outcomes during the curriculum in all sections. approval process. SLOs are regularly reviewed and updated during the annual II.A.6. Actionable Improvement Plan and the comprehensive program review processes. None

The Norco Faculty Guide provides guidance to faculty regarding the inclusion of key elements in their course syllabi (see Faculty Guide, Fall 2013). Among those elements is the inclusion and clear identification of the Student Learning Outcomes for the course. Syllabi from every course taught at the College are collected and archived every term by the Office of the Dean of Instruction. The syllabus repository is accessible through a shared administrative file. In addition,

Standard II.A 175 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

II.A.6.a. Articulation Officer works to develop The institution makes available to its articulation agreements for courses, students clearly stated transfer-of- especially with local California State credit policies in order to facilitate the Universities and University of California mobility of students without penalty. campuses. In addition, a number of In accepting transfer credits to fulfill articulation agreements exist between degree requirements, the institution Norco College and private universities, certifies that the expected learning all of which are posted on the College outcomes for transferred courses are website (see Transfer Center, Website; comparable to the learning outcomes Transfer Center: Private Colleges, of its own courses. Where patterns of Webpage; Articulation Agreement, student enrollment between institutions University of Redlands). External are identified, the institution develops institutions work closely with the offices articulation agreements as appropriate of Student Services and Academic Affairs to its mission. to develop articulation agreements that fairly and effectively meet the needs II.A.6.a. Descriptive Summary of students. Articulation agreements are ultimately approved by the College Transfer-of-credit policies are explained President (see Articulation Agreement, in the College Catalog, which details University of Redlands). policies regarding granting of credit from other institutions and includes II.A.6.a. Self Evaluation advanced placement with credit, career advancement placement with credit, The standard is met. The College clearly credit by examination, the College-Level states transfer-of-credit policies in the Examination Program (CLEP), and the College Catalog and information is granting of credit for military service (see readily available from the Admissions and College Catalog 2013-2014). Questions Records office and on the College website dealing with the equivalency of courses (see Admissions and Records: Frequently from other institutions are addressed by Asked Questions, Webpage). The College the Admissions and Records evaluator develops and implements articulation and by the appropriate discipline faculty agreements between institutions where (see Board of Trustees BP4235/AP 4235 a pattern of student enrollment between Credit by Exam). institutions is identified.

As curriculum is developed or existing II.A.6.a. Actionable Improvement Plan curriculum is modified, it must move through the College’s curriculum approval None process. The College’s Articulation Officer is a member of the Curriculum Committee and also maintains lines of communication with the District’s Office of Education Services to be informed as new courses receive required state approval. As curriculum is approved, the

176 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

II.A.6.b. are encouraged to take advantage of When programs are eliminated or these offerings within the District. For program requirements are significantly example, in 2012 the College condensed changed, the institution makes many Electronics program offerings appropriate arrangements so that into one new program entitled “Digital enrolled students may complete their Electronics.” Students needing to take education in a timely manner with a selected classes to finish their certificate minimum of disruption. program were identified by their course- taking behavior. Those selected classes II.A.6.b. Descriptive Summary were offered one final time to allow the identified students to complete their A District Board policy and administrative certificate program (see ELE Students procedure exists which clearly delineates Courses Completed 11-2011). Currently, the process for program discontinuance AP 4021 is under review by the Senate (see Board of Trustees BP4021 Program and may be revised. Discontinuance). Should a program be discontinued, students are afforded Courses which undergo deletion or catalog rights. Students who enrolled in a exclusion are removed from all affected year prior to the year in which a program majors and certificates, and all references is discontinued, and have maintained to the inactivated course are removed continuous enrollment, have the option of from the College Catalog as part of either meeting the current requirements the approval process by the Board of or those which were in effect at the Trustees (see Board of Trustees, Minutes, time that their continuous enrollment December 11, 2012 and May 21, 2013). began. Catalog rights apply to students Department and discipline minutes are for programs in which they have been requested in support for removal of the continuously enrolled during spring and course. The course and program histories fall semesters (see College Catalog 2013- reside in the District Educational Services 2014, pp. 39-40). Students have the option office. of fulfilling the requirements of either the current catalog year or the catalog II.A.6.b. Self Evaluation requirements for the year they entered the College. If a program is discontinued The standard is met. The College has an or significantly changed or a course in a approved administrative procedure to program is no longer available, affected ensure all necessary and appropriate steps students are identified by the Dean of are taken when courses and programs Institutional Effectiveness and contacted are discontinued. When programs are by email. Counselors are also notified of eliminated or program requirements are any programmatic changes so that they significantly changed, the College makes and the program faculty can assist the arrangements so that enrolled students students, identify a substitute course, may complete their education in a timely and/or authorize a variance for a course manner with a minimum of disruption. substitution. If a discontinued course is currently active and offered at Riverside City or Moreno Valley colleges, students

Standard II.A 177 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

II.A.6.b. Actionable Improvement Plan Scorecard provided a standardized means for the public to easily locate institutional None data from the College website, though Norco College does not yet have II.A.6.c. college-specific data as a function of its The institution represents itself initial accreditation in 2010. Additional clearly, accurately and consistently to information such as the ARCC Report prospective and current students, the and the Norco College Fact Book is public, and its personnel through its available online through the College’s catalogs, statements, and publications, Office of Institutional Effectiveness. including those presented in electronic formats. It regularly reviews II.A.6.c. Self Evaluation institutional policies, procedures, and publications to assure integrity in The standard is met. The College conducts all representations about its mission, regular review of its policies and practices programs, and services. regarding publications and electronic representation of the institution in order II.A.6.c. Descriptive Summary to ensure accuracy and integrity.

The College conducts regular reviews II.A.6.c. Actionable Improvement Plan of its policies and practices regarding publications to ensure accuracy. The None annual publication of the College Catalog involves review of content at the District II.A.7. and by key College level entities to ensure In order to assure the academic integrity accuracy. of the teaching-learning process, the institution uses and makes public The electronic representation of the governing board-adopted policies on institution is reviewed twice during the academic freedom and responsibility, academic year; once prior to the summer/ student academic honesty, and fall terms and again prior to the winter/ specific institutional beliefs or world spring terms. This project is under the views. These policies make clear direction of the Office of the Dean of the institution’s commitment to the Instruction in close collaboration with free pursuit and dissemination of the operational managers college wide. knowledge. Under the direction of the Vice President, Academic Affairs, online content is II.A.7. Descriptive Summary reviewed and updated regularly, including hours of operation, contact information, Academic freedom is “fundamental for links, and other information. the protection of the right of the teacher in teaching and of the student’s freedom The College provides information in learning” (see Board of Trustees BP compiled by the State Chancellor’s 4030 Academic Freedom). As a valued Office regarding student achievement. and protected aspect of the academic The recent implementation of the state environment, policies pertaining to

178 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

academic freedom are publicized in the academic integrity in the teaching/ College Catalog and on the website (see learning process. The process and College Catalog, 2013-14, p. 3). The institutional commitment to the free Schedule of Classes, Catalog, and Student pursuit and dissemination of knowledge Handbook publicize policies addressing is clearly stated in the Faculty Handbook academic honesty. (see Faculty Handbook). Methods of implementing this standard include the II.A.7. Self Evaluation use of new faculty orientations, FLEX workshops throughout the year for The standard is met. Existing Board faculty, and instruction on maintaining policies assure clarity regarding the academic integrity in syllabi. College’s commitment to academic integrity, academic freedom, and II.A.7.a. Self Evaluation academic honesty. The standard is met. Board of Trustees II.A.7. Actionable Improvement Plan polices, working in conjunction with the instructor evaluation process and None discussions about professional integrity in workshops and meetings have ensured II.A.7.a. that faculty distinguish between personal Faculty distinguishes between personal conviction and professionally accepted conviction and professionally accepted views. views in a discipline. They present data and information fairly and objectively. II.A.7.a. Actionable Improvement Plan

II.A.7.a. Descriptive Summary None

In 2002, the Board of Trustees approved a II.A.7.b. Senate resolution to accept the California The institution establishes and publishes State Academic Senate’s adoption of clear expectations concerning student the Professional Ethics Statement of academic honesty and consequences the American Association of University for dishonesty. Professors for faculty (AAUP). Additionally, the Board of Trustees II.A.7.b. Descriptive Summary established the: • “Institutional Code of Professional Norco College through the RCCD Board Ethics” policy on May 15, 2007 of Trustees has established a policy • “Academic Freedom” policy on May concerning student academic honesty 15, 2007 (see Board of Trustees BP 5500 Standards • “Intellectual Property and Copyright” of Student Conduct). The policy can also policy on April 13, 2009 be found in the College Catalog along with the consequences for dishonesty, The Academic Senate, working in which faculty may use voluntarily to conjunction and in dialogue with the report academically dishonest students departments and disciplines, deals with to the appropriate administrator (see

Standard II.A 179 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.A: Instructional Programs

College Catalog 2013-2014, pp. 12, 23). II.A.7.c. Self Evaluation In addition, in Spring 2012, the District Academic Senate approved guidelines for The standard is met. the enforcement of academic honesty (see Academic Dishonesty Reporting Form). II.A.7.c. Actionable Improvement Plan The Fall 2013 Norco College Faculty Guide states that the syllabus for each None course must have a statement about the Academic Honesty Policy (see Faculty II.A.8. Guide, Fall 2013). Institutions offering curricula in foreign locations to students other than U.S. The procedure for addressing violations nationals operate in conformity with of academic honesty has been vetted and standards and applicable Commission discussed recently relative to the District policies. Academic Senate procedure noted above (see District Academic Senate, Minutes, II.A.8. Descriptive Summary May 30, 2012). The College has a long-standing study II.A.7.b. Self Evaluation abroad program in collaboration with the other colleges in the District (see Study The standard is met. The College Catalog Abroad, Website). Most recently, Norco highlights the most recent policies College students, along with students regarding academic honesty. from elsewhere in the District, had the opportunity to study in Florence, Italy II.A.7.b. Actionable Improvement Plan (see Study Abroad Flyer, Fall 2013). Faculty teaching in these Study Abroad None programs are RCCD faculty and the students enrolled in these programs II.A.7.c. are regular college students. Thus, no Institutions that require conformity curricula are offered to students who are to specific codes of conduct of staff, other than U.S. nationals. faculty, administrators, or students, or that seek to instill specific beliefs or II.A.8. Self Evaluation world views, give clear prior notice of such policies, including statements in The standard is met. the catalog and/or appropriate faculty or student handbooks. II.A.8. Actionable Improvement Plan

II.A.7.c. Descriptive Summary None

As a public institution, Norco College imposes no specific beliefs or worldviews on its faculty, staff, administrators, or students, nor does it seek to instill specific beliefs or worldviews.

180 Standard II.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

II.B. Student Support Services (see Board of Trustees BP5055 The institution recruits and admits Enrollment/Registration Priorities; diverse students who are able to benefit AP5055 Enrollment Priorities; AP5056 from its programs, consistent with Registration Priorities). its mission. Student support services address the identified needs of students Discussions about access, progress, and enhance a supportive learning learning, and success occur most environment. The entire student frequently in the Student Success (SSC) pathway through the institutional and Equity/Matriculation (EMAC) experience is characterized by a Committees, which recently merged to concern for student access, progress, become one committee called the Student learning, and success. The institution Success Committee. For example, as a systematically assesses student support result of having administrators who were services using student learning serving on workgroups at the state level, outcomes, faculty and staff input, and EMAC discussed changes to the language other appropriate measures in order of Title 5 related to common assessments, to improve the effectiveness of these and services to veterans and foster youth services. (see Equity/Matriculation Committee, Minutes, November 1, 2012). In another II.B. Descriptive Summary example, the SSC discussed models for increasing students’ persistence and The College Catalog contains guidelines success through English and Math (see for admission into the College. Steps to Student Success Committee, Minutes, April apply and specific application periods 23, 2012). Because the memberships of based on student types are available for these committees represent instruction as the general public. The College follows well as Student Services and also include an open enrollment policy and works student representatives, the decisions to ensure that prospective students and initiatives which they implement are understand the nature of its courses and designed to support students’ progress at programs before enrolling in them. every step of their academic experience.

In response to proposed legislative II.B. Self Evaluation changes, in Spring 2012 an Enrollment Priorities ad hoc committee worked The standard is met. Enrollment priorities collaboratively district wide to change were recently revised in response to the District’s Administrative Procedures statewide changes stemming from the for enrollment priorities from favoring Student Success Act of 2012. Dialogue continuing students, based on accrual of on student access, progress and learning course units, to one that provides greater occur regularly within the College’s access to students in good academic shared governance structure. standing; those making progress towards a certificate, degree, transfer, or career II.B. Actionable Improvement Plan advancement objective; and first-time college students participating early in None assessment, orientation, and counseling

Standard II.B 181 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

II.B.1. students to access and identifies their The institution assures the quality availability either in person or online, of student support services and such as transcripts, eportfolios, schedule demonstrates that these services, of classes, and placement testing. In regardless of location or means of addition, the Inventory identifies multiple delivery, support student learning and access points in the dissemination of enhance achievement of the mission of information, such as on a static web page, the institution. interactive web page, automated (SARS and text) message, social media, letters, II.B.1. Descriptive Summary or telephone.

Norco College’s mission is “to serve On campus, student services are located our students, our community and its in four different structures, each within workforce by providing educational close proximity to the others: opportunities, celebrating diversity and • Student Services Building: promoting collaboration” (see Mission Admission and Records; Cashier’s and Core Commitments). Consistent with Office; Counseling Services this mission, Student Services is dedicated (including Puente and Talented Tenth/ to educating, serving, supporting, and T3p); Dean of Student Services; promoting student success for a diverse Student Financial Services; Transfer community of learners in a student- Center; TRiO Student Support centered environment (see Student Services; Vice President Student Services Mission Statement). Through Services; Veterans Services the annual program review process, all • Center for Student Success: student services areas identify in their CalWORKs; Career and Job Placement philosophy statements how their area Center; Cooperative Agencies serves the mission of the institution. Resources for Education (CARE); Disability Resource Center (DRC); Student services at Norco College are Extended Opportunity Programs offered both on campus and via technology. and Services (EOPS); Foster Youth On-campus student services are available Support Services (FYSS); Outreach; five days a week, including one evening. Student Employment Additionally most service areas offer • Library/Learning Resource Center: support through phone, Internet, and Health Services; Placement Testing; email (see Inventory of Service Delivery Tutorial Services for Students). Annual review of the • Portable A: Upward Bound Inventory of Service Delivery for Students Centennial High School; Upward in the Student Services Planning Council Bound Corona High School; Upward ensures a self-assessment process with Bound Norte Vista High School the goal of continual improvement in how the College delivers services and The availability and variety of services provides information to students through offered are designed to strengthen student multiple modalities. The Inventory learning, increase student access and provides a snapshot of what services achievement, improve quality of student and information means are available for life, and create effective community

182 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services partnerships—integral parts of Norco The Needs Assessment section includes College’s Strategic Plan (see Strategic current staffing levels, a five-year staffing Plan and Process 2013-2018). profile with projected staffing needs, improvement areas, and staffing and Continuous reevaluation of Student resource needs tables. As the documents Services’ programs through analysis are finalized, the program reviews are of quantitative data and assessment posted on the Internet (see Student enhances student access, progress, and Services Program Review). learning; it also helps maintain high- quality programs and services. Student In addition to the program reviews in all Services uses a variety of research- service areas, Student Services completes driven processes, including regular self- an administrative unit program review. evaluations through student surveys Through collaborative efforts within the and annual program reviews, to ensure management team, the administrative the quality of its services. Service unit program review is developed. The Area Outcomes (SAOs) and Student administrative team specifies major Learning Outcomes (SLOs) resulting goals and objectives, major functions, from this ongoing review are developed, an outcomes-based assessment plan, and maintained, and updated regularly (see a needs analysis (see Student Services Student Services Program Reviews). Program Review).

All Student Services areas are required An integral part of the program review to complete annual program reviews. process is the comparative assessment Student Services Program Reviews of on-campus vs. online delivery of contain three sections: services, especially in the area of 1. Area Overview Counseling. Counseling has made many 2. Assessing Outcomes services available online for students, 3. Needs Assessment such as scheduling appointments (ESARS), Academic Review, online The Area Overview includes the area’s appointment for Distance Education mission, philosophy statement, summary, students, and orientation videos. As an strengths, and students served. The example of the comparative assessment, Assessing Outcomes section includes: the Counseling department noted a • a snapshot of the prior year’s difference in the show rate between objectives and assessment plan along face-to-face counseling appointments with a description of how the area used (77.86 percent in 2011-2012) and online their outcome data for programmatic counseling appointments (31.8 percent modifications (i.e., “Closing the in Spring 2012). The data suggested the Loop”) need to investigate factors contributing • the current year’s objectives and to this difference (see Student Services assessment plan Program Review, Counseling 2011-12). • a detailed description of the assessment In Fall 2012, the Counseling department plan findings, data analysis, and added additional staff contact prior to improvement recommendations. online appointments and this doubled the online counseling show rate (from

Standard II.B 183 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

31.8 percent to 71 percent) (see Student Planning Council, Business and Services Program Review Counseling Facilities Planning Council, 2011-12). Results from this investigation Committee of the Whole, Institutional should lead to the increased use of online Strategic Planning Council, Student counseling services. Services Planning Council).

Since Norco College began reporting Membership in these forums includes MIS data as an independent college in students, faculty, staff, and administrators. Fall 2010, Student Services has obtained Community members are also invited to program review data reports for special participate in some meetings. The focus student support programs. These reports of these forums is to maintain a supportive provide student services areas with the learning environment, enhance the following data: student demographics educational experience, and contribute to (gender, ethnicity, and age); success students’ personal and academic growth. rates (student grades); and term-to-term Members regularly review pertinent persistence rates (fall to spring, spring to data, participate in open dialogue, and fall, and fall to fall). The data sets are used recommend revisions to improve existing to examine particular trends and service programs and services or develop new needs of these student groups with the programs and initiatives to address unmet intention of increasing access, retention, student needs. persistence, and student success. An example of this is the development In addition to using program reviews of a student access initiative resulting to enhance educational experience, from an analysis of data. In 2011-2012, Student Services personnel interact and budget cuts resulted in limited College maintain an ongoing dialogue about course access to local high school student access, learning, and success with graduates. To address this issue, Norco College constituencies both informally College students, staff, faculty, and and through established forums such as: administrators worked collaboratively • Advisory and committee meetings with Corona-Norco Unified School (Grants Advisory Committee, District (CNUSD) personnel to develop EOPS/CARE Advisory Committee, the Summer Advantage program. This Foster Youth Success Committee, program provides recent CNUSD Norco Legacy, Norco Assessment graduates an opportunity for a successful Committee, Program Review high school transition to college. The Committee, Student Success program consists of academic workshops Committee, Talented Tenth Program, (for students scoring below college level and TRiO) in math and/or English) and an extended • Associated Students of Norco College orientation, developed and presented (ASNC–Student Government) by Counseling faculty and other Norco • Department meetings (Student College personnel. This early college Services, Counseling, Admissions experience guarantees completers early and Records, Financial Aid, academic registration, an appropriate English course departments) in their first year, and the opportunity to • Planning councils (Academic develop a comprehensive educational

184 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services plan with a counselor. Students who (see Board of Trustees BP5055 Enrollment/ complete the academic workshops, Registration Priorities; AP5055 Enrollment developed and taught by Norco College Priorities; AP5056 Registration Priorities). faculty, can advance one or more levels in math or English (see Summer Advantage In addition to ad hoc groups that address Program, Website). specific needs, areas collaborate to develop initiatives addressing specific In addition to College collaboration areas of concern at the College. For efforts, many student services are instance, in 2011-2012, College program enhanced through district wide leaders, faculty, and community members involvement. Examples of this need came together to address the need for for District collaboration are a) when greater access and student success for new legislation is enacted, such as the African American students. In Winter Student Success Act of 2012; b) when 2012, Norco College launched the Rites to services require District coordination, Thrive Program, inviting prospective and such as revisions to the student system current college students to an intensive (Colleague) which affect all colleges; six-week learning community focused on and c) when changes to Board Policy or self-development and educational/career Administrative Procedures are proposed. development (see Rites to Thrive Flyer Student Services personnel participate in 2012). the following standing as well as ad hoc District meetings: II.B.1. Self Evaluation • Admissions and Records • Core Operations Advisory Team The standard is met. Norco College • District Strategic Planning Committee assures the quality of its student support • District Student Coordinating Council services and demonstrates that these • Informational Services services, regardless of location or means • Student Activities Coordinators of delivery, support student learning, and • Student Financial Services enhance achievement of the mission of • Student Services Vice Presidents the institution. Students are supported in achieving their personal and academic In response to proposed legislative goals through many departments and changes, in Spring 2012, an Enrollment programs in Student Services. These Priorities ad hoc committee worked programs are regularly evaluated collaboratively district wide to change through a number of measures, including the District’s Administrative Procedures authentic assessment, course and program for enrollment priorities from favoring completion, student satisfaction surveys, continuing students, based on accrual of and anecdotal observations. Nearly 80 course units, to one that provides greater percent of the 357 student respondents access to students in good academic in a recent survey agreed that “Norco standing (those making progress towards student support services...are open a certificate, degree, transfer, or career enough hours of the week to allow me advancement objective); and first-time adequate assistance for my educational college students participating early in needs” (see Accreditation Survey 2013). assessment, orientation, and counseling

Standard II.B 185 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

II.B.1. Actionable Improvement Plan reference. Computers with Internet access are available throughout the None campus, which may be used to review the catalog. In addition to the catalog, II.B.2. pertinent information may be found in The institution provides a catalog for its other College publications, including constituencies with precise, accurate, the Schedule of Classes and the Student and current information. Handbook, both of which are also available on the College website. II.B.2. Descriptive Summary II.B.2. Self Evaluation The Norco College Catalog is divided into eight major sections (General The standard is met. The College provides Information, Student Information, its constituencies with a catalog that is Graduation Requirements, Requirements updated each year for accuracy. A mid- for College Transfer, Curricular Patterns, year addendum is published to include Course Descriptions, Faculty, and recently approved state degrees. Students District). The rules, regulations, policies, can access the catalog online or in person fees, courses of study, and academic at various offices across campus. requirements that appear in the catalog are updated and current as of the time of its II.B.2. Actionable Improvement Plan publication. Although every effort is made to ensure accuracy of the information None in the catalog, students and others who use it are encouraged to consult with II.B.2.a. a counselor, dean, department chair or The institution provides a catalog for its program director for additions, deletions constituencies with precise, accurate, or changes. and current information concerning the following: The College Catalog is revised and updated General Information: annually through the collaborative efforts • Official Name, Address(es), of staff, faculty, and administrators. It is Telephone number(s), and Website finalized and approved by the Board of Address of the institution Trustees before the end of every spring • Educational Mission semester in preparation for the upcoming • Course, Program, and Degree academic year. A Catalog Addendum was Offerings published for the first time in 2012-2013 • Academic Calendar and Program to include recent state-approved degrees. Length Catalogs and addendums can be found on • Academic Freedom Statement the College website (see College Catalog • Available Student Financial Aid Addendum 2012-2013). • Available Learning Resources • Name and Degrees of Adminis- Various departments, including the trators and Faculty library and special programs, provide • Names of Governing Board physical copies for students to use as Members

186 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

II.B.2.a. Descriptive Summary II.B.2.b. The institution provides a catalog for its The Norco College Catalog includes constituencies with precise, accurate, the following information (noted by and current information concerning location): (see College Catalog 2013- the following: 2014): Requirements: • Official name, address, and telephone • Admissions number(s) are listed after the • Student Fees and Other Financial President’s Message, which includes Obligations other colleges and educational sites • Degree, Certificates, Graduation belonging to Riverside Community and Transfer College District (RCCD). Website address is listed after the President’s II.B.2.b. Descriptive Summary Message. • Educational mission and program The catalog provides guidelines and length are included in Section I. procedures pertaining to the following • Course, program, and degree offerings areas (see Norco College Catalog): are listed in Sections IV through VI. Admissions • Academic calendar is included in the The catalog contains guidelines for initial pages before Section I. admission into Norco College. Steps • Academic freedom statement is to apply and specific application included in Section I. periods based on student types are • Available student financial aid is available for the general public. Once included in Section II with other the application is initiated, students special programs and services. are also guided through a series of • Available learning resources are listed email notifications leading up to the in Section II. course enrollment or waitlist options. • Name and degrees of administrators Admissions information is included and faculty are listed in Section VII. in the initial page of Section I of the • Names of governing board members General Information. are listed on the inside front cover. The College administers the guidelines II.B.2.a. Self Evaluation indicated in various Board Policies and Administrative Procedures The standard is met. The catalog contains (see Board of Trustees BP3410/ all necessary information about Norco AP3410 Nondiscrimination; BP5010/ College and is available online and in AP5010 Admissions; BP5011/ paper copy. A systematic review of every AP5011 Admission and Concurrent aspect of the catalog ensures accuracy Enrollment of High School and Other and currency in each catalog publication. Young Students; BP5052/AP5052 Open Enrollment). II.B.2.a. Actionable Improvement Plan Student Fees and Other Financial None Obligations Student fee types are detailed in the

Standard II.B 187 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

College Catalog and exact term- average (GPA). College unit residency based cost of fees are included in the is listed in Section III. Transfer Schedule of Classes and the College patterns are listed and detailed under website (see Schedule of Classes, the IGETC and CSU GE Certification Webpage; Norco College, Website). requirements in Section IV of the Enrollment and health fees are catalog. While degree, certificate, mandated and additional enrollment graduation and transfer information fees are determined based on residency is clearly described in the catalog, classifications. Other service-related information pertaining to these areas fees such as Student Services, is also available at the College website transcript requests, enrollment and on campus. verifications, and parking are optional and fee charges for optional services Norco College administers the may be adjusted and published when guidelines indicated in various applicable. Information pertaining to Board Policies and Administrative fees and other charges are included in Procedures (see Board of Trustees the General Information of Section I BP4100/AP4100 Graduation in the catalog. Requirements for Degrees and Certificates; BP4102 Career and Norco College administers the Technical Programs; BP4025/ guidelines indicated in various Board AP4025 Philosophy and Criteria Policies and Administrative Procedures for Associate Degree and General (see Board of Trustees BP5030/AP5030 Education; BP4020/AP4020 Student Fees; BP5020/AP5020 Non- Program, Curriculum, and Course Resident Tuition; BP5031/AP5031 Development). Instructional Materials Fees; BP4630/ AP4630 CTE Program Customer Fees; II.B.2.b. Self Evaluation BP6750 Parking Fees). The standard is met. The Norco College Degree, Certificate, Graduation, and Catalog provides precise, accurate, and Transfer current information for its constituencies Approved degree curricular patterns, pertaining to admissions; student fees; including state and locally approved other financial obligations; and degree, certificates, are referenced in the certificate, graduation, and transfer catalog. The complete course and requirements. The College works unit requirements for degrees and collaboratively and effectively to provide certificates are listed with a brief updated information in the catalog and program description and detailed other publications used throughout the with program learning outcomes. College departments. Curricular patterns are included in Section V of the catalog. Information II.B.2.b. Actionable Improvement Plan related to graduation requirements includes course and unit completion None requirements, evaluation of previous course credits, and grade point

188 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

II.B.2.c. constituencies have had input on the The institution provides a catalog for its content and have approved the item, constituencies with precise, accurate, and brings the item to the Chancellor’s and current information concerning Executive Cabinet for review and the following: approval. Major Policies Affecting Students: • Academic Regulations, including Once the Executive Cabinet has given Academic Honesty approval, if the item pertains to a Board • Nondiscrimination Policy, it is placed on the agenda for the • Acceptance of Transfer Credits next scheduled regular Board of Trustees • Grievance and Complaint meeting for first reading. If the item Procedures pertains to an Administrative Procedure, • Sexual Harassment the document is finalized and distributed • Refund of Fees to the District and to the Board of Trustees (see Board of Trustees BP2410/AP2410 II.B.2.c. Descriptive Summary Policy and Administrative Procedure).

The catalog provides precise, accurate, The Board of Trustees recognizes the and current information concerning the Student District Consultation Council major policies listed above (see College (SDCC) as the organization representing Catalog, 2013-2014). BP/AP 2410 the students. The SDCC’s primary function outlines the process the District follows is to ensure that all necessary information to adopt, revise, or amend Policies of the and issues dealing with the formation Board of Trustees and/or Administrative and development of District Policies and Procedures that have been developed to Administrative Procedures “that have, or implement the Board Policies. Changes will have, a significant effect on students” to Board Policies require a majority vote are communicated to all three College of the Board of Trustees, while revisions Associated Students Organizations for to Administrative Procedures are under further consideration, input, and/or action the purview of the Chancellor. (see Board of Trustees BP2410/AP2410 Policy and Administrative Procedure). Any administrator or District constituency (CTA, CSEA, Student Senate, Academic The General Counsel forwards drafts of Senate, etc.) may submit a request for a such Board Policies and Administrative new policy/procedure or change to any Procedures to the Student Trustee, who existing policy or procedure to the office disseminates the drafts to the SDCC, of the General Counsel. The office of the as well as the colleges’ Associated General Counsel: Students Organizations, for input. The • makes sure that the item does not Student Trustee forwards the SDCC’s violate any state or federal laws, final recommendations to the General regulations, or codes; Counsel. Revised drafts are placed on the • discusses the item with the requesting Chancellor’s Executive Cabinet agenda party and the appropriate vice for discussion. chancellor; and • ensures that all appropriate District For an Administrative Procedure, if

Standard II.B 189 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

the Executive Cabinet agrees with the for violating the standards of student SDCC’s recommended changes, the conduct. These standards are published changes are made to the Administrative in the College Catalog, as well as in Procedure and go forward for approval by the Schedule of Classes, the Student Executive Cabinet. If it does not agree, Handbook, and the Faculty Handbook. In further discussion takes place between addition, faculty members are encouraged the General Counsel and the SDCC to include the definitions and penalties and Student Trustee. Every reasonable for non-adherence to the accepted code of consideration is made to accommodate conduct in their course syllabi (see Board the SDCC recommendations on matters of Trustees BP5500 Standards of Student significantly affecting students before Conduct). Executive Cabinet gives final approval on Administrative Procedures. Nondiscrimination

For a Board Policy on the matters BP/AP 3410 “Nondiscrimination” clearly listed above, the same process for outlines the District’s zero tolerance Administrative Procedures is followed. for any type of discrimination and its However, in the event that agreement commitment to equal employment cannot be reached among General opportunities. Nondiscrimination state- Counsel, Executive Cabinet, and SDCC/ ments are presented in the College Student Trustee, changes recommended Catalog, the Schedule of Classes, and the by SDCC, as well as those of Executive Student Handbook. Cabinet, if any, are included on the draft Board Policy and brought forward to the Acceptance of Transfer Credits Board of Trustees for consideration. The recommendations of SDCC are given Board Policy and Administrative “every reasonable consideration” before Procedure 4050 on “Articulation” the Board of Trustees acts on a policy delineates the acceptance of transfer credit (see Board of Trustees BP5405 District from “secondary education institutions Student Consultation Council). and baccalaureate institutions” (see Board of Trustees BP4050 Articulation). Academic Regulations, including The process for students to receive credit Academic Honesty for courses completed at other institutions is published in the College Catalog under As indicated in the College Catalog the heading “Official Evaluation of under the title “Academic Honesty,” Credit Completed at Other Schools” (see academic honesty is a core value of the College Catalog 2013-2014). Riverside Community College District. Faculty, students, and administrators all Grievance and Complaint Procedures share the responsibility for maintaining an environment marked by academic Board Policy and Administrative integrity (see College Catalog 2013- Procedure 3410 “Nondiscrimination” 2014). Board Policy 5500, “Standards of outlines the process a student must Student Conduct,” defines cheating and follow to file a complaint based on plagiarism and delineates the penalties discrimination, harassment, or access. A

190 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services complete copy of the District’s complaint of classes and through the student’s procedure, Administrative Procedure WebAdvisor account on a course-by- 3435, can be found at the District’s course basis. Diversity and Human Resources office, on the District’s website, and in each II.B.2.c. Self Evaluation of the libraries on all three campuses (see Board of Trustees BP3410/AP3410 The standard is met. The College ensures Nondiscrimination; AP3435 Handling that major policies affecting students are Complaints of Unlawful Discrimination, precise and accurate. Following a Board- Harassment, or Retaliation). approved process, which requires input of students, all major policies affecting Sexual Harassment students are reviewed and updated regularly. Board Policy andAdministrative Procedure 3430 “Prohibition of Harassment and II.B.2.c. Actionable Improvement Plan Retaliation” clearly states the District’s zero tolerance policy against any form None of harassment or retaliation. It also encourages any student or employee who II.B.2.d. believes that he or she has been harassed The institution provides a catalog for its or retaliated against to immediately report constituencies with precise, accurate, such incidents. Administrative Procedure and current information concerning 3435 “Handling Complaints of Unlawful locations or publications where other Discrimination or Harassment” outlines policies may be found. the procedures to follow to report such incidents. A copy of the procedure is II.B.2.d. Descriptive Summary available online, in each college library, and in all administrative offices in the College publications, including the District. Supervisors are required to Schedule of Classes, the Student report all incidents of harassment and Handbook, and the College and District retaliation that come to their attention websites, complement the College (see Board of Trustees BP3430/ Catalog and contain information such AP3430 Prohibition of Harassment as procedures related to admissions, and Retaliation; AP3435 Handling registration, matriculation, financial Complaints of Unlawful Discrimination, aid, student support services, student Harassment, or Retaliation). activities, and other major policies affecting students. As an example, the Refund of Fees Student Activities office is responsible for policies and procedures related to Board Policy and Administrative student clubs and organizations and their Procedure 5030 “Student Fees” clearly events, field trips, and activities. All establishes the process and timeline of this information is available via the based on state-mandated regulations for Associated Students of Norco College the refunding of student fees. Fee refund (ASNC) website (see Associated Students information is available in the schedule of Norco College, Website).

Standard II.B 191 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

The Schedule of Classes, College Catalog, Matters other than Instruction, Grades or and Student Handbook are available Discipline. The District Executive Cabinet online and are fully searchable via the will review the changes at an upcoming College website. Every student receives meeting before forwarding them for a welcome email after applying to the approval to the Board of Trustees. College. This email refers students to the Norco College Website for resources II.B.2.d. Self Evaluation mentioned above as well as the student code of conduct, and procedures for The standard is not met. The College filing a complaint (see Board of Trustees Catalog contains information about AP5520 Student Discipline Procedures; many other locations and publications AP5522 Student Grievance Process for where College policies may be found— Instruction and Grade Related Matters). including the College website, the Student In addition, television screens located in Handbook, the Schedule of Classes—and the Center for Student Success and the these additional sources of information Admissions and Records lobby provide are reviewed and updated regularly. students with information about the While significant work has been done student code of conduct and references on the student grievance process, the to other resources. During the first week AP is not yet finalized and a system for of classes of each full term, ASNC recording complaints and grievances is hosts “College Information Booths” not yet complete. to ensure that students have access to timely and accurate information and II.B.2.d. Actionable Improvement Plan resources. Norco Student Services hours of operation are also clearly posted on The College will develop a system for the College website (see Norco College, maintaining records of student complaint/ Website; Associated Students of Norco grievances. College Website). Student Handbooks are distributed to students at the “College II.B.3. Information Booths” and in various The institution researches and departments across the campus. identifies the learning support needs of its student population and provides During the 2011-2012 school year, Norco appropriate services and programs to College personnel participated in a District address those needs. effort to revise the College website. The updated website is organized to provide II.B.3. Descriptive Summary information and access to online services to potential and current students, faculty, Norco College uses data to determine staff, and the community in an intuitive the student equity needs of existing and format. The website is maintained and potential students. In Spring 2013, the updated by College personnel. College administered its first student diversity climate survey (see Student Recently, the Student District Consultation Diversity Climate Survey) to gather Council (SDCC) approved revisions to data not previously collected through AP 5524 Student Grievance Process for other survey methods. The results of

192 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services the student diversity climate survey, The College provides a full range of along with ongoing student engagement comprehensive online student support surveys (CCSSE) and assessment data services to meet the needs of students. from a cross section of the College, are used to help Norco College improve its II.B.3. Self Evaluation commitment to increasing and expanding access to all targeted student populations The standard is met. The College uses through the continuous improvement a wide range of data to determine the of its support services. Survey results needs of its students in order to provide are analyzed and shared widely with the appropriate services and programs to strategic planning constituency groups. meet those needs. The Student Success Committee, the Distance Education Committee, and II.B.3. Actionable Improvement Plan special-funded programs also play a critical role in this effort. None

Student equity data are collected and II.B.3.a. analyzed, and actions are taken to support The institution assures equitable the access and academic achievement access to all of its students by providing goals of students. In addition to reviewing appropriate, comprehensive, and the annual student persistence, retention, reliable services to students regardless and success data, the College relies on its of service location or delivery method. Student Equity Plan (see Student Equity Plan, March 2010) to ensure equitable II.B.3.a. Descriptive Summary access and course, degree/certificate, and transfer completion of all students, Mandatory assessment, orientation, especially those from underrepresented and counseling (AOC) for all first-time backgrounds. The following are data collection mechanisms the College uses students is an essential student success to shape its policies and practices to practice for students and service areas. ensure equitable access for all students: Counseling uses the results of this initial, • Student Success and Support Program mandatory process as a foundation for Plan (formerly Matriculation Plan) academic advising. For instance, when and Student Equity Plan students assess at the lowest levels of • Online data collection (from English, counselors may follow up with admissions application, WebAdvisor, additional questions to determine if student course-taking patterns, students should complete the Placement registration, CCSSE, Accreditation Test for English as a Second Language Surveys, student diversity climate (PTESL). The College’s special programs, survey, etc.) including EOPS and Disability Resource • Outreach activities Center (DRC), utilize information from • Student placement results for English, AOC when reviewing student admission Reading, Mathematics, and ESL to these programs. EOPS reviews • Student Services program review data applicants’ assessment scores for non- • Term enrollment and headcount college placement in English, math, figures. and reading to determine eligibility for

Standard II.B 193 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

the academic disadvantage criteria. The in accordance with California Education student’s one-semester education plan, Code §78022(a) which states, “Faculty which is a part of the orientation and in all credit and noncredit contract counseling process, is also used during education classes shall be selected and the intake process to assist with course hired according to procedures existing registration. DRC staff also use the in a community college district for the assessment scores to review students’ selection of instructors for credit classes.” strengths/weaknesses in specific courses Faculty teaching electronics courses to determine appropriate accommodations at International Rectifier are evaluated based on their educational limitations. at their off-site location in accordance with the faculty contract. Approved Norco College has one primary location course outlines of record are adhered for its educational programs, including to in order to ensure course quality, and John F. Kennedy Middle College High program reviews include this aspect of School, which is located on the College’s the Digital Electronics program. The property. However, as noted in II.A.2., Accrediting Commission for Community the District’s Office of Economic and Junior Colleges has been notified Development and the College recently of this agreement and has requested entered into a unique partnership with a Substantive Change proposal to be International Rectifier, a Fortune 100 submitted for review at its March 6, 2014 semi-conductor manufacturer, located meeting. in Temecula, CA. International Rectifier seeks to provide a cohort of employees At multiple milestones throughout the (approximately 30) a certificate in Digital student’s journey, the College assesses his Electronics to upgrade their technical or her needs either through self-reported ability and encourage both personal measures or through the student’s and professional advancement. General interactions with the professional staff of education courses are completed at Mt. the College. Examples of this are: San Jacinto College, while the degree- • admissions application questions specific Electronics courses are completed regarding needs for services; via Norco College at the company site • mandatory assessment, orientation, in Temecula. Associate of arts degrees and counseling for all first-time in Digital Electronics will be conferred students; by Norco College. In developing the • early alert process; and agreement, the College ensured that • counseling interventions. International Rectifier’s corporate headquarters contain appropriate training Through its program review process and classrooms that mirror the College’s the annual review of the “Inventory of classrooms (desks, chairs, Internet, Service Delivery for Students,” Norco projector, instructor’s station, natural College Student Services ensures equity lighting, ADA compliant bathrooms, etc.). and continuous improvement in the In addition, courses are being provided delivery of services to students through in accordance with California Education multiple modalities (see Student Services Codes §78020-78023. Instructors are Program Review, Webpage; Inventory of hired based on subject matter expertise and Service Delivery for Students).

194 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

The College offers a wide range of student instruction, and course articulation/ support programs and services that meet alignment efforts. the diverse backgrounds of the student body. The following programs, services, The following are data collection and intervention practices are available mechanisms the College uses to shape its throughout the year: policies and practices to ensure equitable • Career and Job Placement Center access for all students: • Categorical programs, such as the • Matriculation Plan and Student Extended Opportunity Programs Equity Plan and Services (EOPS)/Cooperative • Online data collection (from Agencies Resources for Education admissions application, WebAdvisor, (CARE), Disability Resource student course-taking patterns, Center (DRC), California Work registration, CCSSE, student diversity Opportunity, and Responsibility to climate survey, etc.) Kids (CalWORKs) • Outreach activities • Federally funded grant programs, • Student placement results for English, such as Title V, STEM and TRiO Reading, Mathematics, and ESL programs • Student Services program review data • Counseling Department • Term enrollment and headcount • Early Alert academic intervention figures. process • Foster Youth Support Services Despite challenges in offering sufficient • Honors Program courses as a result of the recent state • Information booths on campus staffed and national fiscal crises, the College by student support services staff or has continued targeted outreach efforts, departments particularly with Corona-Norco Unified • Puente Program School District (CNUSD) and community • Specialized ESL testing and organizations to ensure access for local orientation sessions students. Enrollment priorities have been • Student Employment Services revised to allow first-time students to • Student Financial Services enroll early, and a formula to appropriately • Student Health Services distribute courses to meet student needs • The Talented Tenth Program (T3p) has been developed and implemented. • Transfer Center The College’s Outreach office facilitates • Veterans Services informational meetings for participating high school counselors and college In addition to state and federally funded tours for high school seniors, and sends special programs, such as EOPS/ student ambassadors to local high schools CARE, DRC, CalWORKs, SSS, Puente, for one-on-one student guidance. The and Student Financial Services, many College also works collaboratively across campus-based initiatives are committed different departments to host distinct to promoting access and success for the programs to meet the needs of incoming College’s diverse student population. and potential students. These services They include the Summer Advantage include: Program, Rites to Thrive, supplemental • College Expo (District wide)

Standard II.B 195 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

• Financial Aid Awareness Day and • Complete online skills workshop presentations • Link to student email • Foster Youth College Bound Day • Pay fees • High School Visitation Days for • Purchase parking passes seniors • Request official transcripts • On-site Student Ambassador Program • Print out unofficial transcripts • Participation in college fairs at the • Search for classes high schools • Rites to Thrive The following student support services • Summer Advantage Program offer equitable access to all students: • CalWORKs: The Norco College These programs ensure that new Norco California Work Opportunity and College students receive appropriate and Responsibility for Kids (CalWORKs) equitable access to higher education and program works in collaboration with student learning support. A full range of the Department of Public Social online services are offered to enhance Services to assist eligible students comprehensive access for current and with their education, training, and prospective students. Students are able job skills. Temporary Assistance for to utilize the following web services Needy Families (TANF) cash aid regardless of location: recipients who have minor children • Admissions application and who attend or plan to attend • Distance education information and Norco College may be eligible to courses (Open Campus) receive special support services. • Financial Aid information (including Norco’s CalWORKs support services scholarship and FAFSA) include priority registration, job • Initial counseling contact (one search, resumé assistance, resource semester plan and orientation) referrals, and academic counseling. • Norco library CalWORKs served 150 students • Online counseling for distance in 2012-13 (see Student Services education students Program Review, CalWORKS 2012- • Online probation and re-admit 2013). workshops • Career and Job Placement Center: • Placement testing information, The Career and Job Placement monthly calendars, and appointment Center is responsible for assisting setting students with career exploration and • Schedule of classes including dates employment opportunities. It works and times of classes across the in conjunction with a variety of other District, final exams schedule, policies Student Services offices to enhance affecting students, and campus maps students’ academic, professional, • Staff/faculty directory and personal experiences. Services • Currently enrolled students are able include access and training in the to access an array of online services use of such online career programs through WebAdvisor. They can: as EUREKA and Career Coach. • Add or drop classes The Center also collaborates with • Check grades the Career and Technical Education

196 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

(CTE) department to co-host the bi- children, at least one of whom must annual Career and Job Fair and job be 13 years old and younger. Services preparation workshops, in addition to provided include bus passes and posting current jobs in the surrounding parking permits, books and supplies, area (see Student Services Program and child care assistance. In 2012- Review, Career and Job Placement 13, the Norco College EOPS/CARE 2012-2013). program had a combined enrollment • Disability Resource Center (DRC): of 308 students (see Student Services The DRC is dedicated to providing Program Review, EOPS-CARE 2012- equal access and reasonable 2013). accommodations for disabled students • Foster Youth Support Services: to all educational and programmatic Foster Youth Support Services is opportunities at Norco College. designed to promote higher education The DRC encourages, supports, and and encourage success for students empowers students with disabilities from foster care who face academic, to attain their educational goals economic, and personal challenges. by providing accessible, reliable, One-on-one assistance, mentorship, appropriate, and comprehensive and guidance are provided to help services to students with qualifying, students overcome their obstacles to documented disabilities. The DRC achieve their educational goals. Key began serving students at Norco services for eligible students include College in 1991; during the 2012- priority registration, life skills and 13 academic year, the DRC served career exploration workshops, 596 students (see Student Services assistance with financial aid, and Program Review, DRC 2012-2013). referrals to support services and • Educational Opportunity employment opportunities (see Foster Programs and Services (EOPS/ Youth Support Service, Website). CARE): As a state-funded program, • Honors Program: The (district wide) EOPS/CARE is designed to facilitate Honors Program comprises student the success of financially and scholars and faculty who share a educationally disadvantaged students. passion for learning. By participating The program focuses on recruitment, in the Honors experience, students matriculation, retention, and student not only explore academic subjects in success. Services include registration great depth but also have opportunities assistance, EOPS mandatory to socialize while joining their orientations, academic counseling, fellow Honors students at exhibits, book services, over and above tutoring, performances, and concerts. The academic and personal development program enables students to attend workshops, and transfer assistance. (and present at) scholarly conferences The Cooperative Agencies Resources and informational conferences (see for Education (CARE) program Honors Program, Website). is an extension of EOPS for those • Outreach: Outreach services partners single parents/heads of households with local community organizations, receiving TANF/CalWORKs cash aid businesses, and high schools to for themselves and/or their dependent educate, promote, and encourage

Standard II.B 197 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

prospective students, including is dedicated to providing students students with limited English. Through with resources and opportunities to these partnerships, students are able develop leadership skills through to better understand the college participation in student government process, and they have an opportunity and co-curricular programs. In 2012- to access valuable resources related 2013, Norco College student activities to degrees, certificates, and transfer sponsored 321 events and served over opportunities (see Student Services 5,400 students. ASNC also provides Program Review, Outreach 2012- students with the opportunity to 2013). become involved in campus- and • Puente Program: Puente, a state-wide committees and councils statewide program funded jointly as student representatives (see Student by the University of California and Services Program Review, Student the California Community Colleges, Activities 2012-2013). offers under-represented students • Student Financial Services: opportunities for counseling, Student Financial Services (SFS) is mentoring, and intensive writing responsible for the administration of within the framework of a learning student financial assistance programs community focused on Latino issues governed under Title IV. The majority and themes. The current Puente of student financial assistance funds program was implemented at Norco are intended to assist low and middle in September 2001 and has served income families through fee waivers, approximately 459 students in grants, loans, student employment, and their efforts to transfer to four-year scholarships. Norco College became colleges and universities, to graduate eligible to participate in Title IV with a college degree, and to return funding for the 2011-2012 academic to their communities as mentors and year and has successfully completed professionals (see Student Services the second year of ensuring all student Program Review, Puente 2012-2013). financial assistance funds were • Science, Technology, Engineering distributed to students in accordance and Mathematics Program with federal, state, and institutional (STEM): The STEM Program at policy, procedures and guidelines. It Norco College provides an orientation has also disbursed these funds in a course, a summer bridge experience, timely manner so that financial aid and academic excellence workshops applicants are able to secure needed for students who intend to major in financial assistance to successfully one of the STEM fields. Participants complete their educational goal at are able to work with industry advisors the College. Beginning in 2011-2012, and faculty who have a particular the disbursement of student financial interest in their personal growth and aid funds was automated. Students development (see STEM, Website). can now receive their disbursements • Student Activities/Associated electronically through the use of Students of Norco College (ASNC): a debit card. A total of 91 percent Student Activities, in collaboration of the District student financial aid with ASNC and student organizations, population successfully completed

198 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

the debit card application. SFS offers Services Program Review, Health financial aid services, workshops Services 2012-2013 Program offering assistance in completing the Review). Services offered through FAFSA, DREAM Act, the Board of Health Services include: Governor’s Fee Waiver (BOGFW), • Community referrals and Cal Grant forms to enhance and • First aid and emergency care encourage student recruitment and • Free over-the-counter medications retention. In 2012-13, a total of 11,536 and condoms student awards were determined for a • Immunizations and TB testing total awarded amount of $23,566,220 • Low-cost physical exams for RCCD (see Student Services Program program requirements Review, Student Financial Services • Women’s health screening 2012-13). A part-time financial • Men’s health screening aid counselor is available to advise • Personal counseling students with academic planning • Physician/Nurse Practitioner and offer guidance on satisfactory diagnosis and treatment academic progress so students may • Substance abuse information and gain a better understanding of their counseling financial aid eligibility status. The • Talented Tenth Program (T3p): T3p financial aid counselor works with is based on W.E.B. DuBois’ vision of the general counselors in providing an educated population of African comprehensive academic, financial, Americans prepared to contribute to and social support. In-person and the citizenry, able to be successful online student scholarships are in the workplace, and be responsible also facilitated through SFS and for helping their community to available for students. In 2011-12, the succeed. The purpose of the program number of scholarship applications is to promote academic success for increased by 135 percent as a result all students with a primary focus of promoting the application process on African American students at through scholarship workshops Norco College. Through the linkage and outreach (see Student Services of academic, social, and cultural Program Review, Student Financial offerings, T3p promotes student Services 2011-12; 2012-2013). With success and leadership development. continued efforts, the scholarship T3p students participate in paired applications increased by 82 percent courses, receive counseling, and for 2012-13. participate in personal development • Student Health Services: Health activities. The goal of the program Services uses clinic- and education- is to help students reach their based programs to provide reasonably educational and career goals. In priced healthcare, assists a diverse 2012-13, 94 students were served by student population to achieve and T3p (see Student Services Program maintain optimum physical and Review, Talented Tenth 2012-2013). psychological health, and enhances • Title V: Norco College currently retention and satisfaction with the operates two Title V grants (Portal to College experience (see Student Your Future and Habilidades Unidos:

Standard II.B 199 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

Transdisciplinary Cooperation for fields, a STEM Scholars Program Educational and Career Success). modeled after the statewide MESA Portal to Your Future focuses on student support program, a summer the development of comprehensive bridge component, and transfer Simulation and Gaming programs counseling assistance (see Title III in Game Design and Game Grant: A Bright Pathway to STEM Programming. Focusing on Hispanic Success, Webpage). and low-income residents, this five • Transfer Center: Transfer Center year, $2.8 million grant also infuses staff members assist students by computer simulations into CTE reviewing college costs; staying programs and implements electronic current with transfer application portfolios across multiple programs to deadlines, requirements, and increase student success. Habilidades student responsibilities; and Unidos: Transdisciplinary Cooper- facilitating transfer advisement ation for Educational and Career appointments with university Success is a collaboration with Cal admissions counselors. During State University, San Bernardino. transfer advisement appointments, This five year, $3.8 million grant admissions counselors from visiting is enabling the creation of 2+2 universities review individual transfer articulated programs in Commercial requirements for each student they Music, Motion Graphics, Game Art, see. Transfer fairs and workshops Game Audio, and Mobile Application provide students opportunities to Development so that students can explore numerous university options, complete a bachelor degree in four including information about general years. This grant also supports a education, majors offered, competitive number of student success initiatives GPAs, impacted or selective majors, and transfer counseling assistance and features about what makes (see Title V Grant: Portal to Your their campuses unique (see Student Future, Webpage). Services Program Review,Transfer • Title III STEM: Norco College Center 2012-2013). also operates a Title III STEM grant • TRiO Programs: TRiO grant (Un Sendero Luminoso: A Bright programs at Norco College consist of Pathway to STEM Success). This two Student Support Services (SSS) five year, $4.3 million federal grant programs and three Upward Bound is enabling the College to develop a (UB) programs. TRiO programs new Pre-Engineering program and to provide fundamental support to revise four existing programs (Digital participants who have demonstrated Electronics, Architecture, Engineering strong academic potential in their Technology, and Construction preparation for higher education. Technology), each resulting in In its efforts to increase the number articulation agreements and 2+2 of first-generation and low-income pathways to local universities. The students who obtain a postsecondary grant is also supporting the creation education, TRiO offers academic of a STEM Center to facilitate student guidance and support designed to success in science and technology prepare and motivate students for

200 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

success in higher education. the 2011-12 academic year, the • SSS Program: Student Support Norco College Upward Bound Services (SSS) offers qualifying programs served 204 high school low-income/first-generation college participants (see Student Services students a strong academic support Program Reviews, Upward Bound system and learning community that Centennial High School, Corona help them achieve their educational High School, Norte Vista High goals to graduate from Norco School 2012-13). College and transfer to a four-year • Tutorial Services: Tutorial Services college or university. SSS and SSS- provides support outside of the RISE (Realizing Individual Success classroom through the use of peer through Education), which is geared tutors. This program provides a towards students with disabilities, learning enhanced environment that are committed to increasing fosters academic confidence and student academic retention and success, intellectual and personal improving graduation and transfer development, student retention, rates of students through financial career planning, and leadership assistance and academic and opportunities. During the 2012-13 educational counseling. In the 2012- academic year, Tutorial Services at 13 academic year, 260 students Norco served approximately 1,001 received services through the two students in a variety of subject areas SSS programs (see Student Services (see Library/Learning Resources Program Review, Student Support 2012-2013 Program Review). Services (2012-2013); RISE 2012- • Online Tutoring Services: The 13). College has contracted with NetTutor • Upward Bound: Upward Bound to provide tutorial support services provides fundamental academic to its distance education students. support and guidance to high school NetTutor tutors are subject matter participants in their preparation experts in the fields they tutor and hold for college entrance. The program at least a bachelor’s degree, although provides services to participants to many hold master’s and PhDs. They help them succeed in their precollege are trained in best practices as well as performance and ultimately in their learning theory, and are able to provide postsecondary pursuits. Participants a customized tutoring experience to must be from low-income families help students succeed (see Tutorial or from families in which neither Services, Webpage). parent holds a bachelor’s degree. • Veterans Services: Norco College Eligible students must be enrolled welcomes veterans, reservists, and at Corona, Centennial, or Norte dependents of veterans. Veterans Vista High School. The goal of Services assists veterans in securing Upward Bound is to increase the their Veterans Educational Benefits rate at which participants complete so they can start pursuing a new secondary education and enroll in career, develop existing or new skills, and graduate from institutions of or simply resuming their education. postsecondary education. During Counselors help eligible students

Standard II.B 201 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

select an appropriate program of study, current events, especially those which which is required by the VA, and help specifically impact them as students. chart their progress in completing Examples of these opportunities are: their goals. Veterans are eligible for • Fourteen college wide shared priority registration for four years governance committees with student after being discharged from active participation duty. Since beginning its services in • Regular Student Senate and Inter Club 2010, Veterans Services has certified Council (ICC) meetings that foster over 550 students (see Student dialogue and collaboration between Services Program Review,Veterans students, staff, and administrators Services 2012-2013). assisting in the strategic planning of the institution II.B.3.a. Self Evaluation • Student representation at the regional and state levels, such as California The standard is met. The College offers an Community College Student Affairs extensive array of services and programs Association (CCCSAA) and General that support the needs of students in face- Assembly to-face, online, and off-site environments. • Student participation at regular and committee meetings of the Board of II.B.3.a. Actionable Improvement Plan Trustees • Student participation in statewide None leadership conferences and training workshops II.B.3.b. • The ASNC drafts and releases The institution provides an environment resolutions addressing college, that encourages personal and civic region, and statewide education and responsibility, as well as intellectual, community issues aesthetic, and personal development • Discussing/voting on statewide for all of its students. student resolutions at the Student Senate of California Community II.B.3.b Descriptive Summary College General Assembly • The “Highway of Responsibility,” Activities provided through institutional which educates students on upcoming initiatives and the Student Activities office elections and ballot measures lead to the development of personal and • Hosting candidate forums for local civic responsibility, as well as intellectual, elections aesthetic, and personal development for • March in March: A statewide student Norco College students. rally at the state capital • Voter registration drives. Norco College Student Activities, in collaboration with the Associated After learning about the benefits of Students of Norco College (ASNC), water conservation, student clubs such promotes personal and civic responsibility as the Green Health Club, Alpha Gamma by encouraging students to become Sigma, and ASNC joined efforts to knowledgeable about local and statewide support the College’s water conservation

202 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services garden, in order to promote awareness of students were part of a fundraising sustainable practices. The same groups campaign in which all of the proceeds are responsible for a student-led recycling were donated to build an orphanage in program. The Green Health Club also Haiti. One student delivered the money to sponsors many efforts related to ecology, Haitian officials while she stayed in the the environment, and healthy living. country for several weeks to help build Events include Earth Week, farmers homes. markets, movie screening, and discussions on environmental documentaries such Norco College is one of the first as Food, Inc., and Blue Gold, which community colleges to offer the educate the campus community about internationally acclaimed ATHENA environmentally friendly products and Leadership Academy. The Academy practices. curriculum uses eight key principles of leadership to enhance, strengthen, and Service learning opportunities also provide a foundation for students to contribute to an environment that promotes become confident, aware, and engaged personal and civic responsibility. An citizens, facilitating academic success, interdisciplinary service learning project, civic responsibility, and the opportunity “Norco: A Community Retrospective,” for achieving career goals. This Academy included an oral history project designed began in Fall 2012 with 11 students for Linguistic Anthropology students and successfully completing the program and an art project designed for students in receiving certification. The topics covered an art course. Students went out into the during this Academy are: community of Norco and recorded oral • Conflict resolution histories of 23 residents and founders • Ethical decision making of the city. These histories were then • Gender based approaches to represented in trifold design pieces by leadership students taking Art and Design courses • Leadership traits and were presented to community members as well as at a poster conference The Student Success Committee (SSC) during the following semester (see Service has been a driving force in promoting Learning Presentation). dialogue on what constitutes a learning environment that promotes personal and Personal and civic responsibility is further intellectual development (see Student encouraged through course offerings in Success Committee, Minutes, March 25, such fields as political science, health 2013). The SSC is planning a Student science, and guidance (see College Success Summit in Fall 2014 and is Catalog, 2013-2014). Additionally, conducting a pilot for implementing students have easy access to the state’s a model for success coaches, which voter registration website via their student will support underprepared students in WebAdvisor account. basic skills classes. In addition, college wide forums, speakers, and presenters A number of programs at the College help also provide many opportunities for to foster students’ civic engagement. For students, staff, and faculty to increase example, TRiO Student Support Program their knowledge of local and global

Standard II.B 203 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

issues impacting economies, politics, and Topics include: society (see Library Advisory Committee, • Effective communication skills Minutes, April 30, 2013). • Event planning • Principles of leadership Norco College promotes individual, • Region and state community college intellectual, and personal development politics through participation in college wide • Shared governance committees (e.g., Legacy), involvement in • Teamwork campus wide initiatives (e.g., Recycling), • Time management and transfer, health, and career fairs. Norco programs such as EOPS/CARE, Rites A variety of cultural and aesthetic to Thrive, Puente, TRiO (SSS, Upward activities, encouraging students to Bound), the Talented Tenth Program participate as part of their academic and (T3p), and Norco Honors/Scholars personal development, include: further contribute to an enhanced learning • Cinco De Mayo celebrations environment. Staff members and student • Earth Day/Week leaders involved in these programs strive • Educational forums and movie to provide students with opportunities to screenings explore their personal and professional • Entertainment events potential outside the classroom, as well • Gaming tournaments and expos as to develop skills needed to succeed in • Guest speakers and performers the community and the workforce. • Harvest Festival • Hispanic Heritage Month, Women’s ASNC and Student Activities collaborate History Month, Asian Pacific Heritage each year, offering fall and spring Month, Black History Month events leadership workshops, and summer • Lecture series leadership training retreats in which • Music and choir performances students acquire technical knowledge • Speech meets (e.g., Roberts Rules of Order and the • Veterans’ Day celebrations ASNC Constitution and Bylaws) as well as study and discuss college wide The Legacy Committee promotes college concerns, from recycling to the cost of wide dialogue on diversity-related issues textbooks. In 2011, a total of 20 student through guest speakers, lectures, and leaders participated. Of these, 15 students movie screenings on topics such as: showed increased understanding of • Disability Awareness activities procedures and policies (75 • Gender and Sexual Orientation percent rate of proficiency). In 2012, • Generational Differences 43 out of 50 total participants showed • Mental Health Awareness improved proficiency in recognizing • Religion and Spirituality commonly used terminology and procedures of Norco College shared Likewise, the Norco College ALLY governance (86 percent completion rate) program, in partnership with the GSA (see Student Services 2012-13 Program (Gender and Sexuality Awareness) club, Review). fosters a safe community for gay, lesbian, and transgender students. An ALLY

204 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

is a visible member of the Riverside and National Hijab Day, where female Community College District community students volunteer to experience what it (staff, faculty, or student) who is willing is like to wear a hijab. The Associated to provide a safe haven and an empathetic Students Leadership has also fostered ear to anyone concerned with sexual civic engagement by encouraging student orientation or gender identity issues. GSA philanthropy by participating in events sponsored a celebration for “National such as: Coming Out Day.” • Angel Tree gift-giving event • Adopt-A-Family The Library offers a series of events • Blood and bone marrow drives that promote and increase personal, • Breast Cancer Walk intellectual, and aesthetic development, • Diabetes Walk such as: • Food and clothing drives • Guest lecturers • Harvest Festival event • Guest presenters • Middle/Intermediate School Speech • Poetry performances Meet • Read 2 Succeed events • Operation Paperback • Volunteering at settlement houses, The Art Gallery hosts several events food banks and soup kitchens throughout the year that support a culturally rich learning environment AGS (Alpha Gamma Sigma) Honors through exposure to traditional as well Society sponsored several special events as electronic art media (see Art Gallery, such as Mental Health Awareness Month, Website). Norco students of Art and the Closeline Project for domestic abuse Design are featured in an annual exhibit awareness, and Adopt-A-Family. during spring semester (see Art Gallery Flyer: Students of Art and Design). II.B.3.b. Self Evaluation Themed exhibits have included: • “Beginnings” photo exhibit, The standard is met. The College is highlighting history of the community committed to creating and maintaining of Norco an environment that encourages personal • “Creación Artística” featuring and intellectual growth, global awareness, Latino/a artists and civic responsibility. Discussions and • “Material Transformation” planning meetings are held with various • “A Visible Mark — Contemporary campus constituencies to ensure the Drawing” establishment of a learning environment • “Women in Art and Animation” (see that helps students develop in these areas. News Articles: Norco College Opens In the recent accreditation survey, 309 Art Gallery; Art Gallery Flyer: out of 349 student respondents (nearly Creación Artística; Art Gallery Flyer: 90 percent) agreed that they are “able Women in Art and Animation) to experience intellectual growth and personal development” at the College The Muslim Student Association (MSA) (see Accreditation Survey 2013). facilitates forums and events on the Muslim religion such as “Islam 101”

Standard II.B 205 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

II.B.3.b. Actionable Improvement Plan and Talented Tenth students revealed that after meeting with a counselor, None 92.1 percent of the students felt they had a greater understanding of what II.B.3.c. is required to meet their educational The institution designs, maintains, and goal. Likewise, the persistence rate of evaluates counseling and/or academic students who had at least one counseling advising programs to support student appointment (Fall 2011 to Spring 2012) development and success and prepares was 73.8 percent. The persistence rate faculty and other personnel responsible of the general student population (Fall for the advising function. 2011 to Spring 2012) at Norco was 66.8 percent (see Student Services Program II.B.3.c. Descriptive Summary Review, Counseling, 2011-12). Another example of how counseling enhances Norco College provides full counseling student development and success is the services to all students through the measure of student learning during the Counseling department. Counselors are 2012 Summer Advantage Program. Over faculty who also provide advisement 80 percent of the participating students through instructional guidance courses. demonstrated understanding of available Educational advisors (classified staff) College resources (see Student Services provide access to academic resources Program Review, Counseling, 2012-13). and additional advisement for the general student population through various Student Educational Plans (SEP) have programs and specialized departments. become increasingly important to the Special student populations have access overall student experience. Student to adjunct counselors and educational athletes are required to have a SEP on advisors through their respective file as part of their academic plan and programs. Programs that may have to ensure courses needed are part of the additional counseling support services NCAA full-time enrollment requirement. for special student populations and/ Certain programs require that a student or specialized academic areas include have an SEP as part of enrollment EOPS/CARE, Transfer Center, Federal or access to program benefits. These TRiO programs (SSS, Upward Bound), programs include: Disability Resource Center (DRC), • CalWORKs Veterans Services, STEM, Puente, • Disability Resource Center Talented Tenth Program (T3p), and • EOPS/CARE Student Financial Services. Certain • Puente Program special programs provide counseling • Science, Technology, Engineering services by referring their students to and Mathematics (STEM) general counseling or by the use of • Student Financial Services reassigned time and general counselors. • Talented Tenth program (T3p) All aspects of counseling, including the • Transfer Center special programs listed above, evaluate • TRiO Programs(SSS/SSS RISE) their services annually. For example, a Transfer Questionnaire given to Puente The Disability Resource Center (DRC)

206 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services employs a full-time dedicated counselor to teach guidance courses that cover topics assist their students. Other programs rely such as career exploration, study skills, on adjunct or general counselors to assist transfer readiness, and self-development. their students with educational planning. The following guidance courses are Other students are directed to general taught at Norco College: Guidance counseling by faculty for a SEP. New 45-Introduction to College, Guidance students to the College are encouraged 46-Introduction to the Transfer Process, to develop a SEP after completing the Guidance 47-Career Exploration and matriculation process. Life Planning, and Guidance 48-College Success Strategies (see College Catalog General Counseling: General 2013-2014). Counseling supports the academic goals of the College through consultation and Counselors and educational advisors also collaboration with faculty, staff, and conduct workshops on various topics, campus organizations. The Counseling such as Graduation Requirements and department offers comprehensive the Importance of the SEP, UC Transfer guidance courses and counseling services Admission Guarantee, CSU Application reflective of Norco College’s diverse Workshops, and UC Application population and evolving student needs. Workshops (see Transfer Center, Webpage). An events tab at the webpage As part of the Assessment, Orientation, lists all workshops. Counseling matriculation requirement, all new students view an online orientation Counselors and educational advisors hosted by the Counseling department engage in professional development and complete an electronic one-semester opportunities to stay abreast of transfer education plan that is reviewed by an policies, instructional methods, and educational advisor. All students, both educational technology. They attend new and continuing, are able to meet with annual CSU and UC Counselor counselors in face-to-face appointments, Conferences, UC Ensuring Transfer and via express walk-in counseling. Success Conferences, CA Community Students make face-to-face counseling College Student Affairs Association appointments online at the College Conferences, College/Campus Specific website via the E-SARS Appointment Counselor Trainings, Umoja Conferences, grid. Online appointments are available Career Counseling training/Conferences, for students who are enrolled in a distance Articulation Conferences, UCLA education course. Counseling takes place Transfer Alliance Program Meetings, in “chat” format through Blackboard. If a and A2MEND – African American Male SEP is developed, the counselor emails a Education Network and Development PDF of the SEP to the student. Students Summit. can also see counselors on a walk-in basis to address quick concerns or questions. New part-time counselors hired to teach Walk-in counseling hours are advertised guidance courses are encouraged to meet each semester. with a full-time counselor regarding the course record of outline, course In addition to counseling, counselors syllabus, and teaching resources. During

Standard II.B 207 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

the winter term 2012, a retreat was held Department Minutes, September 23, with members of the general counseling 2013). In addition to meeting, the group to discuss best practices and Counseling department holds a yearly dialogue regarding course assessments Counselor Retreat Day to discuss updates and learning outcomes. In Fall 2012, a from the Articulation Officer, updates webpage was created to house various from the Evaluations department, guidance resources, such as activities, Program Review/Assessment, and other lesson plans, and links for guidance issues that may affect students. course instructors. In the spring term 2013, a counseling retreat was held to Online Counseling: In 2011, the review a new counselor manual for all Counseling department piloted Online full-time and part-time counselors as well Q and A. Students who participated in as train for Student Educational Plans, the pilot were able to ask quick general guidance instruction best practices, questions (similar to express counseling). special program updates, and program Counselors were able to answer questions review (see Counselors’ Retreat Minutes; in a chat format and use desktop sharing April 23, 2013). features to assist students. Online Counseling appointment show rates All counselors are required to meet the have been low. The average show rate necessary minimum qualifications for for online counseling appointments in their positions. Once hired, counselors Spring 2011 and Fall 2011 was 28.5 are required to be evaluated as defined percent. Prior to Spring 2012, students in their collective bargaining agreement. made their counseling appointment and Full-time counselors are required to received a reminder (via email and SARS participate in faculty development call). Counseling implemented a new activities. online counseling appointment process in Spring 2012. The Spring 2012 Online All full-time counselors participate in Counseling show rate was 31.8 percent. shared governance. There is counseling Counselors discussed this concern with representation in the following com- other faculty who teach online and this mittees: Academic Planning Council; trend seems to mirror what is occurring Curriculum, Technology, Student Services in online classes. In Fall 2012, the Planning Council; Student Success; the Counseling department added additional Summer Advantage Planning Committee; staff contact prior to online appointments and the Scholarship Committee. and this doubled the online counseling Counselors also serve as advisors to show rate (from 31.8 percent to 71 student organizations, such as Puente, percent) (see Student Services Program Honors, and T3p. Review, Counseling 2012-13).

The Counseling department meets Norco College supports an Early Alert bimonthly during the fall and spring process every fall and spring semester. semesters to discuss college updates, The goal of Early Alert is for faculty to transfer updates, shared governance identify students who are showing early updates, and areas of concern that signs of academic difficulty and then may affect students (see Counseling notify these students of services available

208 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services to them to help with their academic II.B.3.d. success. Early Alert rosters are available The institution designs and maintains following the submission of the census appropriate programs, practices, roster through 37.5 percent of the session and services that support and (i.e., third week for eight-week session; enhance student understanding and sixth week for 16-week session). Early appreciation of diversity. Alert was piloted in Spring 2002 with the Life Sciences and Math departments II.B.3.d. Descriptive Summary and was implemented for all disciplines beginning Fall 2002. Historically, the The College demonstrates its percentage of faculty participation commitment to support and enhance ranged from 47 percent to 55 percent student understanding and appreciation when using paper rosters. In Spring 2007, of diversity through its design and the College began to use WebAdvisor maintenance of various programs, to process early alert forms and faculty services, events, and activities. The participation dropped dramatically to College is committed to the appreciation 14.2 percent district wide. Norco College of diversity and the encouragement of participation rates in Spring 2012 and an understanding and appreciation of Fall 2012 increased to 31.74 percent and multiculturalism. 27.46 percent, respectively. Students receive an Early Alert email notification Evidence of this commitment is found in within 24 hours of identification. Student various aspects of the College community, Services program leaders may follow including: up with students to provide targeted • Student Activities intervention with the goal of improving • Library Events student success. • College Wide Programs • College Curriculum II.B.3.c. Self Evaluation • College Committees

The standard is met. The Counseling Student Activities: Norco College has department Program Review is a primary active student clubs and organizations means by which counseling and academic that reflect the College’s commitment to advisements are evaluated. The program’s diversity (see Student Handbook 2013- design, maintenance, and effectiveness 2014; College Catalog 2013-2014; are consistently assessed, with the key Associated Students of Norco College, goal being to better support student Website): development and success. Counselors • Black Student Alliance (BSA) complete a Counseling Program • Fitness at Norco Club (FAN) Review for Student Services as well as • Green Health Club an Instructional Program Review for • Gender and Sexuality Alliance Club Guidance courses. (GSA) • Latinos Promoting Education and II.B.3.c. Actionable Improvement Plan Culture (LPEC) • Muslim Student Association (MSA) None • Mustangs for Christ

Standard II.B 209 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

• Puente program designed to help current and • Talented Tenth Program (T3p) potential college students discover their purpose and develop a road map Additionally, the Student Activities office for higher education. and ASNC routinely host events that • The Norco College Art Gallery promote understanding of diversity: provides an opportunity to understand • Angel Tree gift-giving and appreciate diversity through a • Blood drives display of fine art, photography, and • Bone Marrow Donor Registry drives graphics in showings such as: • Campus wide student elections • “Creación Artística,” featured the • Celebration of diversity through work of professional, contemporary campus (Asian Pacific Heritage; Latino/a artists (see Art Gallery Black History Month; Hispanic Flyer: Creación Artística) Heritage) • “Beginnings,” featured historical • Club Rush photos (circa 1920s-1960s) of the • Constitution Day city of Norco (see News Article: • Earth Day Norco College Opens Art Gallery) • Educational forums • “Women in Art and Animation,” • Fall/Spring Advocacy Conference featured digital compositions, • Fall/Spring Leadership Conferences paintings and drawings by • Harvest Festival prominent female artists (see Art • Mock Apartheid Wall Gallery Flyer: Women in Art and • Multi-cultural Events Animation) • Spring Carnival • Norco College also has a robust ALLY • Water garden planting Program (see ALLY Webpage). Ally is a program designed to educate, inform, Library Events: Norco College hosts and offer support to the College gay, a series of events that further promote lesbian, transgender, and bisexual understanding and appreciation of community. The Ally program has diversity, such as: offered educational training for • Guest speakers and presenters faculty, staff, and administrators who • Poetry readings would like to become an Ally to this • Read 2 Succeed @ Norco College specific population. The program is now offering training to members who A Fall 2013 Read 2 Succeed event was a wish to become facilitators for training visit from Dave Pelzer, author of A Child workshops. Ally works closely with Called It, on November 21, 2013 (see Gender Sexuality Awareness (GSA), Library Advisory Committee, Minutes, a student club devoted to issues of April 30, 2013). gender and sexuality awareness.

College Wide Programs: College Curriculum: A number of • In partnership with community courses directly address issues related leaders, Norco College has developed to diversity and identity in the general and implemented Rites to Thrive, an education student learning outcome African American student success titled “Self Development and Global

210 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

Awareness.” Courses that map this including religion, ethnicity, generational outcome enable students to demonstrate differences, disability, and gender. The “an understanding of what it means to effectiveness of these diversity programs be an ethical human being and effective is continually monitored through surveys citizen in their awareness of diversity and measurement of student attendance at and various cultural viewpoints.” Under cultural events and learning opportunities. the leadership of the Norco Assessment In the recent accreditation survey, 278 of Committee, this general education 339 student respondents (over 80 percent) learning outcome is being assessed indicated that their “Norco College during Fall 2013. experience has helped [them] become more aware of diversity and various College Committees: Norco Legacy cultural viewpoints” (see Accreditation is the College’s diversity committee Survey 2013). (see Legacy Committee, Webpage). Its membership comprises students, staff, II.B.3.d. Actionable Improvement Plan faculty, and administrators from all areas of the College. Norco Legacy hosts None theme-specific events, film screenings, facilitated discussions, and presentations II.B.3.e. to encourage the development of The institution regularly evaluates improved understanding and appreciation admissions and placement instruments for diversity. Specific themes are selected and practices to validate their each semester with accompanying events effectiveness while minimizing biases. to encourage diversity understanding. The committee also coordinates a II.B.3.e. Descriptive Summary campus wide campaign during Diversity Awareness Month (April). Norco Legacy As an open-access institution, Norco actively seeks evaluation of their events College does not have an admissions by encouraging written feedback from test. Students are admitted based on all who are in attendance. The feedback the minimum eligibility guidelines is solicited immediately following established by the state. The College specific events, allowing attendees subscribes to the state online application, to anonymously answer preselected which is updated regularly. questions and/or freely comment via written questionnaire. The committee Instruments approved by the California then reviews feedback in an attempt to Community College Chancellor’s Office continuously improve the implementation are used for student placement into and quality of their events. English, English as a Second Language (ESL), mathematics, and reading. II.B.3.d. Self Evaluation While the individual test publishers are responsible for content validity and test The standard is met. Norco College’s bias, the College has a regular process for shared governance system, events, clubs, validating cut scores and disproportionate and organizations uphold the goals of impact. enhancing diversity at every possible level,

Standard II.B 211 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

Though matriculation regulations II.B.3.e. Self Evaluation require re-validation to occur every six years, the College chooses to do The standard is met. Results of the most so every three years, with one or two recent cut score validation reports in placement subjects studied each fall. English, English as a Second Language, This study involves asking both faculty and Reading demonstrated faculty and and students how accurately the students student agreement in proper placement were placed into courses. There must be (see Cut Score Validation Documents). at least a 75 percent agreement between The cut score validation report for instructor and student responses to show mathematics demonstrated faculty validity of cut scores. Furthermore, agreement of proper placement; however, disproportionate impact is monitored the student agreement was slightly below for various course placement levels and the 75 percent agreement threshold (72.9 demographic groups. Disciplines then percent). The report recommendation work with Institutional Research and the for mathematics was to move the math Assessment Center leaders to examine validation study from spring to the fall the data and act accordingly if cut scores semester to increase study participation. need adjustment. This demonstrates the effectiveness of the processes by which the College validates Students are also asked questions to its placement instruments. Content assess their perceptions of the quality, validation of assessment instruments is integrity, and student-centeredness also systemic at the institution. of the placement process and facility. The Assessment Center staff and their II.B.3.e. Actionable Improvement Plan supervisors use the results to measure efficacy and validity of practices. None

Representatives of the District English, II.B.3.f. Reading, and Math disciplines most The institution maintains student recently met to perform content records permanently, securely, and validation for their placement exams confidentially, with provision for in Spring 2013. The group developed secure backup of all files, regardless and implemented discipline-specific of the form in which those files are techniques for validating the content maintained. The institution publishes of their exams. The data showed that and follows established policies for the Accuplacer test is aligned with release of student records. curriculum in Math and English, but suggested that Accuplacer is not well II.B.3.f. Descriptive Summary suited for the Reading curriculum (see Content Validation Preliminary Findings, The institution maintains policies to September 2013). The disciplines are in ensure all student records are preserved the process of considering implications in a permanent and confidential manner and, if warranted, alternatives. with appropriate backup of all files. Norco College’s student database, Colleague, is the primary location where student

212 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services records are maintained. Access to the in electronic and/or hardcopy formats in student system is granted to appropriate secure locations within various offices College personnel with varied access and at the institution. These offices include authorization rights to student records. Student Financial Services, Health Services, Disability Resources Center, Electronic records, including information EOPS/CARE, CalWORKs, SSS and gathered from the online admission SSS-RISE, and instructional offices. application, are imported to the student database daily. Student transactions Student records are maintained that are completed in the student online confidentially and released within the services site, WebAdvisor, are securely guidelines of the federal regulations maintained electronically and monitored established by the Family Educational continuously. These records are secured in Rights and Privacy Act (FERPA), as a network security system that includes a well as the Health Insurance Portability firewall and an intrusion detection system and Accountability Act (HIPAA). that prevent outsiders from accessing Student records are released pursuant to student records. a judicial order, a release signed by the student, or a lawfully issued subpoena. Physical student records are entered into Subpoenas and other requests for student the student database, stored, and eventually records are served at the office of the scanned through the College’s optical General Counsel and then forwarded to scanning and imaging systems. These appropriate departments with required records are assigned a classification level student information. The General of 1, 2, or 3 and appropriately stored or Counsel of the Riverside Community destroyed upon reaching the established College District completes the necessary record maintenance timeframe. Optical transaction pertaining to subpoenas and scanning and imaging systems are widely other requests for records. used throughout the College. The use of imaging systems allows documents to Norco College administers the guidelines be made available through the student indicated in various Board Policies and database system. Administrative Procedures (see Board of Trustees BP3300/AP3300 Public The records storage room, located in the Records Requests and Subpoenas; Admissions and Records office, provides BP3310/AP3310 Records Retention and a secure location for all transcripts, Destruction; BP3720/AP3720 Computer enrollment verification papers, completed and Network Use; BP4231/AP4231 Grade forms, student requests, and appeals. Changes; BP5035/AP5035 Withholding Access to the records storage room is of Student Records; BP5045/AP5045 limited to area managers who secure the Student Records: Challenging Content room and ensure it is locked at the end of and Access Log). each business day. II.B.3.f. Self Evaluation Other confidential student records containing academic, financial, disability, The standard is met. The College secures and health-related matters are maintained all student records permanently and

Standard II.B 213 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

confidentially, with appropriate backup served. The Assessing Outcomes section of all files in physical and/or electronic includes: (1) a snapshot of the prior year’s records. Established policies pertaining objectives and assessment plan along to records management and release with a description of how the area used of student records are administered their outcome data for programmatic institutionally through the guidelines modifications (i.e., “Closing the Loop”); established by the District. These policies (2) the current year’s objectives and are adequately and accurately publicized assessment plan; and (3) a detailed in Board and Administrative Policies description of the assessment plan located on the District website. findings, data analysis, and improvement recommendations. The Needs Assessment II.B.3.f. Actionable Improvement Plan section includes current staffing levels, a five-year staffing profile with projected None staffing needs, improvement areas, and staffing and resource needs tables. As II.B.4. the documents are finalized, the program The institution evaluates student reviews are posted on the Student Services support services to assure their Program Review webpage. adequacy in meeting identified student needs. Evaluation of these services At the beginning of each academic year, provides evidence that they contribute Student Services staff members receive to the achievement of student learning a program review timeline outlining outcomes. The institution uses the tasks, deadlines, and persons responsible. results of these evaluations as the basis In the fall, each Student Services area for improvement. submits assessment plan proposals that are then reviewed by and discussed with II.B.4. Descriptive Summary an administrator. Beginning in 2012, a peer review process was implemented to Student Services approaches program enhance the establishment of an annual review as a continuous, ongoing process. assessment plan. Before the end of fall, Since 2006, Norco College has actively Student Services area assessment plans engaged in a campus-based program are finalized and many areas assess review process in Student Services. Prior their outcomes. In early spring, areas to 2006, the Norco campus participated submit their Area Overview section and in district wide student services program by late spring the Needs Assessment review. section is due. In mid-June, areas submit their entire program review document. All Student Services areas are required Each area document goes through an to complete annual program reviews. administrative and peer review process; Student Services Program Reviews detailed feedback is provided; and area contain three sections: (1) Area Overview; leaders are given an opportunity to revise (2) Assessing Outcomes; and (3) Needs their documents prior to the start of the Assessment. The Area Overview includes Student Services Planning Council’s the area’s mission, philosophy statement, prioritization process. The entire program summary, strengths, and students review process is reviewed and revised

214 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services annually by the Student Services Planning there were nine general Service Area Council. In addition to each area program Outcomes (SAOs), nine satisfaction review, Student Services completes an surveys, 29 SLOs using direct learning Administrative Unit Program Review measurement, 21 SLOs using indirect outlining program review objectives for learning measurements, and 23 SLOs all areas as well specifying major goals using student success measures (retention/ and objectives, major functions, an persistence/GPA/academic standing/etc.). outcomes assessment plan, and a need Authentic assessment, with a focus of analysis. quality over quantity, is underway in the development of a scoring rubric for Program review is part of an ongoing area outcomes and SLOs; revising the dialogue within Student Services staff program review template to demonstrate meetings, department meetings, and specific examples where each area closed Council meetings. Student Services the loop in assessing their outcomes; and approaches program review and outcomes establishing a peer review process with assessment as a developmental process goals of engaging in rich dialogue among whereby every year improvements are different service areas, an exchange of made. As an example, Student Services best practices, and creating another way established a goal of moving from indirect in which areas collaborate and contribute learning outcomes to direct learning to improve services to students. outcomes or authentic assessments. In 2011-2012, Student Services made In 2012-2013, the Student Services area improvements in moving from indirect goals were to measure three outcomes, (e.g., self-reported perception) to direct two of which demonstrate authentic learning outcomes (e.g., demonstrated assessment. Of the 19 Student Service ability/knowledge, student success areas, 68 percent (13) achieved all of the measure). In 2010-2011, 30 direct learning objectives while only 18 percent (3) of outcomes (including student success the student service areas did not measure measures) accounted for 42 percent of any authentic assessment. All of the the outcomes (30 SLO’s/71 outcomes). In Student Services areas completed closing 2011-2012, 52 direct learning outcomes the loop statement in assessing their (including student success measures) outcomes, establishing best practices, accounted for 57 percent of the outcomes and collaborating in the improvement (52 SLO’s/91 outcomes) (see Student of student services. As an example, Services Program Review Outcomes Admissions and Records evaluated data and Assessment Annual Summary 2011- received from the 2011-2012 academic 2012). year regarding students in the JKF Middle College High School to determine their In 2011-2012, 91 outcomes were knowledge of enrollment limitations measured in 18 student services areas. and the use of WebAdvisor. Based upon All Student Services areas (100 percent) their review, the Admissions and Records achieved the goal of measuring at least Conference (ARC) was piloted in Spring three outcomes with at least one outcome 2013 to provide information to the JKF being a Student/Staff Learning Outcome population. The pilot results indicated (SLO). Overall, among 18 service areas, that 87.5 percent of the participating

Standard II.B 215 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.B: Student Support Services

students were knowledgeable of the enrollment limitations and 90 percent stated that WebAdvisor was easy to locate on the Norco College website. Further research showed that 94.8 percent of the participants in the ARC enrolled in at least one class using WebAdvisor (see Student Services Program Review, Admissions and Records, 2012-13.)

II.B.4. Self Evaluation

The standard is met. Robust in scope and rigor, the Student Services program review process provides a means by which to evaluate programs and services systematically and effectively. The Student Services Planning Council reviews and refines its process annually. Student learning is assessed in each of the Student Services areas and results of the outcomes assessments are used to improve services (see Student Services Planning Council, Minutes, September 19, 2011).

II.B.4. Actionable Improvement Plan

None

216 Standard II.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services

II.C. Library and Learning Support II.C.1.a. Descriptive Summary Services Library and other learning support Library Services services for students are sufficient to support the institution’s instructional As one of three academic libraries in the programs and intellectual, aesthetic District, the Wilfred J. Airey Library works and cultural activities in whatever in collaboration and shares resources format and wherever they are offered. with the libraries of Moreno Valley Such services include library services College and Riverside City College. The and collections, tutoring, learning library opened at Norco Campus in 1991, centers, computer laboratories, and and was officially dedicated in honor of learning technology development and former RCC Board of Trustee Wilfred J. training. The institution provides access Airey in 1992. In 1996 the library moved and training to students so that library to its current location on the second floor and other learning support services of a new library building. It offers 8,914 may be used effectively and efficiently. assignable square feet and seating for The institution systematically accesses approximately 174 patrons. these services using student learning outcomes, faculty input, and other The library mission statement, revised appropriate measures in order to Fall 2012, states: improve the effectiveness of the services. As the heart of the academic experience at Norco College, the II.C.1. Wilfred J. Airey Library provides The institution supports the quality of informational leadership, instruction, instructional programs by providing access to technology, and learning library and other learning support resources supporting the mission services that are sufficient in quantity, of the College; the development of currency, depth and variety to facilitate lifelong information competency educational offerings regardless of skills; and the overall success of the location or means of delivery. learning community.

II.C.1.a. The library contains seven study rooms for Relying on appropriate expertise of individual or group study; a four computer faculty, including librarians and other workstation area with adaptive software learning support services professionals, and equipment dedicated specifically the institution selects and maintains to Disability Resource Center (DRC) educational equipment and materials program students; 58 Internet accessible to support student learning and student computer workstations with DRC enhance the achievement of the mission adaptive software (upgraded Fall 2012); of the institution. one adaptive-technology workstation specifically designed and reserved for patrons with visual, auditory, or mobility difficulties (upgraded Fall 2012); two collaborative learning stations; four pay- per-print black and white photocopiers;

Standard II.C 217 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services

two pay-per-print print release stations students, faculty and staff. that also offer color photocopying service; a large dedicated study area; dean’s office, During all library open hours two librarian offices, circulation office; a (see II.C.1.c.), students, faculty, staff technical processing/storage/break room, and community members may visit circulation desk, reference instruction or telephone the library to obtain desk, and library book collection stacks. informational and research assistance Ramps and elevators provide access from reference librarians who are also to the library and Learning Resource library faculty members. The library Center (LRC) as well as to all buildings, also offers 24/7 live chat reference classrooms, and offices on campus. librarian assistance provided by a consortium of certificated academic The Library staff is made up of the Dean librarians to students, faculty, and staff of Technology and Learning Resources, from any online-accessible location. one administrative assistant, two full- These librarians guide students in the time faculty librarians, three part-time use of the library collection of electronic librarians, two full-time library clerks, resources to meet their informational an average of two to three John F. and research needs around the clock. In Kennedy Middle College High School 2011, 69 students accessed the online (JFK) work experience students who 24/7 reference service (see Questionpoint serve as student library assistant interns, Online Reference 2011-2012). In 2012, and approximately fifteen student 165 students accessed the online 24/7 employees. The Dean of Technology and reference service (see Questionpoint Learning Resources oversees the library, Online Reference 2012-2013). Instructional Media Center (IMC), the LRC, Tutorial Services, and the Based on assessment data gathered over Placement Center, which are collectively two academic years that suggest higher referred to as the Library/Learning success and retention rates for students Resources department, and reports to the who utilized the face-to-face reference Vice President of Academic Affairs. As librarian assistance available in the library, such, the Library/Learning Resources an assessment instrument in the form of a department is part of the academic and survey was developed to inform students instructional organizational structure at of these data and about the availability Norco College. of the 24/7 online reference service. By surveying the students concerning their As of Fall 2013, the Wilfred J. Airey awareness of the success and retention Library held 27,852 print volumes; findings associated with library reference over 500,000 e-books; 1,837 reserve services and whether or not they will now textbooks; 95 hard copy periodical utilize those services (including the 24/7 subscriptions; five daily newspaper reference service), the College hopes to subscriptions, and 627 DVDs/videos. The stimulate increased use of library-offered library offers over 50 electronic resource reference services, and therefore improve subscription databases for informational student success and retention rates (see and research purposes that provide on- Reference Services Assessment Survey campus and distance/mobile access to Spring 2013).

218 Standard II.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services

The Airey Library’s collection supports Committee. The responsibility of the all the programs offered at the College. member librarian is to examine and Collection development is based upon evaluate the library collection and verify fund availability, instructional program that resources are sufficient to meet the review requests, the College’s curriculum needs of any new course or program. The adoption process, Library Advisory librarian must sign off on new courses Committee input/recommendations, and and programs through the CurriUNET individual faculty requests made as part online curriculum management system. of the ongoing collaborative Library When new courses or programs are going Collection Review Process (see Library through the process of development, the Collection Review Guidelines and librarian on the Curriculum Committee Process) in which the library encourages receives email notifications and the faculty to actively participate. Faculty examination of the collection begins. librarians are tasked with the primary If the collection is not sufficient to responsibility of the selection and overall support the proposed course or program, maintenance of the library collection. resources are then ordered to provide Librarians make informed material adequate coverage. selection decisions based on standard professional review sources, evaluation In Spring 2013, faculty were surveyed of collection composition and usage about the quantity, quality, depth, and statistics, professional expertise, and variety of the library collection (see continual interaction with students and Library Collection Assessment Survey, faculty in the library environment, as well Spring 2013). Faculty members from 15 as through participation in a wide variety disciplines participated in the assessment. of strategic planning committees and According to the results, most faculty other academic and student engagement members believe that the library’s activities offered on campus (see Library collection is varied and contains essential Collection Development Policy). Other titles for their particular disciplines/ instructional faculty, students, staff, and subject areas. Survey results also indicate community members are also encouraged that faculty see the titles as sufficient to make recommendations for additions to meet the needs of students and judge to the library collection at any time the coverage as thorough and complete. which are formally documented and Based on these data, the library collection systematically considered for possible is judged as adequate. inclusion. To facilitate this process, librarians send periodic emails to all Goal four, objective three of the College faculty requesting recommendations for Educational Master Plan, Strategic materials to be purchased for the library Planning Goals for 2008-2012, states, collection. In addition, the library’s “RCC Norco Campus will place the website features a dedicated link which enhancement of its library as a top priority. allows anyone to recommend a purchase By 2012, 20 percent of the collection will at their convenience. be made up of materials published after 2000, and 50 percent of the volumes will A librarian is required to serve as a have been selected by Norco faculty.” member of the Norco College Curriculum The library, which was at 15 percent

Standard II.C 219 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services

of collection materials published after (IMC), the Learning Resources 2000 in 2006, far exceeded the overall Center (Tutorial Services, including objective of 20 percent, reaching a total of Math Express walk-in math tutoring; 66 percent by 2012 through concentrated CIS Lab; and Game Lab), and Writing effort. In 2006, only 2 percent of volumes Lab. in the library had been selected by faculty. Substantial improvement was In addition to the recommendation of made in this respect and the percentage of FLEX credit opportunity for the review faculty-selected materials increased to 31 of the collection by discipline faculty, percent by 2012 (see Educational Master the Library Advisory Committee has Plan/ Strategic Planning Goals Review of recommended such significant actions Results 2008-2012). To continue to strive for the support of student success as the toward the original objective of 50 percent Statement of Restoration of Library Study faculty-selected volumes, the Library Room Space, which was unanimously Advisory Committee recommended that approved by the Business Facilities faculty FLEX credit be made available Planning Council (BFPC) in Fall 2012 (see to faculty members who formally spend Statement of Restoration of Library Study time reviewing the library collection Room Space). Along with the approval in their discipline subject areas. The of the statement, the BFPC offered the Academic Planning Council approved support of facility project funds to restore two hours of FLEX credit opportunity per the library study rooms to appropriate academic year based on the guidelines condition so they could be available for presented in the Library Collection student use by Fall 2013. Library Advisory Review Process, which actively solicits Committee discussion led to the idea to hands-on faculty input regarding the develop a survey of faculty regarding quantity, quality, depth, and variety of the quantity, quality, depth, and variety the library collection, as well as informed of the library collection. Library and suggestions by discipline faculty for LRC assessment measures and surveys selection and removal of materials (see are routinely reviewed and discussed by Library Collection Review Guidelines the Library Advisory Committee. The and Process). Committee also reviews and discusses instructional program review requests The Library Advisory Committee is for library resources. The Committee— a strategic planning committee and a made up of faculty, staff, and student standing committee of the Academic and administrative representatives— Senate. The Library Advisory Committee functions as an active and collaborative statement of purpose, adopted Fall 2011, support mechanism to foster strategic states: planning, student success, and sustained The purpose of the Library Advisory continuous improvement of library, IMC Committee is to offer counsel and and LRC services, as well as overall advice on library services and institutional success. The Committee library information resources. The directly addresses the requirements of Committee also has as its purview the accreditation standard II.C. by acting as learning support services provided an ongoing institutional forum where all by the Instructional Media Center constituencies are able to dialogue and

220 Standard II.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services provide educated input, recommendations, media/film clip viewings, and author and follow-up regarding the quality, presentations/book signings. effectiveness, efficiency, appropriateness, and sufficiency of library and learning The Poetry Performance, a biannual support services. library event, is facilitated by English faculty and provides a place for Norco As of Fall 2013, Norco College had students, faculty, staff, and community approximately 9,600 enrolled students. to read and hear original poetry and/or During September 2013, library door classic works. counts reported that there were 32,169 visits to the library, 3,542 reserve items Instructional Media Center (IMC) were checked out, and library computers were accessed 7,862 times. Based on data The IMC is responsible for the provision provided by the architectural consulting and maintenance of audio/visual firm assisting with the development technology; instruction in audio/visual of the Facilities Master Plan, a new technology operation; instructional media library/learning resource center will be design consultation and implementation; considered for construction in the next and video production services. five to seven years. The Facilities Master Plan locates the new library/learning The mission of the IMC is as follows: resource center building in the northeast The Norco College Instructional corner of parking lot A as a gateway Media Center (IMC) serves the structure to the College. Preliminary needs of the College community by ideas/suggestions for the facility include providing innovative audiovisual incorporating the bookstore and a coffee technology and resources, along with shop into the building, as well as a instructional support and professional possible joint-use library project with multimedia services that enhance Corona-Norco Unified School District student success and the educational and/or Riverside County Library System mission of Norco College. (Norco Public Library). The IMC offers the following instructional In order to provide increased opportunities media services to faculty and staff: for student engagement and promotion of • Equipment tutorials and training library services, the library developed and • Consultation for implementation of biannually hosts the Read 2 Succeed (see class-room A/V technology Read 2 Succeed Flyer: Hunger of Memory) • P/A and A/V setups and Poetry Performance programs (see • Video and audio recording and editing Poetry Performance Flyer November • Graphics: video presentations 2012). Read 2 Succeed @ Norco College • Document scanning is an opportunity for students, faculty, • Digital imaging staff, community, etc. to read a book in • Technical assistance common, get together to discuss it, and, • VHS to DVD conversions if possible, bring the author to speak on • Audio cassette to CD conversions campus. The Read 2 Succeed program • Vinyl conversions also offers facilitated book discussions, • Digital signage

Standard II.C 221 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services

• New technology research service, and the Assessment Testing • Coordination of equipment Center. installation • Equipment maintenance The LRC statement of purpose is as • Video conferences follows: • Teleconferences The purpose of the Norco College • Laptop cart classroom delivery and Learning Resource Center (LRC) is to setup facilitate academic support services • Laptop checkout for instructional use through instructional labs and tutorial • Digital photography support in various academic areas.

The IMC website provides faculty and CIS and GAM Laboratory staff with 24/7 access to information regarding IMC services, procedures, The CIS and GAM Lab is a resource operational hours, and online forms for for any student enrolled in a Computer requesting IMC equipment and services Information Science and/or Simulation (see Instructional Media Center, Website). and Gaming class which requires the During the 2012-2013 academic year, completion of lab hours. The lab is the IMC assisted faculty and staff with equipped with desktop computers 10,978 service requests (see IMC Service providing Internet access; word Statistics 2012-2013). processing, spreadsheet, database, and web design capability; and specialty In Fall 2012, the IMC launched a new software programs designed to support ongoing survey of faculty, located specific courses, such as accounting, prominently on the home page of the video gaming, math, and computer IMC website; 76 percent of respondents programming. The lab provides training indicated they had used IMC services and ongoing support in the use of many more than three times in the past twelve computer applications and is designed to months and 92 percent of respondents work hand-in-hand with college computer indicated they were very satisfied or and gaming classes. Qualified instructors satisfied with IMC services. In addition, are on duty at all times, and student lab free text comments/feedback collected aides are available for assistance during from the survey were overwhelmingly peak times. Trained tutors are also positive (see Instructional Media Center scheduled to meet with students in the Survey). lab to provide individualized assistance with specific assignments or questions. Learning Resource Center (LRC) Additionally, limited drop-in assistance is provided for students not enrolled in The Learning Resource Center (LRC) computer labs. is an academic support center located in the bottom floor of the library building. Writing Laboratory It houses the Computer Information Systems (CIS) Simulation and Gaming The writing lab is an interactive, (GAM) laboratory, Tutorial Services, supportive environment where students the Math Express walk-in math tutoring enrolled in an English composition course

222 Standard II.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services or specific ESL courses can improve their impacted with frequent wait lists due to thinking and writing skills. Direct faculty- the growth of the programs. The College to-student interaction occurs between the is looking at options for additional space students enrolled in a specific time period for the Game Lab but has not yet decided and the faculty member in charge of the on a solution” (see Annual Instructional lab for that period. All lab activities are Program Review, Simulation and Game developed by the instructors of record Development 2013, p. 6). The CIS program for the lecture portions of the courses to review document for 2013 discussed the ensure that the activities completed in the concerted efforts to improve the LRC writing lab support the learning outcomes environment by emphasizing an academic established in the lecture classroom. atmosphere, as well as implementing a Because the writing lab is a TBA lab number of physical changes to the LRC classroom governed by state regulations, space itself, and concluded with the only those students scheduled to attend need for continued improvement in these the lab during a specific time may receive areas (see Annual Instructional Program services to improve writing and thinking Review Computer Information Systems skills from the English faculty member 2013, pp. 7-8). on duty at that time. Students who do not have access to the writing lab because In response to the concerns expressed in they are not enrolled in an English/ESL these program reviews, the Writing and course may engage in one-on-one tutoring Game labs were relocated to address the conferences with trained peer writing above stated needs of the English, CIS tutors via tutorial services in the LRC. and Game disciplines. The relocation was implemented during the summer Originally, the Writing Lab was housed of 2013, resulting in the least possible within the LRC. However, a dialogue impact on students and instruction. As including Writing Lab, and Game Lab a result, the Writing Lab (supporting and CIS Lab coordinators and faculty matriculated English classes and upper began in mid-Spring 2013 with the goal ESL classes) was relocated to IT 121; a of improving overall learning support quieter, more structured and dedicated services for students. English discipline space for students to read, think, and program review documents for 2011 and write. The new space fully complies 2012 expressed the need for a dedicated with the state regulations on TBA labs, space in the LRC for workshops (see and provides a significant increase in Annual Instructional Program Review, faculty to student interaction. The Game English 2011, p.8; Annual Instructional Lab, in turn, was relocated to the LRC Program Review, English 2012, p. from IT 108, providing additional space 15). The English discipline program and a more comparable relationship and review for 2013 specified the need for a partnership with CIS, thus strengthening dedicated space for the Writing Center, and improving the overall LRC academic as well as for workshops (see Annual environment and opportunities for student Instructional Program Review, English learning success. 2013, p.30). The GAM (Simulation and Game Development) program review for 2013 stated, “The Game Lab, IT 108, is

Standard II.C 223 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services

Tutorial Services on tutoring strategies, learning styles, problem solving, and working with diverse Tutorial Services is a learning-support student populations. As a non-degree program, based on a peer-tutoring course, it offers a broad perspective for model, designed to provide individual peer tutors in all subjects except English and group peer tutoring in a wide array composition, who are trained separately. It of disciplines. Faculty are encouraged to focuses on interpersonal communication complete and submit a recommendation techniques, group dynamics, and non- form for each prospective tutor they intrusive tutoring skills (see Course endorse for tutoring (see Tutorial Services Outline of Record, ILA-1). Tutors are Faculty Recommendation Form). If required to take the class during their first eligible, these faculty-selected tutors are semester of tutoring, which allows for the hired through the Student Employment potential tutor to apply the learning from Services department and are required the class in real-life tutoring sessions. If to complete a mandatory one-unit tutor a tutor cannot take the class at that time, training course taught by a qualified faculty can request a one semester delay. faculty member. Tutors are able to offer However, peer tutors must take and pass interested students three hours of tutoring ILA-1 no later than one semester after they per subject per week, and are available to begin tutoring. Tutorial appointments are all students enrolled in a Norco College made through Tutorial Services; students course, with additional time provided for and tutors utilize assigned cubicles in the those enrolled in special programs, such Learning Resource Center to conduct as EOPS and Student Support Services tutorial sessions. In 2012-2013, Tutorial (SSS). Students who have been successful Services served approximately 1,001 in a particular subject or discipline or students in a variety of subject areas. In demonstrate a particular skill and are Fall 2012, students who received tutoring interested in becoming tutors must: through Tutorial Services were surveyed 1. Complete the course they wish to regarding their satisfaction; 95 percent tutor with a grade of B or better OR of the respondents rated the quality have completed the course from an of the tutoring session they received accredited institution with a grade of as exceptional or nearly exceptional; B or better. 93 percent rated their overall tutorial 2. Be recommended by a faculty experience as exceptional or nearly member who is familiar with their exceptional (see Tutorial Survey Results, ability. Fall 2012). 3. Be enrolled in at least six units (or three units during the summer The only exception to the requirement session) for taking and passing ILA-1 are writing 4. Have a 2.5 or higher GPA from a tutors. Writing tutors are required to previous semester. take and pass English 4, Writing Tutor 5. Complete ILA-1 Tutor Training Training, a degree credit course designed course. to prepare students to become peer writing tutors. To be eligible for English ILA-1 (first offered in Fall 2012) is an 4, prospective tutors must have passed introduction to tutoring, with an emphasis English 1A, Freshman Composition.

224 Standard II.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services

English 4 offers specific tutoring Fall 2012, a total of 16 sections from techniques, group discussions, and role five disciplines (Math, CIS, Gaming, play, as well as observation of tutoring Business, and Accounting) employed sessions. The course helps students supplemental instruction. As a result acquire non-intrusive tutoring skills that of changes in staff responsibilities, in avoid “appropriating the text” of the tutee. Spring 2013, SI was offered in only seven Other topics include practicing tutoring sections of Accounting, Business, and writing, interpersonal communication English; however, the College is currently techniques, cross-cultural writing, group preparing to increase its availability of SI dynamics, and computer programs that services through its Title III STEM grant. assist writers (see Course Outline of Record, ENG-4). In Fall 2012, Tutorial Services implemented Math Express, a walk- Tutorial Services, in collaboration in area for students requiring math with Student Employment and Student assistance. This area is staffed by trained Financial Services, identifies tutorial math tutors who have been previously funding through the Federal Work Study approved by math instructors and serve Program. Currently, Tutorial Services students enrolled in any mathematics funds tutors through Federal Work Study; class, providing support through special funded grants such as Perkins, individual or group tutoring. SSS, EOPS, and Basic Skills; and general funds. Based on availability, instructors Norco College has contracted with NetTutor are provided the opportunity to request Online Tutoring Service to provide tutorial Class Assisted Tutoring (CAT). A CAT assistance to distance education students. tutor is assigned to work with a specific NetTutor, through a direct link available class for the semester. This differs from in the Blackboard learning management Supplemental Instruction (SI) because system, enables students to enter a live class-assisted tutors do not instruct. NetTutor session (where they are tutored one-on-one), submit a question to the mail The College also offers Supplemental center, and come back later for the tutor’s Instruction (SI) to students. SI is an response, or upload a paper and come academic assistance program designed back later for the tutor’s feedback. Tutors to increase student performance and do not give out answers, but emphasize the retention. Traditionally, SI targets Socratic Method to solve problems. Norco difficult courses with high D, W, F rates College instructors who have reviewed also known as “high-risk” courses. The SI student papers that had NetTutor feedback model offers regularly scheduled, out-of- have endorsed the service. When tutors class review sessions facilitated by an SI have access to course materials, they Leader in which students compare notes, customize tutoring to align with what and discuss reading, develop organizational how the student is taught in class. In order skills, and take mock exams. Students to facilitate student access to NetTutor learn how to integrate course content services, the system has been integrated and study skills while working together. with Blackboard so that students click SI sessions are open to all students directly into it without having to login in the course, but are not required. In again.

Standard II.C 225 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services

NetTutor tutors are subject matter experts to challenges and problems. The library in the fields they tutor and hold at least and LRC areas, resources, and services a bachelor’s degree, although many are well used and well liked by students hold master’s and PhDs. They all have according to statistics and survey data. extensive teaching or tutoring experience The library has increased its college wide in the American education system and presence, promoted its overall services, must take a rigorous subject-area exam to and enhanced the College’s intellectual, show that they are qualified for a tutoring aesthetic and cultural activities through position. NetTutor tutors are trained in the development and institutionalization best practices as well as learning theory, of the Poetry Performances and Read 2 and they seek to provide a customized Succeed @ Norco College events. The tutoring experience to help students library offers online access to its catalog, succeed. They also offer a published electronic databases and books, guidance faculty guide and regular webinar tools, and live librarian reference opportunities to help inform, instruct, assistance 24/7 for all students, faculty, and train faculty how to efficiently and and staff regardless of location. The effectively maximize the service to College offers on-site tutorial services benefit their distance education students assistance, Math Express walk-in math (see NetTutor, Website; NetTutor Faculty tutoring service, and NetTutor online Guide; NetTutor Webinar Invitation, tutoring service to online and hybrid Spring 2013). Since the implementation students. Training in the efficient and of NetTutor began on a limited pilot effective use of library resources and basis during Winter 2013, with scale up services is provided through Library occurring during Fall 2013, the College Skills Instruction Workshops, Information will be reviewing student/faculty usage Competency credit courses, and offerings and satisfaction data at the end of Fall of relevant special topic workshops. 2013. Strategic planning efforts are currently underway to envision, and contingent II.C.1.a. Self Evaluation upon available funding, to construct a new and expanded library/LRC facility in The standard is met. The College the next five to seven years to meet the provides library and other learning demands of future students. support services that are sufficient in quantity, currency, depth, and variety II.C.1.a. Actionable Improvement Plan to facilitate its educational offerings and stimulate intellectual, aesthetic, None and cultural development within the academic learning community. The II.C.1.b. library and LRC have actively pursued the The institution provides ongoing continuous improvement of effectiveness instruction for users of library and and efficiency through assessment other learning support services so that measures; program review; faculty, students are able to develop skills in student, and staff input; the Library information competency. Advisory Committee; the maximizing of available resources; and creative solutions

226 Standard II.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services

II.C.1.b. Descriptive Summary library resources and tools and services to inform faculty of more effective ways Guided instructional assistance through to use their library. Ten faculty members Library Reference services is available representing a variety of disciplines during all open library hours. Librarians attended the workshop. A post-workshop provide one-on-one and/or group survey completed by seven attendees instruction for students, faculty, staff, indicated that six of respondents found and community users. In addition, live the workshop either extremely useful or chat reference service with an academic quite useful for their students (the seventh librarian is available 24 hours a day to said it was moderately useful), with six provide ongoing instruction and support of the seven saying they plan to share for library users (see Library, Website). some of the information they learned with students (see Library Resources for Library Skills Instruction Workshops Faculty Survey Results). The workshop are offered year-round during day and will be offered again later in Fall 2013 evening hours. Students sign up online and again in subsequent fall and spring via the library homepage and attendance semesters. and statistics are tracked electronically (see Library Workshop Signup, Webpage). The Library 1 Information Competency During the one-hour instruction sessions, credit course is offered during the fall students are taught how to: and spring semesters. This is a one- • Use the library catalog to locate book unit UC and CSU transferable course and e-books that, according to the Norco College • Access the electronic databases to find catalog course description, “Presents newspaper, magazine, and scholarly the fundamentals of the effective use journal articles of libraries, electronic databases and • Cite sources in MLA and APA formats retrieved information. Students will learn • Evaluate a website by determining how to express information needs, access its accuracy, authority, objectivity, information from appropriate sources, currency, and coverage. evaluate retrieved data and organize it to solve problems. Information values and Selections of additional library workshops ethics will also be introduced.” Student on specialized topics are also provided learning outcomes for this course say that for students and faculty during fall and students will be able to: spring terms based on data gathered • Determine and articulate information from reference questions and requests. needs A workshop entitled “Cite Your Way to • Find information using a variety of a Better Grade” has been developed and resources implemented. Detailed information about • Describe and apply criteria for creating properly formatted MLA and critically evaluating information APA citations is included. A workshop • Use information effectively to entitled “Library Resources for Faculty” accomplish a specific purpose was offered for the first time during • Identify and summarize ethical and the beginning of the Fall 2013 term. social issues related to information This workshop provided an overview of and its use.

Standard II.C 227 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services

The information competency course was to student learning outcomes) are the first offered in face-to-face, web-enhanced most common forms of assessment (see format as a 16-week class during Spring Assessment Report, Library 1, 2013). 2009. Since then, the course has been offered in various formats each fall and Information Competency is important spring term. Currently, information for Norco College. In a recent survey competency is offered as an eight-week of faculty, the majority of respondents hybrid. reported that they expected their students to be able to find relevant and valid sources To assess the effectiveness of library and be able to integrate those sources into reference services, library skills their writing (see Faculty Information instruction workshops, and the Competency Survey, March 2013; information competency course, the Faculty Information Competency Survey library uses several means: Results 2013). In addition, a majority of • Student surveys of library reference respondents said they promote the library services workshops to their students and require • Library skills instruction workshop a particular form of documentation for assessment resource-based writing. • Research logs, annotated bibliographies, and final exam for the Information competency is taught not Library 1 course. only under the auspices of the library but also in most classrooms. One of the four Students take a five-question assessment central learning outcomes for general at the end of each library skills education at the College is “Information instruction workshop (see Library Competency and Technology Literary,” Workshop Assessment). Topics covered in which is defined as the ability to “locate, the library skills instruction workshops organize, and evaluate information.” include locating books and e-books in By the end of the program, students are the library catalog; finding newspaper, expected to be able to “locate relevant magazine, and scholarly journal articles information, judge the reliability of via the library databases; citing sources sources, and evaluate the evidence in MLA and APA formats; and evaluating contained in those sources” (see District a website by determining its accuracy, General Education Program Student authority, objectivity, currency, and Learning Outcomes). The College has coverage. The library skills workshop assessed this skill in its students both assessment is administered electronically directly and indirectly. On a self-reported and includes questions about books, learning gains survey of College graduates articles, the Internet, and citing sources. in Spring 2012, over 90 percent indicated that they had made moderate or significant Various assignments have been used to gains in information competency as a assess student competency of learning result of their coursework (see Annual outcomes for the Library 1 course. Assessment Report 2011-2012). In a 2012 Student success on research logs, assessment of information competency in annotated bibliographies, and final English 1A (the only class required of all exam questions (that are directly related students as part of their general education

228 Standard II.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services program and thus a quasi-capstone course Winter Intersession: for the program), 72.5 percent of students 7:30 a.m. - 4:00 p.m. M-Th sampled demonstrated strong information competency skills (see Assessment Summer Session: Report, English 1A, 2012). (Students who 7:30 a.m. - 8:00 p.m. M-Th failed to demonstrate such competency, for the most part, wrote in response to an Wilfred J. Airey Library and LRC staff assignment that didn’t ask for it.). are dedicated to providing services, materials, training, and educational II.C.1.b. Self Evaluation programs to all students and faculty regardless of location, special need, or The standard is met. Information type of program. This includes John F. competency is a significant element of Kennedy Middle College High School, teaching and learning at Norco College. basic skills, and Disability Resource Faculty incorporate the teaching of Center (DRC) students. information competency in their courses and promote the library skills workshops Live chat reference service with an and Library 1 course. Assessment of the academic librarian is available 24 hours library workshops, Library 1, English a day to provide ongoing instruction 1A, and the general education program and support for library users. Distance as a whole provide strong evidence education students, as well as all other that students gain considerable skill in students and faculty, may access the information competency at the College. online reference librarian service onsite or remotely during both open and closed II.C.1.b. Actionable Improvement Plan hours including holidays (see 24/7 QuestionPoint Chat webpage). None The library’s website is accessible from II.C.1.c. any computer with Internet access The institution provides students and (on or off campus). Books, e-books, personnel responsible for student multimedia, and streaming video are learning programs and services available via the virtual library catalog providing adequate access to the (see Electronic Library Catalog). More library and other learning support than 50 electronic subscription databases services regardless of their location of are available for library users (see means of delivery. Electronic Databases, Webpage). Norco College students, faculty, and staff can II.C.1.c. Descriptive Summary access library databases remotely with ID number and password. The library is open the following hours: Online library research guides Fall and Spring Semesters: (LibGuides) are also available on the 7:30 a.m. - 8:00 p.m. M-Th library website. Library users can access 7:30 a.m. - 1:00 p.m. F the virtual research guides both on and off campus from any computer with Internet

Standard II.C 229 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services

access; no login is required (see Library space offers expanded and updated office, Research Guides, Webpage). storage, and work space, along with a dedicated video production room. The Faculty librarians can be reached via email new space allows IMC personnel to more at norcocollegelibrary@norcocollege. effectively and efficiently organize and edu or phone at (951) 372-7115 during implement audiovisual and instructional operating library hours. LRC staff can media technology service to the College be reached at (951) 739-7896 or lrc@ community. norcocollege.edu. II.C.1.c. Self Evaluation The LRC faculty are oriented to their responsibilities as instructors on duty in The standard is met. The relocation of a variety of ways. The CIS and Writing the IMC to the Norco Operations Center Lab coordinators are full-time faculty in Spring 2013 has directly addressed with oversight responsibilities for the on- a previous planning agenda item (27) duty faculty. There is a faculty handbook which stated, “Expand space available for for procedural guidance. Regular contact library services with the relocation of the through email and improvement of IMC to the Norco Operations Center.” instruction observations of LRC faculty The relocation of the IMC from the take place. library building to the Norco Operations Center has restored four study rooms to Instructional Media Center (IMC) the library for their originally intended purpose as student study space. This The IMC provides classroom and planning agenda item is completed. event instructional media support, A/V services, maintenance of media II.C.1.c. Actionable Improvement Plan equipment for instructor presentations, videoconferencing, video production, None inventory control, and equipment security during all instructional sessions. II.C.1.d. The institution provides effective main- The IMC is open the following times: tenance and security for its library and other learning support services. Fall and Spring Semesters: 7:30 a.m. - 7:00 p.m. M-Th II.C.1.d. Descriptive Summary 7:30 a.m. -5:00 p.m. F The Airey Library building provides Winter Intersession and Summer adequate maintenance and security for its Session: facilities, materials, and equipment. At 7:30 a.m. - 7:00 p.m. M-Th the library entrance, 3M Security gates monitor materials taken from the library; The IMC relocated from the Wilfred Gaylord magnetic strips protect print J. Airey Library building to the Norco and non-print media and non-magnetic Operations Center building in Spring pieces of equipment. The LRC entrance 2013. The new Instructional Media Center is monitored by staff during operating

230 Standard II.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services hours. Library and LRC computers maintain and update critically important are physically secured to tables with instructional media equipment and Kensington locks. Computer wiring systems, the District asked the IMCs at and cables are effectively managed and each of the colleges to develop an end- secured with Velcro ties rather than zip ties of-life A/V equipment request list for to allow quick and easy access for repair possible funding through Measure C, and maintenance procedures. Computers general obligation funds, in Fall 2012. are additionally protected with Sophos The list was created and prioritized by the anti-virus software and Deep Freeze to Norco IMC and then submitted through prevent any unauthorized changes to the College strategic planning process programs and operating systems. Fire- for review and approval (Technology safety measures are in effect for the Committee; Business and Facilities library building, and fire extinguishers Planning Council; Institutional Strategic are available in staff and public areas. Planning Council; and Committee of Emergency exits are accessible to all the Whole, respectively) before being patrons and staff and are clearly marked; forwarded to the District for Board of evacuation plans are prominently Trustees review and approval. As a displayed. No security cameras have been result, all College constituencies were required to date. provided the opportunity to participate in and support the overall maintenance and The Instructional Media Center (IMC) prioritization of instructional equipment has a routine equipment maintenance and systems (see AV Equipment schedule. Each semester, the IMC: Replacement Plan List, September 13, • Provides preventative maintenance on 2012). all instructional and non-instructional media equipment IMC media equipment is subject to • Evaluates and repairs any equipment rigorous security procedures. The IMC needing maintenance secures ceiling-mounted A/V display • Assists faculty and staff with the systems (data projectors and television acquisition of new media equipment monitors) with Kensington locks above and technology for the classroom the ceiling grid in all instructional • Recommends equipment based on and non-instructional spaces. All A/V need and establishes equipment equipment is assigned an asset tag by specifications and budget the RCCD Accounting Services, which • Generates requisitions for the includes serial number, model number, purchase of media equipment model, and purchase order number. The • Coordinates equipment installation IMC works together with Accounting including any necessary wiring Services personnel to track and inventory (excluding electrical) and assists with all A/V equipment (see IMC Inventory installation when required Master List). Industrial Technology • Trains faculty and staff on proper use Center building classroom media of the equipment when the equipment lecterns are equipped with card access has been installed. readers that secure equipment, provide authorized access, and track usage. As part of the ongoing commitment to Mobile equipment is routinely retrieved

Standard II.C 231 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services by staff and secured in a storage room II.C.1.e. with limited key access. College police When the institution relies on or are contacted immediately if there is any collaborates with other institutions vandalism or attempted misuse of library or other sources for library and or learning support facilities equipment other learning support services for its and/or furnishings. instructional programs, it documents that formal agreements exist and In Fall 2012, construction was completed that such resources and services are on a glass store-front entrance wall with adequate for the institution’s intended locking double doors for the LRC. This purposes, are easily accessible, and was added to secure the LRC computer utilized. The performance of these labs and office space areas against services is evaluated on a regular basis. unsupervised entry and/or activity during The institution takes responsibility for times when classes scheduled in the and assures the reliability of all services library building continue after the LRC is provided either directly or through closed for the evening. contractual agreement.

II.C.1.d. Self Evaluation II.C.1.e. Descriptive Summary

The standard is met. Library faculty, The Wilfred J. Airey Library at Norco staff, and administrators work within the College,along with the RCC and College budget to provide security for MVC libraries share integrated library its patrons and property. Due diligence system software provided by Innovative is paid to the particular way in which the Interfaces, Inc. The name of the integrated College implements security measures library system software is Millennium, so as not to limit students’ academic which is platform-independent and freedoms or freedom of speech within the written in Java. The Millennium system library environment. Security and safety can be used to manage all library measures are defined by the College and operations, including acquisitions of the District. The library staff, faculty, and material for the library, cataloging, serials administration are active in supporting (or periodicals), control, circulation, training and have security plans in interlibrary loan, and management of place for emergency situations. Physical electronic resources (see Innovative resources and intellectual resources Interfaces Contract). The Norco College are appropriately protected through the Library contributes a portion of funding College and District procedures. annually to support maintenance and service costs (see Innovative Interfaces II.C.1.d. Actionable Improvement Plan Annual Maintenance Fee Requisition 2012-2013). Representatives from the None three college libraries recently agreed to entertain a vendor proposal to move to a new web-based integrated library system software called OCLC Worldshare. After reviewing and discussing the pros and cons of this option, the libraries decided

232 Standard II.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services to remain with the current system, but to digital signage systems campus wide. revisit this option in the future (see OCLC Polycomm covers the videoconferencing Worldshare Meeting Invitation Email; systems, and Sonic Foundry covers the February 16, 2012). steaming media system (see Spinitar, Four Winds Interactive, Polycomm, In Summer 2011, representatives from and Sonic Foundry Contracts). These each of the RCCD college libraries contracts serve to extend the technical, attended a series of meetings to entertain personnel, and support resources of and discuss proposals by vendors to the College to more fully ensure the provide a new print and copy services reliability, protection, and efficiency of contract to include each of the three needed systems and equipment. college libraries and learning resource centers. During this process, Advanced Norco College contracted with NetTutor Copy Systems was unanimously selected Online Tutoring Service for an initial to provide services for a three-year pilot program to provide tutorial contract term, after which the vendor assistance to distance education students agreed to donate equipment, copiers, (see Tutoring Services Agreement: Link vend units and software to the colleges Systems International). In Winter 2013, (less any remaining equipment costs at students in both an online Philosophy 10 the end of the contract) and to continue and an online English 1A course were servicing the equipment on a cost-for- given access to NetTutor service through supplies-and-service basis (see Advanced a direct link provided in the Blackboard Copy Contract; July 2011). The contract learning management system online also stipulates a 20 percent cost-sharing classroom software. During this pilot, provision paid to the libraries monthly. both of the instructors and the students These monies have been directly applied who used NetTutor were satisfied with to the funding of the Read 2 Succeed the service. A Survey Monkey survey @ Norco College program in which the was provided to the students in both of library, in partnership with other College these courses at the end of the term. Those constituencies, hosts book discussion who responded to the survey indicated events centered around the college wide agreement that the overall online tutoring reading of a common book, including service was convenient and easy to use, the provision of refreshments, prize and that the assistance provided by the giveaways, and live author speaking online tutoring service had contributed engagements. to their success with classwork for the course (see Online Tutoring Survey When necessary, and dependent upon Results, Winter 2013). The customer funding, the Instructional Media Center service, technical assistance, and follow (IMC) contracts with external vendors up provided by the NetTutor vendor annually to ensure the continual repair, were exemplary and both instructors maintenance, and updating of all media involved in the pilot project endorsed the equipment and systems. For example, the service (see NetTutor Online Tutoring formal agreement with Spinitar covers the Service Email). As a result of this pilot, College’s A/V media systems. The contract the College moved forward to purchase with Four Winds Interactive covers another 600 hours of online tutoring to

Standard II.C 233 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services support distance education offerings (see well as consistently within the operating NetTutor Invoice for 600 hours, Spring period. As the College library is part of 2013). a greater District library system, there are limitations at times in which vendors In addition, student government and are selected. These challenges are met Academic Senate members representing individually. As College resources Norco College on the District Contracts become further defined, the library will Committee worked together to negotiate benefit from having additional options a contract with the College bookstore from which to choose. to provide 18 complementary copies of the most-used textbooks to the library II.C.1.e. Actionable Improvement Plan reserve collection during each fall and spring semester, for a total of 36 None textbooks per academic year (see Barnes and Noble Signed Contract 2012-2017; II.C.2. Barnes and Noble Contract Amendment, The institution evaluates library and January 3, 2013). In Fall 2012, the other learning support services to library also developed a procedure for assure their adequacy in meeting contacting publishers directly to request identified student needs. Evaluation of complimentary copies of currently used these services provides evidence that course textbooks to add to the reserve they contribute to the achievement collection (see Reserve Textbooks of student learning outcomes. Requested from Publishers, Fall 2012; The institution uses the results of Winter 2013; Spring 2013). Overall, these evaluations as the basis for through faculty-provided reserve texts, improvement. contractual agreement with the College bookstore, and newly developed library II.C.2. Descriptive Summary procedure for obtaining complimentary textbook copies, the College was able In Fall 2010, the library began to assess the to creatively and collaboratively address impact of reference librarian instruction an identified student need, initiate services on the success rates of students improvement, and institutionalize the who used those services. When students library reserve textbook program without indicated they needed assistance from a depending on inconsistent and unreliable reference librarian, they were asked to funding sources. complete a brief sign-in sheet providing their name, student ID number, whether II.C.1.e. Self Evaluation they were a student, and if their needs were met. These data were digitalized and The standard is met. Library faculty, merged with enrollment data to compare staff, and administrators work to integrate the students who had used reference outside vendors into the infrastructure services with students who had not in the of the College library so as to bring same class sections. The results for Fall new technologies and resources to 2010 indicated that the GPA for students students. Each of these opportunities who used library reference services was is evaluated prior to implementation as significantly higher than the students

234 Standard II.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services who did not. The same assessment was reference librarians. The library has also repeated in Spring 2011. However, the incorporated an announcement about the difference between groups for that term results of these findings into the Library was not significant (see Reference Library Skills Instruction Workshops content and Learning Outcomes Assessment Fall the content of the Library 1 Information 2011). The library improved the process Competency credit course. The library’s for the capture of student information by social media sites and website have each using a new electronic Access database served to disseminate the findings as well. for this purpose in Fall 2011. In addition In order to further effect improvement to asking for the student’s name and from the results of the Reference Library ID number, the database featured pull- Learning Outcomes Assessment, in down menus requiring reference users Spring 2013 the library developed and to indicate whether they were a student, implemented an assessment survey staff, faculty or other, and also the type instrument to further inform students of question asked: directional; finding of the positive data obtained from the a book(s); research; technical/machine Reference Library Learning Outcomes assistance; or other. The same process Assessments and its implications. The was used to compare students who used assessment survey also informs students reference services with those who did of the availability of the 24-hour seven- not in the same course sections, this time days-a-week online reference librarian for both success and retention rates. The service and tells them how to access this results showed that students who used service. The survey asks students to state reference librarian instruction services if they were previously aware that students were significantly more successful in who use the face-to-face reference courses and were less likely to drop. When librarian services on average got better limiting services to those that were more grades and were more successful in the academic in nature, such as research and completion of their courses compared to finding a book(s), success and retention their peers, and if this information would rates were even higher (see Reference prompt them to use the reference librarian Library Learning Outcomes Assessment face-to-face services more frequently. Fall 2010-Spring 2011). The data showed They were also asked to state whether this to be the case in Spring 2012 as they were previously aware of the 24/7 well (see Reference Library Learning online live reference librarian assistance Outcomes Assessment Spring 2012). and whether this information would prompt them to use this service. Of the Overall, a positive correlation between respondents, 63.41 percent indicated they reference librarian instruction services were not aware that students who use the and course outcomes is evidenced at face-to-face reference librarian services the College. The library has used these show higher success and retention rates, findings as a basis for improvement by and 89.43 percent indicated that this providing additional part-time library information will prompt them to use reference staffing during Spring and Fall these services more frequently. More 2012 and Spring and Fall 2013 to give than half (55.28 percent) of respondents students greater opportunities to access indicated they were not aware that the reference services and to interact with College offers 24/7 online live reference

Standard II.C 235 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services assistance, and 84.55 percent indicated textbook collection was developed and that this information will prompt them augmented over several years using to use the 24/7 reference service. The instructional contingency funds. However, expected outcome of this assessment due to shrinking funds, the library in survey instrument is to inform students 2011-12 sought the support and input of the positive success and retention data of various College constituencies (e.g., regarding library reference services, thus faculty, the Academic Senate, student prompting them to utilize the services, government) to provide suggestions whether face-to-face or online 24 hours- on how to continue, and if possible, a-day/7 days-a-week, and to improve institutionalize the library’s reserve overall success and retention rates at textbook program. All constituencies Norco College (see Library Assessment agreed that the collection/program is an Project, Spring 2013 Scantron Format; important element of student success Library Assessment Project Survey and needed to continue. Several faculty Results, Spring 2013). members were motivated to provide course textbooks for the library reserve In addition, the data indicating a positive collection. The Associated Students of correlation between reference librarian Norco College (ASNC) donated a one- instruction services and course outcomes time gift of $2,700 to be used for the (reported in the 2012 Administrative purchase of textbooks for the reserve Program Review for Library/Learning collection. The Academic Senate drafted Resources) served as a basis for the a resolution in support of continuing Business and Facilities Planning Council the library reserve textbook program at to rank the request for the College to fund Norco (see Academic Senate Resolutions a replacement library reference desk as a S111 Library Textbook Reserves). high priority. The program review stated the reason for the requested replacement The assessment of the operational functions as being that the current reference desk of the library has been addressed in was outdated and did not adequately various ways. The Wilfred J. Airey Library meet the needs of library staff/students. User Satisfaction Survey of Spring 2010 This, coupled with the reference librarian shows that students’ expectations were outcomes data, resulted in the funding exceeded by a large percentage regarding of a new and significantly improved reference librarian assistance; obtaining reference desk for the library in Spring books and information; friendly and 2013 (see Administrative Unit Program helpful reception/circulation desk staff; Review, Library and Learning Resources efficiency; timeliness of library staff; and 2012). courteous and respectful treatment (see WJA Library User Satisfaction Survey During the 2011-2012 academic year, the Spring 2010). The Student Satisfaction library evaluated the use of course reserve Survey of 2011, administered to over textbooks provided through the library’s 900 students college wide, included two reserve textbook collection. Within that questions regarding library services: time period, 39,243 reserve textbooks “Satisfaction with this service: Library were circulated. In order to positively Services” and “How often use library.” impact student success, the library reserve Of these, 73 percent indicated they were

236 Standard II.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services either very satisfied or satisfied with should contribute to the students’ overall the library services, and 56.9 percent success in their classes. To assess these indicated they used the library either outcomes, a survey was distributed in very often or often (see Library Items on Fall 2012. Students took the survey in the Student Satisfaction Survey 2011). the primary classroom of their course to In order to build on this data to assess ensure maximum participation. Overall, the achievement of student outcomes about 63 percent of students agreed that and promote the overall improvement of the interaction between themselves and library services, the library administered faculty on duty was helpful and more than a more specific and detailed survey 50 percent agreed that the lab contributed concerning library resources and to their overall success in the course (see services to over 1,000 Norco College Writing Center Assessment, Fall 2012). students in Spring 2013. The survey was administered to students in the library, The CIS Lab completed an assessment in as well as to students in a variety of Spring 2013 consisting of an anonymous courses college wide. Of the respondents, survey offered to CIS Lab students 82 percent indicated that the assistance specifically covering lab usage patterns; they received at the front desk was good, perceptions of the on-duty faculty; CIS and 85 percent indicated that the library Lab instructional activities; and the CIS was a welcoming place for students; 69 tutoring experience. Survey respondents percent strongly agreed or agreed that the indicated an overall high level of reference librarian was knowledgeable satisfaction with the lab, the instructors, and helpful, while 26 percent indicated and the lab aides (see CIS Lab Assessment they did not use this service; 71 percent Report, Spring 2013). of respondents indicated they were able to get the book(s)/information they needed, As the CIS, English, and ESL lab while 22 percent indicated they did not requirements are designed to support use this service. Additionally, 60 percent the parent course, SLOs addressed in the indicated the availability of reserve lab are assessed as part of that course. textbooks was good, while 27 percent Each of the disciplines is responsible indicated they did not use this service. for ongoing authentic assessment of These results suggest the ongoing need their coursework. Lab assignments are to promote the academic value of these designed by each instructor of record in library services and resources to students. order to support course student learning Overall, 77 percent of respondents outcomes (see Annual Instructional indicated that the library is a productive Program Review, English 2013; Audit learning environment for students (see Inquiry – TBA Compliance Email, May 2, Library Survey Results, Spring 2013). 2011; New Faculty Orientation and Flex Days Email, August 15, 2013; Reminders The writing lab has developed SAOs and Email, March 8, 2013; Scheduling Email, completed one assessment survey. There August 30, 2013; Writing Lab vs. Writing are two SAOs: 1) Interaction between Center Email, October 7, 2012). faculty on duty and students using the writing lab should be productive; and In Fall 2012, an assessment survey of 2) activities required in the TBA lab students’ levels of satisfaction with the

Standard II.C 237 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services

operation, facilities, and the environment be kept to a minimum.” Because of this of the LRC was conducted. The overall intervention, the LRC has reportedly level of satisfaction in the Operations, experienced a noticeable improvement in Facilities, and Environment categories regard to noise level. of the survey was 93.9 percent, 90.0 percent, and 95.4 percent, respectively. II.C.2. Self Evaluation This indicates a high level of agreement by the students that LRC operations The standard is met. Norco College were good, facilities were adequate, and undertakes active, ongoing evaluation the environment was welcoming and of library and other learning support conducive to learning. The final question services in order to improve its services to on the survey requested students to students and substantiate the achievement provide any suggestions for improvement of student learning outcomes. Analysis or general comments about the LRC collected from these assessment tools on the back of their Scantron form. is used for the ongoing improvement of The largest number of these comments services. The assessments of the reference offered praise for the LRC in general. The librarian services and evaluation of next largest number of comments was course reserve textbook usage indicate about the noise level in the LRC being that library resources and services are too high (see LRC Survey Results, Fall contributing to the achievement of student 2012). The survey results were reviewed learning outcomes not just for the library and discussed in the LRC staff meeting, a but across all disciplines. The assessments monthly meeting attended by the Writing of the operational functions of the library Lab coordinator, CIS Lab coordinator, and LRC have yielded valuable data that Learning Center assistants, Computer have been and are continuing to be used Laboratory assistant, Placement and as the basis for improvement of those Tutorial Services coordinator, dean of areas, and of the College in general. The Student Success, dean of Instruction, assessments of the CIS Lab, Writing and dean of Technology and Learning Lab, Tutorial Services, and the operation, Resources. The survey results were facilities, and environment of the overall also reviewed and discussed in Library LRC have directly addressed planning Advisory Committee. Both groups agenda item number 29 in the Norco recommended implementing signage as College Midterm Report of March 2012, an intervention to be placed throughout which states, “Conduct assessment of the LRC, and provided suggestions for math and CIS labs, Writing and Reading effective wording. Signs were then placed Center, and Tutorial Center based on on each table in the LRC stating, “The identified student learning outcomes.” LRC is an academic learning environment Due to budget cuts for the 2011-2012 and is to be used for academic related academic year and the pursuit of greater activities only. Please be considerate of institutional efficiency, the practice of your fellow students: keep the noise level having math instructors on duty in the lab at a minimum” (see LRC Table Signage). was eliminated since math courses do not Larger signs were suspended from the require TBA lab hours. In its place, the ceiling of the LRC stating, “This is a Math Express walk-in tutoring service learning environment. Noise levels must was developed. The Math Express service

238 Standard II.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services is specifically scheduled to be assessed of these important instructional areas, in Fall 2013. The CIS Lab, Writing scheduled to be completed by Fall 2013, Lab, Tutorial Services, and the overall is expected to significantly improve and operation of the LRC will continue to enhance overall learning support services be assessed regularly. This planning to Norco College students. agenda item is complete. In Spring 2013, in direct response to dialogue and input II.C.2. Actionable Improvement Plan from Writing Lab and CIS faculty, the decision was made to relocate the Writing None Lab to a specially selected classroom space in the Industrial Technology (IT) building and to relocate the Gaming Lab from the IT building to the LRC space vacated by the Writing Lab. The shift

Standard II.C 239 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard II: Student Learning Programs and Services II.C: Library and Learning Support Services

240 Standard II.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources

Standard III: Resources III.A: Human Resources

Resources III.A.1.a. The institution effectively uses its Criteria, qualifications, and procedures human, physical, technology, and for the selection of personnel are clearly financial resources to achieve its broad and publicly stated. Job descriptions are educational purposes, including stated directly related to institutional mission student learning outcomes, and to and goals and accurately reflect position improve institutional effectiveness. duties, responsibilities, and authority. Accredited colleges in multi-college Criteria for selection of faculty include systems may be organized such that knowledge of the subject matter or responsibility for resources, allocation service to be performed (as determined of resources and planning rests with by individuals with discipline the system. In such cases, the system is expertise), effective teaching, scholarly responsible for meeting standards on activities, and potential to contribute behalf of the accredited colleges. to the mission of the institution. Institutional faculty play a significant III.A. Human Resources role in selection of new faculty. Degrees The institution employs qualified held by faculty and administrators personnel to support student learning are from institutions accredited by programs and services wherever offered recognized U.S. accrediting agencies. and by whatever means delivered, and Degrees from non-U.S. institutions are to improve institutional effectiveness. recognized only if equivalence has been Personnel are treated equitably, are established. evaluated regularly and systematically, and are provided opportunities for III.A.1.a. Descriptive Summary professional development. Consistent with its mission, the institution Norco College employs qualified demonstrates its commitment to the academic and classified personnel significant educational role played by in accordance with state and District persons of diverse backgrounds by hiring Board policies and administrative making positive efforts to encourage procedures (see Board of Trustees BP7120 such diversity. Human resource Recruitment and Hiring). Administrative planning is integrated with institutional Procedures are in place to identify the planning. recruitment and hiring procedure for each category of employee, including faculty, III.A.1. classified and confidential staff, and The institution assures the integrity and management staff (see Board of Trustees quality of its programs and services by AP7120a-e). employing personnel who are qualified by appropriate education, training, Academic employees possess the and experience to provide and support minimum qualifications prescribed for these programs and services. their positions by the Board of Governors. The criteria and procedures for hiring academic employees are established and implemented in accordance with Board Policies and procedures

Standard III.A 241 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources

regarding the Academic Senate’s role meetings and interviews. in local decision-making. Faculty are involved in the selection of new faculty Job descriptions include state-mandated and are represented in all steps of the minimum qualifications as well as selection process. The College defines specifically required and preferred and evaluates “effective teaching” in its qualifications. Formal applications, hiring processes through a teaching/skills review, and interview processes through demonstration that may be included in the which decisions are made are based interviews. Faculty job announcements on the qualifications listed in the clearly indicate a requirement of discipline Minimum Qualifications for Faculty and expertise, effective teaching abilities, Administrators in California Community and participation in committee work, Colleges. Reference checks are completed curriculum and program development, by the President or designee. Verification and student activities. of degree(s) from an accredited institution is completed by the office of Diversity and The criteria and procedures for hiring Human Resources (see Board of Trustees classified employees are established after AP7120c Full-Time Faculty Recruitment first affording the CSEA an opportunity and Hiring). to participate in the decisions under the Board’s policies regarding local decision III.A.1.a. Self Evaluation making. The standard is met. The College The District Diversity and Human clearly and publicly states the criteria, Resources office advertises jobs in qualifications, and procedures for selection standard publications and websites. The of personnel. Position announcements are department and the discipline members directly related to the institutional mission are encouraged to be proactive in and goals and accurately reflect position recruiting a diverse pool of outstanding duties, responsibilities, and authority. The applicants. The hiring department may selection of faculty includes knowledge of recommend additional advertising the subject matter and effective teaching. sources. Equivalency of degrees from non-U.S. institutions is verified by a III.A.1.a. Actionable Improvement certified evaluation service that evaluates Plan foreign credentials. Safeguards are in place to assure that hiring procedures None are constantly applied, including the electronic submittal and approval of all job postings prior to advertisement, all hiring committee members needing to satisfy the requirement of completing/updating an Equal Employment Opportunity (EEO) and Interview Protocols Workshop within two years of serving on a hiring committee, and a Human Resources representative facilitating the recruitment

242 Standard III.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources

III.A.1.b. Human Resources tracks the status of The institution assures the effectiveness all evaluations in the Datatel system. of its human resources by evaluating Supervisors and their managers receive all personnel systematically at stated a succession of “delinquent” letters when intervals. The institution establishes evaluations are not completed in a timely written criteria for evaluating all manner. personnel, including performance of assigned duties and participation Management employee evaluations in institutional responsibilities and are conducted in accordance with other activities appropriate to their the procedures identified in the expertise. Evaluation processes seek Management Handbook. The District to assess effectiveness of personnel employs a formal evaluation process and encourage improvement. Actions that is systematic, timely, and objective; taken following evaluations are formal, recognizes management strengths; and timely, and documented. is designed to address deficiencies and improve management performance when III.A.1.b. Descriptive Summary necessary. An updated management evaluation process was adopted in 2013 Norco College adheres to District- to address concerns identified in the established written policies and previous process. The purpose of the new procedures for evaluating all faculty, evaluation review process is fourfold; administrators, and classified employees to 1) capture the complex and changing on a regular and timely basis. The specific demands in administrative positions; formal process used varies depending on 2) reflect contemporary management the employee group. evaluation practices in multi-college environments; 3) acknowledge and value Classified and confidential employee the meritorious efforts of administrators; evaluations are conducted in accordance and 4) recognize the manager’s strengths, with Article XII, titled “Performance address any deficiencies, and improve Evaluation,” of the Agreement between management performance. Riverside Community College District and Riverside Community College In order to meet these purposes, the Classified Employees, Chapter 535, instrument is designed to: an affiliate of the California School • Promote and support appropriate Employees’ Association (see CSEA leadership and management skills Collective Bargaining Agreement). • Assist the administrator in growth and Classified staff employees receive a development of professional abilities written evaluation at least once each year. • Provide timely feedback to Probationary employees receive written administrators regarding their work evaluations at the end of the second performance and meeting of program/ month and each third month thereafter area goals during the probationary period. Promoted • Improve alignment and overall employees receive written evaluations at operations of the organization the end of the second and fifth months • Assist administrators with supporting in their new positions. Diversity and the organization’s mission and values

Standard III.A 243 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources

• Reflect the Six Competencies student learning outcomes assessment. for Community College Leaders For regular tenured faculty, the purpose (American Association of of evaluation is to strengthen the faculty Community Colleges): Strategic member’s instructional skills and Planning, Communication, Resource professional contributions. Evaluations Management, Professionalism, Colla- occur once every three years. For contract boration, and Mission Advocacy. faculty (non-tenured), the purpose of evaluation is to make a recommendation The evaluation tool is designed to regarding the contract faculty member’s encourage regular communication continued service to the District. The between a manager and his/her supervisor. committee also assists the contract Performance feedback is completed at faculty member in meeting and fulfilling the second, fifth, and eighth month of the job-responsibility criteria set forth in employment for newly hired managers. the job announcement under which the Thereafter, managers are evaluated contract faculty member was appointed. annually, with a comprehensive review Using these criteria, the committee happening every third year. A systematic establishes the scope and process for the evaluation process addressing the core evaluation and the manner in which the competencies expected of community faculty member will receive assistance. college leaders was developed in Summer Evaluation occurs during the first 2011 and implemented with the 2013- semester of employment and in the fall 14 academic year. It is used during the semester of each of the following three manager’s annual and comprehensive years. For part-time faculty, the purpose evaluations. of evaluation is to assess professional performance, to provide advice as needed Faculty evaluations are conducted in in professional areas, and to ensure that accordance with Article XI, Improvement the faculty member is teaching the course of Instruction and Tenure Review, in a manner consistent with the official of the Agreement between Riverside course outline of record and with the Community College District and Riverside standards of the discipline. Evaluation Community College Chapter CCA/CTA/ occurs during the first term of hire (winter NEA (see CTA Collective Bargaining and summer included), once each year for Agreement; MOU on Contract Extension the two years following and at least once through June 30, 2015). For all full-time every three years thereafter. The scope of faculty, evaluation includes assessment the faculty evaluation process includes of subject mastery, preparation for peer evaluations, student evaluations, teaching, classroom instructional and syllabus review. The process ensures methods, coaching/counseling skills, that full-time faculty are current in their participation in student learning outcome knowledge of their discipline, have good assessment, and other campus and District rapport with students, and are effective involvement. Part-time faculty are also in their teaching. If it is determined that evaluated regularly based on their subject improvement is needed, a follow-up matter mastery, preparation for teaching, evaluation is scheduled and conducted. and classroom instructional methods; and they are supported in conducting

244 Standard III.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources

III.A.1.b. Self Evaluation would never have been made had it not been for the vigor of the original The standard is met. All employees are assessment efforts. In its March 2012 evaluated at regular intervals based on report to ACCJC on the status of its work written criteria. The evaluations assess implementing assessment of SLOs, the a number of criteria related to effective College defined its status in terms of the performance. If any actions are needed evaluation rubric as “proficient” in some following the evaluation, they are formal, areas, and at “sustainable continuous timely, and documented. quality improvement” in others (see Status Report on SLO Implementation). III.A.1.b. Actionable Improvement Plan The evaluation procedures for faculty (termed “improvement of instruction” None as a way of focusing attention on their primary purpose) are detailed in the III.A.1.c. previous section, but since the 2007 Faculty and others directly responsible contract they have specified for faculty for student progress toward achieving that “participation in student learning stated student learning outcomes have, outcomes assessment processes” as a component of their evaluation, be incorporated as a criterion to be effectiveness in producing those considered. Faculty involvement in SLO learning outcomes. assessment is part of the culture of Norco College. The College can legitimately III.A.1.c. Descriptive Summary claim that effectiveness in contributing to student learning is the primary criterion In the 12 years since the present by which it measures the quality of the accreditation standards were implemented, work of any one of its faculty or staff. the College has worked tirelessly and The College is confident that its approach with relative consensus among its faculty to assessment makes the production of and staff to implement authentic forms student learning the central component of of outcomes assessment at all levels of its evaluation processes. the institution. SLOs have been defined (and in many cases rewritten more than III.A.1.c. Self Evaluation once) for all courses and programs; they are included in the course outlines The standard is met. The College, through of record and must appear in all course implementing the assessment of student syllabi (copies of which are housed in learning outcomes within the entire a dedicated database). Vigorous forms curriculum and program review process, of assessment—many of them exposing has effectiveness in producing those significant problems in student learning learning outcomes. that were then addressed—have been conducted in scores of courses and for an III.A.1.c. Actionable Improvement increasing number of programs, among Plan them general education, a program for which recently proposed modifications None

Standard III.A 245 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources

III.A.1.d. III.A.1.d. Self Evaluation The institution upholds a written code of professional ethics for all its The standard is met. The District has a personnel. number of policies and procedures that uphold a written code of professional III.A.1.d. Descriptive Summary ethics for all its personnel, and they are working effectively. The Riverside Community College District (RCCD) has a number of policies III.A.1.d. Actionable Improvement and procedures that dictate appropriate Plan conduct for its employees and foster an atmosphere of respect and trust None throughout the District (all located under “Board of Trustees” on the evidence III.A.2. website). The institution maintains a sufficient • BP 7310 (Nepotism) and BP/ number of qualified faculty with full- AP 3430 (Prohibition of Sexual time responsibility to the institution. Harassment and Retaliation) provide The institution has a sufficient number clarity and guidance for employee of staff and administrators with professional conduct with regard appropriate preparation and experience to equal opportunity and diversity, to provide the administrative services employment of relatives, duties necessary to support the institution’s and responsibilities of faculty, mission and purposes. unlawful discrimination, and sexual harassment. III.A.2. Descriptive Summary • BP 2712 (Conflict of Interest Code) requires Board members and As a multi-college district, RCCD designated employees to disclose continues to develop, evaluate, and economic interests and disqualify improve the processes that govern human themselves from decisions that result resource distribution. Staffing may be in conflict of interests. determined as a result of program review, • BP 3410 (Nondiscrimination) and 3430 (Prohibition of Harassment retirement, or restructure. To meet student and Retaliation) also provide needs, Norco College has added staff and guidance with professional contract faculty positions. As a means conduct regarding diversity and of achieving strategic goals, the College equal opportunity, employment of adopted strategic planning processes to relatives, duties and responsibilities ensure that institutional planning, unit/ of staff, sexual harassment, and program review, and resource allocation unlawful discrimination. The Faculty are all fully integrated. These processes Handbook addresses instructors’ are incorporated into the Strategic responsibilities in classrooms and Planning Cycle. The need for new faculty laboratories, incorporating such and staff is identified in the department or specific guidelines as the California administrative unit. They are then taken Education Code and the California to one of the three prioritization planning Code for Title V. councils: 1) Academic Planning Council

246 Standard III.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources

(APC) for instructional programs; 2) III.A.2. Self Evaluation Student Services Planning Council (SSPC) for student services programs; The standard is met. The College has a and 3) Business and Facilities Planning clear process by which to determine if Council (BFPC) for administrative there are sufficient full-time faculty, staff, units. The staffing needs are then and administrators to support its mission ranked. The BFPC—comprising faculty, and purpose. The prioritization process is staff, administrators, and a student utilized to determine new staffing. representative—is part of the College Strategic Planning Process. The BFPC III.A.2. Actionable Improvement Plan recommends budgeting of additional funds as they become available. The BFPC None recommendations go to the Institutional Strategic Planning Council (ISPC) for III.A.3. approval before being forwarded to the The institution systematically develops Committee of the Whole and on to the personnel policies and procedures President of the College. Below is a that are available for information and flowchart that captures the prioritization review. Such policies and procedures process. are equitable and consistently administered.

STUDENT STAFFING STUDENT SERVICES PLANNING COUNCIL SERVICES Comprised of Administration, Faculty, and Staff PROGRAM EQUIPMENT REVIEW Develop Ranking Criteria NORCO INSTITUTIONAL STRATEGIC PLANNING COUNCIL TECHNOLOGY Rank Staffing/Equipment/Technology Needs Conduct Open Hearings Review/Revise/Approve

STAFFING ADMINISTRATIVE BUSINESS AND FACILITIES PLANNING COUNCIL UNIT PROGRAM Comprised of Administration, Faculty, and Staff REVIEW EQUIPMENT Develop Ranking Criteria TECHNOLOGY Rank Staffing/Equipment/Technology Needs

COMMITTEE OF THE WHOLE

FACULTY ACADEMIC PLANNING COUNCIL Review as Information Item INSTRUCTIONAL Standing Committee of the Academic Senate Forward Recommendations to President PROGRAM EQUIPMENT REVIEWS Develop Ranking Criteria TECHNOLOGY Rank Faculty/Staffing/Equipment/Technology Needs

PRESIDENT

Final Decision Provide Feedback to College Community (as needed) Prioritization Process

Standard III.A 247 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources

III.A.3.a. applicant tracking system serves as the The institution establishes and adheres mechanism used for job postings and to written policies ensuring fairness in application submittal. Initial screening all employment procedures. is coordinated between the Diversity and Human Resources department and III.A.3.a. Descriptive Summary the screening committee through the electronic tracking mechanism. Norco College’s employment process uses equitable recruitment guidelines that are Search committees are composed of monitored by the Riverside Community representatives from various College College District Diversity and Human constituent groups (see Employee Resources (DHR) division to ensure each Contracts and Handbooks, Webpage). position is filled through an impartial The composition of the search committee process (see Board of Trustees BP3420/ is reviewed and approved by the Director AP3420 Equal Employment Opportunity; of Diversity, Equity and Compliance to BP7120/AP7120 Recruitment and ensure compliance with Board policies. Hiring; AP7120a-e). Board Policies and DHR representatives help ensure that Administrative Procedures are regularly the applicant screening, interview, and updated, which require approval of the selection processes are fair and thorough, Board of Trustees for policy and the and that they conform to principles Chancellor’s Executive Cabinet for of equal employment opportunity procedures. Changes to policies and (see Screening Information Packet). procedures are publicized electronically Committee members are required to and disseminated district wide. participate in an EEO training program prior to any participation in the selection Diversity and Human Resources process to assure that they adhere to fair representatives who facilitate employment and non-discriminatory guidelines (see recruitments at the College perform their EEO and Interview Protocols). Standards duties using the standard search process and criteria for employment, including that identifies qualifications based on minimum qualifications, are clearly and position requirements including skills and publicly stated in the job posting. relevant experience. Position description, requirements, and responsibilities are III.A.3.a. Self Evaluation listed on the job announcement (see Job Description). Selected candidates The standard is met. The College ensures are invited to the interview process utilization of established employment only after meeting specific employment policies and procedures to promote criteria (see Selection Procedure). Before equity. District personnel—including recruitment takes place, positions are the Vice Chancellor of Diversity and reviewed, graded, and approved by the Human Resources and the Directors DHR Classification Panel. of Diversity and Human Resources— monitor all hiring practices at the College Employment opportunities are publicly level to ensure compliance. Changes to advertised with clear and established written policies—including creation, application deadlines. An electronic modification, and addition to the Board

248 Standard III.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources

Policies or Administrative Procedures— from duty for this purpose when their are requested by the Vice Chancellor department can reasonably accommodate of Diversity and Human Resources the request. A college-designated member and reviewed by the General Counsel of Diversity and Human Resources serves for compliance. College and District as appropriate contact for information or members are given an opportunity for questions regarding access to personnel input before changes are made, and files. This right to inspect also applies to changes are reviewed by the Chancellor’s employees on leaves of absence. Limited Executive Cabinet for final approval. access to personnel files is applied to This information is made available to non-current employees. Other District all members of the College and District and non-District personnel are granted employees through the Intranet. access to personnel files as long as they have a legitimate business reason. Access III.A.3.a. Actionable Improvement is limited to a “need to know” basis. Plan Personnel files to a third party are not released unless there is a court order or None subpoena, or a waiver of release signed by the employee. Access to personnel III.A.3.b. files must be approved by the Director, The institution makes provisions for Diversity and Human Resources, or the security and confidentiality of designee. personnel records. Each employee has access to his/her personnel records in III.A.3.b. Self Evaluation accordance with law. The standard is met. Through its district wide practices, RCCD ensures III.A.3.b. Descriptive Summary appropriate access to employment records and maintains proper confidentiality of All personnel records are kept in a these materials in accordance with the confidential and restricted area. All law. College constituents are in agreement personnel records, whether for current or with these policies as included in the former employees, are kept indefinitely. collective bargaining process. However, depending on the age of the records, they may be in archival storage III.A.3.b. Actionable Improvement at an off-site location. Plan

An employee has only one official None personnel file. Personnel files are located in a secured location at the Diversity III.A.4. and Human Resources department (see The institution demonstrates through Board of Trustees AP7145 Personnel policies and practices an appropriate Files). Keys for all personnel files are understanding of and concern for maintained by the Diversity and Human issues of equity and diversity. Resources office. Employees may request to inspect their personnel file, including any medical files, and may be released

Standard III.A 249 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources

III.A.4.a. Appreciation Month Flyer). The institution creates and maintains appropriate programs, practices, The College library’s Read 2 Succeed and services that support its diverse @ Norco College book topics and art personnel. exhibits at the College Art Gallery also promote diversity awareness for the III.A.4.a. Descriptive Summary College community. The Read 2 Succeed program highlights literary works by College wide diversity-related activities various authors that address social and are primarily led by the Legacy diversity historical issues relevant to the College’s committee. This committee—composed diverse community (see Read 2 Succeed of faculty, staff, administrators, and Flyers). The Art Gallery has also hosted students—is responsible for organizing a number of exhibits, including artwork and facilitating campus events and by prominent Latino artists and female activities that raise awareness of and artists, to promote diversity among the promote respect for diversity among campus and local communities (see Art members of the College community Gallery, Webpage). (see Legacy Committee, Webpage; Past Events). For example, the College One of the tools used to determine the hosted a Day of the Dead presentation campus perceptions of faculty and staff and celebration to recognize a cultural is a district wide faculty/staff campus tradition celebrated in Latin America climate survey administered in 2010 and and parts of the United States (see 2012 to gather data on their experiences Legacy Committee, Minutes, November as employees (see Campus Climate 30, 2012). Surveys are administered Survey for Faculty/Staff). Responses after every Legacy event to determine from the survey are used to determine their effectiveness and provide input for diversity related training and workshops future events. During the Spring 2013 for faculty and staff. A similar campus term, the Legacy committee hosted a climate survey for students was also workshop on generational differences in administered in Spring 2013 to gauge the workplace. Though the survey results students’ experience in and out of the revealed a positive response to this event, classroom (see Campus Climate Survey committee members noted an ongoing for Students). issue with low attendance at events and discussed options for improving The District maintains a Board policy attendance, including enhanced regarding commitment to diversity. marketing and scheduling changes (see The District office that leads this effort Legacy Committee, Minutes, March 22, for the College is the Diversity, Equity 2013). Legacy hosts diversity awareness and Compliance (DEC) office (see activities throughout the academic year, Board of Trustees BP7100 Commitment and it provides the campus community to Diversity). The director of DEC with informative diversity-related facts collaborates with the College to offer via posters and weekly emails during a number of professional development Diversity Awareness Month in April (see opportunities that include diversity- Legacy Committee, Webpage—Diversity related workshops and training (see

250 Standard III.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources

Diversity, Equity and Compliance III.A.4.b. Descriptive Summary Workshops, Webpage). This District office also facilitates Equal Employment The District’s Diversity and Human Opportunity (EEO) training throughout Resources (DHR) department complies the year to ensure College personnel have with recruitment and hiring practices the proper training to participate in search as specified in the Board policies and committees used to screen and interview administrative procedures and works applicants for employment opportunities with the College to regularly assess at the College (see EEO and Interview employment equity and diversity records Protocols). of faculty, classified and confidential staff, and administrators (see Board III.A.4.a. Self Evaluation of Trustees BP7120 Recruitment and Hiring; AP7120a,b,c,d,e). Specifically, The standard is met. Through its wide the DHR’s Diversity, Equity and variety of campus-based programs Compliance (DHR/DEC) office collects as well as collaborative efforts with data on the District and colleges and the District, Norco College offers provides monthly and annual reports its personnel numerous professional about their employment diversity record. development opportunities related to Since 2010, the DHR/DEC office has diversity throughout the year. The topics been collecting data about employment range from diversity awareness and the recruitments and applications, analyses application of that knowledge in working of employment applications, and the with colleagues and students to EEO number of applications received that have trainings to ensure that a diverse pool been forwarded to the search committee of personnel is eligible to participate in (see Diversity, Equity and Compliance the hiring process. Faculty development Workshops, Webpage). The data are workshops provide FLEX credit for broken down by those identified as attending workshops on diversity-related “monitored groups” to ensure the College issues, and professional development and District are assessing employment activities for staff also focus on diversity, equity and diversity. The data are used such as the workshop on generational to assess current hiring practices and differences in the workplace noted above. make changes as needed. The director of DHR/DEC presents the report to the III.A.4.a. Actionable Improvement District’s Board of Trustees, Chancellor, Plan and College President and his/her cabinet members (see Management Staff Meeting None Minutes, November 9, 2011; President’s Communication; August 22, 2013). The III.A.4.b. District Council on Diversity and Equity The institution regularly assesses that resumed meeting in October 2013 and its record in employment equity and the reports will be provided for review by diversity is consistent with its mission. that body.

Standard III.A 251 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources

III.A.4.b. Self Evaluation of Unlawful Discrimination, Harassment, or Retaliation; 7233 Claims for Work Out The standard is met. The District DHR/ of Classification). College administrators DEC office has collected employment also participate in management training equity data to monitor and improve the (some mandatory) that specifically focus equity and diversity for its employees on anti-discrimination and harassment since 2010. The reports generated by this in the workplace (see Procedures for office are comprehensive and provide a Handling Complaints of Unlawful detailed breakdown of the applicants and Discrimination, Harassment and those who are hired by the College/District Retaliation). to ensure the institution’s employment equity and diversity is consistent with its The district wide faculty/staff campus mission. climate survey administered through the DHR/DEC (2010 and 2012) also provides III.A.4.b. Actionable Improvement data on the experiences of employees both Plan in and out of the classroom at the three colleges and the District (see Campus None Climate Survey for Faculty/Staff). The anonymous survey asks employees to III.A.4.c. respond to matters not addressed in any The institution subscribes to, advocates, other feedback process so it provides and demonstrates integrity in the data that can be used to further assess treatment of its administration, faculty, the diversity issues at the District staff, and students. and College levels. Workshops and training that address respectful and civil workplace practices are also provided III.A.4.c. Descriptive Summary (see Diversity, Equity, and Compliance EEO and Interview Protocols Evaluation The College’s commitment to ensuring Summary). equitable treatment of its personnel is demonstrated by its adherence to labor The College, through the District, laws, Educational Code, Title 5, District recognizes and negotiates in good faith Board policies, administrative procedures, on matters with the California Teachers faculty and staff collective bargaining Association (CTA) and California agreements, and student disciplinary School Employees Association (CSEA) and grievance processes. Board policies collective bargaining units (see Board of and administrative procedures are in Trustees BP7140 Collective Bargaining). place at the District to ensure consistent The CTA and CSEA bargaining and equitable treatment of personnel agreements are negotiated every three (see Board of Trustees BP3050/AP3050 years and serve as the primary documents Institution Code of Professional that guide personnel evaluations, Ethics; 3410 Nondiscrimination; administrative procedures, and grievance 3430 Prohibition of Harassment and processes (see CTA and CSEA Collective Retaliation; 7700 Whistleblower Bargaining Agreements). Representatives Protection; AP3435 Handling Complaints from each of the two bargaining units

252 Standard III.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources meet regularly at the College and district Title 5 Regulations, Board Policies, wide levels to gather input from their Administrative Procedures, and collective members, discuss necessary action bargaining units to ensure fair and items, and present pertinent information consistent follow through on personnel to the Board of Trustees and College and student issues. administration. While administrators do not have a formal collective bargaining III.A.4.c. Actionable Improvement unit for representation, a Management Plan Leadership Association (MLA) provides professional development opportunities, None regular updates on administrative matters, and representatives (Board members) III.A.5. who communicate regularly with the The institution provides all personnel chancellor and serve on a Board of with appropriate opportunities for Trustees Committees (see Management continued professional development, Handbook). consistent with institutional mission and based on identified teaching and A Board policy and administrative learning needs. procedure addresses the standards of student code of conduct and student III.A.5.a. discipline procedure. Explanation of the The institution plans professional student code of conduct and steps for development activities to meet the students to follow in cases of grievance needs of its personnel. are located in the College Catalog and College website (see Board of Trustees III.A.5.a. Descriptive Summary BP5500 Standards of Student Conduct; AP5520 Student Discipline Procedures; The College’s commitment to professional College Catalog, 2013-2014; Norco development has led to a number College, Website). Also, the College’s of innovative activities that provide Student Equity Plan provides student faculty, staff, and administrators with equity data and goals/action items in opportunities that develop critical skills response to the data (see Board of Trustees consistent with the institutional mission. BP5300/AP5300 Student Equity; Student The topics range from diversity and equity Equity Plan. March 2010). The Student issues to technology utilization, student Success Committee collaborates with learning (e.g., working effectively with the Office of Institutional Effectiveness students with disabilities), and leadership to analyze the data and the committee development. The District offers a follows through on the action items. leadership academy available to faculty, classified staff, and administrators. The III.A.4.c. Self Evaluation Leadership Academy Program (LAP) training is offered twice each year and has The standard is met. The College works been offered consistently since 2010 (see closely with the District Diversity Leadership Academy Program, Website). and Human Resource department and complies with Education Codes, During the fall and spring terms,

Standard III.A 253 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources

numerous faculty development work- for numerous professional development shops and training events are offered on activities throughout the year to meet relevant topics. These include face-to- the diverse interests of its personnel. face and webinar activities on outcomes Activities have included workshops and assessment and use of data for improved guest speakers sponsored by the Legacy learning outcomes, innovative teaching Committee, Professional Development practices, and presentations on closing Committee, and the Office of Diversity, the achievement gap, to name a few (see Equity and Compliance. Professional Development, Webpage). Faculty are also given opportunities III.A.5.a. Actionable Improvement to attend major research and teaching Plan conferences throughout the year to learn critical information that can be brought None back and shared with members of their academic units. III.A.5.b. With the assistance of the participants, The Faculty Development Committee, the institution systematically evaluates a standing committee of the Academic professional development programs Senate, specifically focused on activities and uses the results of these evaluations to support faculty with developing as the basis for improvement. skills to improve student learning and success (see Academic Senate, Minutes, III.A.5.b. Descriptive Summary April 16, 2012). Previously, the faculty development coordinator worked with The College is committed to offering the Assessment Committee and reported its personnel high quality professional on faculty development activities to that development programs that are committee. As the Faculty Development meaningful and applicable to their roles. Committee began to develop its mission To this end, professional development is statement in Fall 2012, it concluded assessed based on participants’ feedback that professional development, rather via surveys. Surveys are administered at than faculty development, was a more the conclusion of each event so committee appropriate purpose for the committee. leaders and members can analyze the Co-chaired by the faculty development results and use them to improve future coordinator and restructured to include offerings (see Legacy Committee Events staff and administrators, the new Survey Summaries). Professional Development Committee (PDC) coordinates all forms of With the formation of the Professional professional development at the College Development Committee in 2013, the (see Professional Development, Website; College has moved towards a more Professional Development Committee, inclusive and expansive effort for Minutes, December 4, 2012). professional development of College employees. After completing an III.A.5.a. Self Evaluation effectiveness survey of its members to determine potential areas of improvement The standard is met. The College provides in 2012, the Faculty Development

254 Standard III.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources

Committee agreed that professional III.A.6. development activities should be Human resource planning is integrated inclusive of College staff while ensuring with institutional planning. The that FLEX credit would remain available institution systematically assesses the for faculty training and workshops. It effective use of human resources and began implementing the first stages uses the results of the evaluation as the of a technology training program that basis for improvement. resulted from recommendations by the Technology Task Force in Spring 2012. III.A.6. Descriptive Summary The Committee continues to work with the Distance Education Committee to Norco College’s integrated Strategic implement faculty training in online Planning Process provides guidelines teaching and developing ways to help for continuous institutional planning and students recognize the challenges to allocation of resources in areas of budget, online courses. Survey results and facilities, technology, and staffing. The input from professional development annual program review document serves activities for staff will also be used as the first step in the human resources to design and offer activities that will evaluation and planning process (see benefit all College personnel (see Legacy Program Review Committee, Webpage). Committee Event Survey Summaries; Each discipline, administrative unit, Back to College Days Survey Results, Fall and student services area completes 2013; Diversity, Equity and Compliance an annual program review document EEO and Interview Protocols Evaluation containing an annual reporting of current Summary). goals, accomplishments, improvement areas, and current structure, with staffing III.A.5.b. Self Evaluation levels and requests for additional staff, faculty, and administrative positions (see The standard is met. The College provides Annual Instructional, Administrative faculty and staff with various types of Unit, and Student Services Program professional development opportunities Review Template 2013). For example, throughout the academic year. The Legacy during the 2013 Annual Program Review Committee and the Diversity, Equity, process, a full-time faculty member in and Compliance office administer and Humanities indicated that due to her review surveys to make programmatic upcoming retirement, a replacement improvements. Faculty development Humanities faculty member was needed. activities, which are now under the The Academic Planning Council, umbrella of the Professional Development comprised of department chairs, ranked Committee, are systematically evaluated that position within the top five of their through participant surveys as a way of faculty hiring requests. After proceeding improving effectiveness. through approval by the Institutional Strategic Planning Council and review III.A.5.b. Actionable Improvement by the Committee of the Whole, the Plan position was ultimately approved for replacement by the President and the None hiring process will begin in Spring

Standard III.A 255 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.A: Human Resources

2014 (see Annual Instructional Program annual program review documents. This Review, Humanities, 2013). cyclical planning process is evaluated and improved continually through a number Human resources needs are initially of mechanisms. identified by each unit, area, or department based on course offerings, III.A.6. Actionable Improvement Plan programs, and improvement needs. Initial requests are included in program None review documents with justification for the new or replacement position. The Institutional Strategic Planning Council (ISPC) receives prioritized positions from the Academic Planning Council for all faculty positions and Budget and Facilities Planning Council for Student Services and other non-faculty positions (see Institutional Strategic Planning Council, Minutes, February 20, 2013). ISPC is the final recommending body that reviews all new or replacement positions before they are brought to the entire College for discussion at the Committee of the Whole (COTW) (see Committee of the Whole, Minutes, May 28, 2013). Once approved, the final and comprehensive list is submitted to the President as a formal recommendation. The President makes final hiring decisions and sends a memo to the College publicizing the list of approved positions, which is also included as an information item for discussion and dialogue at the Committee of the Whole (see President’s Memorandum on Program Review Resource Allocations for 2012-2013).

III.A.6. Self Evaluation

The standard is met. Human resources planning at Norco College is fully and effectively integrated into the institutional planning process. New positions are created or vacant ones filled on the basis of needs identified and justified in terms of their contribution to student learning in

256 Standard III.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.B: Physical Resources

III.B. Physical Resources Wilfred J. Airey Library and the Applied Physical resources, which include Technology building. In 1999, three facilities, equipment, land, and other independent academic departments assets, support student learning were established at the Campus, which programs and services and improve then assumed responsibility for its own institutional effectiveness. Physical schedule development. resource planning is integrated with institutional planning. To accommodate the increasing student demand, in Fall 2004 the Norco Campus III.B.1. expanded to four departments. In 2009, The institution provides safe and the Industrial Technology building sufficient physical resources that opened. In 2010, the Center for Student support and assure the integrity and Success (CSS), recently renamed the quality of its programs and services, Brenda and William Davis Center for regardless of location or means of Student Success, was opened to further delivery. support the growing population of students with a new food service facility III.B.1. Descriptive Summary (the Corral) as well as storefront offices such as EOPS and Disability Resource The College provides safe and sufficient Center (DRC). In addition, the lower floor physical resources that support and of the Library building was redesigned to assure the integrity and quality of its create a Learning Resource Center. The programs and services, regardless of Student Services building was renovated location or means of delivery. Comprised to better accommodate student financial of 141 acres of land with more than 20 services, cashier services, admissions buildings and structures that provide and records, veterans, as well as offices high-level instruction, technology, and for vice presidents. The lower part of the comprehensive services, the College Science and Technology building was serves approximately 10,000 students. redesigned to become an art gallery and the upper floors were equipped with a The College was first envisioned in the new microbiology lab, organic chemistry 1980s after the Riverside Community lab, and updated anatomy and biology College District (RCCD) recognized its laboratories. A College Resource Center obligation to meet the needs of the rapidly was designed to provide working space growing cities of Norco and Corona. In for associate faculty, and break-time June 1985, land was transferred from seating for staff and faculty adjacent to the U.S. Government to RCCD. Shortly copy and mailroom support services. thereafter, planning and construction of a Renovations also included a space for campus commenced. police at the center of the campus for increased accessibility. In 2013, the Norco In Spring 1991, Norco Campus opened Operations Center opened. It houses as a satellite campus of Riverside the facilities department, information Community College, with the District technology, the instructional media supporting its academic departments. center, emergency operations center, and In 1995, the campus completed the warehousing activities for the College.

Standard III.B 257 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.B: Physical Resources

Per Board Policy and Administrative of the Whole, Minutes, May 28, 2013; Procedure 6600, the College (in Board of Trustees, Minutes, October conjunction with the District) considers 15, 2013). Relying on multiple sources the needs identified in the Educational of data, such as FTES projections, Master Plan regarding the District’s future curriculum development information, academic and student services programs load ratios, input from focus groups, and and the effects of such programs on a detailed analysis of the geographical construction needs (see Board of Trustees and environmental factors impacting the BP6600/AP6600 Capital Construction). College, including wind and weather The Five Year Construction Plan (FYCP) patterns, the plan ensures that the future is reviewed annually by the Board of physical needs of the College will be met. Trustees and the California Community College Chancellor’s Office. The III.B.1. Self Evaluation plan is submitted in accordance with the California Community Colleges The standard is met. The College provides Facilities Planning Manual and includes sufficient physical resources including statements regarding educational plans, facilities, equipment, and land to support energy conservation plans, disabled its student learning needs. persons barrier removal plans, all program delivery locations, locations III.B.1. Actionable Improvement Plan of other owned lands, District wide priority lists, District wide capacity and None load ratios, and all supporting detail required by the California Community III.B.1.a. College Chancellor’s Office (see Board of The institution plans, builds, maintains, Trustees, Minutes, August 21, 2012). and upgrades or replaces its physical resources in a manner that assures In January 2011, the District engaged effective utilization and the continuing a consultant to conduct an Information quality necessary to support its Technology Audit, which resulted programs and services. in recommendations regarding infrastructure, enterprise applications, III.B.1.a. Descriptive Summary and security (see IT Audit Final Draft). Technology planning is addressed in Several methods are used by the College greater detail in III. C. to assure the effective use and continuing ability of its buildings to support Planning continues to be central to the programs and services. The Educational institution. A team of architects worked Master Plan is one such component in collaboratively with the Business, the College’s broad-based effort to ensure Facilities and Planning Council (BFPC) that the institution builds, maintains, to develop a comprehensive Facilities upgrades, and (when necessary) replaces Master Plan which was ultimately its physical resources. approved by the Committee of the Whole before being forwarded to the Board of The Educational Master Plan broadly Trustees for approval (see Committee identifies the needs of the institution’s

258 Standard III.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.B: Physical Resources

programs and services and facilitated the the California Community Colleges development of the Facilities Master Plan. Facilities Planning Manual and includes Based on growth projections, the plan also statements regarding educational plans, includes space needs and qualifications energy conservation plans, disabled projections for the District for each space persons barrier removal plans, all category, academic discipline, and TOP program delivery locations, locations of Code. Over the last 18 months, the College other owned lands, district wide priority has worked to complete a Facilities lists, district wide capacity and load Master Plan, which was approved by the ratios, and all supporting detail required Board of Trustees in October 2013. The by the California Community College Facilities Master Plan was developed Chancellor’s Office. The Board of from the data-driven evidence in the 2008 Trustees reviews and adopts the Five Year Norco Campus Educational Master Plan, Construction Plan prior to submission a recent Environmental Scan, and the (see Five Year Construction Plan; Board District Strategic Plan, as well as Norco of Trustees, Minutes, June 18, 2013). College’s Strategic Plan and Process 2013-2018 (see Facilities Master Plan Program review provides departments 2013; Educational Master Plan, January and disciplines the opportunity to 2008; District Environmental Scan identify equipment needs, corresponding 2012; District Strategic Plan 2008-12; maintenance requirements, and Strategic Plan and Process 2013-2018). improvements. During the program The Facilities Master Plan accomplished review process, faculty, administrators the following objectives: and classified staff outline their resource • Provide for quality facilities to allocation needs. The requests are then accommodate projected growth and prioritized and ranked through the demand for increased programs and strategic planning process for funding services; consideration. This remains one of • Develop a full complement of campus the primary tools used by the College facilities associated with a mature to determine the needs of programs community college; and services when planning buildings, • Create campuses that strongly support maintenance, upgrades, or necessary student learning and contribute to a replacements. Requests for equipment high standard of student life; and maintenance are prioritized and • Create campuses and facilities that considered based on the integration with promote increased student-faculty and interconnectedness to the College’s interaction and interdisciplinary and institutional plans and goals (see Program collaborative learning; and Review, Website; Strategic Plan and • Create safe and healthy environments Process 2013-2018). for all users of district facilities and grounds. While Norco College’s annual program review process is used to ensure that In addition to the Facilities Master Plan, program and service needs determine the College reviews and updates a Five equipment replacement and maintenance, Year Construction Plan annually. The including replacement equipment and plan is submitted in accordance with maintenance for distance education

Standard III.B 259 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.B: Physical Resources

programs, unexpected emergency needs The Facilities department assigns work to replace equipment are processed orders to the appropriate staff on a daily through the area vice presidents and basis. Indirect evidence of effectiveness forwarded to the President for action. The comes in the form of work orders for President and vice presidents take great facility repairs, requests for equipment, care in these circumstances to evaluate and periodic surveys (see Footprints the need for replacement equipment and Work Order System). To evaluate the maintenance. effectiveness of facilities and equipment in meeting the needs of programs and The College also evaluates the services provided by the maintenance and effectiveness of its physical resources by operations staff, surveys are used to assess utilizing the facility reports in the FUSION the satisfaction of the responsiveness, database. FUSION provides the College cleanliness, maintenance, and safety of with a report showing the efficiency College facilities (see Maintenance and percentage for each building. The Space Operations Survey Results). and Capacity/Load Ratio report identifies current classroom, laboratory, and office III.B.1.a. Self Evaluation space, and it projects future instructional space based on enrollment growth trends The standard is not met. The College (see FUSION Data). The reports within works collegially with faculty, classified FUSION are used to develop the District’s staff, and administration in the facilities Five Year Construction Plan, which is planning process. The shared governance submitted annually to the California and College committees work closely to Community College Chancellor’s ensure that upgrades and replacements Office. When developing the Five Year to physical as well as technology Construction Plan, the Educational infrastructure take place to continually Master Plan and departmental program support the high-quality programs reviews are consulted to determine the that Norco College offers its students. District’s greatest facility needs. Based Responses to the recommendations on the data in FUSION and the College resulting from the District Information Five Year Construction Plan along with Technology Audit are currently in the the Facilities Master Plan, the College has process of being completed. adequate facilities to teach up to 12,000 students in its current facilities. III.B.1.a. Actionable Improvement Plan The College’s Maintenance and Operations department uses Footprints (a The College will address the software program) to create and track work recommendations of the District orders. The reports from this program Information Technology Audit and provide the evidence of the District’s move toward decentralization of other preventive and scheduled maintenance. technology support services from the This online work order system provides District to the College. all employees with a means for reporting facility and equipment issues, particularly those pertaining to health and safety.

260 Standard III.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.B: Physical Resources

III.B.1.b. monthly to develop strategies to maintain The institution assures that physical a healthy and safe learning environment. resources at all locations where it offers Acting on their mission as a problem- courses, programs, and services are solving group, this Committee helps constructed and maintained to assure to identify and resolve security issues access, safety, security, and a healthful as well as health and safety concerns. learning and working environment. It also makes recommendations for the maintenance of safety on campus. Led III.B.1.b. Descriptive Summary by the Police Sergeant and Director of Health Services, the Safety Committee Assuring access and maintaining a focuses on campus safety and emergency safe and healthy working and learning preparedness, with follow-up action plans environment are critically important to and implementation timelines. Safety the College, as evidenced by the Strategic inspections are performed periodically Plan (see Strategic Plan and Process by the maintenance and operations staff 2013-2018). Facilities are maintained, on facilities and equipment (see Safety constructed, or renovated according to Inspections). If an immediate safety building codes and the Americans with hazard exists, it is identified and action is Disabilities Act (ADA), which require taken. The College contracts with external compliance with regulations regarding vendors to conduct periodic inspections safety and handicapped accessibility. that include elevators, fire extinguishers, Access to the College’s facilities is fire sprinklers, fire alarm systems, also facilitated by sufficient parking fume hood inspections for laboratories, and directory signage. The College backflow for domestic water systems, conducts periodic property and facilities HVAC filters (indoor air quality), AQMD inspections with both internal staff reports, EPA reports, and ground safety and external agencies to certify that inspections (see Fire Inspection Reports, facilities are maintained at a specified AQMD Inspection Reports, EPA Reports). standard level of safety and accessibility To keep the College informed of various (see Safety Inspections; Fire Inspection safety issues and information, the Safety Reports, AQMD Inspection Reports, EPA Committee posts all information to the Reports). College website (see Safety Committee, Webpage). The College’s Safety Committee is responsible for maintaining a healthy In support of College safety and the and safe learning environment for security of College property, Norco students, faculty, staff, and visitors. The College conducted a threat assessment Safety Committee, a shared governance on March 25, 2013 in conjunction with committee, includes representatives District emergency preparedness staff and from Police, Health Services, faculty, staff from the Riverside County Sheriff’s classified staff, administration, and office. The purpose of this assessment was resource members from the District’s Risk to identify potential security deficiencies Management staff. Safety of staff, faculty, or shortfalls that could lead to property students, and visitors to the College is loss, property damage, or personal injury. a high priority. The Committee meets As a result of this inspection, the College

Standard III.B 261 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.B: Physical Resources

was given a checklist of items that were The College has taken additional assessed and another checklist identifying measures to ensure the safety of its items for mitigation and consideration facilities and the students, faculty, staff, which could affect the overall safety and visitors. A surveillance system with and security of the College (contact the security cameras in various locations Vice President Business Services for within the College buildings has been the Physical Security and Vulnerability deployed, with the goal of eventually Checklist). Management staff from the having cameras placed in all locations Police department, Maintenance and where there is equipment and foot Operations, and the Safety Committee traffic. As the College has constructed reviewed and responded to the results. new buildings, security cameras have been a standard part of the equipment In addition, the College regularly installation (see NOC Security Cameras). participates in California Shake-Out drills To further promote safety inside and and has established building and floor outside of College buildings and allow captains to lead evacuation exercises (see for direct communication to the College Building Captain List). In Summer 2013, Police department, emergency phones are the College hosted an active shooter strategically deployed throughout campus training led by District safety officials for immediate emergency communication in collaboration with the College Safety to the police dispatch center. Monthly Committee. During the training, staff and inspections of the emergency phone administrators practiced radio etiquette systems are performed by the College and work in teams across campus to Police department to ensure they are become familiar with escape routes. properly working and that phones needing repair are immediately fixed (see The College has a POST-Certified Police Emergency Phones Inspection Report). department with both sworn and non- sworn personnel to ensure the safety As discussed in II.A., the College is of the College’s students, faculty, staff, temporarily utilizing one off-site facility and campus visitors. The sworn officers for digital electronics instruction to have the same authority as municipal employees at International Rectifier, a and county law enforcement officers. Fortune 100 company in Temecula, CA Calls for service are routed through the with whom the College is in partnership. central dispatch center at California The site was inspected by College State University, San Bernardino, with administrators and found to contain the College Safety and Police office on satisfactory instructional classroom space the Norco College campus open 24/7 to equipped with high-quality instructional respond to emergencies, parking issues, technology (see International Rectifier escort requests, and other non-emergency Minutes). services. Norco College Safety and Police officers respond to incidents on campus III.B.1.b. Self Evaluation and in the immediate vicinity of the College (see College Safety and Police The standard is met. Norco College’s Website). physical resources are constructed and maintained to ensure access, safety,

262 Standard III.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.B: Physical Resources security, and a healthy environment. The component to yield a fully integrated College adheres to all applicable local, picture of where the campus was at that state, and federal laws and regulations time as well as projecting what the future ensuring a standard level of safety would look like as Norco College grew and accessibility for students, faculty, and developed. The EMP established classified staff, administrators, and the the initial conditions upon which the general public. Faculty and classified staff FMP was based. The EMP is subject to are encouraged to take an active role in the regular revision as necessary. The FMP maintenance and safety of the College’s is meant to be a permanent and lasting facilities through the Safety Committee. document, with flexibility, as it guides the The College has a defined process in place physical development of the campus (see in the event that an emergency repair or Educational Master Plan, January 2008; replacement is needed. Facilities Master Plan 2013).

III.B.1.b. Actionable Improvement Strategic planning is an integral part of Plan the College. In the years leading up to the adoption of the EMP and the FMP, None environmental scans were conducted that indicated areas of strength along III.B.2. with challenges and opportunities for To assure the feasibility and improvement. These scans assisted effectiveness of physical resources in in the production of the 2008-2012 supporting institutional programs Strategic Plan and Process. During and services, the institution plans and 2012, the District conducted an External evaluates its facilities and equipment Environmental Scan. This Scan provided on a regular basis, taking utilization comprehensive data to support Norco and other relevant data into account. College in its alignment and update of its strategic initiatives. At the same III.B.2. Descriptive Summary time, the College reviewed and revised its strategic plan processes, including a Norco College regularly evaluates review of the mission, vision, and core its facilities and equipment, taking commitments. The Strategic Plan and utilization and other relevant data Process 2013-2018 reflects the update into account through many processes. of key planning processes and strategies College plans are reviewed and updated focused on student success (see Strategic as necessary. In 2008, the College Plan and Process 2008-2012; District adopted its first Educational Master Plan Environmental Scan 2012; Strategic Plan (EMP) in preparation for becoming an and Process 2013-2018). independent college in a multi-college district. Also during 2008, the Norco III.B.2. Self Evaluation Campus Long Range Facilities Master Plan (FMP) was adopted. Although each The standard is met. The College plan was developed with its own schedule ensures the feasibility and effectiveness and timeframe, each informed the other of physical resources in supporting all in order for the educational and facilities institutional programs and services. In

Standard III.B 263 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.B: Physical Resources

addition, the College’s planning processes from the bond were designated to help are data driven and are used to evaluate pay for the acquisition, construction, the facilities and equipment regularly. improvement, and renovation of various college facilities as outlined in the ballot III.B.1.b. Actionable Improvement measure. To date, Norco College has used Plan approximately $39 million in general obligation bonds to facilitate capital None construction projects and improvements. This funding stream has also allowed the III.B.2.a. College to secure state funding for new Long-range capital plans support facilities. As of Fall 2013, the College institutional improvement goals and has an additional $33 million in bond reflect projections of the total cost funds committed to projects that are in of ownership of new facilities and progress or in the initial planning stages. equipment. Norco College has been able to provide new facilities and make improvements III.B.2.a. Descriptive Summary to the existing facilities as the institution continues to serve its students and The EMP and the FMP are the overarching increase student success (see Measure C– plans that guide facility and long-range Project Commitments Summary). capital development. The ability of physical resources to support institutional As part of the College’s program programs and services is planned and review process, facilities are evaluated evaluated annually through the review of annually at the academic department overall College plans as well as program and operational unit levels. Through data and enrollment data. The College these processes, all departments have an uses its FUSION database to update and opportunity to request additional facility track Space Inventory Reports and Space space, alterations and improvements to Load Ratios. FUSION provides the existing spaces, and equipment based on College the means by which to identify a specified data-driven need. Requests classroom, laboratory, and office space are prioritized through the College’s needs and make projections about the resource allocation process. Instructional types of instructional spaces that will be and operational equipment needs are also required in the future based on anticipated addressed through the Program Review enrollment growth according to the process (see Program Review, Website). Educational Master Plan (see FUSION Data; Educational Master Plan, January Long-range capital plans include the 2008; Facilities Master Plan 2013). Facilities Master Plan and the Five Year Construction Plan. The Five Year In March 2004, voters approved a General Construction Plan is updated annually to Obligation Fund Measure C in the amount identify the future needs of the College of $350 million to finance projects while linking to the programmatic that should accommodate the growing and academic needs identified in the number of students in the Riverside Educational Master Plan. The Facilities Community College District. Proceeds Master Plan was completed in Summer

264 Standard III.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.B: Physical Resources

2013 and was adopted in October 2013 are based on the input and assessments by the Board of Trustees (see Board of of College faculty, classified staff, and Trustees, Minutes, October 15, 2013). administration (see Facilities Master The FMP provides a quantitative and Plan 2013; Five Year Construction Plan). qualitative description of the College’s strategy to support educational For smaller facilities projects, such as program needs, addresses long-range repurposing the unused Early Childhood forecasts of enrollment, and maximizes Education Center to become a new STEM funding opportunities. In addition, Center, the College relies on its existing it provides a framework for future strategic planning processes and shared development, including the construction governance system (see Business and of new facilities, the renovation and/or Facilities Planning Council, Minutes, repurposing of existing facilities, and April 5, 2012). the implementation of campus-wide site improvements (see Facilities Master Plan Total Cost of Ownership has been 2013; Five-Year Construction Plan). vetted and discussed in the Business and Facilities Planning Council; a formal The development of the Facilities Master process to determine the total cost of Plan began with a visioning session to ownership is being developed (see discover the culture, values, philosophy, Business and Facilities Planning Council, and potential of Norco College. Many Minutes, September 17, 2013). College committee meetings were held to define planning goals, review existing Long-range capital plans that support conditions, and evaluate a series of improvement goals and reflect projections development options. Ultimately this related to equipment needed for delivery led to decisions that shaped the master of education regardless of modality are plan recommendations (see Business and driven by the Education Master Plan, Facilities Planning Council, Minutes, outlined in the Facilities Master Plan, March 7, 2013; Institutional Strategic and resources identified in the College Planning Council, Minutes, March 6, Technology Strategic Plan (see Facilities 2013; Committee of the Whole, Minutes, Master Plan 2013; Educational Master March 26, 2013). Plan, January 2008; Technology Strategic Plan 2013-2016). State-funded projects are requested through Initial Project Proposals (IPPs) III.B.2.a. Self Evaluation and Final Project Proposals (FPPs) that outline the immediate needs and are The standard is not met. To ensure the submitted in the Five Year Construction feasibility and effectiveness of physical Plan. As state funding is made available, resources in supporting institutional these projects may be approved for programs and services, the College construction. Determinations are made plans and evaluates its facilities and its based on the various needs identified by equipment regularly, taking utilization the College through Program Review, and other relevant data into consideration. the Educational Master Plan, and the Facilities Master Plan. These decisions The Five Year Construction Plan, Space

Standard III.B 265 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.B: Physical Resources

Inventory Reports, and the updated III.B.2.a. Actionable Improvement Facilities Master Plan ensure that Plan facilities and equipment serve as the long-range plans that support institutional The College will refine and develop a improvement goals and reflect projections procedure for implementation of Total of the total cost of ownership for new Cost of Ownership. facilities and equipment. III.B.2.b. The FUSION database organizes and Physical resource planning is systematically determines facility needs. integrated with institutional planning. The Facilities Master Plan will advance The institution systematically assesses the mission of the College by identifying the effective use of physical resources existing and future capital plans. The and uses the results of the evaluation as FMP guides facility development by the basis for improvement. incorporating elements of the Educational Master Plan. With the update to the III.B.2.b. Descriptive Summary Facilities Master Plan and the Strategic Plan, the College is making capital The College’s physical resource planning planning decisions based on need and is integrated with institutional planning identified goals. practices, processes, and policies. Norco College has worked diligently to ensure Procedures are in place to make that the Facilities Master Plan is closely the necessary modifications and aligned with the enrollment projections, improvements to facilities to keep up with the Educational Master Plan, and the institutional requirements. Equipment planning and resource allocation process. needs are systematically identified, As the primary planning document, prioritized, and resolved through the the Facilities Master Plan identifies resource allocation process and as funds the College’s facilities needs. As new permit. Facilities improvements and facilities are planned, designed, and construction follow a similar planning, constructed, the College’s collaborative prioritization, and allocation process in committee process is used to identify, response to the needs identified through collect, and prioritize various requests. the College’s planning processes (i.e., Program Review, Educational Master Information gathered from program Plan, Facilities Plan, and Technology reviews, the Educational Master Plan, the Plan). Facilities Master Plan, and other College planning documents informs the list of As the College continues to refine the facility needs. The College embraces a “total cost of ownership,” procedure and collegial, collective process for planning guidelines will be developed for use by and allocating facilities to improve College leadership when new equipment the delivery of programs and services. or facilities are acquired or built (see Funding requests for institutional Prioritized Resource Allocation List). facility improvements and equipment are submitted through the Program Review process. This process ensures alignment

266 Standard III.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.B: Physical Resources with institutional priorities and goals service needs, the Facilities Master (see Program Review, Website). Resource Plan will be reviewed and updated. requests are submitted to the Business Planning for physical resources is fully and Facilities Planning Council (BFPC) integrated into the planning cycle of for prioritization and then forwarded the College through Program Review to the Institutional Strategic Planning and includes all constituent groups. Committee (ISPC) for approval and Faculty, students, classified staff, and COTW for review. The College President, administrators have many opportunities in consultation with the vice presidents, to engage in dialogue in support of the reviews the priorities for funding College’s long-range facilities planning consideration. At this crucial juncture, the efforts. College constituents are made institution-wide plans intersect with area- aware of the facilities planning and specific plans to move the College in the improvement efforts through various direction envisioned by the Educational committee structures, and also through an Master Plan (see Prioritized Resource annual communication from the College Allocation List). President (see President’s Memorandum on Program Review Resource Allocations The BFPC and ISPC review the institution’s for 2012-2013). business practices and planning resource allocation processes. This ensures that III.B.2.b. Actionable Improvement the mission, vision, goals, and core Plan commitments of the College drive allocations and improvements. Resource None planning is also reviewed to ensure systematic assessment and effective use of resources. Additionally, results are evaluated and used to improve business practices, integrate financial resource planning with strategic planning, and connect technology planning with institutional planning. Results of this evaluation are used as a basis for future improvements (see Business and Facilities Planning Council, Minutes, January 17, 2013; Institutional Strategic Planning Council, Minutes, February 20, 2013).

III.B.2.b. Self Evaluation

The standard is met. The Facilities Master Plan serves as a flexible living document. As changes occur within the Educational Master Plan or outcomes related to assessment adjust programmatic or

Standard III.B 267 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.C: Technology Resources

III.C. Technology Resources as four-digit dialing, voice-mail, and Technology Resources are used to unified messaging. support student learning programs and • Supports hardware and software in services and to improve institutional all District and College computers for effectiveness. Technology planning is faculty and staff, academic computing integrated with institutional planning. labs, and related servers. • Manages a centralized Help Desk III.C.1. system for Information Services The institution assures that any groups, as well as extending services technology support it provides is to the Open Campus and Facilities designed to meet the needs of learning, Management groups. teaching, college-wide communication, • Provides the development, research, and operational systems. deployment, and support of centralized administrative functions and III.C.1.a. “middleware’’ platforms necessary Technology services, professional to support connectivity between support, facilities, hardware, and software services delivered by other software are designed to enhance the District resources such as Open operation and effectiveness of the Campus, Accounting and Financial institution. Services, Human Resources, and the Web Development group. III.C.1.a. Descriptive Summary • Provides leadership and assistance to constituents in planning technology. The District Office of Information Services provides technology Information Services is composed of the infrastructure support to the College. following subgroups (see Information With a staff of more than 40 full-time Services Organizational Chart): and part-time employees, Information • Microcomputer Support provides Services (headed by the Associate Vice front-line microcomputer support Chancellor of Information Services) to Norco College’s user community provides the following services: (students, staff, faculty, and • Plans and maintains a reliable and administration). IT analysts and robust network for local area inter- computer technicians conduct and-intra campus networks, as well ongoing maintenance and upgrades as institutional access to the public of hardware and software for Internet and the World Wide Web. both administrative and academic • Provides a comprehensive enterprise computing. The College is served by level administrative system capable three permanent staff members from of recording, storing and reporting on the District Microcomputer Support data for student, financial, academic, Group. This on-site team interfaces and administrative transactions. with the District staff to ensure • Supports a centralized internal District and College hardware and telephone system, designed to software standards are met. minimize calling charges, as well as • Network/Data/Phone Administration delivering enhanced services such provides remote monitoring and

268 Standard III.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.C: Technology Resources

routine management of the networking Learning Management platform (see infrastructure and PBX/VoIP phone Blackboard Sample Class Portal). system. Technicians and engineers Students attempting to enroll in an online are dispatched to the College as course are required to complete an Online needed for on-site maintenance Skills Assessment through WebAdvisor or troubleshooting (see Network/ to demonstrate their ability to use chat Data/Phone Footprints Work Order rooms, post discussion board messages, Sample). One permanent network etc. before they are allowed to complete technician is assigned at the College registration in the course (see Open to conduct initial on-site diagnostics Campus Online Skills Workshop). Open and troubleshooting. Campus provides a 24/7 help desk for • Software Development plans, both students and instructors (see Open implements, maintains, and supports Campus Help). all District wide administrative systems. Colleague is a comprehensive, Academic Information Architecture academic management system used and Web Services provide district wide by various academic and student assistance to faculty in the development services departments to facilitate of websites and provide input related the record- keeping and reporting of to e-learning strategies. Web Services student, faculty, and staff activity and currently uses WordPress as the main transactions. In addition to the core platform for faculty websites but also Colleague platform, WebAdvisor provides hosting space for advanced users is also offered to allow web-based (see District Academic Web Services). student services such as registration, The department also: transcript requests, and grade reports; • oversees system-management tasks, and web-based faculty services including data backup, preventive such as access to student rosters maintenance, internal structure, and course information. Additional security, and performance monitoring; systems supported by the Software • manages academic web-servers, Development group include Resource including the assignment of server 25 (space utilization), SARS GRID space and creation of individual (appointment/calendaring), Microsoft system accounts; and Outlook Exchange (employee email), • creates and implements web policies, and Office 365 (student email). practices, and procedures related to faculty websites (see Academic The District office of Open Campus Web Site Terms, Conditions, and provides support and services to the Acceptable Use Procedures). College’s distance education classes, including online, hybrid, and web- Norco College’s Instructional Media enhanced classes. Open Campus uses Center (IMC) provides and maintains Blackboard as the primary learning the audio/visual technology, equipment management system platform. Open and services to support the courses, Campus provides a sample online class to instructional activities, and academic students and faculty to familiarize them events at the College. IMC services with the look and feel of the Blackboard include faculty instructional media

Standard III.C 269 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.C: Technology Resources

support and training; for example, audio/ Gaming, and Supply Chain Technology. video technology, video recording and Additionally, the Wilfred J. Airey Library editing, video-conferencing, graphic has 66 computer stations for general presentations, document scanning, digital student use. The Learning Resource signage, new technology research, laptop Center has 64 computer stations for lending for faculty, and implementation required lab time use in the Computer of all classroom A/V technology. IMC Information Systems and Gaming and offers video production services to faculty Simulation program. In addition, a Game and staff for instructional purposes. Lab and Recording Studio equipped For example, tutorial videos have been with the latest technology in electronic created for training of staff; guest speaker media development and commercial presentations have been produced and music production supports the College’s made available online for student viewing; thriving Simulation and Gaming program and College informational videos for and Commercial Music program. A online orientation and financial aid have Writing Lab to accommodate English been made (see Instructional Media composition students is equipped with Center, Website). 40 workstations, login kiosks, and pay- for print-services. A new grant-funded The College Faculty Innovation Center state-of-the-art lab containing 30 new (FiC) provides instructional technology dual monitor PC desktops, and a second support to faculty teaching in face-to- lab with 32 new widescreen Apple iMac face, online, hybrid, or enhanced formats. computers will soon enhance the College’s The Center offers individual, hands-on STEM offerings in engineering, mobile training on the latest tools and equipment application development, and gaming. used in the classrooms. Lecture capture systems, smart room technology, student All computer stations are equipped response systems, web development, and with the proper computer hardware online course management are some of the and software needed to support student featured trainings available at the FiC. The success. Faculty and staff offices are Center also provides workshops on both also equipped with necessary computer instructional and administrative software hardware and software for enhancing the used at the College, and researches new operation of the College. Information technologies that can improve the quality Services staff, located on campus, of instruction, whether delivered face- ensure the protection of software and to-face or online (see Faculty Innovation equipment on its computer systems. Center, Webpage). Computer workstations are installed with the most updated software available. Technology resources are located in a Administrative, staff, and faculty variety of locations serving multiple computers along with all academic functions. Academic computer laboratory computers are configured to laboratories are available for student download the most updated versions of use to support various academic Sophos anti-virus and registry-protection disciplines, including Architecture, software to avoid time-consuming repairs. Engineering, Computer Information Information Services provides centralized Systems, Manufacturing, Simulation and security and intrusion detection, anti-

270 Standard III.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.C: Technology Resources spam filtering, and network monitoring and student, faculty, and staff email. Beta to ensure a reliable, secure network testing with a select group of faculty, environment. staff, and student participants will be implemented in Spring 2014. The Disability Resources Center (DRC) provides students with disabilities In Spring 2012, the Technology Plan necessary technology support through Task Force—a committee of faculty, the DRC High Tech Center. Adaptive staff, administrators, and students—in technology can be found in the second conjunction with Epsilen, the College’s floor of the Wilfred J. Airey Library. provider of ePortfolio technology, Students receive training on the needed developed the Norco College Technology equipment upon completion of a “Needs Strategic Plan, laying the future framework Assessment” form with an adaptive for technology resource planning for technology specialist or a DRC qualified Norco College (see Technology Strategic staff member. Students have access to the Plan 2013-2016). latest innovations in adaptive technology, including scan and read technology, screen III.C.1.a. Self Evaluation readers, voice recognition, CCTV’s, screen magnification software, alternative The standard is met. District and College keyboards, talking dictionaries, and technology services and support are visual idea mapping software. designed to enhance the operation and effectiveness of the institution. The The College launched a new website in Norco College Technology Committee Spring 2012, providing 24-hour access represents the diversity of users across to information for students, faculty, campus and has taken the lead on staff, and the community. The District implementing the Technology Strategic office of Strategic Communications and plan. Relations coordinates the development of Norco College’s website, while the day- III.C.1.a. Actionable Improvement to-day content management is handled Plan by the College’s instructional technology specialist. None

Beginning in Fall 2012, District III.C.1.b. Information Services, in cooperation The institution provides quality with all three colleges in the District, training in the effective application of began developing a new single sign-in its information technology to students college wide portal provided by Ellucian and personnel. that enables students, faculty, staff, and alumni access to information and services III.C.1.b. Descriptive Summary as well as facilitates communication across the College. The portal aims to As identified in the Technology Strategic consolidate access to the District and Plan (see Technology Strategic Plan College’s information systems, including 2013-2016, Goal I), Norco College makes Colleague, WebAdvisor, BlackBoard, technology a priority through training and

Standard III.C 271 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.C: Technology Resources

support to all of its constituencies. The assistance and support. Open Campus College technology departments and staff also provides a 24/7 help desk for both provide technology training to students, students and instructors (see Open faculty, staff, and administrators. Campus Help). Working in collaboration with the College’s Distance Education The Instructional Media Center (IMC) Committee, Open Campus supports provides training and tutorials on the needs of distance education faculty classroom media technology. The Faculty and students by providing learning Innovation Center (FiC) staff provides management systems, infrastructure, and instructional technology support to training tools (see Distance Education faculty teaching in face-to-face, online, Committee, Webpage). hybrid, or enhanced formats. The FiC offers individual, hands-on training on The Professional Development the latest tools and equipment used in Committee offers ongoing opportunities the classrooms. District support services to improve, develop, and expand the provides technology training to faculty skills and practices of faculty and staff in and staff in information management their effort to promote students’ ability to systems such as Colleague, WebAdvisor, achieve their educational goals. and Resource 25. Admissions and Records regularly provides enrollment Guided by the Technology Strategic and registration workshops to students Plan Goal I, the College places a to clarify the process of the admission priority on technology by developing application and online registration. an outline for training that includes Student Financial Services holds objectives to increase attendance and information and application workshops satisfaction in workshops for faculty, for students who are interested in applying staff, and students. The Technology online for FAFSA, scholarships, and the Committee, in collaboration with the CA Dream Act. Several how-to guides Professional Development Committee, and tutorial videos are also available for helps identify and develop technology students, faculty, and staff on the College trainers to provide these technology- website and WebAdvisor for quick 24/7 related training and workshops, outlines access. a plan for online tutorials, and develops technology informational materials. The Open Campus requires faculty teaching basis for identifying workshop content distance education to complete the Online is a faculty survey conducted by the Blackboard Academy (OBA) consisting Professional Development Committee in of six online modules, available 24/7; Spring 2013 as well as student and staff instructors have one month to complete surveys conducted by the Technology it (see Open Campus Faculty Resources, Committee in Fall 2013. Annual surveys Webpage). Open Campus has created over will be conducted to gauge the needs 100 online tutorials on topics ranging of technology training of the College from Learn 9.1 to how to use Respondus community as stated in Goal VII (see or TurnItIn tools in online courses. A pool Technology Strategic Plan 2013-2016 of experienced faculty mentors located at Goal sI and VII; Technology Committee, each college is available for follow-up Minutes, September 19, 2013).

272 Standard III.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.C: Technology Resources

III.C.1.b. Self Evaluation program review process drive the prioritization of funding and resources The standard is met. Norco College for future technology projects and provides quality technology training and upgrades. In Spring 2013, the Technology support as part of its commitment to Committee, in response to the goals of faculty, staff, administrators, and students the Technology Strategic Plan, began through workshops, online tutorials, and work on identifying additional funding informational materials. The Technology sources for technology. Using data from Strategic Plan guides the nature and research of the five-year spending trend implementation of all technology training on technology, the Committee is in the on campus. process of recommending a technology budget that will identify and prepare III.C.1.b. Actionable Improvement for the future technology needs of the Plan College, including information on current inventory of all campus technology and a None technology refresh cycle policy.

III.C.1.c. The Technology Strategic Plan provides The institution systematically plans, the path for the Technology Committee acquires, maintains, and upgrades or to drive a cyclical refurbishment of replaces technology infrastructure and technology on the campus. When key equipment to meet institutional needs. technology components are purchased, a growth capacity will be planned III.C.1.c. Descriptive Summary into the procurement through the total cost of ownership (TCO) process. The Norco College Operations Center The Committee’s draft Technology was completed in Spring 2013 after Equipment Request Form encompasses years of planning. The Operations Center the initial as well as operating cost and consolidates all of the network servers on determines if the technology fits the campus with installation of a CAT-6 fiber needs of the department as well as the system, a cable television fiber line, and institution in regard to industry standards a telephone VoIP system. The College and competition in the educational technology departments—including the marketplace (see Technology Strategic Instructional Media Center (IMC), Micro Plan 2013-2016; Technology Committee, Computer Support Services, and the Minutes, August 29, 2013; Technology District Network staff—are housed in the Committee, Minutes, October 17, 2013). Operations Center, enabling collaboration on projects and services. Key strategic The College adheres to a planning model vendor partners worked with the College, that ensures technology investments are which used Measure C funds to build a driven by institutional need. state-of-the-art network infrastructure that meets the needs of faculty, classified III.C.1.c. Self Evaluation staff, administrators, and students. The standard is met. Norco College The Technology Strategic Plan and provides for the management,

Standard III.C 273 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.C: Technology Resources

maintenance, and operation of its This includes technology infrastructure, technological infrastructure and equipment, funding, and training tools for equipment. The Technology Strategic online education in coordination with the Plan positions the institution to maintain, Distance Education Committee. upgrade, or replace technology or equipment to meet institutional needs. A college wide technology use model The College is drafting a process to that plans for consistent updates, attach funding to planning of technology maintenance, replacement, and purchases needs toward a Total Cost of Ownership of all technology is in development. model that includes redundancy, training, The Committee has begun the process repairing, and replacement funding. with an inventory of all technology equipment campus wide and research of III.C.1.c. Actionable Improvement the equipment life cycles. The Committee Plan is tasked with staying abreast of emerging trends and best practices so that up-to- None date technology can be planned for and implemented (see Technology Strategic III.C.1.d. Plan 2013-2016 Goal VI). The distribution and utilization of technology resources support the The acquisition of equipment and support development, maintenance, and of information technology is carried out enhancement of its programs and by the District Micro Computer Support services. Services based at Norco College and the College’s Instructional Media Center III.C.1.d. Descriptive Summary (IMC).

The College mission identifies its All full-time faculty, classified staff, and commitment to encouraging “an inclusive administrators have access to desktop innovative approach to learning and the computers. Part-time faculty have access creative use of emerging technologies” to computers and support technology (see Mission Statement and Core in the College Resource Center. Micro Commitments). Computer Support Services administers the College’s computers, which are The Technology Strategic Plan, adopted in standardized with District-supported March 2013, provides strategic direction operating systems and software, including for the College’s technology-related the Microsoft Office suite and Adobe X decision-making. Based on analysis Professional. All faculty, classified staff, of data collected during its creation, and administrators are provided access to the Technology Strategic Plan outlines a @norcocollege.edu email account. not only the distribution of technology resources but also the departments, Norco College makes technology committees, and other groups partnering accessible to students in multiple areas, with the Technology Committee to such as the open computer lab with both implement the goals and objectives general and program-specific computer pertaining to the use of technology. resources that is located in the Wilfred J.

274 Standard III.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.C: Technology Resources

Airey Library and the instructional labs classrooms including Theater 101 and in the Learning Resource Center (LRC). ATEC 114. Over 50 computers in the Library’s open • A Panasonic P2 video production computer lab were recently upgraded as camera, AVID Media Composer a result of the College program review Software, and 8 TB hard drives were process. purchased for IMC use in creating instructional and academic videos. College departments like the IMC • Classroom/meeting room media operationalize the distribution and control management software was utilization of technology resources by purchased that allows the IMC to systematically planning, acquiring, monitor lamp life on projectors and maintaining, and upgrading or replacing other media equipment. technology infrastructure/equipment to • A 7.2 surround sound system was meet the institution’s needs. installed for Game Audio Lab.

Examples of the ways by which the III.C.1.d. Self Evaluation College has developed, maintained, and enhanced its programs and services The standard is met. The procurement, by means of technology include the support, and maintenance of College following: technology are driven by the needs • Nine digital signage displays were of College programs and services. installed, including outdoor LED Comprehensive technology planning is signage and indoor displays in integrated with institutional planning public areas campus wide, to provide through the Technology Strategic Plan and information to students. Program Review process. The Technology • Eight retractable displays were Committee works to implement its goals purchased and installed in the Art and strategies to ensure they are achieved Gallery for media presentations. and outcomes are assessed. • A Media Site streaming system was installed in the CSS 217 conference III.C.1.d. Actionable Improvement room to record live events and Plan broadcast throughout the campus. • Under the Secondary Effects project, None meeting rooms and classroom technology were updated in the III.C.2. following buildings: Library, Technology planning is integrated with Learning Resource Center, Science institutional planning. The institution and Technology, Humanities, and systematically assesses the effective use Student Services. of technology resources and uses the • Seven laptops for faculty use were results of evaluation as the basis for purchased and made available via a improvement. check-out system. • New equipment utilizing Measure III.C.2. Descriptive Summary C funds was purchased to replace end-of-life equipment in several As part of a multi-college district, the

Standard III.C 275 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.C: Technology Resources

College integrates technology planning part of a “Technology Roadmap” for with institutional planning at the College the entire District (see Master Services level and the District level. Since 2010, in Agreement). Representatives from Norco two separate but related processes, both College participated on the team that the District and College have completed helped select the consulting firm. After comprehensive technology planning extensive on-site visits, interviews, reviews; each process incorporated input surveys and focus groups, PlanNet of neutral outside experts, along with delivered a final roadmap in January 2011 representation from diverse internal (see IT Audit Final Draft on Findings, constituencies. Recommendations and Roadmap; January 28, 2011). The District’s Board In 2012, Norco College adopted a of Trustees then allocated $6 million new Strategic Technology Plan, which to fund technology improvements replaced the pre-accreditation Campus district wide. The Chancellor formed Technology Plan adopted in 2009 (see a 20-person IT Audit Implementation Technology Strategic Plan 2013-2016). Task Force (an ad hoc team that included In the current plan, strategic technology Norco College representatives) to goals are individually associated with review PlanNet’s report and prioritize specific Key Performance Indicators specific technology expenditures in (KPI), strategies, and measurable the form of recommendations to the objectives which the College can track Board of Trustees. Once the IT Audit to assess its progress. The Technology Implementation Task Force had fulfilled Committee maintains responsibility for its mission, a permanent district wide helping the College to achieve the KPIs Information Technology Strategy Council specified in the Technology Strategic was established and given ongoing Plan, as well as monitoring performance responsibility for District level review and with reference to specific measurable prioritization of technology investments objectives, key tasks, dependencies, and (see District Information Technology timelines. In addition, the Technology Strategy Council). Committee maintains an interface with District planning, through three The Technology Roadmap includes long representatives (faculty, staff and student) term-goals, but the District has already seated on the District level Information completed activities assigned higher Technology Strategy Council. priority. Positive outcomes benefiting Norco College achieved as a part of this For assets shared across the multi-college District-level planning process include: District, technology planning has been, • Acquisition of cross-district platform and continues to be, integrated with for Document Imaging Services and District institutional planning. Following Software to support Financial Aid, the accreditation of Norco College and Admissions and Records, Human Moreno Valley College in 2010, RCCD Resources and Finance Departments. retained the services of an outside • Upgrade of the District’s network specialist—PlanNet Consulting LLC—to core, including replacement of main independently assess technology district network switches at each college and wide and make recommendations as upgrade of WAN speed connecting

276 Standard III.C All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.C: Technology Resources

colleges to each other (see Core documents define goals at both levels, and Network Projects Progress Report; prescribe venues for regular dialogue and June 5, 2012). oversight, facilitated at Norco College by • Wireless network upgrade for Norco the Technology Committee. The Norco College. College Technology Strategic Plan is explicitly integrated into Norco College’s To ensure that technology strategic most recently adopted Institutional Goals; planning is ongoing and future-oriented, the Technology Committee functions the Technology Committee meets as a Strategic Planning Subcommittee monthly during spring and fall semesters whereby “assigned [technology] to provide oversight of technology issues, objectives and strategies are subject to and evaluation within the context of oversight and evaluation” within the Norco College’s comprehensive strategic College’s ongoing strategic planning planning process (see Technology process (see Technology Strategic Plan Strategic Plan 2013-2016). For example, 2013-2016). the Committee: • Helps to set budget priorities for III.C.2. Self Evaluation college-level technology purchases as part of THE ongoing strategic The standard is met. Through the planning process. Technology Committee, the College • Has responsibility for facilitating regularly assesses the use of and needs progress toward the specific KPIs related to technology. Standing meetings, detailed in the Norco College along with coordination at the District Technology Strategic Plan, as level, facilitate the identification and specified by the activities, key tasks, addressing of needs. and timeline associated with each KPI. III.C.2. Actionable Improvement Plan • Works to inform colleagues about the technology plan, documents None the accomplishments made by the College against the plan elements, seeks feedback from various College wide groups, and periodically updates goals, strategies, and subsequent operational plans as required. • Provides (for technology issues extending beyond the scope of the College) an interface to the District’s Information Technology Strategy Council.

As a result of ongoing institutional planning, both the District and the College have in place current, technology-specific strategic planning documents. These

Standard III.C 277 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

III.D. Financial Resources materials (1.64 percent), other operating Financial resources are sufficient to (10.45 percent), capital outlay (.70 support student learning programs and percent), and interfund/intrafund transfers services and to improve institutional (2.55 percent). The District maintains a effectiveness. The distribution of contingency reserve of approximately resources supports the development, 3.8 percent in order to maintain fiscal maintenance, and enhancement of solvency (see District Budget FY 2013- programs and services. The institution 2014; Contingency Reserve). plans and manages its financial affairs with integrity and in a manner that A District Budget Advisory Council ensures financial stability. The level was formed in 2007 in preparation for of financial resources provides a becoming a multi-college district. The reasonable expectation of both short- Council consists of District and College term and long-term financial solvency. administrators, faculty, and classified Financial resources planning is staff. The purpose of the Council is to: integrated with institutional planning • Develop an equitable resource at both college and district/system distribution model that best serves the levels in multi-college systems. needs of students in a three-college district III.D. Descriptive Summary • Enhance predictability of Campus and District support area resources Financial resources at the College are resulting from FTES growth or sufficient to support student learning decline programs and services and to improve • Integrate College strategic planning institutional effectiveness. The District’s committees more fully in the resource Unrestricted General Fund operating allocation process budget is $150,365,498. Of this amount, • Develop straightforward resource $23,946,149 is allocated to Norco allocation policies and procedures College, which represents 16.91 percent • Respond to accreditation (see Budget Allocation Model Revision recommendations. 2013-2014). Approximately 65 percent of Norco College resources is allocated (see Budget Allocation Model; District to instruction, 15 percent is allocated Budget Allocation Model Task Force, to student services, and 20 percent is Agenda, September 28, 2007.) allocated to administration, which includes the President, Business, Maintenance and Crucial stakeholders have been added to Operations, Food Services, and Police the Council since its inception and the (see Budget Allocation Model). Council maintains open budget fiscal communication and decision-making In the overall General Unrestricted Fund, with all stakeholders and colleges revenue resources consist of state income (see District Budget Advisory Council (69.75 percent), federal income (.14 Webpage). Through this Council the percent), and local/other (30.11 percent). District formulates an annual budget using Expenditure categories consist of salaries a participatory governance process that and benefits (84.66 percent), supplies and includes faculty, administrators, and staff.

278 Standard III.D All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

There is frequent communication from prioritization process in which staffing, the District administration to the Board equipment, and technology resources are of Trustees and College constituents requested as part of each unit’s annual with regard to the state budget, the program review. From there they are College budget, and how the College reviewed and prioritized by the applicable responds to the changing economy. All shared governance planning council. correspondence and presentations are Once prioritized, recommendations posted to the Board of Trustees’ webpage are made to the College Institutional for reference and information (see Strategic Planning Council, then onto the District Financial Documents, Webpage). Committee of the Whole (COTW), with final recommendations being forwarded The College vice president of Business to the President (see Prioritization Services works closely with budget Process). administrators to ensure that costs are fully recognized and provided for in Budget and financial reports are brought the budget. Periodic meetings are held to the Board of Trustees throughout the wherein College staff is informed about year, beginning with the annual budget budget impacts. For example, in a 2012 and ending with the financial audit (see meeting, the President informed the District Budget FY 2013-2014; District College community that the District was Financial Documents Webpage). working on a “Plan B” budget for a worst- case scenario to prepare for the $8.2 Norco College allocates over 80 percent million reduction if Proposition 30 did not of the General Unrestricted Fund budget pass. In preparation of these shortfalls, to the area of Instruction and Student the President further explained that Services. In 2012-2013 the College set the Chancellor had gathered a group of aside funds for prioritization requests constituents from throughout the District to assist in improving all areas of to provide cost-cutting suggestions (see services for students. Information on President’s Cabinet Minutes, September funding allocation is communicated 25, 2012; Committee of the Whole, throughout the shared governance Minutes, September 25, 2012). To ensure process in the committees as well as an that sufficient budget exists to fund all annual communication college wide positions, personnel requests are required from the President (see 2012-2013 to have the budget verified before approval. Prioritization Reserve Allocation List; The District keeps track of personnel in President’s Memorandum on Program a position control database to guarantee Review Resource Allocations for 2012- that all positions are accounted for. Each 2013). The College also requires a report year, this information is disseminated to be made to the COTW informing the budget administrators to verify that the College of budget allocation decisions, data is complete and accurate (see Budget and providing opportunity for college Development Information). wide dialogue (see Policy and Procedures for Regular Evaluation of Integrated As part of the planning and allocation Institutional Planning, Budgeting and process, requests for funding are Decision-Making Processes; Strategic reviewed and prioritized by the College Planning Policy 2010-01).

Standard III.D 279 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

The Information Technology Strategy III.D. Self Evaluation Council (a District committee), with representation from each college within The standard is met. The College the District, advises and informs the distributes its resources appropriately to Chancellor’s Executive Cabinet and the support instructional and student services District Strategic Planning Committee as well as institutional effectiveness. An on technology-related matters in order to established prioritization process assures advance institutional goals and to ensure the integrity and transparency of resource that the institution has sufficient revenues allocation. to support educational improvements related to technology and distance III.D. Actionable Improvement Plan education (see IT Audit Final Draft on Findings, Recommendations and None Roadmap; January 28, 2011; Information Technology Strategy Council—Charter). III.D.1 The institution’s mission and goals are A Technology Strategic Plan 2013-2016 the foundation for financial planning. provides strategic direction and leadership in developing technology resources used III.D.1.a. to support student learning programs Financial planning is integrated with and services consistent with the College and supports all institutional planning. mission. All planning integrates with the College’s Strategic Plan to ensure III.D.1.a. Descriptive Summary planning falls within the mission and vision of the College (see Technology The mission of Norco College is as Strategic Plan 2013-2016). In addition, the follows: Distance Education Committee develops Norco College serves our students, guidelines for distance education courses our community, and its workforce by and recommends to the Senate policies providing educational opportunities, and procedures for distance education celebrating diversity, and promoting training of faculty and students. This collaboration. We encourage an Committee advises strategic planning inclusive, innovative approach to committees on needed technology learning and the creative application resources and best practices for distance of emerging technologies. We provide education (see Distance Education foundational skills and pathways Committee, Webpage). These committees to transfer, career and technical work in conjunction to systematically plan, education, certificates and degrees acquire, maintain, and upgrade or replace (see Mission Statement and Core technology infrastructure and equipment Commitments). conducive to the learning environment. The Technology Plan ensures that the All decisions regarding resource distribution and utilization of technology allocation are driven by the mission, resources support the development, vision, and core commitments of the maintenance, and enhancement of the College. Annual plans of the institution College’s programs and services. are reviewed periodically during the fiscal

280 Standard III.D All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources year to ensure that activities and tasks are the Committee of the Whole (COTW) being completed based on the reasonable review the prioritization requests and expectation of available funding. Long- forward their funding recommendation to range plans are written to be consistent the President (see Prioritization Process; with the objectives of the Educational Prioritized Resource Allocation List). Master Plan. As additional funds become available, established priorities are met. Regular monitoring of expenditures by the In fiscal years 2009-2010 and 2012- program managers pertaining to grants, 2013, decreases in funding triggered a awards, and contractual agreements proportionate reduction in spending and ensures that the expenses are consistent commitments (see Prioritization Reserve with the funding agency’s mandates and Allocation List). the District’s mission and goals (see Grants Committee, Webpage). The College ensures that the budget process is aligned with the College In the face of recent statewide fiscal mission, vision, and goals. Program challenges, the College has taken strides to review is the mechanism that aligns justify that expenditures meet department allocation requests to be forwarded for goals and District goals. For example, the funding consideration. All resources are entire College worked through a special coded and used according to the budget. prioritization exercise to determine which To ensure resources are available and services and programs most closely that each transaction is accounted for aligned with the mission and vision of properly and in accordance with coding the College and should be preserved at all requirements and regulations, each costs; and which services and programs transaction is reviewed by the College should be more likely to be reduced or business office and District budget office eliminated completely. The President led prior to processing (see Chart of Accounts; the College through this prioritization Galaxy Requisition Processing). exercise as well as the dialogue that followed in a transparent manner that laid Norco College allocates resources based the foundation for budgetary planning on priorities outlined in the Educational in the face of necessary reductions (see Master Plan and the College priorities and Town Hall, Minutes, November 22, goals. Both short-range and long-range 2011). During the College’s program financial plans are formulated in order review process, departments are provided to establish clear directives that meet the opportunity to request additional projected obligations as they become resources to improve their programs. due. During the prioritization process, The College’s institutional goals are the shared governance committees review driven by the Strategic Plan, Educational the allocation requests documented Master Plan, Facilities Master Plan, and in program review and forward Technology Plan. Each plan is developed recommendations for funding based upon in concert with institutional leadership the degree to which the request meets the and constituents using a participatory mission, vision, core commitments, and framework (see Educational Master Plan goals of the College. The Institutional January 2008; Program Review, Website; Strategic Planning Council (ISPC) and District Strategic Plan 2008-2012;

Standard III.D 281 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

Facilities Master Plan 2013; Strategic III.D.1.a. Self Evaluation Plan and Process 2008-2012; Technology Strategic Plan 2013-2016). The standard is not met. The College has adopted a strategic planning The annual budget supports the District’s process to link resource allocation and philosophy of integrating institutional institutional planning. Systematic and planning in the participatory process of data-driven program review for all areas the District Budget Advisory Council. of the institution has been successfully The Council is advised of state and integrated into institutional planning local economic information, along with and resource allocation processes as California Community College system demonstrated through the prioritization funding information, to determine allocation process. A policy exists to projections for funding. The Council ensure that the College community is reviews and discusses the underlying informed and knowledgeable about assumptions used in the establishment of budgetary decisions. Thus, after the the annual budget. Once working revenue completion of each cycle, the process is is projected and budget parameters are evaluated and assessed, and the outcomes established, information is distributed to are communicated college wide by College leadership for specific budget the President. Though the President development (see District Budget sends a memo to the College regarding Advisory Council Webpage). expenditures for the year, in the future a more concerted effort should be made A tentative budget is developed and to link resource allocation to student presented to the Board of Trustees by learning. June just prior to the new fiscal year. Assumptions upon which the budget Transparency has been a key priority in is based are presented to the Board of ensuring the successful implementation of Trustees for review. Throughout the year the prioritization of the resource allocation and leading up to the adoption of the final process. The College disseminates budget, the Board of Trustees and College information about the current fiscal community are given information on the situation of the state and its impact on the state’s current fiscal outlook as well as College to all relevant stakeholders. The factors relating to the future state budget. College provides accessibility to data via Included in this communication is the the College website and research reports. estimated impact of the state’s budget as it Additionally, the College continues relates to the District. At a public hearing, to engage all areas of the institution interested persons may appear and to participate meaningfully in shared address the Board of Trustees regarding governance. the proposed budget or any item in the proposed budget. This allows the District, III.D.1.a. Actionable Improvement the College, and the public an opportunity Plan to comment on the development of the final budget for the upcoming fiscal To further enhance communication, year (see District Financial Documents the College President will formally Webpage, District Budget FY 2013-2014). communicate annually the impact of

282 Standard III.D All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources resource allocation to support student student learning are given priority. learning. Adequate resources are allocated to accomplish the College’s mission and III.D.1.b. goals. In addition, the College sets aside Institutional planning reflects an amount in the administration budget realistic assessment of financial to fund augmentation requests forwarded resource availability, development of through the planning process that are financial resources, partner-ships, and prioritized in accordance with the College expenditure requirements. Educational Master Plan, Facilities Master Plan, and Technology Plan (see III.D.1.b. Descriptive Summary College Budget Allocation).

The budget process is continual Throughout the year, the DBAC reviews throughout the year, with the meetings, internal and external information decisions, and discussions of the District pertaining to the budget. Impacts, both Budget Advisory Council (DBAC). positive and negative, are assessed and Before the budget adoption by the Board incorporated into the annual budget of Trustees in September, the draft is assumptions used to develop the Adopted reviewed through the DBAC and District/ Budget. Funding priorities, both during College leadership (see District Budget expansion and contraction, are identified Advisory Council Webpage). at the College and discussed in the College’s shared governance committees. After the final budget is approved, A tentative budget is formulated out of District Business Services staff track the discussions that take place both at the any contractual increases as well as District and College level. Eventually, the salary changes that potentially increase budget is recommended for approval to the budget. This allows the District to the Board of Trustees (see District Budget review the fiscal impact of inflation Advisory Council, Webpage; Business and as well as economic factors that may Facilities Planning Council, Webpage; adversely affect the revenue stream. In Institutional Strategic Planning Council, the past several years, this information Webpage). has allowed the estimate of any reduction needed to be included as part of the budget III.D.1.b. Self Evaluation development process. All colleges in the District are given the opportunity to make The standard is met. Norco College has necessary reductions in their respective been diligent in continually reviewing and areas based on information specific to analyzing the budget and communicating college conditions and strategic direction areas of concern and potential reductions (see District Budget Advisory Council to the constituents of the College. Webpage; College Budget Allocation). Reductions have been made in a strategic manner and have allowed the College the Norco College’s budget includes at least opportunity to identify reductions and 80 percent to instruction related and strategize as necessary. student support services expenses. This ensures that all services that support Resource allocation has been a challenge

Standard III.D 283 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

in a fiscally constrained environment. (see Norco College Budget; Budget Through the prioritization process, Allocation Model; Budget Transfers). funding priorities have been based on the College’s mission, institutional The current required reserve directed goals, and plans. The College has an by the California Community College institutional planning process that reflects Chancellor’s Office of three percent is meaningful evaluation of its resources in segregated as a contingency in the District regard to both availability and need (see budget (see District Budget FY 2013- Norco College Prioritization Process). 2014; Budget Allocation Model Revision The Budget Allocation Model, which 2013-2014). has been established and vetted every year with participation of all constituent Payments for general obligation bonds groups from the District and colleges, has are made by the Bond Interest and allowed for a fair, participatory process Redemption Fund with local property tax in which resources are allocated district collections. The capital lease payments of wide on the basis of an FTES model debt incurred primarily for the purchase (see District Budget Advisory Council of equipment are budgeted for payment Webpage). in the General Unrestricted Fund. The District General Unrestricted Fund III.D.1.b. Actionable Improvement budget sets aside payments for the post- Plan employment benefits, supplemental retirement plan obligations, and load None banking obligations (see District Financial Documents, Webpage). III.D.1.c. When making short-range financial The Budget Allocation Model adopted plans, the institution considers its long- by the District sets aside an interfund range financial priorities to assure transfer to the Self-Insurance Fund that financial stability. The institution segregates resources for liability and clearly identifies, plans, and allocates worker’s compensation premiums. The resources for payment of liabilities and District is a member of several Joint future obligations. Powers Authorities (JPAs) and pays annual premiums for its property, liability, health, III.D.1.c. Descriptive Summary and worker’s compensation coverage. The JPAs have budgeting and financial Norco College’s resources are allocated reporting requirements independent of based on priorities outlined in the its member units (see Budget Allocation Educational Master Plan. Long-range Model Revision 2013-2014; District plans are established to meet Educational Audit). Master Plan objectives. The direct relationship between financial plans and The District provides post-retirement/ funds availability is clearly presented in employment health care benefits for the District budget. The College budget, employees in accordance with Board in turn, is regularly monitored through Policy and Administrative Procedure periodic financial transfers and reports 7380. The last actuarial valuation was on

284 Standard III.D All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

July 1, 2011. The District utilizes the pay- The District Budget Advisory Council’s as-you-go method to finance its Other (DBAC) purpose is to: Post-Employment Benefits contributions • Develop an equitable resource (see District Audit; Actuarial Valuation distribution model that best serves the Report; Board of Trustees BP7380 Retiree needs of students in a three-college Health Benefits). district • Enhance predictability of College III.D.1.c. Self Evaluation and District support area resources resulting from FTES growth or The standard is met. In short-range decline financial planning, the District considers • Integrate College strategic planning future liabilities and long-range financial committees more fully in the resource priorities, and it maintains sufficient allocation process reserves to assure the fiscal stability of • Develop straightforward resource the institution, especially in constrained allocation policies and procedures economic times. The District identifies, • Respond to accreditation plans, and allocates resources for payment recommendations. of liabilities and future obligations. In addition, the District has strategies in the (see Budget Allocation Model (BAM) event that cash flow deferrals of revenue Task Force Minutes, September 28, 2007) are implemented by the State of California. Throughout the budget development cycle, information is presented to the III.D.1.c. Actionable Improvement DBAC about revenue assumptions, Plan budget reduction or increase, and resource allocation. The DBAC has its None own webpage on the District website. The agendas and minutes, as well as financial III.D.1.d. reports, are posted to this site (see District The institution clearly defines and Budget Advisory Council, Webpage). follows its guidelines and processes for financial planning and budget The College community is informed on development, with all constituencies the status of the budget development having appropriate opportunities through budget information presentations to participate in the development of by the vice president of Business institutional plans and budgets. Services at various College meetings (see President’s Cabinet, Minutes, June 12, III.D.1.d. Descriptive Summary 2013). During the budget development process, the vice president of Business The District formulates an annual budget Services is the conduit between the through a participatory governance College and the District business services process that includes College faculty, as the actual budget is being developed. District and College administrators, Constant communication for budget and classified staff representatives transfers and the inclusion of auxiliary, (see District Budget Advisory Council, categorical, grants, and the appropriate Webpage). expenditure budgets are developed.

Standard III.D 285 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

III.D.1.d. Self Evaluation III.D.2.a. Financial documents, including the The standard is met. The District defines budget and independent audit, have a and follows its guidelines and processes high degree of credibility and accuracy, for financial planning and budget and reflect appropriate allocation and development with all constituencies use of financial resources to support through the DBAC. All constituencies have student learning programs and appropriate opportunities to participate in services. the development of institutional plans and budgets. Significant improvements in the III.D.2.a. Descriptive Summary area of communication, and involvement of faculty and administrators in the The College allocates resources based budget development process, have been on priorities established by integrating implemented. The College community institutional planning using the has access to information available on the foundational guidelines outlined in website, information distributed through the Educational Master Plan, Program the email system, presentations during Review, and the Facilities Master Plan College committee and Board meetings, (see Educational Master Plan, January and other various campus meetings 2008; Program Review, Website; and gatherings. College administrators Facilities Master Plan 2013). The direct have the opportunity to move their relationship between the institution’s budget to the appropriate expenditure stated goals and resource allocation is category during the budget development kept as an overarching commitment by process and inform College and District the quarterly review of its financial status administration of increases due to grants, by the Board of Trustees (see District categorical and other revenue, and Financial Documents, Webpage— expenditure increases and decreases. Monthly Financial Reports). Financial documents, including the budget as well III.D.1.d. Actionable Improvement as audits have a high degree of credibility Plan and accuracy as evidenced by reviews by the Board of Trustees, the Riverside None County Office of Education, and the State Chancellor’s Office. College staff and III.D.2. administrators have real-time access to To assure the financial integrity of financial information through the Galaxy the institution and responsible use of financial reporting module. They are financial resources, the internal control able to view their financial information structure has appropriate control with balances, and requisitions will not mechanisms and widely disseminates be processed unless adequate funds are dependable and timely information for available for expenditures (see Galaxy sound financial decision making. Requisitioning Processing).

State block grants and categorical funds are used to augment and enhance instructional services and student service

286 Standard III.D All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources programs funded through the General Business Services office as well as Fund. In the recent years of fiscal decline, online. The College has confidence in the grant funding has been a tremendous availability of budget information and benefit to Norco College. As the needs for that the budget information is reliable (see service have risen, the College has sought District Financial Documents Webpage). additional funding streams through grants. This added source of revenue ensures III.D.2.a. Actionable Improvement that funds from all available sources are Plan leveraged to achieve the College’s stated goals for student learning (see Grants None Committee, Webpage). III.D.2.b. While program reviews include allocation Institutional responses to external audit requests from all units to request additional findings are comprehensive, timely, and resources that support goals for student communicated appropriately. learning, the prioritization process acts as a checks and balance system to ensure III.D.2.b. Descriptive Summary that requests align with the overall needs and direction of the institution as they are The audit report includes a management stated in the Educational Master Plan, discussion and analysis section, which is a Strategic Plan, and Facilities Master requirement of Governmental Accounting Plan (see Norco College Prioritization Standards Board [GASB Nos. 34 and 35]. Process). Also included in the audit are findings and recommendations for internal As evidenced by the annual financial control weaknesses. Recommendations reports, the District allocates more than and corrective action responses to audit 50 percent of its resources towards direct findings include the timeframe projected instruction (see 311 Annual Report). for implementation of corrective action (see District Financial Documents, III.D.2.a. Self Evaluation Webpage).

The standard is met. Financial documents, Per Board Policy 6400, the Chancellor including the annual budgets and is responsible for the completion of an independent audits, reflect appropriate annual audit. In addition, the Chancellor allocation and use of financial resources assures that annual audits are completed to support student learning programs and in compliance with the District’s services. general obligation bond (Measure C). The Chancellor or his/her delegate As outlined in the most recent audit, the is responsible for compliance and District is meeting all of the required implementation of corrective action for budgeting and accounting standards and any audit findings (see Board of Trustees practices with no significant exceptions. BP6400 Audits). The tentative budget, final budget, and all audited financial statements for the District are available in the District

Standard III.D 287 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

III.D.2.b. Self Evaluation Committee webpage is other financial information including adopted budgets The standard is met. The District and financial audits (see District Budget responds to all annual audit findings and Advisory Council, Webpage). recommendations in a timely fashion to the best of its ability within existing In addition to the websites and Committee financial restraints. The audit is published dissemination practices, the District on the website and made available to employs other methods to distribute District faculty, staff, the Board of appropriate financial information about Trustees, and the public (see District the budget, the District’s fiscal condition, Financial Documents, Webpage). financial planning, and audit results. The following outlines some of the ways used III.D.2.b. Actionable Improvement to disseminate information in a timely Plan manner: • The Board of Trustees is provided None quarterly financial status reports and the CCFS 311 financial reports. The III.D.2.c. Board of Trustees is a public meeting Appropriate financial information is and agenda items are available on provided throughout the institution, in the College’s website. The tentative a timely manner. budget and the adopted budget are presented to the Board of the Trustees III.D.2.c. Descriptive Summary annually (see Board of Trustees, Website). Financial documents are made available • Audits are reviewed by the Board frequently on the District’s website. of Trustees annually. The District Financial statements are presented contracts with a private firm and to the Board of Trustees each month, results of the audits are posted on and the Riverside County Office of the DBAC webpage (see DBAC Education receives financial statement Webpage). information quarterly. Additionally, all • An Online Requisition Program financial regulatory reporting documents through the District’s Galaxy Financial are posted to this website (see District Program allows departments to track Financial Documents Webpage). their purchase requests from the beginning to the end of the process, The DBAC serves a critical role in allowing them more accurate ensuring that financial information is account of their budgets. This provided throughout the institution and online system contains up-to-date to the various constituencies. The DBAC financial information (see Galaxy meets at least quarterly and includes Requisitioning Processing). faculty, classified staff, and both District and College administrators. Those who The ending balance in the District General are unable to attend these meetings are Unrestricted Fund Balance on June 30, able to access the agenda and minutes via 2013 (unaudited) was $11,407,409, which the Committee site. Also posted on this represents a reserve of 7.95 percent. The

288 Standard III.D All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources prior two years, ending balance was: III.D.2.d. • June 30, 2012 $6,805,919 All financial resources, including 4.73 percent short- and long-term debt instruments • June 30, 2011 $13,217,249 (such as bonds and Certificates of 8.30 percent Participation), auxiliary activities, fund-raising efforts, and grants, This amount is deemed sufficient for are used with integrity in a manner unforeseen emergencies since it is over consistent with the intended purpose of the recommended five percent as directed the funding source. by the State Chancellor’s Office (see District Budget; 311 Annual Report). III.D.2.d. Descriptive Summary

In addition to the contingency reserve, The District’s auxiliary and subsidiary the District has been participating in a organizations are included in the scope Tax Revenue Anticipation Note to borrow of its annual audit, which examines all funds as the state has implemented funds and auxiliary organizations for deferrals on the payments of State fair statement presentation, analysis Apportionment. The District has approval of accounting principles utilized, and from the Board of Trustees to borrow adequate internal control practices. The from internal funds as necessary for cash District responds to all internal control flow (see District Financial Documents, deficiencies identified in the annual audit Webpage—TRAN Documents, District in a timely manner. All subsidiary funds Resolution 38-12/13: Resolution for must comply with established and adopted Temporary Loans). Administrative and Board Policies and Procedures of the District (see District The District has a Self-Insurance Fund Financial Documents, Webpage). which segregates resources for liability and worker’s compensation premiums. Categorical programs and federally The District is a member of several Joint funded grant programs are subject to Powers Authorities (JPAs) and pays annual random audits and site visits by funding premiums for its property, liability, health, agencies. The District is periodically and worker’s compensation coverage (see audited for compliance by the State District Financial Documents, Webpage). Board of Equalization and the Internal Revenue Service (see Other External III.D.2.c. Self Evaluation Audits). Categorical and federally funded program managers are responsible for The standard is met. Appropriate financial monitoring program requirements to information is provided throughout ensure all expenditures are consistent the District through Board of Trustee with the guidelines and regulations of the meetings, the District website, and other funding agency and the mission of the District-published documents. College. In the area of financial aid and student loans, the College financial aid III.D.2.c. Actionable Improvement office reviews receipt, disbursement, and Plan loan default rate to ensure compliance with federal regulations (see Student None Loan Documentation).

Standard III.D 289 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

RCCD continues to receive an unqualified improve the access, timing, and flow of audit. All audit findings are reviewed to financial processes and information (see ensure that immediate steps are taken for Galaxy Handbook). corrective action. On the occasions when audit findings are identified, immediate The online requisition process allows action is taken to make corrections for College staff the ability to automate the future. District staff interfaces with purchase requisitions through the College staff throughout the year and procurement and approval process. This frequently during the audit to gather also allows real time expenditure and the necessary information that has encumbrance data to be accessed by staff been requested for review (see District in order to more closely track budget Financial Documents, Webpage; District expenditure and availability (see Galaxy Audit Findings; Email Communication Requisitioning Processing). for Audit Programs). As part of the requisition process, users III.D.2.d. Self Evaluation are given screen permission to access financial data online. These can be The standard is met. All financial downloaded into spreadsheet software resources—including those from so that staff can utilize it to monitor auxiliary activities, fund-raising efforts, and forecast financial projections and and grants—are used with integrity in a expenditures. manner consistent with the mission and goals of the institution. The District contracts with Colleague for the use of Ellucian software as a database III.D.2.d. Actionable Improvement for student information and Webadvisor. Plan In addition, Blackboard is contracted for the use of online instructional None communication as a platform for staff, faculty, and student use for online III.D.2.e. access to course information and course The institution’s internal control planning, online course delivery, and systems are evaluated and assessed online course enhancement. CurricUNET for validity and effectiveness and the is a curriculum management system used results of this assessment are used for by the RCCD colleges’ faculty. Support improvement. in the form of help desk platforms assures that the software is updated and III.D.2.e. Descriptive Summary assistance is available in many cases 24 hours a day. District in-house legal The District utilizes software provided by counsel and College administration the Riverside County Office of Education review each contract to ensure that all (RCOE) for its financial management District and College standards are met and reporting on most District funds. and that termination for failure to perform The District Business Services office is explicit in all negotiated contracts (see keeps apprised of any new updates to the Software Contracts). software that will allow the College to

290 Standard III.D All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

The District contracts with an accounting III.D.2.e. Actionable Improvement firm to perform an annual audit. The Plan auditors prepare the statements and findings to provide the District feedback None on its processes. As part of the annual audit, expenditures from categorical III.D.3. and grant funds are audited to ensure The institution has policies and that expenditures are made in a manner procedures to ensure sound financial consistent with the intent and requirements practices and financial stability. of the funding source. In addition, bond expenditures are audited to ensure that III.D.3.a. expenditures are made consistent with The institution has sufficient cash flow regulatory and legal restrictions. The and reserves to maintain stability, auditors conduct exit interviews to discuss strategies for appropriate risk all findings and weaknesses, if any. The management, and develops contingency auditors also conduct a presentation for plans to meet financial emergencies the Board of Trustees in order to provide and unforeseen occurrences. clarity regarding the financial statements (see District Financial Documents, III.D.3.a. Descriptive Summary Webpage). The College, in conjunction with the III.D.2.e. Self Evaluation District, maintains sufficient cash flow and reserves to sustain financial stability The standard is met. The institution (see 311 Annual Report). The District regularly evaluates its financial utilizes Tax and Revenue Anticipation management processes and uses the Notes (TRAN) to ensure stability in cash results of the evaluation to improve flow and to prevent program disruption processes and practices through its annual during the year. Long-term financing program review process. The District has has been achieved in the form of bonds an annual external audit that provides and leases when the cost of capital feedback on its processes. The audit and validates this financing option (see any findings are presented during exit District Financial Documents, Webpage; interviews and during a Board of Trustees TRAN document; Measure C Project presentation. Commitments Summary).

The District and the College review and The five percent reserve level has been assess the effectiveness of past fiscal established by the California Community planning during the annual program College Chancellor’s Office as a “prudent” review process for current and future level. The Board of Trustees has met the fiscal needs. Norco College evaluates its prudent reserve threshold, and during the financial management structure through economic downturn has funded reserves the Business Services division annual at or in excess of the five percent level. program review and uses those evaluation Reserve levels were as follows: results for future improvement. • 2010-2011 Ending Balance $13,217,249 8.30 percent

Standard III.D 291 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

• 2011-2012 Ending Balance of reserves, the District is able to use $6,805,919 4.73 percent the money to achieve fiscal viability • 2012-2013 Ending Balance and stability. In addition, the institution $11,407,409 7.95 percent has several strategies for appropriate risk management and plans to meet (see District Budget) financial emergencies and any unforeseen occurrences through its membership in In addition, the Board of Trustees the applicable JPAs. approved a resolution that allows temporary internal borrowing of District III.D.3.a. Actionable Improvement funds. This allows the District to borrow Plan internally for cash flow purposes from other District funds (see District None Resolution 38-12/13: Resolution for Temporary Loans). Moreover, the County III.D.3.b. of Riverside Board of Supervisors may The institution practices effective approve a short term loan (if requested) oversight of finances, including for the District for cash flow purposes management of financial aid, (see RCOE borrowing terms). grants, externally funded programs, contractual relationships, auxiliary The primary source of financial support organizations or foundations, and for the District and its colleges comes institutional investments and assets. from state apportionment, property tax, and enrollment fees. Together, these III.D.3.b. Descriptive Summary components comprise the District’s revenue limit (see P2 Exhibit C). The District and College business offices audit processes include allocation of The College participates in Joint Powers resources to evaluate, improve, and Authorities (JPAs) for its property, change the various financial systems liability, and worker’s compensation to meet the needs of the subsidiary activities. Additionally, the District organizations and to identify and solve maintains a self-insurance fund to provide problems before major audit exceptions for safety management and uninsured occur. Evaluation and improvement are losses. The District’s self-insurance vital since resources are limited; thus, fund (Fund Code 61) is maintained as efficiency and effectiveness are top a reserve against uninsured loss and priorities. The financial management safety loss control (see District Financial systems utilized for the subsidiary Documents, Webpage). organization are modern and efficient.

III.D.3.a. Self Evaluation Regular reviews and monitoring of expenditures pertaining to grants, The standard is met. As evidenced, the awards, and contractual agreements by College, via the District, has sufficient program staff and the Business office cash flow through the use of TRANS at both the College and District ensure and internal borrowing. Due to its level that the expenditures are consistent with

292 Standard III.D All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources the funding agency’s mandates and the III.D.3.c. College’s mission and goals (see Galaxy The institution plans for and allocates Requisitioning Processing). appropriate resources for the payment of liabilities and future obligations, As part of the annual financial audit, including Other Post-Employment random testing of financial transactions Benefits (OPEB), compensated is performed to ensure that proper absences, and other employee related accounting for receipt and expenditures obligations. for funds in the District, and proper internal controls, are in place for fiscal III.D.3.c. Descriptive Summary oversight. Audit findings of significant deficiencies and/or instances of The District and College must plan for noncompliance are documented in the known mandates that will be enforced in annual report to the District and external coming fiscal years. One such mandate funding agencies. District administration is set forth in Governmental Accounting has made an aggressive effort to correct Standards Board Statement No. 45, all findings (see District Financial whereby the District is required to record Documents, Webpage). its liability for retirees’ health benefits. The District provides post-employment III.D.3.b. Self Evaluation health care benefits for employees in accordance with Board Policy and The standard is met. The institution Administrative Procedure 7380. The practices effective oversight of last actuarial valuation was on July 1, finances, including management of 2011. The District utilizes the pay-as- financial aid, grants, externally funded you-go method to finance its Other Post- programs, contractual relationships, Employment Benefits contributions. auxiliary organizations or foundations, According to the most recent financial and institutional investments and audit, the District has not established assets through periodic monitoring of a plan or equivalent arrangement that expenditures and quarterly financial contains an irrevocable trust, and it is reports. Immediate response by the partially funding its OPEB obligation. District and College as related to any The net OPEB obligation for the past audit findings and follow up is performed three years ending June 30 was: to ensure compliance with all applicable • 2010 $1,653,090 requirements and regulations. 52 percent contributed • 2011 3,338,328 III.D.3.b. Actionable Improvement 26 percent contributed Plan • 2012 4,381,529 53 percent contributed None (see District Financial Documents, Webpage; Actuarial Valuation Report; Board of Trustees BP7380/AP7380 Retiree Health Benefits).

Standard III.D 293 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

III.D.3.c. Self Evaluation actuarial report is prepared, as required by appropriate accounting standards. The standard is met. All audits of the institution have been unqualified. The III.D.3.d. Actionable Improvement District plans for and allocates appropriate Plan resources for the payment of liabilities and future obligations, including Other None Post-Employment Benefits (OPEB), compensated absences, and other III.D.3.e. employee related obligations as disclosed On an annual basis, the institution in all annual audits. assesses and allocates resources for the repayment of any locally incurred III.D.3.c. Actionable Improvement debt instruments that can affect the Plan financial condition of the institution.

None III.D.3.e. Descriptive Summary

III.D.3.d. Payments for the general obligation The actual/actuarial plan to determine bonds are made by the Bond Interest and Other Post-Employment Benefits Redemption Fund with local property tax (OPEB) is prepared, as required by collections. The capital lease payments of appropriate accounting standards. debt incurred primarily for the purchase of equipment are budgeted for payment in III.D.3.d. Descriptive Summary the General Unrestricted Fund.

In the District’s last actuarial valuation, On June 30, 2012, the total bonds the unit credit cost method was used. The outstanding were $235,524,196 with actuarial assumptions included healthcare maturity dates ranging from 2030 to cost trend rates which ranged from an 2041. Other liabilities paid from District initial eight percent to an ultimate rate funds at June 30, 2012 include: of five percent. The unfunded actuarial • Compensated absences accrued liability is being amortized at a $2,474,015 level dollar method. The actuarial value • Capital leases of assets was not determined in the $26,902 actuarial valuation. The District finances • Supplementary Retirement Plan its OPEB contributions using the pay-as- $3,098,734 you-go method (see District Financial • Load Banking Documents, Webpage; Actuarial Valuation $771,705 Report). (see District Financial Documents, III.D.3.d. Self Evaluation Webpage; Measure C–Project Commit- ments Summary) The standard is met. The District engages an actuary to determine Other Post- The annual repayment on the other Employment Benefits (OPEB) and an liabilities is approximately $2.6 million,

294 Standard III.D All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources which represents approximately 1.8 In addition, Financial Aid staff are percent of the General Unrestricted Fund monitoring periodic information for budget. students who are in the repayment process and who may be in danger of default (see III.D.3.e. Self Evaluation Student Loan Documentation; NorthStar Contract). The standard is met. Property taxes are secured for repayment of bond III.D.3.f. Self Evaluation issued debt. Resources are allocated from the General Unrestricted Fund for The standard is met. The institution has capital lease payments of debt incurred policies and procedures to ensure sound primarily for the purchase of equipment financial practices and financial stability. on an annual basis. During each budget The District and College continually process, the District assesses and assess the availability of resources for allocates these resources as part of the the repayment of debt to ensure the fiscal budget development process to ensure the stability of the institution. Norco College repayment of debt. monitors and manages student loan default rates to ensure compliance with III.D.3.e. Actionable Improvement federal requirements. Plan III.D.3.f. Actionable Improvement Plan None None III.D.3.f. Institutions monitor and manage III.D.3.g. student loan default rates, revenue Contractual agreements with external streams, and assets to ensure entities are consistent with the mission compliance with federal requirements. and goals of the institution, governed by institutional policies, and contain III.D.3.f. Descriptive Summary appropriate provisions to maintain the integrity of the institution. The College Financial Aid office reviews receipt, disbursement, and loan default III.D.3.g. Descriptive Summary rate to ensure compliance with federal regulations. Norco College’s student loan Contractual agreements at Norco default rate for the past two years was: College consist of grants and awards, • 2010 10.9 percent (2 year official) outside agency contracts for personal • 2011 10.0 percent (2 year draft) and professional services, construction contracts, consultant agreements, In the future, the College will be instructional service agreements, and assigned three year rates. The College contracts for information technology. has contracted with a vendor to assist in managing its default rate. It is providing All contracts are submitted to the outreach to students in the form of District’s General Counsel for review, information on repayment options. who looks for issues with regard to risk,

Standard III.D 295 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

termination, standards of conduct, and recommendation. Approved proposals potential exposure for the District, thereby must indicate how the proposed ensuring that all contractual legalities are project or use of funds relates to met. Any requirements or suggestions the College’s mission, Educational for change are provided by the General Master Plan, and institutional goals Counsel to the contracting department. and priorities. Any recommended changes are sent back to the originator of the contract to work Construction Contracts with the contracting agency to make any necessary changes. Once a contract New construction, renovations, is in final form it is then submitted to and major alterations or repairs are the College Business Services by the coordinated by the vice president contracting division or department via of Business Services according to a Contract Transmittal Form (CTF). priorities outlined in the institution’s The vice president of Business Services planning documents, including the reviews each contract to ensure that it Educational Master Plan, Facilities is consistent with the College’s mission Master Plan, the Strategic Plan, and and goals, as well as for fiscal impact the Technology Plan. All preliminary (see Contract Transmittal Form; District drawings and construction cost Agreement/Contract Guidelines and estimates are reviewed by the District Procedures). Office of Facilities and Planning before drawings and specifications Once that review is complete, if the are submitted to the California contract is under the current dollar Community College Chancellor’s threshold, pursuant to the Public Contract Office and the State Department Code and Board Policy, it is sent to of General Services as required by the College President for review and statute. signature. If the contract is over the dollar threshold, it must be approved by the Instructional Service Agreements— Board and is then signed by the District Contract Education vice chancellor, Business and Financial Services. Contracts that have a fiscal Contract education is dedicated to impact between fiscal years are input into meeting the needs of local businesses the financial accounting system in the and economic development entities, appropriate fiscal year so that an automatic which satisfies one of the missions encumbrance of financial resources takes of the California Community place (see Board of Trustees BP6100/ College system to provide economic AP6100 Delegation of Authority). and workforce development to the community. All contract education Grants agreements are coordinated and reviewed by the District Office of All grant opportunities are submitted Economic Development and any and reviewed through the Grants agreements which impact Norco Committee, a shared governance College are reviewed and approved committee, for vetting and by College administration.

296 Standard III.D All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

Independent Contractor Agreements for be approved by the Board of Trustees Personal and Professional Services as well. Academic Affairs performs research to ensure that all programs The President is delegated the meet the needs of state regulations authority to sign a contract as an for licensing. In the absence of state enforceable obligation on behalf regulations, industry association of the College. For services of standards are utilized (see District $83,400 or more, Board of Trustees Agreement/Contract Guidelines and approval must be obtained prior Procedures). to implementation of contracted services. The services of independent III.D.3.g. Self Evaluation contractors are considered temporary in nature and individual contractors The standard is met. The District and the must meet specific criteria. College have long-standing policies and procedures to ensure that decisions to Any commitment of funds must be procure goods and services follow sound submitted on a Contract Request financial practices. Transmittal (CRT) form and be pre- approved by the vice president of District and College policies and Business Services. CRTs require procedures govern all contractual proper signatures, and services are not agreements with external agencies/ to be rendered until a fully executed entities and are consistent with the contract is in place. All contracts College’s mission and goals. These are reviewed by the District’s legal policies also include appropriate counsel and language is included to provisions to maintain the integrity of the protect the interests of the College institution. All contracts entered into by in case of substandard work, project the College are handled in a timely and delays, and other breaches of contract. efficient manner and in accordance with The awarding of contracts in excess of Public Contact Codes and Board Policies. the official set bid limit must comply with the District’s competitive sealed III.D.3.g. Actionable Improvement bidding process. Plan

Instructional Service Agreements None

Requests for instructional service III.D.3.h. agreements follow a contract The institution regularly evaluates its process that must be approved by the financial management practices and Teaching and Learning Committee the results of the evaluation are used to of the Board of Trustees. Contracts improve internal control structures. include terms of instruction as well as terms and conditions for cancellation III.D.3.h. Descriptive Summary and termination of the arrangement. Instructors must meet existing The District contracts with an accounting College hiring standards and must firm to perform an annual audit. The

Standard III.D 297 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources auditors prepare the statements and term obligations to be met. The College findings to provide the District feedback consults all of the planning processes on its processes. Also included in the and documents to ensure that current and audit are findings and recommendations future fiscal needs are met. for internal control weaknesses. Recommendations and corrective action III.D.3.h. Actionable Improvement responses to audit findings include the Plan timeframe projected for implementation of corrective action. The auditors conduct None exit interviews to discuss all findings and weaknesses, if any. The auditors also III.D.4. conduct a presentation for the Board Financial resource planning is of Trustees in order to provide clarity integrated with institutional planning. regarding the financial statements (see The institution systematically assesses District Financial Documents, Webpage). the effective use of financial resources and uses the results of the evaluation as The College has made increased efforts the basis for improvement. to define performance outcomes and to determine the best allocation of resources III.D.4. Descriptive Summary to enhance student performance. The prioritization allocation process at the On a monthly basis, the District assesses College outlines resource priorities. The the effective use of financial resources President communicates the final resource by evaluating actual revenue and allocation in the year-end progress report expenditures and comparing them to to the entire college at the close of the the fiscal year budget. More in-depth fiscal year (see President’s Memorandum assessment occurs at the department, on Program Review Resource Allocations unit, and division level. for 2012-13). Systematic planning and assessment for III.D.3.h. Self Evaluation the effective use of financial resources is an integral component of the College The standard is met. The institution annual activities. As part of the College’s regularly evaluates its financial program review process, the availability of management processes and uses the financial resources is evaluated annually at results of the evaluation to improve the operational unit levels. Through these processes and practices. The College processes, all units have an opportunity consistently reviews the effectiveness of to request additional resources based on its past fiscal planning as part of planning identified data-driven need. Requests are for current and future fiscal needs. prioritized through the College’s resource allocation process through the shared The financial stability of the District and governance committees. Instructional the College is secured through strong and operational equipment needs are also fiscal policies pertaining to reserves, cash addressed through the Program Review flow, allocation, reductions and increases process (see Program Review, Website; where appropriate, and measures for long- Prioritization Process).

298 Standard III.D All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

The feasibility and effectiveness of its resources in supporting institutional Allocation requests are submitted programs and services are planned to the Business Facilities Planning and evaluated annually by looking Council (BFPC) and forwarded on to at the overall College plans as well the Institutional Strategic Planning as program and enrollment data. The Committee (ISPC) for prioritization. The College’s resource planning is integrated College President, in consultation with with institutional planning practices, the vice presidents, reviews the priorities processes, and policies. The College for funding consideration (see Prioritized has worked diligently to ensure that Resource Allocation List). the Facilities Master Plan is closely aligned with the enrollment projections, III.D.4. Self Evaluation Educational Master Plan, and the planning and resource allocation process. The standard is met. College processes The College’s collaborative committee fully integrate planning with resource process is used to identify, collect, and allocation and are consistent with the prioritize various needs. College mission, vision, and goals. Norco College prides itself on the The College employs a collegial, collegial processes it uses to plan for collaborative process for planning the improvement of student learning and allocating facilities for programs through effectively and efficiently using and services. Funding requests for the resources that are allocated from all institutional facility improvements and funding sources. equipment needs are submitted through the program review process. This process III.D.4. Actionable Improvement Plan helps align institutional priorities and goals (see Program Review, Website). None

Standard III.D 299 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard III: Resources III.D: Financial Resources

300 Standard III.D All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance

Standard IV: Leadership and Governance IV.A: Decision-Making Process

Leadership and Governance staff, faculty, administration, and students The institution recognizes and utilizes in strategic planning. It encourages open the contributions of leadership dialogue and values new ideas while throughout the organization for maintaining the College’s mission, vision, continuous improvement of the instit- and values. ution. Governance roles are designed to facilitate decisions that support As one of three colleges in the Riverside student learning programs and services Community College District, the College and improve institutional effectiveness, was granted initial accreditation in while acknowledging the designated January 2010. Throughout its growth, the responsibilities of the governing board College has maintained its unique identity, and the chief administrator. friendly atmosphere, and commitment to excellence. Administrative and IV.A. Decision-Making Roles and faculty leaders continue to support Processes an environment promoting autonomy, The institution recognizes that ethical creativity of thought, and marked and effective leadership throughout excellence throughout the institution. The the organization enables the institution faculty, staff, administrators, and students to identify institutional values, set and who contributed to the initial accreditation achieve goals, learn, and improve. process did so in a spirit of commitment and collaboration, exemplifying the IV.A.1. collegiality that is one of Norco College’s Institutional leaders create an trademarks. This attitude of cooperation environment for empowerment, inno- continued with the writing of the Follow- vation, and institutional excellence. up Report in October 2010, and the They encourage staff, faculty, admin- Midterm Report in March 2012. istrators, and students, no matter what their official titles, to take initiative in The guiding framework of Norco College improving the practices, programs and consists of core commitments, a mission services in which they are involved. statement, a vision statement, and strategic When ideas for improvement have goals and objectives that drive every policy or significant institution- aspect of planning. All of these elements wide implications, systematic parti- are documented in the all-encompassing cipative processes are used to assure Strategic Plan and Process 2013-2018, effective discussion, planning, and and reflect the College’s commitment implementation. to excellence in student achievement, success, and access; the development of IV.A.1. Descriptive Summary community partnerships; and support for all employee groups. The plan is available Leadership and governance at Norco to employees in printed form and on the College is student centered, focusing on College’s website (see Strategic Plan and creating and sustaining the conditions Process 2013-2018). that promote student learning and student success. College leadership supports an Norco College has established systematic inclusive governing structure involving governance practices that promote and

Standard IV.A 301 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process

assure inclusion in decision-making reading. It was voted on and approved processes at all levels. Institutional in a second reading at the September 27, leaders provide appropriate forums for 2011 meeting (see Strategic Planning faculty, staff, administrators, and students Committee, Minutes, September 13, 2011, to communicate openly and freely on a and September 27, 2011). A number of regular basis. changes in the process were made: • The four previous strategic planning In September 2011, the shared subcommittees were dissolved and governance structure was revised in order their duties assigned to various to increase the focus on the institutional committees and councils. mission and demonstrate an intentional • Information items and action approach to addressing the ACCJC items requiring a vote by the entire Standards. In 2005, in preparation for institution would be presented at a applying for initial accreditation, the “Town Hall Meeting.” This group was Strategic Planning Council created a previously referred to as the “Norco committee structure that included one Strategic Planning Committee” large Strategic Planning Committee and and included all College faculty, nine subcommittees aligned with ACCJC staff, administrators and student standards. In Spring 2008, as work on the representatives. At the December Self Study report progressed, the nine 8, 2011 Town Hall Meeting, the subcommittees were collapsed to four members voted to change the name to subcommittees, one for each Standard. “Committee of the Whole” to better This four-committee structure served reflect the inclusiveness of all College the campus well as it prepared for its constituents (see Town Hall, Minutes, accreditation evaluation visit in Fall December 8, 2011). The Committee 2009. Following the accreditation of the of the Whole comprises all Norco College in January 2010, the committee College faculty, staff, administrators, structure remained in place, but its and student representatives, who effectiveness appeared to diminish. In meet at least twice a semester (or response to informal discussions in additionally as needed) to participate several venues (including the Senate, actively in effective discussion, the Academic Planning Council, and planning, and implementation for the Strategic Planning Committee), the the College, allowing all College College began reorganizing the strategic stakeholders, regardless of rank or planning committee structure in order to title, an equal say in College planning increase its effectiveness. matters. • In order to reflect its broader At its meeting on September 19, 2011, responsibilities, the Enrollment the Academic Senate voted to support Management Task Force was renamed the reorganization (see Academic Senate, the “Institutional Strategic Planning Minutes, September 19, 2011). The Council” (ISPC). Strategic Planning co-chairs presented • The Associated Students of Norco the restructure proposal to the Norco College (ASNC) was included in the College Strategic Planning Committee list of strategic planning committees on September 13, 2011 as a first as a way of reflecting the level of

302 Standard IV.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process

engagement of this group with the subcommittee of the Academic planning processes of the College. Senate, has two primary purposes: to review and approve new curriculum At the September 27, 2011 meeting (including new courses and course of the Strategic Planning Committee, modifications, new programs and the proposal to make the Institutional program modifications), and to review Strategic Planning Council (ISPC) the and approve the curriculum approval main coordinating body for all strategic process. The College Curriculum planning at Norco College was approved. Committee is the sole approving body The ISPC’s purpose is to ensure that all for Norco College-only curriculum. phases of planning and resource allocation For District shared curriculum, it has at the College emanate from program one vote in the District Curriculum review, have improvement of student Committee. The Curriculum Com- learning as the highest priority, and are mittee is also responsible for keeping driven by the College mission and the abreast of state-mandated curriculum educational master plan. The ISPC is co- changes and reporting those changes chaired by the vice president of Academic to faculty. Committee members report Affairs and a faculty member who is on curriculum at their department nominated and approved by the Council meetings and solicit suggestions (see Strategic Planning Committee, and recommendations when needed. Minutes, September 27, 2011). Bi-monthly meetings are chaired by a faculty member, while the vice The strategic planning committee president of Academic Affairs serves structure includes standing committees of as the administrative co-chair (see the Academic Senate, planning councils, Curriculum Committee, Webpage). and other committees. Decisions on • Program Review Committee. College operations generated in those The Program Review Committee, a entities are forwarded to the ISPC standing committee of the Academic for review and revision. Items that Senate, reviews and accepts the require review and consideration by Norco College Comprehensive the Academic Senate are considered Instructional Program Reviews and through the standing committees or when the Annual Instructional Program necessary through the Senate itself. Items Reviews and forwards them to the are then forwarded to the Committee District for posting to the website. of the Whole for an open hearing, and The Committee also reviews, and as recommendations are forwarded to the necessary revises, the program review College President (see Strategic Planning template. The information from these Process Flowchart; Guiding Principles program reviews is then forwarded for Strategic Planning Committees). The to and integrated into the College’s work of the ACCJC standards is assigned strategic planning processes. The to the following College committees, Committee is supported by the planning councils, and groups (see office of Institutional Effectiveness College Committees, Webpage): and monthly meetings are chaired • Curriculum Committee. by a faculty member, while the The Curriculum Committee, a vice president of Academic Affairs

Standard IV.A 303 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process

serves as the administrative co-chair learning outcomes assessment. (see Program Review Committee, The NAC formulates and helps to Webpage). implement policy on all aspects • Student Success Committee. The of assessment at the College, mission of the Norco College Student including processes for gathering Success Committee is to effect change information on student learning within the College and the classroom and using data to improve courses, regarding matters of student success, programs, and institution-wide in its myriad forms, for the purpose of learning outcomes. The monthly supporting students in achieving their meetings are co-chaired by the dean stated educational goals. The charge of Institutional Effectiveness and the of the Student Success Committee faculty assessment coordinator (see is to discuss, research, and make Assessment Committee, Webpage). recommendations on matters that • Academic Planning Council. The directly affect student achievement. Academic Planning Council (APC) is This charge includes, but is not a standing committee of the Academic limited to, analyzing and evaluating Senate, comprising faculty chairs, the implementation, effectiveness, co-chairs, and assistant chairs. The and sustainability of college wide APC serves in an advisory capacity student success initiatives as well as to College administrators on matters funded pilot programs, such as those concerning faculty hiring, budget provided for in Title V grants; and planning, capital expenditures, course providing advice, consultation, and scheduling and staffing, and program recommendations to the Academic development. The monthly meetings Senate and administration. Monthly are planned and facilitated by an meetings are co-chaired by the vice elected faculty chair and the dean of president of Student Services, a Instruction (see Academic Planning faculty member, and a classified staff Council, Webpage). member. As a result of the recent • Student Services Planning legislative focus on student success Council. Guided by the College and the transition of matriculation mission, the Student Services into Student Success and Support, Planning Council (SSPC) is a the Equity/Matriculation Committee representative group of student and the Student Success Committee services professionals that produces merged to form one committee data-driven recommendations to (see Student Success Committee, increase the effectiveness of student Webpage; Committee of the Whole, services programs. The primary task Minutes, May 28, 2013). of the SSPC is to provide guidance • Assessment Committee. The Norco to administrative decision-makers Assessment Committee (NAC) is a by developing criteria for ranking standing committee of the Academic staffing and equipment requests Senate, comprising representatives generated through program reviews from all academic departments as and to rank the requests in accordance well as administrators with particular with the adopted criteria. The monthly interest in, or responsibility for, meetings are co-chaired by the vice

304 Standard IV.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process

president of Student Services, a with an appreciation for diversity. faculty member, and a classified In promoting, understanding, and staff member (see Student Services valuing a diverse humanity, they Planning Council, Webpage). address and embrace the relevant • Business and Facilities Planning concerns and needs within the Council. The Business and community. They respond to current Facilities Planning Council (BFPC) issues as well as plan for the future recommends budgeting of additional by developing policy, programs, funds as they become available as and activities. Monthly meetings well as budget cuts when necessary. are chaired by the dean of Student The BPFC recommendations go to Services, a classified staff member, the ISPC for approval before being and a faculty member (see Legacy forwarded to the President of the Committee, Webpage). College. The monthly meetings are • Library Advisory Committee. The co-chaired by the vice president of purpose of the Library Advisory Business Services, a faculty member, Committee is to offer counsel and and a classified staff member (see advice on library services and Business and Facilities Planning library information resources. The Council, Webpage). Committee also has under its purview • Grants Committee. The purpose of the learning support services provided the Grants Committee is to identify by the Instructional Media Center grant opportunities that are aligned (IMC), and the Learning Resources with the Norco College Educational Center (Tutorial Services, including Master Plan, College mission, Math Express walk-in math tutoring; strategic goals, and resource needs. CIS Lab; and Game Lab), and Writing The Committee also informs the Lab. The monthly meetings are co- College community about existing chaired by the dean of Technology grants, serves as a liaison between Learning Resources and a librarian the RCCD Grants office and Norco (see Library Advisory Committee, College, and provides local support Webpage). for grant efforts to College staff, • Equity/Matriculation Committee. faculty, and administration. The The purpose of the Equity/ monthly meetings are co-chaired Matriculation Committee (EMAC) by the associate dean of Grants was to lead innovative campus and College Support Programs initiatives, projects, and services to and a faculty member (see Grants support student access, equity, and Committee, Webpage). success. As a result of the recent • Legacy Committee. Norco Legacy legislative focus on student success is a diverse group of faculty, staff, and the transition of matriculation into and administrators who work to Student Success and Support, EMAC promote inclusiveness, dialogue, and the Student Success Committee community, and harmony at the merged to form one committee (see College. As ambassadors of the Committee of the Whole, Minutes, College, they aspire to model and May 28, 2013). facilitate respectful interactions • Technology Committee. The

Standard IV.A 305 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process

Technology Committee provides inherent rights and responsibilities recommendations for the strategic of self-government; representing direction, implementation, and student interests, rights and concerns; sustainability of technology re- sponsoring events; and stimulating sources throughout the College student awareness and involvement used to support student learning in the many academic, cultural, programs and services and improve social, and community opportunities institutional effectiveness consistent available at Norco College. In with the College’s mission. Monthly addition, they provide College, meetings are co-chaired by the dean, local, and state wide representation Technology/Learning Resources, for the Norco College student body. and an Instructional Media Center A faculty member serves as a full- classified staff member (see time coordinator and advisor (see Technology Committee, Webpage). Associated Students of Norco College, • Safety Committee. The Safety Website). Committee addresses Norco College’s • Distance Education Committee. planned response to emergencies The Distance Education Committee, a associated with natural disasters as standing committee of the Academic well as man-made or technological Senate, develops guidelines for incidents. It provides an overview of distance education courses and operational concepts and identifies recommends to the Academic Senate components of the College’s policies and procedures for distance emergency management organization education training of faculty and within the National Incident students. The Committee advises Management System (NIMS) strategic planning committees on and Standardized Emergency institutional needs and best practices Management Systems (SEMS). The for distance education and is chaired Safety Committee is also responsible by a faculty member and the dean of for collaborating with the federal, state, Instruction (see Distance Education and county entities that are involved Committee, Webpage). with the College in maintaining and • Professional Development protecting life and property as well as Committee. assuring the overall well-being of the The Professional Development College population. The Committee Committee, a standing committee is chaired by the director of Health of the Academic Senate, offers Services and College Police sergeant ongoing opportunities to improve, (see Safety Committee, Webpage). develop, and expand the skills and • Associated Students of Norco practices of faculty and staff who College. The Associated Students promote students’ ability to achieve of Norco College (ASNC) is the their educational goals. It is chaired official legislative body responsible by a faculty member and the dean for the establishment of an effective of Instruction (see Professional student government. The duties and Development Committee, Webpage). responsibilities of the ASNC include, The membership of most committees but are not limited to: recognizing the and councils include staff, faculty,

306 Standard IV.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process administrators, and student represen- on the Legacy Committee, Student tatives; however, the Associated Students Success Committee, Technology of Norco College does not include Committee, Business and Facilities administrators. Meeting invitations, Planning Council, Student Services along with agendas, are sent out by email, Planning Council, ISPC, and COTW. college wide, and nonvoting members • Staff contributed significant are welcome to attend at any time. information and text for the present Individuals are able to bring forward Self Evaluation, and staff and students ideas for institutional improvement to the serve on the Accreditation Steering appropriate committee/council through Committee. the committee co-chairs. • Classified staff members play executive roles in the District’s By encouraging broad-based partici- chapter of the Classified School pation, the College fosters an environment Employee Association (see sample in which faculty, students, staff, and CSEA meeting minutes). administrators play a significant role in • A classified staff member from Norco institutional decision-making. College serves on the District’s Annual Classification Panel chaired by the The College has an active and growing director of Diversity and Human student government and numerous Resources (see CSEA website). organized student clubs. Students • A classified staff member from have answered the call by faculty and Norco College serves on the District’s administrators to participate in College Benefits Committee (see sample committees and planning councils, Benefits Committee, Minutes). including ISPC and the Committee of • Each semester student leaders are the Whole. In addition, a Norco College selected to represent ASNC on student was elected Student Trustee to Academic Senate, Assessment serve on the Board of Trustees for 2012- Committee, Business and Facilities 13 and 2013-14 (see Board of Trustees, Planning Council, Curriculum Minutes, June 19, 2012; June 18, 2013). Committee, Equity/Matriculation Committee, Grant Advisory In an effort to enhance the efficacy of Committee, Institutional Strategic faculty participation in institutional Planning Council, Legacy Committee, governance, new faculty are introduced Library Advisory Committee, to Norco College’s shared governance Program Review Committee, Student structure and processes at an orientation Services Planning Council, Student (see New Faculty Orientation Agenda Success Committee, Technology 2013). Committee, and the Committee of the Whole (see ASNC Shared Governance Staff and student empowerment and List Fall 2013). initiative are fully supported by College • The ISPC recently voted to amend administration. Some examples of the co-chair structure of the Business staff and student involvement in shared and Facilities, Student Services, governance are as follows: and Institutional Strategic Planning • Classifiedstaff serve as co-chairs Councils to include a classified staff

Standard IV.A 307 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process

member (see Institutional Strategic IV.A.2. Planning Council, Minutes, May The institution establishes and 15, 2013; Committee of the Whole, implements a written policy providing Minutes, May 28, 2013). for faculty, staff, administrator, and student participation in decision- During the monthly Board of Trustees making processes. The policy specifies Committee meeting, each constituency the manner in which individuals bring group is represented on the Governance, forward ideas from their constituencies Teaching and Learning, Planning and and work together on appropriate Operations, Facilities, and Resources policy, planning, and special-purpose Committees. The groups included are bodies. the Associated Students, Academic Senate, California School Employees IV.A.2. Descriptive Summary Association (CSEA), Faculty Association, Management Leadership Association, District Board policies provide the and Confidential Employees. Given foundation for participatory institutional the shared governance nature of Board planning (see Board of Trustees BP3250/ Committee meetings, items are reviewed AP3250 Institutional Planning). How- and discussed by the committee prior ever, in an effort to provide faculty, staff, to consideration by the Trustees at the administrators, and students clarity in regular Board meeting (see sample Board the ways in which they can participate of Trustees Agenda, Regular/Committee in the decision-making process at the meeting.) local level, the College developed a procedure to specify the manner in which IV.A.1. Self Evaluation individuals may bring forward ideas from various constituencies (see Procedure The standard is met. Through a variety of for Participation in Decision-Making systematic participatory processes, Norco Processes). College has created an environment for empowerment, innovation, and IV.A.2. Self Evaluation institutional excellence. The commitment of the institutional leaders to keep all The standard is met. Policies exist at constituencies involved in the decision- both the District and College levels making processes through various that specify the ways in which faculty, councils, committees, and organizations staff, administrators, and students can ensures effective dialogue, planning, and participate in the decision-making implementation to meet the central goals process. of improved student learning and success. IV.A.2. Actionable Improvement Plan IV.A.1. Actionable Improvement Plan None None

308 Standard IV.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process

IV.A.2.a. and vote on the matters that affect the Faculty and administrators have a future of the College. substantive and clearly defined role in institutional governance and exercise The faculty is represented by the a substantial voice in institutional Academic Senate (AS) and the Faculty policies, planning, and budget that Association. For the AS, each department relate to their areas of responsibility sends two senators to represent their and expertise. Students and staff views and carry communications back also have established mechanisms or to department members. The Board of organizations for providing input into Trustees and the administration receive institutional decisions. recommendations on all matters which are professional and academic from the IV.A.2.a. Descriptive Summary Academic Senate. Elected representatives from all three colleges voice college Norco College has substantive and concerns in the Faculty Association about clearly defined roles and structures within salary, benefits, and working condition the policy-making process to ensure that issues (see Academic Senate, Webpage; all members of the College community CTA Faculty Association, Website). have the opportunity to participate in the planning, policy making, and The California School Employees budgetary decisions that relate to their Association (CSEA) provides classified areas of responsibility and expertise. The employees with an official representative bodies through which this takes place voice, and members participate at all are primarily the Institutional Strategic levels of the planning, policy making, and Planning Council, Academic Planning budgetary processes. CSEA represents Council, Academic Senate, Student its members in the bargaining process, Services Planning Council, and the which determines salary, benefits, and Business and Facilities Planning Council. working conditions (see CSEA, Website). Recommendations that come from these bodies ultimately go to the Committee The Associated Students of Norco of the Whole for approval and then move College (ASNC) represents all students at forward to the President for final approval. Norco College and its leadership actively serves on the Academic Senate and all The planning process, its structures of its committees, on all committees and organization, and the process of in the planning process, and on various receiving expert advice and information administrative committees in the College are discussed at length in IV.A.3. decision-making process. As active Administration, faculty, staff, and participants in these processes, members students have representation in and access of ASNC provide advice on student issues to the entire process at various points. All and needs and vote in decision-making faculty, staff, students, and administrators bodies (see Associated Students of Norco are informed of the budget issues and College [ASNC], Website). resource allocation decisions at meetings of the Committee of the Whole, and all Another mechanism for gathering input constituencies have the ability to discuss that informs institutional decision is the

Standard IV.A 309 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process

biennial College Accreditation Survey. IV.A.2.b. This survey asks full-time and part- The institution relies on faculty, time faculty, staff, and students to rank its Academic Senate or other College planning committees, Academic appropriate faculty structures, the Senate, strategic planning processes, curriculum committee, and academic and decision making processes for their administrators for recommendations effectiveness (see Accreditation Survey about student learning programs and 2013). The evaluation procedures for services. strategic planning, program review, resource allocation, and decision-making IV.A.2.b. Descriptive Summary processes are discussed in the College’s Strategic Plan and Process 2013-2018. Recommendations regarding student Specifically, a timeline within this learning programs and services primarily document outlines the various evaluations arise from the faculty and their academic that are conducted throughout the year departments, and from the Academic (see Strategic Plan and Process 2013- Senate and its standing committees, 2018). The results of these evaluations including the Curriculum Committee, can be found on the homepage of the Academic Planning Council, Distance Office of Institutional Effectiveness (see Education Committee, and Student Institutional Research, Webpage). Success Committee. The process for developing new programs requires that IV.A.2.a. Self Evaluation such programs be reviewed and approved both at the concept stage and in their The standard is met. The policies and final version by the Senate as well as procedures that provide for faculty, staff, the Curriculum Committee. Programs administrator, and student participation are also approved by the Institutional in the decision-making processes of the Strategic Planning Council (ISPC), College are delineated and evaluated which considers their alignment with regularly for inclusion and effectiveness. the mission of the College and potential Individuals bring forward ideas from impact on resources. ISPC includes broad their constituencies and work together faculty representation, and all of the other on appropriate policy and planning to the committees involved in the development benefit of the entire College community. and oversight of student learning Inclusiveness is the hallmark of these programs and services have significant processes, as evidenced by the minutes of faculty representation. the Committee of the Whole, September 27, 2011, when the new strategic planning The Student Success Committee works process was passed unanimously (see closely with Student Services to ensure Committee of the Whole, Minutes, that programs support student learning. September 27, 2011). The Assessment Committee, also a standing committee of the Senate, IV.A.2.a. Actionable Improvement Plan makes recommendations and provides support for assessing student learning None and revising programs based on those assessments. Originally a subcommittee

310 Standard IV.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process of the Student Success Committee, the IV.A.2.b. Actionable Improvement Plan Distance Education Committee makes recommendations concerning student None learning and success in the distance education environment. IV.A.3. Through established governance Academic administrators serve as co- structures, processes, and practices, chairs of all standing committees of the governing board, administrators, the Senate and regularly attend Senate faculty, staff, and students work meetings. Administrative reports are together for the good of the institution. formally presented once a month and These processes facilitate discussion administrators are always available to offer of ideas and effective communication information and recommendations. For among the institution’s constituencies. example, the dean of Instruction serves as co-chair on the Academic Planning IV.A.3. Descriptive Summary Council, which is responsible for program development, and the vice president of As mentioned in IV.A.2, Riverside Academic Affairs serves as co-chair of Community College District has Board the Curriculum Committee and the ISPC, policies that provide the foundation for both of which are integral to the process of participatory institutional planning. program review, improvement of student Likewise, a policy on a college- learning, and program approval (see specific “Procedure for Participation in Norco Academic Senate Constitution; Decision-Making Processes” exists to Curriculum Committee, Webpage; “ensure faculty, staff, and students the Student Success Committee, Webpage; opportunity to express their opinions, Program Development Process). to ensure that these opinions are given every reasonable consideration, and to IV.A.2.b. Self Evaluation ensure the right to participate effectively in District and College governance” (see The standard is met. The official Board of Trustees BP2510 Participation responsibilities and authority of the in Local Decision Making). The District faculty and academic administrators in has also established a policy to specify curricular and other educational matters for which of the 10+1 roles of the is evidenced in the functioning of the Academic Senate the Board will rely structures above and the process described. primarily on the recommendation of the Also, evidence reflecting the effectiveness Senate; and for which of the 10+1 the of this working relationship appears in Senate and Board must mutually agree Academic Senate and Board policies (see Board of Trustees BP4005 Academic (see Academic Senate Constitution; Senates). In an effort to provide faculty, Curriculum Process Handbook; Board staff, administrators, and students further Policy and Administrative Procedure clarity about how the decision-making 4020 Program, Curriculum, and Course process is operationalized at the local Development). level, the College also developed a procedure to specify the manner in which individuals may bring forward ideas

Standard IV.A 311 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process

through the College’s specific committee IV.A.4. Descriptive Summary structure (see Board of Trustees BP2510 Participation in Decision Norco College demonstrates honesty Making). Through these governance and integrity in its relationships with structures, processes, and practices, the external agencies. It is committed to constituencies of the institution discuss complying with the letter and the spirit of ideas and communicate needs, decisions, the accreditation standards, policies, and and plans for the future. A detailed guidelines, as well as with the Accrediting description of each committee’s purpose Commission’s requirements for public is found in IV.A.1. disclosure, the production of self- evaluations, substantive change proposals IV.A.3. Self Evaluation as required, other reports, and team visits. Norco College’s recent history as a newly The standard is met. Though inclusive accredited College, its responsiveness to policies of shared governance at District ACCJC recommendations, and its timely and College levels, and the extensive submission of all required follow-up committee structure for planning and midterm reports demonstrate this and decision making, Norco College commitment. The College communicates facilitates discussion of ideas and effective to the community its efforts to meet communication among the institution’s standards and follow policies through the constituencies. The effectiveness of posting of all relevant reports and letters processes is evaluated regularly to ensure on its accreditation website. The link that constituencies have access to making for this site can be found on the College the processes even better. homepage (see Accreditation, Website).

IV.A.3. Actionable Improvement Plan An example of the College’s diligence in responding to accrediting agencies is None the College’s response after the ACCJC accreditation team visit and report (see IV.A.4. Accreditation Evaluation Team Report, The institution advocates and October 2009) and ACCJC’s granting demonstrates honesty and integrity in of initial accreditation in January 2010 its relationships with external agencies. (see ACCJC Letter Granting Initial It agrees to comply with Accrediting Accreditation; January 2010). Norco Commission standards, policies, College turned immediately to addressing and guidelines and Commission the three recommendations in that report. requirements for public disclosure, self- The College submitted its follow-up study, and other reports, team visits, and report in a timely fashion (see Follow-up prior approval of substantive changes. Report; October 2010) and the follow- The institution moves expeditiously to up visit team confirmed that all three respond to recommendations made by recommendations had been satisfactorily the Commission. addressed (see ACCJC Report of Follow-Up Team Visit to Norco College; November 2010).

312 Standard IV.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process

Another example of the College’s review of the Education Master Plan (see commitment to integrity in its relationships Educational Master Plan; January 2008) with external agencies and the institution’s and self-study planning agenda items moving expeditiously to respond to (see Institutional Self-Study in Support recommendations is the College’s of Initial Accreditation, Fall 2009). The response to the second recommendation Midterm Report Steering Committee from the 2009 Accreditation Evaluation was established, with the Chair of the Team Report. The recommendation was Norco Assessment Committee (NAC) to file a substantive change request based and interim vice president, Academic on the ability of students to take 50 percent Affairs/ALO designated as co-chairs. of their required degree courses online. The Steering Committee consisted of Prior to receiving initial accreditation, representatives from all constituencies the College could not file a substantive of the College (administration, faculty, change proposal, but immediately upon staff, and students). Draft narratives were having initial accreditation conferred worked on and discussed through email in January 2010, it took steps to do exchanges and were submitted to the chairs so. In February and March 2010, in the middle of October. A complete an administrative team prepared the draft was available for the Steering Substantive Change Proposal. It was Committee to discuss by the beginning next reviewed by the Norco Strategic of November and distributed to the entire Planning Co-Chairs Council on April 6, College in the middle of the same month. 2010 and forwarded to the Norco College The document was distributed to ISPC Strategic Planning Committee (NSPC) members and Norco Academic Senate with a recommendation for approval. The in November (see Institutional Strategic document was approved by the NSPC Planning Council, Minutes, November via an electronic vote conducted between 16, 2011; Academic Senate, Minutes, April 15-20, 2010 and by the Riverside November 21, 2011). Revisions were Community College District Board made based on dialogue and feedback of Trustees on April 20, 2010. After from the College community and the Board approval, the Substantive Change revised document was distributed to the Proposal was submitted to ACCJC in May College at the beginning of December. It 2010 (see Substantive Change Proposal was approved by the ISPC, COTW, and Distance Education; March 2010). NAS (see Institutional Strategic Planning ACCJC requested additional information Council, Minutes, December 7, 2011; and it was gathered and forwarded to Town Hall, Minutes, December 8, 2011; ACCJC (see Addendum to Substantive Academic Senate, Minutes, December 5, Change Proposal Distance Education, 2011). The District leadership reviewed September 2010). The substantive change the document and it was approved by was granted in December 2010 (see the Board of Trustees on February 21, ACCJC Action Letter on Substantive 2012 (see Board of Trustees, Minutes, Change Proposal; December 2010). February 21, 2012). The Midterm Report was submitted to ACCJC (see Midterm In February 2011, preparation for the Report, March 2012) and the ACCJC Midterm Report began with the Strategic Letter of Response confirmed that the Planning subcommittees completing a three recommendations made at the time

Standard IV.A 313 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process

of the 2009 Self-Study Report had been and COTW approved the final version fully resolved. The President of Norco of the Self Evaluation in October 2013 College distributed the letter to the entire and the Board of Trustees approved the College community through email on Self Evaluation at their December 2013 July 5, 2012 (see ACCJC Response to meeting (see Board of Trustees, Minutes, Midterm Report, July 5, 2012) and the December10, 2013). Action Letter from ACCJC is posted on the College’s website and so is publicly Norco College’s strategic planning accessible to the broader community. structure was revised in Fall 2011. One benefit of that revision is a more The Accreditation Steering Committee organic structure and assurance of for the 2014 Self Evaluation was formed full participation in the writing of the in Spring 2012. The faculty chair of the Self Evaluation. Feedback from the Norco Assessment Committee and the vice subcommittees after the 2009 self- president for Academic Affairs served as study revealed the redundancies in co-chairs of the Steering Committee. Each the College’s committee and strategic Standard subcommittee was also assigned planning structure. Existing standing a faculty and administrative co-chair with committees of the Academic Senate and representation from all constituencies other college wide committees integral to in the College. The first meeting of the the operation of the College were aligned Committee was May 9, 2012. The work of with the Self Evaluation standards with the Committee began in earnest in August an eye to positioning the College to 2012 with a half-day retreat. All members better support the writing of the Self of the College community were made Evaluation. Through this alignment, the aware of the membership of the Steering standard subcommittees were able to Committee and the timeline for the Self see clearly where to seek out evidence Evaluation (see Accreditation 2014 and information for the writing of their Steering Committee; Accreditation 2014 standards. This revision to the strategic Timeline). Drafts of the Self Evaluation planning and self evaluation processes were submitted in December. Revisions reflects the commitment of the College to were done during Winter 2013 and a using accreditation as a basis for ongoing draft was available for ISPC (and the and continuous improvement. Senate) in February 2013 for discussion and review. A second draft resulting from Full participation of the various dialogue during February and March was constituencies of the College ensures completed in May 2013 and made available the honesty and integrity of the self- for review by the strategic planning evaluation process and all documents committees. Further revisions were made and reports related to accreditation. during Summer 2013. In Fall 2013, the Review of all of these documents by the Accreditation Steering Committee met various bodies and hence constituencies to discuss revisions for the final draft of of the College, as well as by the District the Self Evaluation. The final draft was office, also ensures that any errors can submitted to the President’s Cabinet and be identified and corrected prior to the the District Executive Cabinet for review final approval of all documents and their in November 2013. The ISPC, NAS, distribution to the public.

314 Standard IV.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process

As required by the Commission, full dissemination of all materials relevant to public disclosure is evidenced by the its accreditation and operation through its display of all documents relevant to its website, and its publicly accessible Fact accreditation at the College’s website Book all provide evidence of the College’s and the prompt dissemination of drafts honesty and integrity in its relationships and completed reports and Commission with external agencies. actions and responses (see Accreditation, Website). In addition, the College has IV.A.4. Actionable Improvement Plan information on USDE regulations such as FERPA and those governing None financial aid prominently posted on its website. Career and Technical Education IV.A.5. programs publish gainful employment The role of leadership and the information on the Norco College website institution’s governance and decision- (see Gainful Employment Disclosure, making structures and processes Business Administration). Required are regularly evaluated to assure Clery Reports are publicly accessible as their integrity and effectiveness. The required (see Clery Reports, Webpage). institution widely communicates the Employment and diversity information results of these evaluations and uses is available at the District Diversity and them as a basis for improvement. Human Resources website and also in the Norco College Fact Book (see Diversity IV.A.5. Descriptive Summary and Human Resources, Website; Fact Book, Webpage). Norco College continually evaluates and revises its governance and decision- IV.A.4. Self Evaluation making structures and processes with regular evaluation. The standard is met. The College demonstrates honesty and integrity in Annually, the Student Services Planning its relationships with external agencies. Council, the Academic Planning Council, The College complies with Accrediting and the Business and Facilities Planning Commission standards, policies, Council prioritize requests for resources and guidelines; and Commission that have been identified in program requirements for public disclosure, self- reviews. The criteria employed by these study, other reports, team visits, and planning councils in ranking identified prior approval of substantive changes. needs are reviewed every year and revised The institution moves expeditiously to if necessary. These criteria include respond to recommendations made by the objectives set forth in District and College Commission. Norco College’s response strategic plans as well as service area and to the three recommendations of the student learning outcomes (see Norco Commission from the 2009 Self Study College Strategic Planning Policy 2010- and comprehensive visit, its successful 01; Norco College Strategic Plan and Follow-Up Report and Midterm Report, Process, 2013-18; District Centennial its willingness to revise and improve Strategic Plan, 2012-16; agendas and its own evaluation processes, its public minutes from Student Services Planning

Standard IV.A 315 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process

Council, Academic Planning Council, Goals, Objectives and “Dashboard and Business and Facilities Planning Indicators” is presented to the Council). As part of the process, councils strategic planning Committee of the evaluate the prioritization process to Whole (see Committee of the Whole, assess its effectiveness (see Planning Minutes, November 27, 2012). Councils Survey, 2012). 3. An accreditation survey of the entire strategic planning membership is In addition, Strategic Planning Policy administered at the final COTW 2010-01 requires that annually, the meeting of the spring semester (see strategic planning, program review, Committee of the Whole Survey and resource allocation processes are 2011, 2012, 2013). evaluated in an effort to ensure that: 4. An annual open dialogue session is • Planning, program review, and held at the end of the spring term, resource allocation are effectively and an executive summary of the linked; session is widely disseminated to • Decisions regarding the allocation the institution (see Open Dialogue of resources are driven by goals Session 2011, 2012, and 2013). and objectives identified in the 5. A memorandum from the College College Educational Master Plan, President to the strategic planning programmatic initiatives enumerated membership is published towards in annual program review documents, the end of the academic year, and evidence of effectiveness in noting which of the faculty and achieving course-, program-, and staff positions identified in the institutional-level student learning previous year’s program reviews, outcomes; and and prioritized by the Institutional • The concerns of stakeholders Strategic Planning Committee, (students, faculty, staff, administrators will be recommended for funding and the communities served by the (see Policy 2010-01; President’s College) are ascertained regularly Memorandum on Program Review and continually incorporated into Resource Allocations for 2012- the College’s planning, resource 2013). allocation, and decision-making processes. Efforts have been made to improve in areas where weaknesses have been The policy further establishes the identified. For example, in preparation following procedures for evaluating for updating the Strategic Plan and strategic planning: Process document, the Institutional 1. An Annual Survey of Effectiveness Strategic Planning Council went through is administered to the Academic, a Strengths, Weaknesses, Opportunities Administrative, and Business and and Threats (SWOT) analysis exercise Facilities Planning Councils (see (see Institutional Strategic Planning Planning Council Survey, 2011; Council, Minutes, April 27, 2012). It 2012). was determined that the College should 2. An Annual Progress Report on acknowledge efforts to support the the Educational Master Plan employees by including “Strengthen Our

316 Standard IV.A All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.A: Decision-Making Process

Commitment to Our Employees” as an IV.A.5. Self Evaluation institutional goal. This was approved by the Committee of the Whole on October The standard is met. Norco College 30, 2012 (see Committee of the Whole, continually evaluates and revises its Minutes, October 30, 2012). governance structure through the work of the planning councils, the Committee Another example is the 2011 revision of the Whole, and annual and biennial of the shared governance structure, surveys. The College meets the standard. undertaken in order to increase the focus of the College on the institutional mission IV.A.5. Actionable Improvement Plan and demonstrate an intentional approach to addressing the ACCJC standards (see None Strategic Planning Committee, Minutes, September 27, 2011).

Standard IV.A 317 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

IV.B. Board and Administrative • Adopting the District’s annual budget Organization • Acquiring property In addition to the leadership of • Approving the employment and individuals and constituencies, dismissal of academic and classified institutions recognize the designated employees responsibilities of the governing • Hiring, firing, and valuatinge the board for setting policies and of the District Chancellor chief administrator for the effective • Deciding employee compensation operation of the institution. Multi- • Approving contracts college districts/systems clearly define • Hearing employee grievances the organizational roles of the district/ • Listening to comments from the system and the colleges. public, faculty, staff, and students at its regular Board meetings IV.B.1. The institution has a governing board The BOT is responsible for establishing that is responsible for establishing policies that ensure the quality, integrity, policies to assure the quality, integrity, and effectiveness of student learning and effectiveness of the student programs and services. Evidence of this learning programs and services and involvement can be found in specific the financial stability of the institution. Board Policies; for example, Board The governing board adheres to a Policy 4020 states that “the programs clearly defined policy for selecting and and curricula of the District shall be of evaluating the chief administrator for high quality, relevant to community and the college or the district/system. student needs, and evaluated regularly to ensure quality and currency” (see Board IV.B.1. Descriptive Summary of Trustees BP4020 Program, Curriculum and Course Development). Numerous Riverside Community College District Board Policies exist that govern support (RCCD) has a five-person Board of services to students; for example, Board Trustees (BOT). The primary function Policy 5150 (Extended Opportunity of the BOT is to make policy (see Board Programs and Services), which states that of Trustees BP2200 Board Duties, “support services and programs that are in Responsibilities and Privileges), and to addition to the traditional student services govern on behalf of the citizens of the programs shall be provided in order Riverside Community College District. to assist students who have language, The BOT has established Board Policies social, and economic disadvantages to (see RCCD Board of Trustees Policy succeed academically in the District” Manual) that clearly outline its role in not (see Board of Trustees BP5150/AP5150 only establishing policies but reviewing Extended Opportunity Programs and them regularly (see Board of Trustees Services). The mission statements for the BP2410/AP2410 Board Policy and District and the three colleges that make Administrative Procedure). up RCCD also provide evidence that the BOT is actively involved in monitoring The BOT’s powers and duties include: the quality of programming and the • Approving District policy integrity of the actions being taken by the

318 Standard IV.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization institution (see Board of Trustees BP1200 IV.B.1.a. District Mission). In addition, the BOT The governing board is an independent establishes policies that assure the overall policy-making body that reflects the financial stability of the institution, as public interest in board activities and evidenced in chapter six of the Board decisions. Once the board reaches a Policy manual, specifically Board of decision, it acts as a whole. It advocates Trustees BP6200 (Budget Preparation), for and defends the institution and BP6250 (Budget Management), and protects it from undue influence or BP6300 (Fiscal Management). Board pressure. Policy and Administrative Procedures 2710 and 2712 ensure that the board IV.B.1.a. Descriptive Summary fairly represents the public (see Board of Trustees BP2710/AP2710 Conflict of The governing board of Riverside Interest). Community College District is the Board of Trustees (BOT). In June 2012 a A significant responsibility of the BOT resolution was passed by the RCCD BOT is to appoint the chief administrator (see Board of Trustees, Minutes, June 19, (Chancellor) for the District. The 2012) to change from an at-large election process for the selection of the for Trustees to a by-district method (see Chancellor is outlined in Board Policy Board Policy 2010 Board Membership). and Administrative Procedure 2431 Five distinct areas within the RCCD (Chancellor Selection). This policy clearly catchment area were identified (see identifies the roles and responsibilities District Trustee Area Map). One resident of the BOT in consultation with the can be elected to each of the five areas vice chancellor, Diversity and Human for a four-year term. Candidates must Resources. reside in the specific Trustee Area within the District’s boundaries and are elected IV.B.1. Self Evaluation only by the voters who reside in the same Trustee Area (see Education Code Section This standard is met. Policies exist 5030[b]). Trustee elections are held at the which ensure the Board advocates for same time as general and local elections. and defends the District fairly and with The District ensures the continuity of integrity. An evaluation process for the Board membership and provides for Board and selection process for the chief staggered terms of office; two members administrator of the District demonstrate take office on the first Friday in December the Board’s commitment to integrity of in one even-numbered year and three leadership. members the next even-numbered year. The District has a written policy to fill any IV.B.1. Actionable Improvement Plan vacancies that might occur (see Board of Trustees BP2110/AP2110 Vacancies on None the Board).

A student-elected Trustee represents the interests of students at all three colleges in the District (see Board of Trustees

Standard IV.B 319 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

BP2015/AP2015 Student Trustee). The maker in those areas assigned to it by Student Trustee, although empowered to state and federal laws and regulations. ask questions and to discuss all matters, The Board relies on the administration, may not vote or participate in closed the Academic Senates, faculty, staff, and session meetings of the Board. students to provide direction in policy development and implementation. Except The BOT is governed by a set of bylaws for unforeseeable emergency situations, set forth in the Board Policy Manual that the Board of Trustees does not take any mandate how, when, where, and in what action on matters until the appropriate manner the Board shall govern the District constituent group or groups have been (see Board of Trustees Policy Manual). provided the opportunity to participate.

Board Policies and Administrative In an effort to provide a venue for Procedures that deal directly with the presentation and discussion of topics organization and conduct of the Board pertinent to the governance of the District, include: the BOT has established five standing 2010 Board Membership committees comprising representatives 2015 Student Trustee from various college constituencies. Each 2100 Board Elections committee is a venue for the discussion, 2200 Board Duties, Responsibilities review, and deliberation of issues related and Privileges to effective governance of the college 2220 Committees of the Board (see Board of Trustees BP2220/AP2220 2305 Annual Organizational Meeting Committees of the Board). 2310 Regular Meeting of the Board 2315 Closed Sessions The five standing committees are: 2320 Special Emergency and • Teaching and Learning Committee: Adjourned Meetings Addresses academic program issues 2330 Quorum and Voting and elements, and issues that affect 2410 Policy and Administrative student services. Procedure • Planning & Operations Committee: 2510 Participation in Local Decision Reviews and addresses strategic Making and operational planning for the 2740 Board Education District, including, but not limited to, 2745 Board Self Evaluation campus/college mission statements 2712 Conflict of Interest Code and strategic plans, organizational 2715 Code of Ethics/Standards of changes impacting the planning Practice process or district wide effectiveness, 3050 Institutional Code of Ethics and reports of strategic measures. • Facilities Committee: Reviews and RCCD policy stipulates that Board addresses issues and elements around members have no employment or personal facility development, renovations, financial interest in the institution. physical planning, and development. • Resources Committee: Reviews The BOT is an independent policy- and addresses issues of personnel making body, and the ultimate decision and financial resources, including,

320 Standard IV.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

but not limited to, budget, issues of IV.B.1.b. bargaining units, audits, and Measure The governing board establishes C. policies consistent with the mission • Governance Committee: Reviews statement to ensure the quality, and addresses issues of Board policy integrity, and improvement of student and procedures, agreements that learning programs and services and the address the governing relationship resources necessary to support them. of the Board/District, and issues of legislative matters. IV.B.1.b. Descriptive Summary

Regular Board of Trustees meetings To ensure the quality, integrity, and take place on the third Tuesday of the improvement of the District’s educational month; standing committee meetings programs and services, the Board of are held on the first Tuesday of the Trustees (BOT) reviews and approves month. Each Board agenda provides for all District programs; reviews and public presentation and for staff reports approves the budget as well as all as appropriate. All general and standing District expenditures at its monthly Board committee meetings are open to meetings; and relies on the Chancellor, the public, and Board policy requires the District administrators, the three campus keeping and preserving of minutes of all presidents, and their administrations to BOT meetings. These minutes are kept ensure that institutional practices reflect in hard copy in the Chancellor’s office both Board-approved policies and the and on the RCCD website (see Sample mission statements of the District and Board Minutes). The BOT follows the each college (see Board of Trustees regulations outlined in the Brown Act BP1200 District Mission). with regard to policy and administrative procedure (see The Brown Act; Board The following is the current RCCD of Trustees BP2410/AP2410 Policy and Mission, revised April 2013 (see Board Administrative Procedure). The Board, as of Trustees, Minutes, April 16, 2013): a group, takes action only when there is a Riverside Community College majority decision of its members. District is dedicated to the success of its students and to the development IV.B.1.a. Self Evaluation of the communities it serves. By facilitating its colleges and learning The standard is met. The members of the centers to provide educational and Board of Trustees accept the responsibility student services, it meets the needs for developing policies and acting in the and expectations of its unique interest of the communities and students communities of learners. The District served by the District. provides the colleges with leadership in the areas of advocacy, resource IV.B.1.a. Actionable Improvement Plan stewardship, and planning.

None Through strategic initiatives, the District advances its goals and supports the missions of the three colleges, which

Standard IV.B 321 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

are also focused on student success. The and Privacy; 5050 Matriculation; 5052 District goals underscore its function to Open Enrollment; 5055 Enrollment promote and to provide opportunities for Registration Priorities; 5055 Enrollment students to be successful in accomplishing Priorities; 5056 Registration Priorities; their educational and career goals. The 5075 Course Adds and Drops). District’s strategic themes include: • Student access IV.B.1.b. Self Evaluation • Student learning and success • Resource stewardship The standard is met. Board policies are • Community collaboration and sufficient to assure consistency with the partnership missions and goals of the District and • Creativity and innovation its colleges. Board policies are reviewed • System effectiveness periodically and revised as necessary.

The Board of Trustees is responsible for IV.B.1.b. Actionable Improvement Plan ensuring that policies are put in place that are consistent with the mission of the None Riverside Community College District, and the missions of each of the three IV.B.1.c. colleges that make up RCCD: Moreno The governing board has ultimate Valley College, Norco College, and responsibility for educational quality, Riverside City College. legal matters, and financial integrity.

BOT policies also outline the process for IV.B.1.c. Descriptive Summary program and curriculum development and articulation as well as the philosophy The Board of Trustees receives regular and criteria for associate degrees reports and presentations concerning the throughout the District (see Board of status of various educational programs, Trustees BP4050/AP4050 Articulation). strategic planning, fiscal planning, and The curriculum process agreement formal budgets. These reports are part with the Academic Senate establishes of the agenda packet prepared for each the relationship between Board policy Board meeting (see Board of Trustees, and shared governance in the areas of Agenda, Minutes—Sample). The reports curriculum and program development are presented in public meetings and (see Curriculum Process Agreement). In given to trustees each month via written addition, the Board has established a series reports within the Board agendas. Items of policies to govern support services to are discussed by the Board in its standing students (see Board of Trustees BP5010/ subcommittees (see Standard IV.A.1.a. AP5010 Admissions; 5012 International above) and at regular Board of Trustee Students; 5013 Students in the Military; meetings. If questions arise, they are 5015 Residential Determination; 5020 communicated to the proper campus Non-Resident Tuition; 5030 Student Fees; administrator(s) via the Chancellor. 5031 Instructional Materials Fees; 5035 Withholding of Student Records; 5040 Legal matters of the District are discussed Student Records; Directory Information in both open and closed sessions of the

322 Standard IV.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

Board. When necessary and appropriate, IV.B.1.c. Actionable Improvement Plan the Board seeks legal counsel before making decisions on specific statutory None issues—such as real estate transactions; employee discipline, dismissal, or IV.B.1.d. release; potential or actual litigation; and The institution or the governing labor negotiations—which are discussed board publishes the board bylaws and in closed-session meetings. The intent to policies specifying the board’s size, hold a closed session is always announced duties, responsibilities, structure, and in the Board agenda, and when action operating procedures. is taken on an item discussed in closed session, the action must be reported out IV.B.1.d. Descriptive Summary in open session (see Board of Trustees BP2315 Closed Sessions). The Board of Trustees is governed by a set of policies that specify its size, duties, The Board ensures the fiscal integrity responsibilities, structure, and operating of the District through commission procedures. These policies are described and review of an annual audit by an in Standard IV.B.1.a. and are included independent audit firm. Until 2012, the in the District’s Board Policy Manual. Board approved a minimum requirement This manual is available to the College community and District residents on the of a five-percent reserve (see Annual Audit RCCD website and in paper form in the Report), but owing to the economic crisis presidents’ and Chancellor’s offices (see in California, the reserve was lowered Board of Trustees Policy Manual). The to three percent in September 2012 (see Board policies are updated as necessary Board of Trustees, Minutes, September based on information supplied by the 18, 2012). The Board approves the annual Community College League of California budget and monitors expenditures using (see Community College League of reports prepared by the vice chancellor, California, Website). Business and Financial Services, which includes a list of monthly requisitions IV.B.1.d. Self Evaluation (see Board of Trustees Board Book). At the September 17, 2013 Board meeting, a The standard is met. Policies exist which resolution was passed raising the reserve dictate the size, duties, responsibilities to 3.8 percent as the state begins to restore and structure of the Board of Trustees. apportionment revenues (see Board of Trustees, Minutes, September 17, 2013). IV.B.1.d. Actionable Improvement Plan

IV.B.1.c. Self Evaluation None

The standard is met. The governing IV.B.1.e. board demonstrates its responsibility for The governing board acts in a manner educational quality, legal matters, and consistent with its policies and bylaws. financial integrity. The board regularly evaluates its policies and practices and revises them as necessary.

Standard IV.B 323 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

IV.B.1.e. Descriptive Summary • Section 5 – Student Services • Section 6 – Business and Fiscal As previously indicated, the Board of Affairs Trustees operates under Board Policies • Section 7 – Human Resources Section 1 (District) and Section 2 (Board of Trustees), which include bylaws of All policies that continue to require the Board in accordance with related updating or revision are brought before the state education and administration codes. BOT throughout the year after review and Minutes and resolutions of the RCCD input by all appropriate constituencies. Board of Trustees demonstrate that it In addition to periodic review by the consistently acts according to its policies General Counsel and administrative staff, and bylaws. the CCLC provides a biannual update based on new law or changes to current Board policies are reviewed periodically laws, as well as on issues common to the during Board retreats and scheduled community college system. The District Board of Trustees meetings to ensure they revises its policies in accordance with conform to current legislation (see Board these CCLC updates. of Trustees BP2410/AP2410 Policy and Administrative Procedure). In order to IV.B.1.e. Self Evaluation accommodate the transition to a multi- college District and to ensure compliance The standard is met. The Board of Trustees with mandated evaluation and revision of has a system for evaluating and revising policies and practices, a major update of its policies and acts in accordance with Board policies and procedures began in its bylaws. 2006-2007, when the District subscribed to the Community College League of IV.B.1.e. Actionable Improvement Plan California (CCLC) Model Policies and Procedures Services. Dates of Board None Policy and Administrative Procedure revisions are located on the individual IV.B.1.f. Policy or Administrative Procedure, both The governing board has a program of which can be found on the RCCD for development and new member website. Board policies are available to orientation. It has a mechanism for the public on the RCCD website. Policies providing for continuity of board and procedures relevant to the present membership and staggered terms of accreditation self evaluation are also office. listed under “Board of Trustees BP/AP” at the evidence website. IV.B.1.f Descriptive Summary

New policies/procedures sections The Board of Trustees is committed include: to its ongoing development as a Board • Section 1 – District (see Board of Trustees BP2740 Board • Section 2 – Board of Trustees Education). Under the direction of the • Section 3 – General Institution Chancellor, the District conducts an • Section 4 – Academic Affairs orientation session during election years

324 Standard IV.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization for all candidates running for the office nearly as practical, one half of the Board of the Board of Trustees. The orientation members shall be elected at each Board includes a brief history of the District, an member election” (see Board of Trustees overview of the budget, an overview of BP2100/AP2100 Board Election). Two Academic Affairs and Student Services board members, one incumbent and one units, an overview of strategic planning new member, were elected in November and development initiatives, a profile 2012 for a term of four years, which began of the District demographics, the role the first Friday in December following the of the Academic Senate, the role of the election. bargaining units, and the role of the trustees. The presidents of the three The District also has a policy to fill any colleges, appropriate vice presidents, unexpected vacancies that might occur vice chancellors and other members of (see Board of Trustees BP2110 Vacancies the Chancellor’s Cabinet, the District on the Board). Academic Senate president, the presidents of the bargaining units, and the IV.B.1.f. Self Evaluation president of the Management Leadership Association conduct the orientation. The standard is met. Board development through orientations and workshops Every year the Trustees attend is ongoing and thorough. As a way information sessions on Board duties of informing their decision-making, and responsibilities, sponsored by the members travel when possible to California Community College League. conferences to maintain current Board members also attend sessions knowledge of the political arena in both updating them on programs and services Sacramento and Washington. for districts and colleges and receive updates on the budgetary status of IV.B.1.f Actionable Improvement Plan the community college system. They participate in conferences sponsored by None the Association of Community College Trustees (ACCT). One Trustee currently IV.B.1.g. serves on the ACCT Board of Directors The governing board’s self-evaluation and one Trustee is a member of the ACCT processes for assessing board Public Policy Board Committee (see performance are clearly defined, Board of Trustees BP2200 Board Duties, implemented, and published in its Responsibilities and Privileges). policies or bylaws.

The Board consists of five members, IV.B.1.g. Descriptive Summary each representing a designated area of the District. Each member serves a The Board is attentive to its four-year term. Elections are held every responsibilities to the community and the two years in even numbered years. As District and recognizes the need to assess noted previously, the District ensures its performance annually. Therefore, each the continuity of Board membership and May, the Board conducts a self-evaluation provides for staggered terms of office: “as of its performance that includes open,

Standard IV.B 325 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

evidence-based institutional and IV.B.1.h. community dialogue and a commitment The governing board has a code of to continuous improvement (see Board of ethics that includes a clearly defined Trustees BP2745 Board Self-Evaluation). policy for dealing with behavior that This assessment is grounded in four key violates its code. principles: • Learner centeredness IV.B.1.h. Descriptive Summary • Continuous assessment • Evidence-based assessment The Riverside Community College • Commitment to act District Board of Trustees has established During the assessment process, the Board a clearly defined code of ethics that details examines its performance and record a process for dealing with violations of organized around seven dimensions: that code in a prompt manner (see Board • Commitment to learners of Trustees BP2715/AP2715 Code of • Constituency interface Ethics Standards of Practice). The Board • Community college system interface reaffirms its commitment to ethical • Economic/political system interface standards by holding the institution • District policy leadership accountable for ethical behavior as well • Management oversight (see Board of Trustees BP3050/AP3050 • Process guardianship Institutional Code of Professional Ethics). The Board maintains policies that define The process and its results aid the Board possible conflicts of interest and avoids in performing its role as a governing any conflict of interest for themselves body; it is not intended to evaluate the and various employees of the District performance of an individual member, (see Board of Trustees BP2710/AP2710 but instead, it acts as a means for gauging Conflict of Interest; 2712 Conflict of the effectiveness of the Board as a whole Interest Code). Other policies specifically (see Board Self Assessment, 2013). address the acceptance of gifts, the personal use of public resources, and IV.B.1.g. Self Evaluation restrictions on political activities by Board members and employees of the institution The standard is met. The Board has (see Board of Trustees BP2713 Gifts of a clearly defined process for its own Tickets and/or Passes; 2716 Political review and has engaged annually since Activity; 2717 Personal Use of Public 2007 in a self-assessment process. Resources). Members of the Board and Discussion occurs in open session and designated employees of the institution recommendations for the improvement of file financial disclosure documents yearly Board effectiveness are used to set goals to maintain a transparent public record of for the coming year (see Board of Trustees, their finances (California Fair Political Minutes, September 18, 2012; Board of Practices Commission Form 700). Trustees Self Evaluation, Webpage). IV.B.1.h. Self Evaluation IV.B.1.g. Actionable Improvement Plan The standard is met. Using state measures None for the development of their code of ethics,

326 Standard IV.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization the Board of Trustees maintains policies all constituencies in the process and it on conflict of interest, acceptance of gifts, approves major accreditation reports and use of public funds for themselves before they are sent to the Accrediting and the employees of the District. Commission.

IV.B.1.h. Actionable Improvement Plan IV.B.1.i. Actionable Improvement Plan

None None

IV.B.1.i. IV.B.1.j. The governing board is informed The governing board has the about and involved in the accreditation responsibility for selecting and process. evaluating the District/system chief administrator (most often known IV.B.1.i. Descriptive Summary as the chancellor) in a multi-college district/system or the college chief The Riverside Community College administrator (most often known as District Board of Trustees is both informed the president) in the case of a single of and involved in the accreditation college. The governing board delegates process. The Board mandates that the full responsibility and authority to him/ Chancellor inform the Board of ongoing her to implement and administer board accreditation activities and “ensure that policies without board interference the Board is involved in any accreditation and holds him/her accountable for the process” (see Board of Trustees BP3200/ operation of the District/ system or AP3200 Accreditation). The Board college, respectively. In multi-college receives periodic reports at the Board districts/systems, the governing board meetings directly from the presidents of establishes a clearly defined policy for the colleges, the college accreditation co- selecting and evaluating the presidents chairs, and the presidents of the Academic of the colleges. Senates. In September 2012, an ACCJC vice president provided a training session IV.B.1.j Descriptive Summary on accreditation matters to the entire Board of Trustees. At their December The Riverside Community College 11, 2012 meeting, the Board received District Board of Trustees has the an accreditation update from each of the responsibility for selecting and evaluating three college presidents (see Board of the Chancellor, the District’s chief Trustees, Minutes, December 11, 2012). administrator (see Board of Trustees BP2431/AP2431 Chancellor Selection). IV.B.1.i. Self Evaluation The Board also delegates full responsibility and authority to the Chancellor to The standard is met. The Board is implement and administer Board policies formally and explicitly committed to and holds the Chancellor accountable for the production of thorough and accurate the operation of the District (see Board of accreditation self evaluations. The Trustees BP2430 Delegation of Authority Board is also committed to involving to Chancellor and Presidents). For the

Standard IV.B 327 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

2009 Chancellor selection process, the recent search process at Norco College committee included faculty, managers, involved a selected committee whose classified staff, students, and members recommendations were evaluated by the of the local communities. The selection Chancellor, site visits by the candidates, process was aided by a consultant, the and a final interview by the Chancellor. vice chancellor of Diversity and Human The Chancellor then presented the final Resources, and an Equal Employment candidates to the Board for approval (see Opportunity (EEO) representative. Once Management Performance Evaluation the committee completed its work (which Guidelines). included interviews of the candidates) and forwarded the top candidates to IV.B.1.j. Self Evaluation the Board, the Board developed its own process for selection, interviewed the The standard is met. The Board follows candidates, and chose the Chancellor to approved policies for the selection of serve as chief administrator. the Chancellor and delegates to the Chancellor the authority to administer The Board holds the Chancellor Board policies without interference from accountable for the operation of the the Board. District by evaluating his/her performance annually (see Board of Trustees BP2435 IV.B.1.j. Actionable Improvement Plan Evaluation of Chancellor). This policy states, “The Board shall evaluate the None Chancellor using an evaluation process developed and jointly agreed to by the IV.B.2. Board of Trustees and the Chancellor... The president has primary responsibility [The] Chancellor orally presents a for the quality of the instruction he/ summary of his/her major achievements she leads. He/she provides effective of the past year and goals for the future leadership in planning, organizing, of the District (see Board of Trustees budgeting, selecting and developing BP2435/AP2435 Evaluation of personnel, and assessing institutional Chancellor). The Board and Chancellor effectiveness. then discuss the outlined items and any other appropriate subjects the Board may IV.B.2.a. request” (see Board of Trustees BP2435/ The president plans, oversees, and AP2435 Evaluation of Chancellor). evaluates an administrative structure organized and staffed to reflect The Board delegates the selection and the institution’s purposes, size, evaluation of the three college presidents and complexity. He/she delegates to the Chancellor (see Board of Trustees authority to administrators and others BP7121/AP7121 President Recruitment consistent with their responsibilities, as and Hiring; BP 7155 Evaluation of appropriate. President). Evaluations occur at least once every three years according to IV.B.2.a. Descriptive Summary policy and filling vacancies is directed and overseen by the Chancellor. The most The President serves as the chief

328 Standard IV.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization executive officer of Norco College. The to full deans to align the College with President provides effective leadership similar positions District wide: dean, in planning; organizing; budgeting; Special Funded Programs; dean, Student selecting and developing personnel; and Success (later renamed dean, Institutional assessing institutional effectiveness. Effectiveness); and dean, Technology and He assigns responsibility to his team of Learning Resources. administrators and managers consistent with their assigned responsibilities. The expansion in administrative positions The President delegates authority to has improved the institution’s ability to his cabinet, which includes three vice provide the appropriate level of services presidents, deans, and managers. He that reflect its mission and increased meets with the vice presidents weekly growth and to complete the decentralizing and with his cabinet monthly. Since of student services. Decentralization accreditation was granted in 2010, the included the elimination of District President has expanded the size of his student services administrative positions administration by adding management with the creation of a Norco College vice positions that were either requested in president of Student Services (VPSS). administrative or departmental program Enrollment management, admissions, reviews or funded with newly acquired and records (formerly District functions) or renewed federal grant dollars (see are now operated and managed by the Organizational Charts, Norco College; aforementioned dean of Admissions and Annual Unit Program Review, Business Records. The director of Student Financial Services 2010, 2011, 2012; Annual Unit Services now manages the awarding and Program Review, Academic Affairs 2011, distribution of student grants, loans, 2013; Business and Facilities Planning and scholarships. Other areas that were Council, Staff Positions Prioritization decentralized are Athletics, Disabled Ranking 2010-2011). Six administrative Students Programs and Services, positions have been added since 2010: Matriculation, and Student Government. vice president, Student Services; dean, The Diversity and Human Resources Admissions and Records; assistant functions continue to be centralized, but dean, CalWORKs; director, Student a DHR staff member is assigned to the Financial Services; sergeant, Safety College two days a week. The DHR staff and Police; and assistant food manager. member coordinates the hiring process Eight positions were created as a result for all College positions. of newly acquired or renewed federal grants: dean of Instruction, Career and The President has overall responsibility Technical Education; associate dean, to establish collegial processes; to set Grants and College Support Programs; values, goals, and priorities for Norco director, National Center for Supply College; and to communicate those Chain Technology Education; program values, goals, and priorities to all director, Student Support Services; constituencies on the College. He is also director, Title III STEM Grant; and responsible for effectively controlling Upward Bound director (three positions). the budget and expenditures and for Three positions were also reclassified working with the community that the from director or associate dean level College serves. Since initial accreditation

Standard IV.B 329 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

in 2010, the budgetary authority of the IV.B.2.b. President has been expanded, allowing The president guides institutional greater discretion in the allocation of improvement of the teaching and budgeted funds and increasing the size learning environment by the following: of contingency funds available to address 1. establishing a collegial process College needs. that sets mission, vision, values, and prioritization; The President communicates with the 2. ensuring that evaluation Board of Trustees by attending all of the and planning rely on high Board of Trustees regular and committee quality research and analysis meetings (see Board of Trustees, Minutes, on external and internal February 19, 2013). He coordinates with conditions; the District Chancellor by attending and 3. ensuring that educational participating in the Chancellor’s Executive planning is integrated with Cabinet (see 2013 Master Executive resource planning and Calendar) and the District Strategic distribution to achieve student Planning Committee meetings (see learning outcomes; and District Strategic Planning Committee 4. establishing procedures to Membership). evaluate overall institutional planning and implementation IV.B.2.a. Self Evaluation efforts.

The standard is met. Since initial IV.B.2.b. Descriptive Summary accreditation, Norco College has functioned with autonomy. Under the The President guides institutional President’s leadership, Norco College improve-ment of the teaching and learning has improved in efficiency, increased its environment through various means. First, management capacity, and increased its he establishes a collegial process that resources while maintaining an average sets values, goals, and priorities through enrollment of approximately 10,000 his work with the President’s Cabinet, students. President’s Community Advisory Group, the Committee of the Whole, and the IV.B.2.a. Actionable Improvement Plan strategic planning processes. He also sets values and goals by meeting with College None and community constituents individually, and communicating with the campus community regularly.

The President conducts monthly Cabinet meetings with all College administrators and managers (see President’s Cabinet Minutes, July 25, 2012), as well as holding weekly meetings with the vice presidents (see Vice Presidents Meeting, Agenda, September 24, 2013). He also

330 Standard IV.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization meets monthly with project directors of The President ensures that evaluation and federally funded grants to stay apprised planning rely on high-quality research of progress being made on annual and analysis on external and internal objectives (see Grants Update Meeting conditions through his work with the Agenda, April 16, 2013) These meetings dean of Institutional Effectiveness provide a forum for the President to set and his participation in the strategic and discuss goals and priorities, gather planning process. The addition of a dean feedback from the management team, of Institutional Effectiveness (formerly and address any grant-related concerns. called dean of Student Success) has The meetings also provide managers an dramatically strengthened the College’s opportunity to highlight recent successes, capacity to generate and analyze data, coordinate collaborative efforts, and enabling it to accelerate efforts and bring up campus wide matters of concern. enhance its effectiveness at student The President’s Community Advisory learning outcomes measurement, and to Group provides a forum for the President inform its decision-making. The dean of to highlight the accomplishments of the Institutional Effectiveness generates data College and to announce new initiatives reports for the President and standing (see President’s Community Advisory strategic planning committees that Group Agenda, October 17, 2013 and analyze internal and external conditions. September 12, 2012). Members of the For example, the Student Equity Report community group provide the President (see Student Equity Plan, March 2010) with feedback and advice about how to provides an analysis of student success by gather external support for the College’s race and ethnicity. One way the College goals and priorities. The President has shown a commitment to establishing also regularly attends meetings of the accountability in decision-making is to Committee of the Whole (see Committee invest institutional resources and personnel of the Whole, Minutes, September 24, to create innovative approaches designed 2013), which comprises all staff, faculty, to improve student success outcomes. and administrators, as well as faculty Examples of allocating resources to this FLEX days (see Back to College Days end include the accelerated developmental E-Blast, Fall 2013). These meetings education courses in math and in English provide the President a forum to reinforce and the development of a Summer the College’s values, discuss priorities Advantage Program (see Summer for the College, and develop goals with Advantage Program, Website). The consultation and approval from the campus Summer Advantage Program is designed community. Moreover, the President has to help incoming students complete regular meetings with the president and the orientation process, participate in vice president of the Academic Senate, refresher workshops in math and English representatives of the California Teachers that often permits them to skip remedial Association (CTA), and the vice president courses, and earn early registration. of the Classified and School Employees Another way the College has demonstrated Association (CSEA) (see CSEA/College a commitment to accountability is its Administration Meeting, Agenda, October willingness to acknowledge problems 22, 2012). and make appropriate changes. To better serve the academic and developmental

Standard IV.B 331 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

needs of African American students, the to co-chair these councils. For example, College developed the Rites to Thrive the BFPC is co-chaired by the VP for Program (see Rites to Thrive Flyer 2012; Business Services; the SSPC is co- Rites to Thrive Program Content 2012) chaired by the VP of Student Services; in response to the data presented in the and the APC is co-chaired by the dean of Student Equity Report and other data Instruction. In addition, the Institutional provided by the Institutional Effectiveness Strategic Planning Council (ISPC), office. This program is designed to the main coordinating body for all the address the educational, personal, and strategic planning at Norco College, and career needs of African American college the Committee of the Whole (COTW) students. The Institutional Effectiveness are co-chaired by the VP of Academic office also generates reports that analyze Affairs. These councils play a vital role in external conditions such as labor the planning and prioritization of staffing, and market research statistics for the equipment, and facilities. For example, communities served by Norco College, the President used the strategic planning general community demographic data, process to develop the College’s Facilities and other academic research related to Master Plan. He designated the BFPC to higher education. The President and all lead this effort to gather full input from the constituencies at Norco use these data campus community through the process to ensure reliable evaluation of College (see Business and Facilities Planning systems and procedures, and appropriate Council, Minutes, March 19, 2012). The institutional planning. President attended BFPC meetings and COTW meetings to hear concerns from The President ensures that educational the campus community about the Facilities planning is integrated with resource Master Plan (see Committee of the Whole, planning and distribution to achieve Minutes, March 14, 2013). The Planning student-learning outcomes by overseeing Councils submit staffing, equipment, and participating in strategic planning and facilities requests to the Committee processes. In 2011, the College of the Whole for comment and approval. successfully reorganized its committee Prioritized lists approved by the COTW structure and the strategic planning are submitted to the President for final process to eliminate redundancy, decisions, resource allocation, and action. maximize representation from all campus The President determines final priorities constituencies, and align the process with and plans resource allocation guided by accreditation standards. (A more detailed the College’s core commitments, mission, account of this change is found in IV.A.) and vision with full consideration given to The reorganization has established a its strategic goals. To complete the last step robust planning and decision-making of the resource allocation process, formal process, which involves faculty, staff, feedback on resource allocation decisions administrators, and students. In the made by the President is provided to the process, two councils were created: the institution in the form of an annual memo Business and Facilities Planning Council from the President to the entire College (BFPC) and the Student Services Planning community (see Strategic Planning Plan Council (SSPC). The President delegates and Process 2013-2018, Appendix E, responsibility to his management team pg. 31). This communication formally

332 Standard IV.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization explains the rationale for the President’s and staff leaders to ensure coordination decisions regarding resources, thereby between academic and resource planning making transparent the decision-making and procedures. Finally, the President process (see President’s Memorandum meets with community groups (see on Program Review Resource Allocations President’s Community Advisory Group for 2012-2013). In addition, the President Meeting Agenda, October 17, 2013) and serves on the District’s Strategic Planning the leadership from local school districts Committee (DSPC). He integrates College periodically to ensure community and District planning by forwarding his needs are identified and integrated recommendations to the Chancellor and into resource planning. Processes and the District Strategic Planning Committee procedures by which the President for approval. For example, in December evaluates overall institutional planning 2012, he presented the College’s 2013- and implementation efforts include a 2018 Strategic Plan to the DSPC for systematic cycle of instructional and non- review and approval (see DSPC Minutes, instructional program review, the regular December 7, 2012). collection of external and internal data, consultation and dialogue with staff and The President establishes procedures faculty, and regular review and revision to evaluate overall institutional of Norco College’s vision, mission, planning and implementation efforts and strategic goals. As a result of the with the assistance of the Institutional President’s leadership, Norco College Effectiveness office. Reports generated by has the reputation of having a collegial this office analyze progress and identify staff, faculty, and administration while areas of accomplishment and areas where providing high-level student learning continuous improvement is necessary. opportunities. These reports include the Annual Progress Report on the Educational Master IV.B.2.b. Self Evaluation Plan and the Annual Program Review documents. The President acts upon The standard is met. The President these data and stakeholders’ feedback actively participates in the collegial for planning purposes. The President governance processes and provides also relies on results from surveys that guidance for instruction and establishing measure the effectiveness of the Strategic procedures that make the College Planning Cycle to gauge external and function at a high level of effectiveness internal conditions. The surveys include and efficiency. The Staff and Faculty the Annual Survey of Effectiveness of Accreditation Survey conducted in Fall Planning Councils, the Annual Survey 2013 indicated that 80.1percent percent of Strategic Planning Committee of respondents agree that the President Membership, the biennial Accreditation provides effective leadership for Norco Survey, and the biennial Community College (see Accreditation Survey 2013). College Survey of Student Engagement (CCSSE). IV.B.2.b. Actionable Improvement Plan

The President engages in dialogue and None collaborative problem solving with faculty

Standard IV.B 333 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

IV.B.2.c. copies of the mission statement, which The president assures the is posted inside buildings and offices on implementation of statutes, regulations, campus. The President also ensured that and governing board policies and copies of the Strategic Plan and Process assures that institutional practices are 2013-2018 document were printed and consistent with institutional mission distributed to all College departments. and policies. The newly revised mission, vision, and Strategic Plan and Process are posted IV.B.2.c. Descriptive Summary on the College’s website for easy access (see Norco College, Website; Strategic The President has the overall responsibility Planning, Website). of knowing and understanding Board policies; and of communicating to Norco IV.B.2.c. Self Evaluation College staff, faculty, administrators, and students all important and pertinent The standard is met. The President regulatory information. The President is attends regular Board meetings and meets also responsible for guiding the College in regularly with the Board of Trustees and accordance with the institutional mission the Executive Cabinet. He maintains up- and policies. The President ensures that to-date knowledge of Board policies, all pertinent statutes, regulations, and procedures, and regulations. He places Board policies can be easily accessed a strong emphasis on continual college from the Norco College website (see wide dialogue related to the values, Office of the President, Website). He is goals, and progress of Norco College in a member of the Chancellor’s Executive achieving its mission, meeting student Cabinet and District Strategic Planning learning outcomes, and striving to Committee. He attends Board of Trustees improve institutional effectiveness. meetings and other meetings at the District level as needed to ensure that the IV.B.2.c. Actionable Improvement Plan College is in compliance with statewide and District mandates regarding budgets, None policies, procedures, and actions. In 2012, the President supported and IV.B.2.d. guided the campus community through The president effectively controls the process of rewriting the mission and budget and expenditures. vision statements, and the development of strategic goals and objectives. The IV.B.2.d. Descriptive Summary President ensured that each strategic planning council and the Committee of The President is responsible for: the Whole (COTW) reviewed, suggested • managing the College budget in revisions for, and approved the documents. alignment with the mission The revised mission statement was also • allocating the budget to units within forwarded to the Board of Trustees the College for its consideration and approval (see • educating management, staff, and Board of Trustees, Minutes, February 5, faculty in how to properly spend and 2013). The President’s office distributed account for expenditures

334 Standard IV.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

• overseeing the expenditure of funds. all campus constituents to comment on The President obtains budget projections budget allocations for the President to from all segments of the College consider. For example, during the severe through his vice presidents and analyzes 2012 fiscal crisis, the President and vice requests and needs to determine how presidents developed and implemented best to organize the budget to meet a budget reduction proposal to address Norco College’s mission. The President budgetary shortfalls. The proposal was participates in district level discussions vetted through the College’s shared to coordinate the allocation of funding governance structure before being among the colleges and interacts with finalized (see Institutional Strategic the vice chancellor of Business and Planning Council, Minutes, March 21, Financial Services to ensure appropriate 2012). implementation of funding. IV.B.2.d. Self Evaluation The President also works closely with the vice president of Business The standard is met. The President works Services to ensure successful planning closely with the District to ensure that and effective representation of the the College maintains fiscal stability College’s needs at the District level. and relies on existing strategic planning The President meets regularly with the processes in the allocation of College vice president of Business Services and resources. other vice presidents, Academic Senate representatives, and Institutional Strategic IV.B.2.d. Actionable Improvement Plan Planning Council (ISPC) representatives to discuss budget needs and determine None how best to allocate the College’s funds in accordance with program review IV.B.2.e. requests. Recommendations are made The president works and communicates to the President through the planning effectively with the communities served process and come primarily from the three by the institution. planning councils (Business and Facilities, Student Services, and Academic), to the IV.B.2.e. Descriptive Summary ISPC and then to the Committee of the Whole (COTW). The President makes all The President is responsible for final budgetary decisions. Additionally, coordinating with the community to he holds meetings for all faculty and staff ensure that the College is meeting its as needed to communicate budgetary mission. He is also tasked with reaching information and to request input on final out to the community to ensure that local recommendations for use of funds. constituencies understand the value of Norco College and the accessibility of its The President relies on shared governance, learning opportunities. The President is standing committees, the ISPC, and the the most high-profile employee of Norco COTW to identify areas of potential College and is often the first person budget savings and resource allocation contacted with concerns coming from the for the College. This process allows for community.

Standard IV.B 335 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

The President maintains contact with IV.B.2.e. Self Evaluation various local and business leaders who provide him with input into how the The standard is met. By maintaining College can continue to best serve the multiple connections with community community. The President also maintains leaders and participating in various a community advisory group that meets organizations in the Norco College service periodically throughout the year to area, the President effectively works and discuss issues related to Norco College communicates with the communities and student needs. served by the institution.

In addition, the President is involved IV.B.2.e. Actionable Improvement Plan in several community organizations, four Chambers of Commerce, the local None school district, and service groups. He is a member of the Board for the Greater IV.B.3. Corona Valley Chamber of Commerce. In multi-college districts or systems, He is frequently asked to speak at various the district/system provides primary organizations and clubs concerning leadership in setting and communicating higher education in general and Norco expectations of educational excellence College in particular. He is an excellent and integrity throughout the district/ representative and symbol of Norco system and assures support for the College. effective operation of the colleges. It establishes clearly defined roles of The President is well known throughout authority and responsibility between the Eastvale-Norco-Corona service area the colleges and the district/system and for his commitment to the community, acts as the liaison between the colleges leadership, and advocacy of the value of and the governing board. the College and its learning opportunities. His work with the cities of Norco, Corona IV.B.3.a. and Eastvale has provided the College The district/system clearly delineates with the opportunity to participate in and and communicates the operational contribute to the discussion of local issues, responsibilities and functions of the and has provided the community with the district/system from those of the opportunity to influence and participate colleges and consistently adheres to fully in the affairs of the College. He this delineation in practice. is also in regular communication with officials from the nearby U.S. Naval IV.B.3.a. Descriptive Summary Surface Warfare Center to keep them informed about Norco College facilities The District provides organization master planning, contingency plans for charts and function maps delineating major emergencies, and partnership responsibilities and roles of all the positions opportunities (see Collaboration and in the District (see Organizational Charts Student Opportunities at the Naval and Function Maps). Center; Email, May 17, 2013). Developed as a result of collaborative

336 Standard IV.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization dialogue between members of the College IV.B.3.b. and the District, the Function Map The district/system provides effective reflects the current state of operations and services that support the colleges in delineates which functions are the primary their missions and functions. responsibility of the District, the primary responsibility of the colleges, where the IV.B.3.b. Descriptive Summary College or the District has secondary responsibility, and where responsibility The Riverside Community College is shared. The maps were formally District provides essential and effective reviewed by the Norco Academic Senate services for all three colleges. Varying and Institutional Strategic Planning degrees of support are provided in each Council (ISPC) in Spring 2013 (see area depending on the needs and requests Academic Senate, Minutes, April 1, 2013; of the college, economies of scale, and Institutional Strategic Planning Council, the availability of resources. Minutes, February 20, 2013). Many services that were shared at the time Services are evaluated in a number of of initial accreditation (2010) are now ways. They are discussed and reviewed by decentralized. For example, as of July the Executive Cabinet and in meetings that 2010, student services are decentralized. regularly occur between the presidents and Admissions and Records (A and R) is now the Chancellor. Additionally, assessment a college function, including its budget, measures are embedded in the annual reporting structure, and service offerings; administrative program review process. however, with one central database Results are reported and discussed and district wide, coordination must still be used to prioritize needs and to improve done by the three colleges in order to processes and services. Evaluation of the allow students to enroll in any college in effectiveness of the various functions is the District. Similarly, Financial Services carried out through the program reviews (financial aid) is a college system with of each of the units. These program some district wide coordination. Because reviews are publicly posted on the College this decentralization included the website (see Program Review, Website). elimination of District student services administrative positions and the creation IV.B.3.a. Self Evaluation of a Norco College vice president of Student Services (VPSS), student service The standard is met. The delineation of areas requiring coordination among the responsibilities has been reviewed and colleges were identified as six areas: revised as circumstances have changed Admissions, Athletics, Disabled Students (see Function Map). Programs and Services, Matriculation, Student Financial Services, and Student IV.B.3.a. Actionable Improvement Plan Government. From 2010 until Spring 2012, each of the three college vice None presidents of student services in the District was responsible for two of these program areas requiring coordination. In Fall 2012, the VP of student services

Standard IV.B 337 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

determined that the six areas could formed to determine how best to use the be reduced to three: Admissions and results of the audit and this committee Records; Financial Aid; and Associated reported to the Board of Trustees on Students. All other areas requiring the progress of the implementation coordination are handled in District and made further recommendations. vice president meetings. The processes, An Information Technology Strategic procedures, and fair employment practice Council was formed to update and revise oversight is a District level function; the District Technology Plan and to work however, each college has Human with the College Technology Committees Resources staff specifically onsite to work to provide District support for College with the college on hiring at the college. technology needs (see Board of Trustees, While the processes for recruiting and Minutes, February 22, 2011 and June 5, job application are centralized, the 2012). identification of needed personnel, job descriptions, job searches, interviews, The evaluation of District/system services and decisions all take place at the College occurs through yearly program review of following procedures established for the each of these units. District (see Board of Trustees BP7120/ AP7120 a-g Recruitment and Hiring). IV.B.3.b. Self Evaluation

Open Campus, another District entity, The standard is met. RCCD provides provides the colleges with maintenance adequate services to support the three of the learning management system, colleges in their missions and functions as Blackboard, which is the platform for currently laid out in the District-College all distance education classes within Functions Maps. Program Review of the the District. Likewise, the colleges District administrative units provides work collaboratively with the District’s assessment of their internal functioning. community education and economic development units for contract, fee- IV.B.3.b. Actionable Improvement Plan based, and Young@Heart (senior citizen, non-credit) courses. None

An example of the use of data to inform IV.B.3.c. District service is the Information The district/system provides fair Technology Audit done in 2010. In June distribution of resources that are 2010, the Riverside Community College adequate to support the effective District retained the services of PlanNet operations of the colleges. Consulting to conduct an assessment or “audit” of all relevant district wide IV.B.3.c. Descriptive Summary information technology services, systems, and solutions, and to analyze and make The District Budget Advisory Council recommendations as part of a planning (DBAC) has been working with the initiative. The results were presented to Budget Allocation Model (BAM) first the Board of Trustees in February 2011. adopted in 2008 (see Budget Allocation An implementation committee was Model). Budgets since that time have been

338 Standard IV.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization developed using that model. The current Another factor relevant to the budget model includes data about previous years’ is FTES allotments to the College. The budgets and historical budgets, and an District FTES target is distributed to the incentive using efficiency data. During colleges based on historical distribution, the recent period of severe budget cuts, efficiency, and success at hitting the the DBAC recognized deficiencies in the college target. The District Enrollment Budget Allocation Model (for example, Management Committee (DEMC) is efficiency is not relevant when shrinking responsible for making recommendations resources result in fewer class offerings). about this distribution. The DEMC has The BAM was revised in Spring 2013 for faculty and administrative representation use in developing the 2013-2014 budget. from all three colleges.

During the recent period of budget With regard to capital expenditures, cuts, the District has facilitated ongoing using funds from the Measure C general discussions about the District budget, and obligation bond, the Board requested all constituencies of the colleges have been and received a list of desired projects present at those discussions. Information from all three colleges with input from about budget planning has been regularly the District offices, conducting a public presented at Board meetings (see Board survey beforehand to determine what of Trustees, Minutes, September 17, the community determined as important. 2013) and disseminated through email Based on this list, the District allocated communications from the Chancellor and a share to each of the colleges. Norco postings as Chancellor’s Communications College has several new buildings that on the Chancellor’s Office website serve student needs based on its allocation. (see Chancellor’s Communications, The Brenda and William Davis Center for Webpage). The distribution of resources Student Success houses Food Services, has been governed by the BAM, and Disability Resource Center, Student discussions about budgeting and Activities, and many other support expenditures throughout the District have services, and provides a much-needed been transparent. indoor area where students can gather. The Industrial Technology building provides At the College level, the Business and drafting and automation systems labs; Facilities Planning Council (BFPC) the remodeling of the Library created examines budget recommendations an integrated Learning Resource Center; and resource allocations that impact and the remodeling of the Humanities the College. The BFPC then makes and Science and Technology buildings recommendations to the Institutional included a new a gallery and music studios Strategic Planning Council (ISPC), that support new Commercial Music which considers the implications of programs. Information on the allocation such recommendations as they pertain to of Measure C funds and their uses is strategic planning, student learning, and available on the District website (see alignment to the overall mission of the Citizens’ Bond Oversight Committee). College. The ISPC is the primary decision- making body for making budgetary College initiatives that may have impact recommendations to the President. on District resources are vetted by the

Standard IV.B 339 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

District Strategic Planning Committee The District has in place an effective and to ensure that resources are allocated transparent budget development process fairly district wide (see District Strategic and a budget control process. Planning Committee Operational Guidelines). The DSPC is composed The financial planning and decision- of the presidents of all three colleges, a making systems at RCCD and Norco CSEA representative, a confidential staff College are as follows: representative, the student trustee, the • Board of Trustees three Academic Senate presidents, the • District Budget Advisory Council three strategic planning council faculty charged with developing and and administrative co-chairs, and key evaluating the effectiveness of the District personnel. BAM and reviewing/refining the model on an ongoing basis IV.B.3.c. Self Evaluation • Submission of budget and budget adjustment requests by College and The standard is met. Processes are in place District leadership. for equitable distribution of resources The District maintains a budget-control both at the College and District level. process to ensure that expenditures fall within the adopted budget or Board- IV.B.3.c. Actionable Improvement Plan approved revisions. This budget-control process consists of: None • a financial accounting system (provides budgetary control and IV.B.3.d. accountability) The district/system effectively controls • a budget-control department its expenditures. (performs due diligence procedures on every financial transaction) IV.B.3.d. Descriptive Summary • an accounting department (ensures that financial transactions are Board policy charges the Chancellor with appropriate and accounted for before directing the staff in the development of funds are disbursed) a budget under the direction of the Board • a position-control system (ensures of Trustees, which is responsible for that all full-time positions are establishing the guidelines (see Board of approved and budgeted) Trustees BP2430/AP2430 Delegation of • a purchasing department (ensures that Authority to Chancellor and Presidents). policies, procedures and purchasing regulations are adhered to) Audits for the last four years have found • a purchase-and-expenditure approval- that the systems used by the District have and-authorization process (provides been satisfactory and have successfully appropriate internal controls and controlled expenditures throughout this ensures that expenditures conform to period. All four audits show some finding, District policies and procedures) but mostly as isolated instances, nearly all • Board of Trustees oversight on of which had been corrected promptly (see approval/ratification of purchases, District Financial Reports, Webpage). contracts, and hiring decisions.

340 Standard IV.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

Until the recent recession in California, Trustees BP2430/AP2430 Delegation of the District had always maintained a Authority to Chancellor and Presidents). reserve of over five percent (see Board To ensure that these responsibilities are of Trustees BP6200 Budget Preparation). carried out efficiently and effectively, The budget for 2012-2013 called for the Executive Cabinet meetings are held reserve to be reduced to three percent. At regularly to discuss matters of importance the September 17, 2013 Board meeting, to the District and the colleges. The a resolution was passed increasing the President meets monthly and as needed reserve to 3.8 percent for the 2013-2014 with the Chancellor to communicate budget as the state begins to restore and advise on matters of importance. apportionment revenues (see Board of The President provides leadership and Trustees, Minutes, September 17, 2013). is responsible for making decisions that affect the operation of the College. He is IV.B.3.d. Self Evaluation the final authority at the college level.

The standard is met. By means of IV.B.3.e. Self Evaluation transparent processes, the District effectively managed reduced expenditures The standard is met. The Chancellor has through the difficult financial times of given responsibility and authority to the recent years. President to implement the District’s policies in a manner that is appropriate IV.B.3.d. Actionable Improvement Plan for the College and community. Likewise, the President is held accountable for the None budget, operation, and management of the College. IV.B.3.e. The chancellor gives full responsibility IV.B.3.e. Actionable Improvement Plan and authority to the presidents of the colleges to implement and administer None delegated district/system policies without his/her interference and holds IV.B.3.f. them accountable for the operation of The district/system acts as the liaison the colleges. between the colleges and the governing board. The district/system and the IV.B.3.e. Descriptive Summary colleges use effective methods of communication, and they exchange The Board of Trustees delegates to information in a timely manner. the Chancellor the task of providing leadership for planning, setting priorities, IV.B.3.f. Descriptive Summary managing resources, ensuring compliance with state statutes and regulations, and Information is transmitted among the implementing all Board policies. In turn, colleges via the following mechanisms: the Chancellor delegates the authority • Monthly Board of Trustees meetings for administration and operation of the that include: College to the President (see Board of • Chancellor’s report

Standard IV.B 341 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

• College president reports time between Board committee meetings • Associated Students of Norco and regular Board meetings, as well as the College Student report presented by wide availability of the materials (not just the Student Trustee the agenda as required by the Brown Act) • College Academic Senate report ensures that there is clear communication • Faculty, administration, staff, and about the activities of the Board as they students from all three colleges as affect the District and its colleges. members of Board committees • Board of Trustee committee reports at IV.B.3.f. Self Evaluation regular Board meetings • Board of Trustee agendas posted at the The standard is met. A variety of means of District offices and college campuses communication are available and regularly • Board of Trustee agendas and relevant used. There is some redundancy in reports, presentations, and materials communication that seems to be necessary posted on rccd.edu Board of Trustees as different constituencies have different website preferred methods of communicating and • Email notification to all faculty and distributing communications. The time staff between Board of Trustees committee • Minutes of all Board meetings posted meetings and regular meetings aids in on the rccd.edu website ensuring that everyone can be informed • Chancellor’s Executive Cabinet and express their concerns if appropriate meetings before the Board of Trustees takes action.

Board meetings are held twice a month, IV.B.3.f. Actionable Improvement Plan with the first meeting of the month incorporating committee meetings and the None second meeting primarily for conducting business. Board meetings rotate to each IV.B.3.g. of the three colleges on a month-to-month The district/system regularly evaluates basis, with both committee meetings and district/system role delineation and Board meetings for that month held at the governance and decision-making same college. structures and processes to assure their integrity and effectiveness in assisting The Board agenda is available electronically the colleges in meeting educational on the Board of Trustees website along goals. The district/system widely with all supporting documentation. The communicates the results of these Chancellor’s office sends reminders of evaluations and uses them as the basis deadlines for inclusion in the electronic for improvement. board agenda so all parties are informed in a timely matter of the content of each IV.B.3.g. Descriptive Summary Board committee meeting and regular meeting agenda. The inclusion of all District and college strategic planning constituencies as members of the Board is integrated via the District Strategic committees furthers communication Planning Committee (DSPC). The DSPC between the Board and the College. The membership comprises representatives

342 Standard IV.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization from each of the colleges and includes college constituencies through their in its membership the college Academic representatives, and incorporates Senate presidents and co-chairs of the their responses into the revisions (see college strategic planning committees. District Strategic Planning Operational College initiatives that may have impact Guidelines; District Strategic Planning on District resources are vetted by Council, Minutes). the DSPC to ensure that resources are allocated fairly, district wide, and that IV.B.3.g. Self Evaluation college planning aligns with the overall mission of the District. The standard is met. The District has procedures in place for regularly and The District Strategic Plan was revised systematically evaluating its decision- in 2012-2013. Beginning in Spring 2012, making processes and makes available the DSPC discussed how to proceed and the results of its evaluations. recommended to the Chancellor that an environmental scan be conducted. IV.B.3.g. Actionable Improvement Plan Working with a consultant who carried out the scan, DSPC met throughout None Fall 2012 to work on revisions to the mission, vision, goals, and strategies. Representatives from the colleges were active in ensuring that the District plan supported the missions, visions, and goals of the three colleges. Part of the process was a consideration of the previous plan and an evaluation of the extent to which the goals in that plan had been met. Special attention was given to the coordination of the three colleges’ strategic plans (as well as missions, visions, and goals) with the District plan. A consideration of the effectiveness of the District in supporting the educational goals of the colleges drove the process (see District Centennial Strategic Plan 2012-2016).

The District communicates results of its regular assessments of effectiveness through posting all administrative program reviews on the District’s Office of Institutional Effectiveness website. The District Strategic Planning Committee reviews its operating procedures each year, revising these procedures when necessary, sends the revisions out to

Standard IV.B 343 All evidence cited in this document can be found at http://norcocollege.edu/evidence. Standard IV: Leadership and Governance IV.B Board and Administrative Organization

344 Standard IV.B All evidence cited in this document can be found at http://norcocollege.edu/evidence. List of Evidence Cited

List of Evidence Cited

A October 2009 Accreditation Steering Committee Academic Affairs Deans Retreat, Accreditation Survey 2013 Agenda, August 5, 2013 Accreditation Timeline 2014 Academic Dishonesty Reporting Form Accreditation, Website Academic Opportunities and Special Actuarial Valuation Report Funded Programs, Brochure Addendum to Substantive Change Academic Planning Council, Faculty Proposal Distance Education, Prioritization Ranking 2010-2011 September 2010 Academic Planning Council, Faculty Administrative Unit Program Review, Prioritization Ranking 2012-2013 Academic Affairs (2011) Academic Planning Council, Faculty Administrative Unit Program Review, Prioritization Ranking Criteria Academic Affairs (2012) Academic Planning Council, Minutes, Administrative Unit Program Review, August 30, 2013 Business Services (2010) Academic Planning Council, Webpage Administrative Unit Program Review, Academic Senate Constitution Business Services (2011) Academic Senate, Minutes Administrative Unit Program Review, Academic Senate Resolutions S111 Business Services (2012) Academic Senate, Webpage Administrative Unit Program Review, Academic Website Terms, Conditions, Library and Learning Resources and Acceptable Use Procedures (2012) ACCJC Action Letter on Follow-Up Administrative Unit Program Review, Report; January 2011 Library and Learning Resources ACCJC Action Letter on Substantive (2013) Change Proposal; December 2010 Administrative Unit Program Review ACCJC Emails Regarding Revised Template 2013 Mission Statement 2013 Administrative Unit Program Review, ACCJC Letter Granting Initial Webpage Accreditation; January 2010 Admissions and Records: Frequently ACCJC Report of Follow-Up Visit Team Asked Questions, Webpage to Norco College; November 2010 Admissions and Records, Webpage ACCJC Response to Midterm Report; Advanced Copy Contract; July 2011 July 5, 2012 ALLY, Webpage Accountability Reporting for the Annual Assessment Report 2010-2011 Community Colleges (ARCC) 2012 Annual Assessment Report 2011-2012 Report Annual Assessment Report 2012-2013 Accountability Reporting for the Annual Instructional Program Review, Community Colleges (ARCC) 2012 Chemistry (2012) Report Board of Trustees Presentation; Annual Instructional Program Review, October 16, 2012 Communication Studies (2012) Accountability Reporting for the Annual Instructional Program Review, Community Colleges (ARCC), Computer Information Systems (2013) Webpage Annual Instructional Program Review, Accreditation Evaluation Team Report; English (2011)

List of Evidence Cited 345 All evidence cited in this document can be found at http://norcocollege.edu/evidence. List of Evidence Cited

Annual Instructional Program Review, (ASNC), Website English (2012) Audit Inquiry TBA Compliance E-Mail; Annual Instructional Program Review, May 2, 2011 English (2013) AV Equipment Replacement Plan List; Annual Instructional Program Review, September 13, 2012 History (2012) Annual Instructional Program Review, B Humanities (2013) Annual Instructional Program Review, Back to College Days E-Blast, Fall 2013 Philosophy (2013) Back to College Days Fall 2013 Survey Annual Instructional Program Review, Results Political Science (2012) BAM Revision Project Meeting, Agenda, Annual Instructional Program Review, May 10, 2013 Simulation and Game Development Barnes and Noble Contract Amendment; (2013) January 3, 2013 Annual Instructional Program Review Barnes and Noble Signed Contract 2012- Template 2013 2017 Annual Instructional Program Review, Blackboard Sample Class Portal Webpage Board of Trustees, Agendas Annual Instructional Program Review, Board of Trustees Administrative World Languages (2012) Procedures (AP) AQMD Inspection Reports Board of Trustees Board Policies (BP) Area of Emphasis Assessment Report, Board of Trustees Committee, Agenda, 2013 June 5, 2012 (Progress Report on Art Gallery Flyer: Creación Artística Implementation of Information Art Gallery Flyer: Students of Art and Technology Audit Core Network Design Projects) Art Gallery Flyer: Women in Art and Board of Trustees Committee, Minutes Animation Board of Trustees Meeting Archive Art Gallery, Website Board of Trustees, Minutes Articulation Agreement, University of Board of Trustees Policy Manual Redlands Board of Trustees Resolution 55-09/10 ASNC Shared Governance List Fall Board of Trustees Self Evaluation, 2013 Webpage Assessment Committee, Webpage Board of Trustees Special Meeting, Assessment Report, English 1A (2011) Minutes, May 22, 2012 Assessment Report, English 1A (2012) Board of Trustees Upcoming Meetings, Assessment Report, Library 1 (2013) Webpage Assessment Resources, Webpage Board of Trustees, Website Assessment Rubric Board Self Assessment, 2013 ASSIST.org, Website The Brown Act Associated Students of Norco College Budget Allocation Model (ASNC) Executive Agendas and Budget Allocation Model Revision Minutes, Webpage 2013-2014 Associated Students of Norco College Budget Development Information

346 List of Evidence Cited All evidence cited in this document can be found at http://norcocollege.edu/evidence. List of Evidence Cited

Budget Transfers College Budget Allocation Building Captain List College Catalog 2012-2013 Business and Facilities Planning College Catalog 2013-2014 Council, Equipment Prioritization College Catalog Addendum 2012-2013 Ranking 2010-2011 College Catalog, Webpage Business and Facilities Planning College Committees, Webpage Council, Minutes College Safety and Police, Website Business and Facilities Planning Council Committee of the Whole, Agendas Ranking Worksheets 2012-2013 Committee of the Whole, Minutes Business and Facilities Planning Council Committee of the Whole Survey 2011 Resource Ranking Criteria (Strategic Planning Membership) Business and Facilities Planning Committee of the Whole Survey 2012 Council, Staff Positions Prioritization Committee of the Whole Survey 2013 Ranking 2010-2011 Committee of the Whole, Webpage Business and Facilities Planning Communications Department Meeting, Council, Webpage Minutes, February 19, 2013 Business ePortfolio Examples 2012 Community College League of California, Website C Community Education, Website Community for Academic Progress California Community College Student Program Affairs Association (CCCSAA), Comprehensive Instructional Program Website Review Background and Guidelines CalWORKS, Website 2013-2014 Campus Climate Survey for Faculty/ Comprehensive Instructional Program Staff Review Template Campus Climate Survey for Students Content Validation Preliminary Findings, Career and Job Placement Center, September 2013 Website Contingency Reserve Career and Technical Education Contract Transmittal Form 2012 Graduate Follow-Up Survey Core Network Projects Progress Report; Presentation June 5, 2012 Career and Technical Education, Website Corona-Norco Unified School District CCSSE Item Frequencies 2013 Graduates, Data 2010-2011 CCSSE Key Findings Report 2010 Counseling Department Minutes, CCSSE Key Findings Report 2011 September 23, 2013 CCSSE Key Findings Report 2013 Counseling, Website Chancellor’s Communications, Webpage Counselors’ Retreat Minutes, April 23, Chart of Accounts 2013 C-ID, Website Course Outline of Record, ENG-4 CIS Lab Assessment Report Spring 2013 Course Outline of Record, ENG-80 Citizens’ Bond Oversight Committee Course Outline of Record, ILA-1 Clery Reports, Webpage Critical Thinking Assessment Report Collaboration and Student Opportunities 2008 at the Naval Center CSEA Collective Bargaining Agreement

List of Evidence Cited 347 All evidence cited in this document can be found at http://norcocollege.edu/evidence. List of Evidence Cited

CSEA/College Administration Meeting, District Budget FY 2013-2014 Agenda, October 22, 2012 District Budget FY 2013-2014 Exhibit CSEA, Website B/C CTA Collective Bargaining Agreement District Centennial Strategic Plan, 2012- CTA Consitution and By-Laws 2016 CTA Faculty Association, Website District Executive Cabinet Master CTE Employer Survey Results 2011 Calendar 2013 CTE Retreat Agendas District Executive Cabinet Meeting, Curriculum Approval Process Agenda, September 23, 2013 Curriculum Committee, Minutes, District External Environmental Scan December 11, 2012 2012 Curriculum Committee, Minutes District Financial Documents, Webpage Curriculum Committee, Webpage District Financial Reports, Webpage Curriculum, How to Write a Course District General Education Program Outline of Record Student Learning Outcomes Curriculum Maps District Information Technology Strategy Curriculum Process Agreement Council CurricUNET, Website District Jobs, Website Cut Score Validation Documents District Jobs (HR Portal), Website District Program Review, Webpage D District Resolution 38-12/13: Resolution For Temporary Loans Deans Retreat, Agenda, August 8, 2013 District Strategic Plan 2008-2012 Disability Resource Center (DRC), District Strategic Plan: An Update 2011- Website 2012 Disability Resource Center Workshop District Strategic Plan: An Update 2011- Announcement 2012 (BoT Presentation) Disproportionate Impact Report 2010, District Strategic Planning Committee, 2011, 2012 Minutes Distance Education Approval Process District Strategic Planning Membership Distance Education Committee, Minutes District Strategic Planning Operational Distance Education Committee, Guidelines Webpage District Strategic Plan Report Card - Distance Education Survey Report 2012 2009, 2010 District Academic Senate, Minutes, May District Trustee Area Map 30, 2012 Diversity and Human Resources, District Academic Web Services Website District Agreement/Contract Guidelines Diversity Awareness Month Poster and Procedures Diversity, Equity and Compliance District Budget Advisory Council, District EEO Plan Minutes, May 10, 2013 Diversity, Equity and Compliance EEO District Budget Advisory Council, and Interview Protocols Evaluation Webpage Summary District Budget Allocation Model Task Diversity, Equity and Compliance Force, Agenda, September 28, 2007 Workshops, Webpage

348 List of Evidence Cited All evidence cited in this document can be found at http://norcocollege.edu/evidence. List of Evidence Cited

E March 2013 Faculty Information Competency Survey EAP and Beyond Retreat, Agenda, Fall Results 2013 2012 Faculty Innovation Center, Webpage Educational Master Plan; January 2008 Faculty Resources, Webpage Educational Master Plan Goals FERPA Information, Webpage Presentation 2011, 2012 Fire Inspection Reports Educational Master Plan/Strategic FLEX Day Presentation; February 8, Planning Goals Review of Results 2013 2008-12 Follow-up Report; October 2010 Education Code Section 5030(b) Footprints Work Order System EEO and Interview Protocols Foster Youth Support Services, Website Electronic Databases, Webpage Four Winds Interactive Contract 2012- Electronic Library Catalog 2013 ELE Students Courses Completed 11- Function Map 2011 FUSION Data Email Communication for Audit Program G Emergency Phones Inspection Report Employee Contracts and Handbooks, Gainful Employment Disclosure, Business Administration Webpage Galaxy Handbook English 1A Common Essay Assessment Galaxy Requisition Processing Report, 2012 General Education Workgroup, Website Enrollment Fees, Webpage Grants Committee, Minutes, October 27, EPA Reports 2011 Equity/Matriculation Committee, Grants Committee, Webpage Minutes, November 1, 2012 Grants Development, Flowchart Equity/Matriculation Committee, Grants Update Meeting, Agenda, April Webpage 16, 2013 Eureka.org, Website Guiding Principles for Strategic Evaluation Report of 5 Year Progress on Planning Committees Educational Master Plan/Strategic Plan H Goals, November 2012 Extended Opportunity Programs and Health Services, Website Services (EOPS/CARE), Website Honors Program, Website F I Fact Book, Webpage Facilities Master Plan 2008 IMC Inventory Master List Facilities Master Plan 2013 IMC Service Statistics 2011-2012 Faculty Guide, Spring 2013 IMC Service Statistics 2012-2013 Faculty Guide, Fall 2013 Improvement of Instruction Scope and Faculty Handbook Process Document Faculty Information Competency Survey, Industry Advisory Breakfast 2013

List of Evidence Cited 349 All evidence cited in this document can be found at http://norcocollege.edu/evidence. List of Evidence Cited

Industry Summit Agenda 2011 Summaries Industry Summit Agenda 2012 Legacy Committee, Minutes, March 22, Industry Summit Minutes 2012 2013 Information Services Organizational Legacy Committee, Webpage Chart Library Advisory Committee, Minutes, Information Technology Strategy April 30, 2013 Council, Agendas Library Advisory Committee, Webpage Information Technology Strategy Library Assessment Project, Spring 2013 Council—Charter (Scantron Format) Information Technology Strategy Library Assessment Project Survey Council, Minutes Results, Spring 2013 Innovative Interfaces Annual Library Collection Assessment Survey, Maintenance Fee Requisition 2012- Spring 2013 2013 Library Collection Development Policy Innovative Interfaces Contract Library Collection Review Guidelines Institutional Research, Webpage and Process Institutional Self-Study in Support of Library Items on the Student Satisfaction Initial Accreditation, Fall 2009 Survey 2011 Institutional Strategic Planning Council, Library Research Guides, Webpage Minutes Library Resources for Faculty Survey Institutional Strategic Planning Council Results Survey 2013 Library Survey Results, Spring 2013 Institutional Strategic Planning Council, Library, Website Webpage Library Workshop Assessment Instructional Media Center Survey Library Workshop Signup, Webpage Instructional Media Center, Website LRC Survey Results, Fall 2012 International Rectifier Minutes LRC Table Signage Inventory of Service Delivery for Students M IT Audit Final Draft on Findings, Recommendations and Roadmap; Maintenance and Operations Survey January 28, 2011 Results Management Handbook J Management Performance Evaluation Guidelines Job Description: Applications Support Management Staff Meeting, Minutes, Technician November 9, 2011 Master Services Agreement between K RCCD and PlanNet Consulting LLC; June 15, 2010 L Math Intervention Data Measure C—Project Commitments Leadership Academy, Website Summary Learning Resources Center, Website Memorandum of Understanding, Math Legacy Committee Event Survey Midterm Report, March 2012

350 List of Evidence Cited All evidence cited in this document can be found at http://norcocollege.edu/evidence. List of Evidence Cited

Minimum Qualifications for Faculty 2013 and Administrators in California Organizational Charts, District Community Colleges Organizational Charts, Norco College Mission and Core Commitments Other External Audits Mission Statement Review Procedure Outreach, Website Mission Statement Survey Mission Statement Survey Email; April P 5, 2012 Mission Statement Survey Results; April P2 Exhibit C 2012 Planning Councils Survey, 2011 MOU on Contract Extension through Planning Councils Survey, 2012 June 30, 2015 Poetry Performance Flyer November 2012 N Policy and Procedures for Regular Evaluation of Integrated Institutional NetTutor Faculty Guide Planning, Budgeting and Decision- NetTutor Invoice for 600 Hours, Spring Making Processes 2013 Polycomm Contract - Quoted Through NetTutor Online Tutoring Service Email Spinitar 2012 NetTutor Webinar Invitation, Spring President’s Cabinet, Minutes 2013 President’s Communication; August 22, NetTutor, Website 2013 Network/Data/Phone Footprints Work President’s Community Advisory Group, Order Sample Agendas New Faculty Orientation Agenda 2013 President’s Memorandum on Program New Faculty Orientation and Flex Days Review Resource Allocations for E-Mail; August 15, 2013 2012-2013 News Articles Prioritization Process NOC Security Cameras Prioritization Reserve Allocation List Norco College, Website Procedure for Participation in Decision- NorthStar Contract Making Processes Professional Development Committee, O Minutes, December 4, 2012 Professional Development Committee, OCLC Worldshare Meeting Invitation Webpage E-mail (2-16-12) Professional Development, Webpage Office of the President, Website Program Development Process Online Tutoring Survey Results, Winter Program Level Outcome Assessment 2013 Report, Marketing; Spring 2013 Open Campus Faculty Resources, Program Review Committee, Minutes, Webpage May 24, 2012 Open Campus Help Program Review Committee, Webpage Open Campus Online Course, Webpage Program Review Rubric Open Campus Online Skills Workshop Program Review, Website Open Dialogue Session 2011, 2012, Puente Program, Webpage

List of Evidence Cited 351 All evidence cited in this document can be found at http://norcocollege.edu/evidence. List of Evidence Cited

Q SLO and Aligned PLO Assessment Project Outline, Early Childhood Questionpoint Online Reference 2011- Education; Fall 2013 2012 Software Contracts Questionpoint Online Reference 2012- Sonic Foundry Contract - Quoted 2013 Through Spinitar 2012 Spanish 1 SLO Map R Spinitar Contract Instructional 2012 Spinitar Contract Non-Instructional 2012 RCOE Borrowing Terms Spring Staff Retreat Agenda, 2013 Read 2 Succeed Flyers State Authorization Letter, 2013 Reference Library Learning Outcomes Statement of Restoration of Library Assessment Fall 2010-Spring 2011 Study Room Space Reference Library Learning Outcomes Status Report on SLO Implementation Assessment Fall 2011 STEM, Website Reference Library Learning Outcomes Strategic Enrollment Management; May Assessment Spring 2012 2013 Reference Services Assessment Survey Strategic Plan and Process 2008-2012 Spring 2013 Strategic Plan and Process 2013-2018 Reminders E-Mail; March 8, 2013 Strategic Planning Committee, Minutes Reserve Textbooks Requested from Strategic Planning Goals (approved on Publishers, Fall 2012 October 30, 2012) Reserve Textbooks Requested from Strategic Planning Policy 2010-01 Publishers, Winter 2013 Strategic Planning Process Flowchart Reserve Textbooks Requested from Strategic Planning Timeline Publishers, Spring 2013 Strategic Planning, Website Rites to Thrive Flyer 2012 Student Activities, Website Rites to Thrive Program Content 2012 Student Diversity Climate Survey Rotation of Courses in Simulation and Student Employment, Website Gaming Program Student Equity Plan, March 2010 Student Financial Services Grants and S Scholarships, Webpage Student Financial Services, Website Safety Committee, Webpage Student Handbook 2013-2014 Safety Inspections Student Loan Documentation Schedule Grid - Primary Term Student Services Mission Statement Schedule Grid - Winter 2014 Student Services Planning Council, Schedule of Classes, Webpage Minutes, September 19, 2011 Scheduling E-Mail; August 30, 2013 Student Services Planning Council Screening Information Packet Ranking Worksheets 2012-2013 Selection Procedure Student Services Planning Council, Senate Overview of Standing Webpage Committees Assessment of Senate Student Services Prioritization Ranking Service Learning Presentation Process Service Learning, Webpage Student Services Program Reviews

352 List of Evidence Cited All evidence cited in this document can be found at http://norcocollege.edu/evidence. List of Evidence Cited

Student Services Program Review Recommendation Form Template 2013 Tutorial Services, Webpage Student Services Program Review, Tutoring Services Agreement: Link- Webpage Systems International Student Success Committee, Minutes Tutorial Services Survey Results, Fall Student Success Committee, Webpage 2012 Student Support Services, Webpage Student Support Services (SSS) TRiO, U Website Student Support Services/RISE (SSS- Upward Bound, Website RISE) TRiO, Website Study Abroad Flyer, Fall 2013 V Study Abroad, Website Substantive Change Proposal Distance Veterans Services, Website Education; March 2010 Vice Presidents Meeting, Agendas Suggested Semester Sequence in Game Art: Character Modeling W Summary of Rubric Scores Summer Advantage Program, Brochure WJA Library User Satisfaction Survey, Summer Advantage Program Data 2012 Spring 2010 Summer Advantage Program Meeting, Writing Center Assessment, Fall 2012 Minutes, October 26, 2012 Writing Lab vs. Writing Center E-Mail; Summer Advantage Program, Website October 7, 2012 T X Talented Tenth Program (T3p), Webpage Y Technology Committee, Minutes Technology Committee, Webpage Technology Strategic Plan 2013-2016 Z Title III Grant: A Bright Pathway To STEM Success, Webpage 123 Title V Grant: Portal to Your Future, Webpage 24/7 QuestionPoint Chat, Webpage Town Hall, Minutes 311 Annual Report Trading Post, Webpage Trading Post Agreement Transfer Agreement with Brandman University Transfer Center: Events, Webpage Transfer Center: Private Colleges, Webpage Transfer Center: Transfer Requirements, Webpage Transfer Center, Website Tutorial Services Faculty

List of Evidence Cited 353 All evidence cited in this document can be found at http://norcocollege.edu/evidence. F2 Riverside Community College District 2001 Third Street N M1 Norco, CA 92860-2600 M2 E

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A Student Services - (SSV) J Early Childhood Education Center - (ECEN) B Science & Technology - (ST) K Center for Applied and Competitive Technologies (CACT) C Theater - (THTR) L West End Quad - (WEQ) E Elevators Smoking Area D Humanities - (HUM) M Facilities E College Safety and Police N Applied Technology - ( ATEC) Restrooms Amphitheater O Kennedy Middle College (KMC) College Resource Center Disabled Parking Emergency Phones F Central Plants P Portables A & B G Wilfred J. Airey Library - (LIBR) Q Industrial Technology (IT) Disabled Ramps $ Parking Pay Station H Head Start R Sports Complex One Way Road Free Speech Area I Bookstore S Center for Student Success (CSS) The Corral (Cafeteria and Dining Room) updated 6/12