 Julie Bruno, Sierra College  Roberta Eisel, Citrus College  Fred Hochstaedter, Monterey Peninsula College

Accreditation standards, California Education Code, and Title 5 regulations all expect faculty to take a leadership role in ensuring student success. This session will look at accreditation standards and the “10+1 academic and professional matters” to help faculty play their crucial role in leading colleges and supporting student success.  Quality, not compliance  Take advantage of existing processes wherever possible  It is NOT our view that there is complete overlap between the Standards and Ed Code/Title 5 concerns, but it is our view that the overlap, where it exists, should be use to make the best use of resources on campuses  Tools: The 2002 Accreditation Standards as revised in 2012 & Supporting Commission documents Empowering Local Senates & other adopted Academic Senate papers

1. Curriculum, including establishing prerequisites 2. Degree & Certificate Requirements 3. Grading Policies 4. Educational Program Development 5. Standards & Polices regarding Student Preparation and Success 6. College governance structures, as related to faculty roles

7. Faculty roles and involvement in accreditation process 8. Policies for faculty professional development activities 9. Processes for program review 10. Processes for institutional planning and budget development +1 Other academic and professional matters as mutually agreed upon.

Subsections: A: Mission B: Improving Institutional Effectiveness The ACCJC Rubric gives institutional members, evaluators, and the Commission a common language to use in describing the institution’s practices in three key areas of the continuous quality improvement process – Program Review, Integrated Planning, and Student Learning Outcomes.

Standard I. A. Mission  Develops mission aligned with character, student population and student learning programs and services  Regularly reviews and revises mission statement  Uses mission statement for planning and decision-making Degree and certificate requirements 4. Educational program development 6. Governance structures, faculty 10. Institutional planning and budget development  College Council  Advisory Groups  Academic Senate Monterey Peninsula College

Standard I. B. Institutional Effectiveness  Dialog about continuous improvement of student learning and institutional processes  Sets and articulates goals and objectives in measurable terms Student preparation and success 8. Faculty professional development 9. Program review 10. Institutional Planning and budget development College Information  Academic Senate  College Council  Advisory Groups  SLO Committee  Budget Committee  Curriculum Committee Resources Committee Monterey Peninsula College

Standard I. B. Institutional Effectiveness  Assess progress toward goals in systematic cycle of evaluation, integrated planning, resource allocation, implementation  Planning broad-based with input by appropriate constituencies Governance structures, faculty 9. Program review 10. Institutional planning and budget development College Information  Academic Senate  College Council  Advisory Groups  SLO Committee  Budget Committee  Resources Committee Monterey Peninsula College

Standard I. B. Institutional Effectiveness  Communicates matters of quality assurance  Systematically reviews evaluation mechanisms Educational program development 6. Governance structures, faculty 9. Program review College Information  Academic Senate  College Council  Advisory Groups  SLO Committee  Resources Committee Monterey Peninsula College

Subsections: A. Institutional Programs B. Student Support Services C. Library & Learning Support Services

“ The institution offers high-quality instructional programs in recognized and emerging fields of study that culminate in student outcomes leading to degrees, certificates, employment or transfer….Instructional programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes”

Standard II. A. 3. “…The institution, relying on the expertise of its faculty, determines the appropriateness of each course for inclusion in the GE curriculum by examining the stated learning outcomes for the course.” Curriculum, prerequisites 2. Degree and certificate requirements 3. Grading policies 4. Educational program development 5. Student preparation and success  Academic Senate  Curriculum Committee  SLO Committee Monterey Peninsula College

II.B.3: “The institution researches and identifies the learning support needs of its student population and provides appropriate services and programs to address those needs.” II.B.3.c: “The institution designs, maintains, and evaluates counseling and/or academic advising programs to support student development and success and prepares faculty and other personnel responsible for the advising function.”

Standard II.B Counseling and/or academic advising programs to support student development and success and prepares faculty and other personnel responsible for the advising function Curriculum 4. Educational Program Development 5. Standards or policies on Student preparation and success 8. Policies for faculty professional development activities 9. Processes for program review  Academic Senate  Curriculum  Student Learning and Success  Program Review  Professional Development  Planning Committee Sierra College

II.C.1.a: “Relying on appropriate expertise of faculty, including librarians and other learning support services professionals, the institution selects and maintains educational equipment and materials to support student learning and enhance the achievement of the mission of the institution.”

Standard II.C II. C. 1. … supports the quality of its institutional programs by providing library and other learning support services that are sufficient in Quality Currency Depth Variety to support student learning and enhance the achievement of the mission of the institution Curriculum 2.Educational Program Development 3.Student Preparation and Success 7.Faculty roles and involvement in accreditation process 9. Program review 10.Institutional planning and budget development  Academic Senate  Curriculum  Information Technology  Educational Programs  SLOA Citrus College College Logo?

Subsections: A. Human Resources B. Physical Resources C. Technology Resources D. Financial Resources

Standard III. The institution effectively uses its … resources to achieve its broad educational purposes, including stated student learning outcomes, and to improve institutional effectiveness. … resources planning is integrated with institutional planning Educational program development 6.Governance structures, faculty 7.Faculty role in accreditation 8.Faculty professional development 9.Program review 10. Institutional planning and budget development 11. Other as mutually agreed upon  Human Resources  Physical Resources  Student Services  Institutional Effectiveness  Information &Technology  Financial Resources  Research and Planning  Educational Programs Citrus College Steering Standing Committees + Academic Senate and Students

Standard III. A. and B. A.Human Resources … employs qualified personnel to support student learning programs and services wherever offered and by whatever means delivered, and to improve institutional effectiveness. B.Physical Resources Physical resources, which include facilities, equipment, land, and other assets, support student learning programs and services and improve institutional effectiveness Faculty roles and involvement in accreditation process 8.Policies for faculty professional development activities 9.Processes for program review 10.Processes for institutional planning and budget development  Human Resources/Staff Diversity Committee  Physical Resources Committee Citrus College Two faculty appointed by senate College Logo?

Standard III. C. and D. C. Technology Resources Technology resources are used to support student learning programs and services and to improve institutional effectiveness. 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 Faculty roles and involvement in accreditation process 8.Processes for program review 9.Processes for institutional planning and budget development 10.Processes for institutional planning and budget development  College Information Technology Committee  Financial Resources Committee Citrus College F aculty appointed by senate College

IV. “Governance roles are designed to facilitate decisions that support student learning programs and services…” IV.A.2: “The institution establishes and implements a written policy providing for faculty, staff, administrator, and student participation in decision-making processes.”

IV.A.2.b: “The institution relies on faculty, its academic senate or other appropriate faculty structures, the curriculum committee, and academic administrators for recommendations about student learning programs and services.” IV.A.4: “The institution advocates and demonstrates honesty and integrity in its relationships with external agencies. It agrees to comply with Accrediting Commission standards, policies, and guidelines…”

Standard IV.A Governance roles and structures facilitate decisions that support student leaning program and services. Processes, Policies and Practices: Decision-making Planning Budget Curriculum 4. Educational Program Development 5. Standards or policies on Student preparation and success 6. Governance structures and faculty roles 7. Processes for Accreditation 9. Processes for program review 10. Processes for Planning and Budget development  Academic Senate  Curriculum  Student Learning and Success  Accreditation  Budget Committee  Planning Committee  College Council Sierra College

IV.B.1.b: “The governing board establishes policies consistent with the mission statement to ensure the quality, integrity, and improvement of student learning programs and services and the resources necessary to support them.” IV.B.2.b: “The president guides institutional improvement of the teaching and learning environment…ensuring that educational planning is integrated with resource planning and distribution to achieve student learning outcomes…”

Standard IV.B Board  President ensures that the educational planning is integrated with resource planning and distributing to achieve student learning outcomes Curriculum 4. Educational Program Development 5. Standards or policies on Student preparation and success 6. Governance structures and faculty roles 7. Processes for program review 10. Processes for Planning and Budget development  Academic Senate  Curriculum  Program Review  Student Learning and Success  Budget Committee  Planning Committee  College Council Sierra College

 It is fundamental to the health of the college that our decision-making bodies operate in a culture of shared vision, engagement, mutual respect, and information sharing…. Citrus Community College is committed to shared and participatory governance principles, designed to guide wise decision-making supporting the college’s mission and strategic goals. (Citrus College AP 2510).

Committees: College Council Budget Planning Academic Senate Program Review Curriculum Student Learning and Success Governance Committees Faculty: Senate President Union President Past Presidents Committee Chairs Senators Faculty who serve on the “Big” committees

Questions?

ASCCC: Empowering Local Senates Handbook-2007.pdf Working with the 2002 Accreditation Standards: The Faculty’s Role d2005.pdf Standards of Practice for California Community College Library Faculty and Programs fall2011.pdf