The Faculty Leadership Role on Accreditation Julie Bruno, Sierra College Roberta Eisel, Citrus College Chris Hill, Grossmont College Richard Mahon, Riverside City College

The Faculty Leadership Role on Accreditation “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 & Supporting Commission documents Empowering Local Senates & other adopted Academic Senate papers

The Faculty Leadership Role on Accreditation Standard I Subsections: A: Mission B: Improving Institutional Effectiveness The 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 and 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 Grossmont College Academic Senate Planning and Resources Council (P&RC) Other Committees Annual Planning Forum Academic and Professional Matters: Curriculum, prerequisites 2 Degree and certificate requirements 3 Grading policies 4 Educational program development 5 Student preparation and success 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

Standard I and Standard I A. Improving Institutional Effectiveness Dialogue about continuous improvement of student learning and institutional processes Sets and articulates goals and objectives in measurable terms Grossmont College Flex week activities P&RC Program review studies Annual Program Review Updates Student Success Steering Committee Academic and Professional Matters: Curriculum, prerequisites 2 Degree and certificate requirements 3 Grading policies 4 Educational program development 5 Student preparation and success 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

Standard I and Standard I A. Improving Institutional Effectiveness (cont’d) Assess progress toward goals in systematic cycle of evaluation, integrated planning, resource allocation, implementation Planning is broad-based with input by appropriate constituencies Grossmont College College Strategic Plan Annual Action Plans Annual Program Review Updates Academic and Professional Matters: Curriculum, prerequisites 2 Degree and certificate requirements 3 Grading policies 4 Educational program development 5 Student preparation and success 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

Standard I and Standard I A. Improving Institutional Effectiveness (cont’d) Communicates matters of quality assurance Systematically reviews evaluation mechanisms Grossmont College Academic Senate P&RC Institutional Review Committee Program Review Committees Academic and Professional Matters: Curriculum, prerequisites 2 Degree and certificate requirements 3 Grading policies 4 Educational program development 5 Student preparation and success 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

The Faculty Leadership Role on Accreditation Standard II Subsections: A: Instructional Programs B: Student Support Services C: Library & Learning Support Services Title 5 §53200 establishes academic senate authority for: (1) curriculum [=Instructional Programs?] (2) degree & certificate requirements [=Instructional Programs?] (4) educational program development [=Instructional Programs?] (5) standards or policies regarding student preparation and success [=Student Support Services?]

The Faculty Leadership Role on Accreditation Standard IIA II.A:1.b: “The institution utilizes delivery systems and modes of instruction compatible with the objectives of the curriculum and appropriate to the current and future needs of its students.” Isn’t this in part what local curriculum committees (virtually always subcommittees of the senate) do? II.A:2.a: “The institution recognizes the central role of its faculty for establishing quality and improving instructional courses and programs.” Isn’t this in part what local curriculum committees (virtually always subcommittees of the senate) do? II.A:2.b: “The institution relies on faculty expertise … when appropriate to identify competency levels and measurable student learning outcomes…” II.A:2.e: “The institution evaluates all courses and programs through an on-going systematic review…” Voilá, program review ( §53200(c)(9) II.A:2.h: “Units of credit awarded are consistent with institutional policies that reflect generally accepted norms or equivalencies in higher education.” Local curriculum committees apply Title 5§55002 to do so. II.A:3: “The institution requires of all academic and vocational degree programs a component of general education.” Local curriculum committees apply Title 5 §55063 to do so. II.A:4: “All degree programs include focused study in at least one area of inquiry or in an established interdisciplinary core.” Local curriculum committees apply Title 5 §55063 to do so. II.A:6.b: “When programs are eliminated or program requirements are significantly changed, the institution makes appropriate arrangements…” Colleges apply Title 5 § to make such arrangements.

The Faculty Leadership Role on Accreditation Standard IIB, IIC 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.” Title 5 §53200(c)(5): “standards or policies regarding student preparation and success” 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 III and Standard III: Resources A. Human Resources B. Physical Resources C. Technology Resources D. Financial Resources 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. Academic and Professional Matters: Curriculum, prerequisites 2 Degree and certificate requirements 3 Grading policies 4 Educational program development 5 Student preparation and success 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

Shared Values, Shared Governance AP 2510 Participation in Decision-making 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. (section 3.a embraces ) Steering Committee The Steering Committee advances the mission and objectives of the institution through broad-based participation in the decision-making process. (faculty appointed by Senate)

The Steering Committee serves as liaison for all college constituents by coordinating the functions of its standing committees. 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. Standing Committees Human Resources/Staff Diversity Committee – Two faculty representatives (10+1 areas: 8, 9, 10) Physical Resources Committee Two faculty representatives (10+1 areas: 9, 10)

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 (AB 2510). Standard III. A and B 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. Standing Committees College Information Technology Committee Several faculty members (10+1 areas: 9, 10) Financial Resources Committee Two faculty representatives (10+1 areas: 9, 10)

The Faculty Leadership Role on Accreditation Standard IV.A 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. Title 5 §53200(b): “’Academic senate,’ ‘faculty council,’ and ‘faculty senate’ means an organization formed in accordance with the provisions of this Subchapter whose primary function, as the representative of the faculty, is to make recommendations to the administration of a college and to the governing board of a district with respect to academic and professional matters. Title (c)(6): “district and college governance structures, as related to faculty roles” 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” “Title ()(7): “faculty roles and involvement in accreditation processes, including self- study and annual reports”

Standard IV.A Student Learning and Success Accreditation Decision-Making Planning Processes Budget Processes 10+1 #4 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 Standard IVA Governance structures Facilitate decisions that support student leaning program and services Processes, Policies and Practices: Decision-making Planning Budget

The Faculty Leadership Role on Accreditation Standard IV.B 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.” Ed Code §70902 (B)(7) Governing Boards; Delegation “The governing board of each district shall establish procedures to ensure faculty, staff, and students the opportunity to express their opinions at the campus level, and to ensure that these opinions are given every reasonable consideration, and the right of academic senates to assume primary responsibility for making recommendations in the areas of curriculum and academic standards.”

Standard IV.B Student Learning and Success Budget Processes Planning Processes Decision-Making 10+1 #4 Policies on Student preparation and success #6 Governance structures and faculty roles #9 Processes for program review #10 Processes for Planning and Budget development Board President ensures that the educational planning is integrated with resource planning and distributing to achieve student learning outcomes

The Heavy Hitters of Standard IV Committees: Budget Planning Program Review College Council Curriculum Student Learning Academic Senate Faculty: Senate President Union President Past Presidents Senators Faculty who serve on the “Big” committees

Don’t Let This Happen to You…