Draft

Self-Study Report in Support of Reaffirmation of Accreditation

Presentation to the Board of Trustees June 20, 2011

Mission Statement

Accrediting Commission for Community and Junior Colleges (ACCJC) Standards

I. Institutional Mission and Effectiveness

II. Student Learning Programs and Services

III. Resources

IV. Leadership and Governance

Self-Study Team Leaders

Standard I• Nancy Cole• Alex Kramer• Andrew LaManque

Standard III• Letha Jeanpierre• Dan Mitchell• Kevin Metcalf

Standard II• Gregory Anderson• Mary Kay Englen• Christina Espinosa-Pieb

Standard IV• Stacey Cook• Cynthia Lee-Klawender• Virginia Marquez

Standards Teams

Preparation for

Accreditation

2007• Student Learning Outcomes coordinator appointed; SLO timelines

developed

2008• Intensive work begun on SLOs

• Focused Midterm Report submitted

2009Yearlong• Steady progress on SLOs; new coordinators named; work begins on Student

Services Learning Outcomes (then referred to as Service Area Outcomes, or SAOs) and Administrative Unit Outcomes (AUOs)

Spring• Institutional Core Competencies (ICCs) developed

Fall• Draft Six-Year Planning Cycle developed• Accreditation website updated• Educational Master Plan Committee formed; review of mission statement begun• 2009 Follow-Up Report submitted• Initial Accreditation Steering Committee emerges organically from the SLO

Steering Committee• ALO attends training at California Community College League (CCLC)

conference, San Francisco• Planning occurs for invitation to college community to participate in Self-Study

2010Yearlong• Continuing progress on SLOs, SSLOs, AUOs and assessment cycles• Ongoing Accreditation Steering Committee meetings• Regular accreditation updates provided to college community through College

Council, other governance groups• Self-Study development through Standards teams

January• ALO attends ACCJC public meeting, San Francisco• College community invited to information session on Accreditation Self-Study;

Overview and Orientation meeting held

January/February• Self-Study teams established and convened; early work begins• Educational Master Plan drafted, distributed

2010March• Self-Study chairs training, ACCJC, Foothill College• Faculty chairs training, Academic Senate Accreditation Institute, Newport

Beach

April• Formal accreditation update to board of trustees

May• College Council approval of updated mission statement, Educational Master

Plan• College Council formal approval of Accreditation Steering Committee charge

July• Discussion begins on Accreditation surveys to students, faculty and staff

November• Accreditation surveys administered• ALO attends ACCJC workshop, Pasadena

2011Winter/Spring• Regular accreditation updates continue to be provided to college community

through College Council, other governance groups

January• ALO attends ACCJC public meeting, San Francisco

January-May• Submissions/revisions/editing of Self-Study drafts

March• ALO and faculty training, Academic Senate Accreditation Institute, Napa

April• College convocation held on SLOs• Faculty, administrator representatives attend ACCJC regional workshop on

Program Review and Institutional Planning, West Valley College• ALO attends ACCJC workshop, San Francisco

2011June• Self-Study available online for review by entire college community• Review of Self-Study through governance groups, College Council, Town Hall

meeting• Board of trustees review of document; presentation delivered to board• Feedback incorporated• College Council approves Self-Study

Selected

Planning Agendas

Standard I. Institutional Mission and Effectiveness

• As a component of the new planning process, the mission statement will be reviewed and publicized on a regular basis. The review of the mission statement will be integrated into the planning process.

 

• The college will implement the integrated planning process that incorporates outcomes assessment results into institutional planning, and provide the time and space for broad-based dialogue aimed at improving student learning.

Standard II. Student Learning Programs and ServicesStandard II.A, Instructional Programs

• Working with other Planning and Budgeting Teams and College Council, the Instructional Planning and Budget Team (IPBT) will review and modify the Annual Program Review Update and Comprehensive Program Review processes on a regular basis.

(This is also a Planning Agenda for the Student Services PBT [Standard II.B] and the Finance and Educational Resources PBT [Standard III].)

 

• Institutional Research will continue its commitment to assisting faculty and staff in their assessment efforts in the course and program levels.

Standard II. Student Learning Programs and ServicesStandard II.A, Instructional Programs

• The SLO team will continue to refine its processes to assist faculty in efficiently and effectively documenting and assessing Student Learning Outcomes.

• The college will continue to encourage professional growth in the area of assessment through the Office of Staff and Organizational Development. Staff Development activities related to the development, interpretation and analysis of course and program assessments will continue.

• Complete assessment of Program Level Outcomes (PLOs) by the end of the 2013-14 academic year.

Standard II. Student Learning Programs and ServicesStandard II.A, Instructional Programs

• Divisions will periodically review syllabi for consistency with appropriate standards, including content, methods and college policies.

• Working with Foothill College, draft a joint policy on program discontinuance for discussion at both colleges.

• Increase staff development in the institutional Strategic Initiatives: Outreach, Individualized Attention to Student Retention and Success, Cultural Competence, and Community Collaborations.

 

Standard II. Student Learning Programs and ServicesStandard II.B, Student Support Services

• With the leadership of the associate vice president of Instruction, the college will hire a director for the redefined Office of Equity, Social Justice and Multicultural Education.

 

• With the leadership of the associate vice president of Instruction, the director of ICCE, the director of Equity, Social Justice and Multicultural Education, and the director of Staff and Organizational Development will collaborate with DASB to establish updated strategic plans focused on student access and engagement for their departments.

(These are also Planning Agendas for Standard III.)

Standard II. Student Learning Programs and ServicesStandard II.B, Student Support Services

 

• With the leadership of the vice president of Student Services, the dean of Counseling and Matriculation, and the Counseling Department chair, Counseling and Advising will evaluate through surveys, focus groups and ongoing discussions how to improve services.

• Assessment, in conjunction with the DARE Task Force, will determine, prioritize and implement best practices to improve Assessment Center service to students, including in the placement of students in developmental education courses.

 

Standard II. Student Learning Programs and ServicesStandard II.B, Student Support Services

• The Student Services Planning and Budget Team (SSPBT) will continue to refine Student Services Learning Outcomes Assessment Cycles (SLOACs) to assist in planning, program evaluation and decision-making.

 

• Develop an assessment plan for Program Level Outcomes (PLOs).

Standard II. Student Learning Programs and ServicesStandard II.C, Library and Learning Support Services

• Facilitate an increase in fully online, partially online and hybrid course offerings through Distance Learning instructional design and training assistance.

 

• Explore creative ways to utilize existing faculty and technologies to fully develop an enhanced information literacy program.

• With the leadership of the new dean of Learning Resources, engage more faculty in the integration of Library services, including orientations as part of courses and Learning Communities.

Standard III. Resources

• Explore opportunities to increase funding for diversity programs on campus.

• Explore opportunities to maximize staff development during times of constrained budget.

• Complete the update of the Facilities Master Plan.

• Develop clear policies and procedures for writing and pursuing grants.

Standard III. Resources

• Continue to integrate the Information Technology Strategic Plan into campus planning and budgeting initiatives.

• Work toward a centralized technology training plan, based on wide-ranging input from faculty, staff and students, as well as all staff involved in delivering training, both at the campus and district level. The plan should address the questions of how training needs are assessed and how training will be assessed and evaluated, in addition to guiding users toward the appropriate location to receive the training.

Standard IV. Leadership and Governance

• Continue review of governance and decision-making models.

 • Improve understanding of the college's shared governance process by

standardizing the governance website in presenting the roles, charges and responsibilities of each shared governance group.

• Produce a governance e-Handbook describing governance groups and decision-making processes in a standardized online format.

• Encourage staff, faculty and administrators to improve communication by maintaining and updating websites.

 

 

Next StepsJuly• Board of trustees certifies De Anza College Institutional Self-Study

Report in Support of Reaffirmation of Accreditation• Final draft posted online

August• Complete designed document mailed to ACCJC and Evaluation Team,

accompanied by flash drives of document with links to evidence, and related materials such as college catalog

September• Opening Day: Accreditation

July-October• Planning for Evaluation Team Visit

October 24-27Accreditation

Evaluation Team Visit

Accreditation Self-StudyDraft Available for Review at deanza.edu/accreditation

Feedback: Marisa Spatafore, Accreditation Liaison Officer spataforemarisa@deanza.edu, x8672

Draft

Self-Study Report in Support of Reaffirmation of Accreditation

Presentation to the Board of Trustees June 20, 2011