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Guam Community College P.O. Box 23069 Barrigada, GU 96921 Reaffirmation Self Study Report to the Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges November 2005

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Page 1: Guam Community Collegeifs.guamcc.edu/adminftp/academics/services/aad/... · Established in 1977 by Public Law 14-77, Guam Community College (GCC) is located on a 22 acre site in the

Guam Community College P.O. Box 23069

Barrigada, GU 96921

Reaffirmation Self Study Report to the Accrediting Commission

for Community and Junior Colleges Western Association of

Schools and Colleges

November 2005

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Table of Contents Page Background ...................................................................................................................................................................4 Faculty and Administrator Demographics.....................................................................................................................5 Student Demographics...................................................................................................................................................5 Student Outcomes..........................................................................................................................................................8 Assessing Student Learning ........................................................................................................................................12 Budget Requests and External Independent Audits.....................................................................................................13 Abstract of the Self-Study Report ...............................................................................................................................14 Organization of the Self-Study Report ........................................................................................................................14 Certification of Continued compliance with Eligibility Requirements .......................................................................15 Response to Recommendations from the Most Recent Comprehensive Evaluation ...................................................17 Institutional Self-Evaluation Using Commission Standards........................................................................................31 List of Evidence Available in the Team Room..........................................................................................................229 Self-Study Approval Signatures ................................................................................................................................230 Supporting Documentation Appendix A Institutional Assessment Plan ..........................................................................................................Tab A Appendix B Institutional Strategic Master Plan (DRAFT)................................................................................... Tab B Appendix C Financial Audits 2000 - 2004 ........................................................................................................... Tab C Appendix D Self-Study Committee Membership.................................................................................................Tab D Appendix E Public Law 14-77 (Enabling Legislation) ........................................................................................ Tab E Appendix F Board Policy 100 Mission Statement.................................................................................................Tab F Appendix G Board of Trustees By-Laws, Membership Listing, Biographies ......................................................Tab G Appendix H President delos Santos’ Resume.......................................................................................................Tab H Appendix I Organization Charts and Staffing Pattern ......................................................................................... Tab I Appendix J Faculty Contract, Article VI, page 14 .............................................................................................. Tab J Appendix K Board Policy 460, Academic Freedom ...........................................................................................Tab K Appendix L Board Policy 105, Reaffirmation of Autonomy .............................................................................. Tab L

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Appendix M Medical Assisting Accreditation ................................................................................................... Tab M Appendix N Board Policy 306, Comprehensive Assessment of Instructional Programs, etc..............................Tab N Appendix O EEO Data Sheets............................................................................................................................Tab O Appendix P Capital Projects Listing....................................................................................................................Tab P Appendix Q Faculty Senate Organizational Chart (DRAFT).............................................................................Tab Q Accompanying Documentation 2005 – 2006 Guam Community College Catalog Fifth Annual Institutional Assessment Report (AY2004-2005)

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Reaffirmation Self Study Report to the Accrediting Commission for Community and Junior Colleges Background Guam is the largest and most developed island in Micronesia, a region of remote small islands and atolls in the western Pacific Ocean spread out over an area that is larger than the contiguous 48 States. Politically, it is an unincorporated U.S. territory located approximately 1,500 miles south of Japan, 1,500 miles east of the Philippines, 1,500 miles north of Papua New Guinea, and 3,800 miles west of Hawaii. It is, therefore, geographically closer to the Asian Pacific Rim than to the United States. The island is surrounded by the Pacific Ocean on the east and the Philippine Sea on the west. The Mariana Trench, the deepest water on earth, lies just off Guam’s east coast. Because Guam is west of the International Date Line, local time is 15 hours ahead of Eastern Standard Time and 20 hours ahead of Hawaii. The island motto is: “Guam U.S.A. Where America’s Day Begins.” The indigenous Chamorro population was visited by Ferdinand Magellan in 1521 and Guam became a colony of Spain for 300 years before being ceded to the United States at the conclusion of the Spanish American War in 1898. Chamorros became U.S. citizens with the passage of the federal Organic Act of 1950. Established in 1977 by Public Law 14-77, Guam Community College (GCC) is located on a 22 acre site in the central part of the island in the municipality of Mangilao. GCC is the only community college in Guam and its primary service area is the island. The College enjoys an excellent reputation for quality vocational programs and serves a substantial number of Micronesian and Asian students. The College is somewhat unique for community colleges in that it is responsible for all vocational education programs on Guam. That means that it has a significant role in the four public high schools by offering programs in Tourism, Marketing, Visual Communications, Allied Health, Construction Trades, Electronics, AutoCad and Automotive. This high school population numbers about 2,000 students at any given time. Thirty-two full-time GCC faculty provide the instruction using GCC curriculum. The relationship between the Guam Public School System (GPSS) and the College is managed through a Memorandum of Agreement and monthly joint meetings. GCC programs are often mentioned as highlights in the accrediting reports for each of the schools. On campus the College also offers Adult Basic Education programs, Adult High School, and other alternatives to earning a high school diploma. The College offers 14 certificate programs and 19 Associate Degree Programs. It has added two new programs since the last Team Visit: an A.A. in Liberal Arts, and an A.S. in Practical Nursing. Enrollment hovers around 1,800 students per semester. The Office of Continuing Education reaches an additional 10,000 students per year.

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Faculty and Administrator Demographics In November 2005 GCC’s staffing pattern reflected 104 full time faculty positions, with 9 faculty vacancies representing the newly created Practical Nursing Program, 32 administrators, and 84 staff. Academic functions are supported by an average of 250 adjunct faculty each regular semester. Data on ethnicity can be found in Appendix O, but in general, 75% of all GCC employees are members of ethnic minorities. The table below depicts the academic preparation of both faculty and administrators. It should be noted that faculty holding only high school diplomas also hold industry-specific vocational certifications.

Degree Faculty Administrators Total High School 12 2 14 A.A. 8 3 11 Bachelors 28 9 37 Masters 42 12 54 Doctorate 5 6 11 Total 95 32 127

Student Demographics Enrollment ����������������� �������� ����������� ������ ������ ����������������������� ���� ��������������� �������� ��� ���� ���� ����� ��� !����� ��� ���� ���� "���� �# ��$ �� % ������ ���� ���������&�������% ������������� �'����� �!����������������������� ��( ��� ����� ������ �� # ��� ������ ��� ��� � �� � � � �� # �� �� � ����� ��� ��)��� ��� ��� � �� � � � �'�* �����$ ����# ������ � � �� ��( ��� �������� ������ ��# ������+����� ���� ��( ��� ���� � �� ������ ��# ���+������ �������� ��( ��� ������ ������ ��# ��������'�, ��( ������ ��� ��� � �� ��� �( ��� � � �� �� � ��� ���� ������ �� ��� �- � � �� � � � �� .!������ /�- ��!�� � �� /0- ���������� � �������- 1��( �� �������2�� ���'� �,��� �������������������������������� �� � ������ ���� ������ �'��3 ��� � �� �� ������ ������ ������� �� ��( ��� �� ������������( ��� ��� �����$ ��� ��� �� ����� ��� � �� ������'� , � �( ��� � ��� � �� ��� ����� �� �$ �� ��� � � � �� ��������2�� � ���0������ �� # �� � � �( ��� � ��� � �� ����� ����� �� ��� �� ��� � � � �� ���)��� ���'�,���� �� � �������( ��� ����� �� ���������2�� � ����- � ���� � � ��. ���� � � ��# ������ ��� ���� ���� �� � � �� ��� (������ ��1'��

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2000

SP20

00FA

2001

FA20

02FA

2003

FA20

04FA

2005

FA

4721445649015763

530757595426

198217941894202517671826 1808

0100020003000400050006000

Total Enrollment 00SP - 05FA

Student Count Course Count

2000

SP20

00FA

2001

FA20

02FA

2003

FA20

04FA

2005

FA

6.086.38 6.467.14 7.64 7.56 7.78

2.382.48 2.59 2.85 3.00 3.15 3.00

0.00

2.00

4.00

6.00

8.00

Courses & Credits / Student

Avg # of Courses Avg # of Credits

4���� � � ������ ��������������� � ������ ���( ��� ��������� ���������������� ���� ����� ����"���� �# ��$ ��% ������ � ��� ��� �( ��� ����������&�������% ���������� ��� ������ � � �� ��'� 543� ���� � !� �( ��� �� �+�� ��� ��'� 6 ( ������ ���� �������� ������ ���( ��� ����+������ ������ ���������������� ������ ���� � ���������+������ ������ �����'� !�� ��� � $���� �� "���� �# ��$ �� � ������ � ��� �� �������� � ���������� �( ��� �� +����� ������ �������������� ��� ��� ���� � ������������ ������ �����'�7������543������ !� ��� ��� �( ��� �� ���� ��� ��� ��� � �������� ���� ��� ��� ��� � ��� � �� ���� ������� ������ �����'�

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Program Enrollment by Degree

86%

3%

11%

POSTSECONDARY JC & IND GED & HS

Ethnicity , � ��� �� ���������� ��� �������� ��( �� � ��� ��� 5��� 8�� � � ���� ���������'� , � ��� ����( � � �� �� ����� �� ���� +� ������9� %�� ������ ���������� � ������ :������� &����� ��� � � �� ��!� �����; ����� ���������6 �'�%��� �� ��� �� � ���������������( ����� ��������������( �� � ���� +� � ���'� , � ��� � �� ��� � �� �� ���� � � �� �� �����2�� � � 0�- � � �� � ���� +�- �� �� '�, � ������ ���( �������� ����������������( �� �����+�� ���'�

ETHNICITY

47%

26%

9%

8%

4%6%

CHAMORRO

FILIPINO

FSM

ASIAN

ISLANDER

OTHER

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GENDER

61%

39%

MaleFemale

Citizenship , � ���������� ���� � � ���$ �� ��# �� ��� �� ��� ���� ����'� 6 �� �( ��� � � � �<����� ��� ������� ��� ����� �� �( �� � ���� +� � ���� ��� � �� � �� = '!'� ��� : �� �� �� > ��� ��� .��- 1��� � �� ��!� �����; ����� ����.��- 1����� ������� ���.�- 1�����6 ��.�- 1'�

Citizenship

85%

4%

10%1%

US or ResidentFOREIGNFSMOther

��������������� Course Completers !��� ������ ��� �� ����� �� ���� � � � ���� �� ��� �� �������� � ��� � �� ��� ��� ��� # ������ ����������� �� �������� '�!��� ����������� ���� ��� ���� ��������� ������������?��%��3��%>�.�� ��� ��� 2�� ������1�� � � � ������� � ���� ��.�' '� >���>?��>%��@�>31�� ����:�.�������1'�= ����� ����������� ���� ����� ������������,��. ������������� 1��A %�.����� ��1��>��.� � � �������� # �� ��� �� ���� 1�� * � .# ����# ��1� ���� ,* � . ������� # ����# ��1'� : ������ ���� �� �� �� � ��� ��� �����&�.����� �� 1��A 5�.������� 1��B�.� ( ���� ��������� ����� 1�������C����D'��, � �( ��� � ��� �� ���� ��� �� � �( �� � ���� +� � ���� ��� �����2�� � ��� +�- �� = ����� ����������� ���( ��� ��+- �����: ������6 ���� ���( ��� ��- '�

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2000SP

2002SP

2004SP

5,3295,212

5,887 6,1116,390 6,492

4,9164,680

5,4815,439

5,834 5,872

4,7394,531

5,250 5,317 5,569 5,598

01,0002,0003,000

4,000

5,000

6,0007,000

Course Completion Data

Pending Unsuccessful Completion Successful Completion

Basic Skills Course Completers ?������$���������� ���� �� ��������( ��� ����- ����� �!����������'�,������( �� �� ��.0�- 1��( � ������ �������� ��� �� �� ������ �$����� 4������ ���� � �� ����� ��� ���� �0- � �( � ���� ��� ���������� ����������$�����4����������� ������� �'��

2000SP

2002SP

2004SP

2005SU

396

298 336 342

449497

145

273232

212287

404

668

144136 156

209186

292 293

680100200300

400

500

600

700

Basic Skills Completion Data

Pending

Unsuccessful Completion

Successful Completion

Program Completers (Graduates) � � ���� ��� ����)� ��� ��� �( � ������ �� � # �� !������ ����� ���� !������ ����'� , � ������� � ����������� ��# ������ ���� ������������� ������������"���� �# ��$ ��% ������ �������543�� ���� ���� ����� ��� !����� ������ �'� , � ��� � �� ��� ������� �� ���������� ������ �������� �� �)� ���� �������� � �� � ������� ��� �� "���� �# ��$ �� % ������ � ������� ��� � 543�������� ����� ������ ���!����'�, ��( ������( ��� ���� � ����������� ��� ��� � � ��# ���

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��'� �# ( ��� � �( ��� ���� � �������� �� ���� ����������� � �� ���� ����� � � � ���# � ��++����������)+�� �� ��( ��'�, ��( ��� ���� � ����������� ��� ��������� �����������543������ !�# ����0'�, ��( ��� ���� � ��������� �������������� ��� ��������� �# ���������������( ��� ������"���� �# ��$ ��% ������ ������� �'�, ��( ��� ���� � �����543������ !������� ���( �����# ���0����� ��'� �, �������� � ����������� ��������� �� ������( ��� ����)- ��( �������2�� ���� ����'� �,���� ���� ��# �� � ������ ����� � � ��� ��� ����� ������������� �������� �� �'�

12

8370

23

80

59

42

111

48

8695

2720

87

45

2

5644

0

20

40

60

80

100

120

00SP -00FA

01SP -01FA

02SP -02FA

03SP -03FA

04SP -04FA

05SP -05SU

Program Completer Data - Postsecondary

AA AS CERT

Postsecondary Graduates

AA10%

AS45%

CERT43%

JC2%

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0

94

0 0

36

0 0

52

0 0

42

0

8481

0

96

50

21

0102030405060708090

100

00SP - 00FA

01SP - 01FA

02SP - 02FA

03SP - 03FA

04SP - 04FA

05SP - 05SU

Program Completers - GED, AHS & JC

GEDHSJC

GED & AHS Graduates

GED31%

HS69%

Student Retention !�� ��� ��������� ���� �� ��������� � � ������������ ���� � ����������� ������ � �!����������!�� � ��# �� ���� � ������ ���������� ��'�� �� ���������� ������� ���� ������� ��� �� ����� �� ������� � �� (����� ����� � � � �'� 6 ( �� � ���� ��2� � ���� � �� � ���� ������( ��� ����- '�, �� ������� ����� ���������������+'0�- �# �� � ���# ���� �# ��������������������'+�- '�

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41.60%44.48% 45.99% 44.05%

54.90% 56.35%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

2000FA2001FA

2002FA2003FA

2004FA2005FA

Student Retention Rates

Assessing Student Learning As the College reviewed the recommendations of the 2000 Team Visit it became clear that the institution did only superficial planning at best. Furthermore, there was almost no institutional research data to drive effective planning. That is not to say the College did not have effective management practices. But those practices were steeped in a tradition of crisis management and “just in time” decision making. Obviously, the College needed to change in very fundamental ways.

Recognizing the underlying value and intent of the new Accreditation Standards, the College embarked on a vigorous journey to provide the infrastructure necessary for effective planning. It focused on establishing a meaningful, on-going assessment strategy to provide the necessary platform of data. The Guam Community College Comprehensive Institutional Assessment Plan for Programs, Services, Administrative Units, and the Board of Trustees is now in its sixth year and is beginning to provide data that is becoming richer and richer. More satisfying in many ways is the level of dialog among faculty, staff, administrators and students that is beginning to occur on campus based on assessment findings. Each department and function at the College is now required to conduct an assessment of its academic programs and service functions every two years. In actuality, some form of assessment activity is in process at all times for all departments, preparing a plan, collecting data, or reporting. Also satisfying is the number of regional colleges that have requested assistance with their own assessment strategies. GCC has conducted training for the University of Guam at one of its Faculty Development Days, has conducted a two-day training session for the faculty and staff at the Northern Marianas College, and has conducted similar training for the College of Micronesia – Federated States of Micronesia. We have also shared our assessment plan at various national conferences. The assessment plan is provided in Appendix A, See Accompanying Documentation for the Fifth Annual Institutional Assessment Report for Academic Year 2004-2005. Previous Annual Institutional Assessment Reports are available in the Team Room.

The Continuous Self-Study for Strategic Planning calls for a yearly institutional self-study for the previous academic year. Recommendations are then captured in the Institutional Strategic Master Plan and must be acted upon in the next yearly cycle of strategic planning, although some long term initiatives will flow from one plan to the next. At the time of this Self-Study the Institutional Strategic Master Plan was beginning

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to take meaningful form. This closes the assessment, evaluation, planning loop, and in the view of the College brings it closer to the intent of the new ACCJC Standards. But more importantly, the self-study process is being used as a very effective institutional tool to drive the planning process. The Institutional Strategic Master Plan is attached in Appendix B.

Budget Requests and External Independent Audits The graph below represents the college’s budget request for the Fiscal years 2000-2005 along with the appropriated amounts (represented in millions). Except for FY 2001, all appropriations have been authorized below our requests.

Budget Requests vs. Appropriations FY 2000-2005

8

9

10

11

12

13

14

15

2000 2001 2002 2003 2004 2005

FISCAL YEAR

Budget Request

Appropriation

Millions

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During the past six years the College has maintained unqualified opinion audits for both local and federal resources and will strive to continue its excellent reputation with the Guam Public Auditor’s Office and all of our stakeholders as it also continues to meet all ACCJC Accreditation Standards. Summaries of the audits conducted by Deloitte, Touche, and Tohmatsu for the years 2000 through 2004 can be found in Appendix C. The audit for FY 2005 was in progress at the time of this report and scheduled to be completed by January 2006.

Abstract of the Self-Study Report Central to this report is the idea that the Self-Study at Guam Community College has become a fundamental part of the planning process. The College calls it the Continuous Self-Study for Strategic Planning that requires a yearly self-study of the previous academic year. In fact, the Self-Study and the institutional assessment processes feed recommendations into the Institutional Strategic Master Plan for required action. The section of this report titled “Institutional Self-Evaluation Using Commission Standards” is organized in three reporting periods. The Self-Study for AY2000 – 2003 focused on creating a useable matrix to guide the work of each Standard Committee. While the information, findings and recommendations were useful, the most significant accomplishment for this period of time was the creation of the Self-Study process itself. The Self-Study for AY 2003 – 2004 further refined the data collection and reporting structure. And the Self-Study for AY2004 – 2005 has focused on finally closing the assessment, evaluation, planning loop and provides very up-to-date recommendations. Throughout the report is documentation that the College satisfactorily meets or exceeds compliance with all the ACCJC Standards. The self-evaluation process is organized around the four ACCJC Standards utilizing a thematic approach to reporting the findings. The reader should focus on the latest Self-Study report for AY2004 – 2005 because it is the most refined. Each report begins with an Executive Summary to provide an overview, followed by a listing of the Self-Study Committee Membership, followed by an analysis of the data, the specific recommendations, and finally the matrix review for compliance.

Organization for the Self-Study Report In the Commission’s letter of June 15, 2000 Guam Community College’s accreditation was reaffirmed. A required Interim Report focusing on the transition in presidential leadership that was in progress at the time of the Commission’s visit was approved by the Board of Trustees on February 6, 2002 and submitted to the Commission before the April 1, 2002 deadline. The Interim Report was followed by a visit from Commission representatives, Dr. Clyde Sakamoto and Professor Jack Pond, and accepted by the Commission at its meeting on June 9-11, 2002 with the following comment, “The college is commended for the progress made in addressing the major recommendations of the Commission.” The Midterm Report was submitted to the Commission by the November 1, 2002 deadline following the same format as the Interim Report. The Midterm Report was accepted by the Commission at its January 8 – 10, 2003 meeting. The next comprehensive evaluation of the College is scheduled to occur on February 28 – March 3, 2006. Dr. John R. Rider, the institution’s Accreditation Liaison Officer, and Vice President for Academic Affairs prepared both reports. Information was gathered from the College Affairs Council (all faculty are members), Reduction-in-Force Committee, GFT/BOT Negotiating Committee (faculty union contract), Assessment Committee, Academic Affairs Division Management Committee, President’s Management Team, the ad-hoc Planning Committee and the Board of Trustees.

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The Self-Study was the responsibility of Dr. John R. Rider, the institution’s Accreditation Liaison Officer, and Vice President for Academic Affairs, and by Ms. Shirley (Sam) Souza, Associate Dean for the School of Technology and Student Services (and ALO-in-training). Four faculty committees provided the bulk of the dialog and work in conducting the College Continuous Self-Study for Strategic Planning, one for each standard. The Steering Committee, consisting of committee chairpersons from each standards committee, the ALO and Assoc. Dean, oversaw the process and wrote the Executive Report for ACCJC on the Institutional Self-Study. Each Self-Study Committee utilized their respective Self-Study matrix or template to address the standards, while using the six themes as the over-arching structure. This provided a holistic approach in assessing the degree that institutional evidence demonstrates compliance to the four standards. Scheduled meetings were established by each Standard Committee and the Steering Committee, fostering a continuous and inclusive institutional dialog. This report was reviewed by the Self-Study Steering Committee, the President’s Management Team, the College Community and the Board of Trustees, and was approved for release to ACCJC by the Board of Trustees at its December 6, 2005 meeting.

Certification of Continued Compliance with Eligibility Requirements

1. Authority Public Law 14-77, See Appendix E 2. Mission Board Policy 100, See Appendix F 3. Governing Board Public Law 14-77, See Appendix E Board By-Laws, See Appendix G Membership Listing, See Appendix G 4. Chief Executive Officer Dr. Herominiano delos Santos, Resume, See Appendix H 5. Administrative Capacity Staffing Pattern, See Appendix I 6. Operational Status Enrollment Information, See this report, page 5 7. Degrees College Catalog, See Accompanying Documents Enrollment Data, See this report, page 5 8. Educational Programs College Catalog, See Accompanying Documents 9. Academic Credit College Catalog, See Accompanying Documents 10. Student Learning Achievement

Fifth Annual Institutional Assessment Report (AY2004 – 2005) See Accompanying Documents

Other Assessment Reports are available in the Team Room 11. General Education College Catalog, See Accompanying Documents 12. Academic Freedom Faculty Contract, Article VI, page 14, See Appendix J Board Policy 460, See Appendix K 13. Faculty Staffing Pattern, See Appendix I 14. Student Services Catalog, See Accompanying Documents

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15. Admissions Catalog, See Accompanying Documents 16. Information and Learning Resources Catalog, See Accompanying Documents 17. Financial Resources Financial Information, See this report, page 13 Annual Budget, Available in Team Room Annual Audit, See Appendix C 18. Financial Accountability Financial Information, See Section Annual Budget, Available in Team Room Annual Audit, See Appendix C 19. Institutional Planning and Evaluation

Guam Community College Comprehensive Institutional Assessment Plan for Programs, Services, Administrative Units, and the Board of Trustees, See Appendix A Continuous Self-Study for Strategic Planning, See Appendix B Institutional Strategic Master Plan, See Appendix B

20. Public Information Catalog, See Accompanying Documents Annual Reports, Available in Team Room College Web Site – www.guamcc.edu 21. Relations with the Accrediting Commission Board Policy 105, Reaffirmation of Autonomy Certificate of Accreditation issued 6/2000, Available in Team Room Interim Report to the Commission 2/2002, Available in Team Room Midterm Report to the Commission 10/2002, Available in Team Room Additional Accreditation – Medical Assisting program: Commission on Accreditation of Allied Health Education Programs 35 East Wacker Dr., Suite 1970 Chicago, IL 60601-2208 312-553-9355 Status: Accredited, See Appendix M The following signatories certify that Guam Community College continues to meet ACCJC Accreditation Standards and Eligibility requirements.

_________________________________________ Date: ______________________

John R. Rider, Ed.D., Accreditation Liaison Officer

_________________________________________ Date: ______________________

H. delos Santos, Ed.D., President

_________________________________________ Date: ______________________

Antonio B. Jesus, Secretary, Board of Trustees (Acting Chairperson for the December 2005 meeting.)

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Responses to Recommendations from the Most Recent Comprehensive Evaluation This report is organized to address three areas: 1) Major Recommendations of the Report, 2) Specific Recommendations of the Report, and 3) Recommendations from the previous Self-Study. Each recommendation is followed by a response. Evidence for responses is provided in an appendix or in institutional documents available to the visiting team.

Major Recommendations 1. “In view of the absence of a response to the previous team’s recommendations and the importance of

establishing a systematic assessment procedure for educational programs, student services, financial programs and physical facilities, the team recommends that such a comprehensive system be developed and implemented over the next year. The educational program review should identify educational quality through the identification of learner outcomes. (Standard One, 1,2,3, & 4; Standard Two, 8 & 9; Standard Three, A 1,2,3 & 4; Standard Four, A.1, C.3, 4, D.1,2,3,5 & 6; Standard Five, 3 & 4; Standard Eight, 4 & 5, Standard Nine, A.1,2 & 4; C.4).”

Response: This recommendation has been met with the implementation of the Guam Community College Comprehensive Institutional Assessment Plan for Programs, Services, Administrative Units, and the Board of Trustees, originally documented in October of 2000, with revisions in December of 2001. It was revised again in September 2002 and the cycle of assessment was changed to every two years. The next revision, scheduled for this academic year will include provisions for the TracDat software used to document assessment activities. Implemented in stages, all activities of the College are now being regularly assessed. See Appendix A for the Plan. See Accompanying Documentation for the Fifth Annual Institutional Assessment Report for Academic Year 2004-2005. Previous Annual Institutional Assessment Reports are available in the Team Room.

2. “In light of the persisting difficulty with systematic assessments and evaluations of programs, services,

and personnel, the team recommends that staff development be provided for the college community to clarify the importance of regular reviews as a process for continuing improvement and the necessity for the Board of Trustees, administration, and faculty to be appropriately involved in these processes. (Standard Three, B.1 & 3, C.3; Standard Five, 6,7 & 8; Standard Seven, B.1,2,3; C.2).”

Response: This recommendation has been met with the implementation of the Guam Community College Comprehensive Institutional Assessment Plan for Programs, Services, Administrative Units, and the Board of Trustees, originally documented in October of 2000, with revisions in December of 2001. It was revised again in September 2002 and the cycle of assessment was changed to every two years. The next revision, scheduled for this academic year will include provisions for the TracDat software used to document assessment activities. Initial funding to implement the assessment plan was secured through a local process to access VEA resources and included a comprehensive training plan. The Office of Assessment and Institutional Effectiveness was created and staffed AY 2003-2004 to recognize the institutions ongoing commitment to institutional assessment.

3. “In exercising its oversight responsibility, the team recommends that the Board enforce its policies

concerning program review and develop or strengthen policies related to assessing the Board’s as well as the college’s effectiveness (Standard Ten, A.2.).”

Response: This recommendation has been met with the implementation of the Guam Community College Comprehensive Institutional Assessment Plan for Programs, Services, Administrative Units, and the Board of Trustees, originally documented in October of 2000, with revisions in December of 2001. It was revised again in September 2002 and the cycle of assessment was changed to every two years. The next revision, scheduled for this academic year will include provisions for the TracDat

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software used to document assessment activities. To bring policy into alignment with assessment practices started in AY 2000 - 2001, the Board, on September 4, 2002 adopted Resolution 13-2002 as Policy 306, Comprehensive Assessment of Instructional Programs, Student Services, Administrative Units and the Board of Trustees. The new policy speaks directly to the new ACCJC accreditation standards and student learning outcomes, and requires a staggered annual or bi-annual assessment of all programs, services, administrative units, the Board of Trustees, and the Foundation Board. See Appendix N for Board Policy 306.

Specific Team Recommendations 1. Standard One: Institutional Mission. (See major recommendation #1)

Response: See response above, Major Recommendations, item #1.

Additional Response: In the Evaluation Report the visiting team pointed out that “In its January 2000 resolution adopting the mission statement, the Board of Trustees directed the college to reexamine the mission statement by “a date certain.” The team understands that this will occur in January 2003 and strongly suggests that this review take place as directed. Such a review might consider at least two questions:

1) How effectively does the statement convey the mission of the college, both to the

college community and the larger community?

2) Does the statement drive institutional planning and decision-making?” (page 12)

Board Policy 100, Mission Statement was revised on June 18, 2003 and included a scheduled reexamination in January 2004. The statement was reviewed by the President’s Management Team in January 2004 and was deemed acceptable for the coming year although they agreed that a more comprehensive review should take place. Later in 2004 the Office of Assessment and Institutional Effectiveness took the lead in the institutional review of the Mission Statement, resulting in a revision that was passed by the Board of Trustees on February 9, 2005. See Appendix F for both of the documents mentioned in this paragraph. The Mission Statement is also required as the beginning reference point in all Assessment Plans (column one), and will be included prominently in the Institutional Strategic Master Plan as a driving force.

2. Standard Two: Institutional Integrity. a) “The college community should develop ethical standards for

adoption at the Board of Trustees’ level. Such a policy or policies must include academic freedom and should cover professional conduct, including adjunct faculty, and or a code of ethics. (Standard Two, 2, 3 & 5)”

Response: The Agreement between The Guam Federation of Teachers Local 1581

AFT/AFL-CIO & The Board of Trustees, Guam Community College for Faculty, 2000 - 2005, includes Article VI Faculty Rights to Academic Freedom. Also, on May 17, 2000 the Board of Trustees adopted Policy 460 B Academic Freedom. The provision was continued in the 2005 – 2010 Agreement (See Appendix J for Article VI , Appendix K for Policy 460.)

Chapter 3 of The Rules and Regulations for Classified Service Employees, outlines a code of conduct for classified employees. In Spring of 2000 an

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ad-hoc faculty committee began working on a code of ethics for academic personnel. The effort has been delayed by the College’s concentration on implementing assessment strategies. In faculty contract negotiations held in Spring 2005 the issue of a faculty code of ethics and enforcement procedures was included in Article XII Faculty Governance as part of the creation of a Faculty Senate. See Agreement Between The Guam Federation of Teachers Local 1581 AFT/AFL-CIO & The Board of Trustees Guam Community College for Faculty 2005-2010.

b) “Due to confusion regarding responsibilities, the Affirmative

Action plan has not been fully implemented since its adoption in 1980. The team, therefore, recommends that the college reviews and fully implements it is Affirmative Action plan to promote and ensure equity and diversity in the college community (administrators, faculty and staff.) (Standard Two, 6; Standard Seven, D.1, 2 & 3)”

Response: ,��� �������������� ��� ��� ����� ����� � 8������ ������������ �� � �������� ��� ����� �� �'�� �# ( ��� ���������� ��� (� # �������� ��������� ( ����� �������� ������������������������������������������� ������ ����� �'��> (� # ����446 �������������� ���������� ����� � ���� ����������������� �� ��( ���� ���� � �������� �( ��������� �� ������ �� ������ �����'��, � ��( �� ������ ����� ��( ���������� ����������� ������� � ��� � ���'��A �� � ����������� ��� �� ����� ��( ������������# ����� ����� ������ (� # �����# ����� ������� ��������������( ���� ������������������ ������� �������� �� �� ��������� � �� ���> ����� ��6 ���� '�� �# ( ��� �%��� � ����� �(�������# ������������������� ����� ��( �������:���'��, ������# ��������(�������# ����� �� ���������446E� ����� ��( �������* ��$�������3 � � � ����������.�9����� ���09����� 19��; ��$�7������ ��446 �6 ���� �F�:���������"�����446 �> �� � ���( F�7��� �� ������!� �������� >F�"�����; �������� ���������� >'��,���������� �����# ��$����������� ����� �!��� ����� �� ���> ����� ��; ���� � �'��= ������� �� ����������# ��$����� ����( �����(�������# ����# ��$��� �������� �5%%8������ ��� ����� ��( �������:���'��See Appendix O for EEO data.� 3. Standard Three: Institutional Effectiveness. (See major recommendation #1)

Response: See response above, Major Recommendations, item #1.

4. Standard Four: Educational Programs. (See major recommendation #1)

Response: See response above, Major Recommendations, item #1, and item a. below:

a) “The college implements and support an English and Mathematics assessment and sequencing program and insure student access to appropriate courses and permit program completions in a reasonable time.”

Response: When the assessment initiative was started one of our immediate findings was that we couldn’t adequately assess general education requirements because they were not uniform. On February 8, 2002 the Academic Affairs Committee (AAC) voted unanimously to establish a uniform general education core for all associate degree programs offered at GCC. The Committee, in its letter to the Academic Vice President, also included a list of general education courses, which was published in the 2002-2003 Catalog in the form of notification to students about a change in general education requirements that will become effective at the beginning of the Fall 2003 semester. Several departments have since suggested alternative courses, so on August 30th of this year the AVP called together an ad hoc group to discuss the matter further. Their suggestions for a standardized General Education curriculum follow:

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Course # Course Title Credits Prerequisites Status of Course

EN111 Freshman English 3 Placement or EN110 Current/ on file

MA161 College Algebra 4 Placement or MA110 Current/ on file

CS151 Windows Application 3 OA101 Current/on file

OR

CS152 Macintosh Application 3 OA101 Current/on file

SI103* Intro. To Marine Bio. 4 None Current/ on file

or

SI110* Enviro. Biology 4 None Current/on file

PY120 General Psychology 3 None Current/on file

SO130 Intro. To Sociology 3 None Current/on file

Total Requirements: 20

*Medical Assisting students must substitute SI-130 B Anatomy & Physiology

This new list increases the Math and English requirements to facilitate general education transfer and articulation with 4-year college requirements. It also expands possibilities for meeting requirements in Information Competency and Computer Literacy, and Science. Time requirements for students to meet Math and English requirements remain the same, i.e., English by the time they are enrolled in 12 units, Math by the time they enroll in 15 units.

Also published in the 2002-2003 Catalog was notice of the requirement that beginning Fall 2003 all certificate program students will need to complete EN110 and MA105. The ad hoc committee proposed increasing those requirements to EN111 - Freshman English and MA110 - Intro. To College Algebra.

There were some among the faculty who believed EN111 and MA110 were too rigorous for a Certificate Program requirement. Therefore, the AVP asked members of the AAC to comment on whether the English requirement for Certificate Programs should be EN110 or EN111 and whether the Math requirement should be MA105 or MA110.

The discussion continued into the Spring of 2003 resulting in a change to the General Education requirement for Certificate Programs to EN100R, Fundamentals of English-Reading and EN100W, Fundamentals of English-Writing (both non-credit), and MA108 Introduction to College Algebra.

In 2004, in discussion with the POST Commission (Police Office Standards for Training), the Math requirement for the Certificate in Criminal Justice was lowered to MA095 College Mathematics (non-credit). Several other departments have requested to imbed the math requirement into specific vocational areas such as Culinary Arts and Cosmetology. That dialog continues.

The College reached its goal of having a five-year class schedule in place so department chairpersons, associate deans, and deans are able to more clearly view cyclical patterns of course delivery to facilitate effective sequencing. Continuous registration and assigned faculty advisors have resulted in students being more effective in scheduling classes. Enrollment figures indicate that the trend is for individual students to take more classes in

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a given semester. We attribute this to effective advisement, which in turn, tends to drive good sequencing. The five-year schedule is not as solid as it could be and continues as a work in progress.

5. Standard Five: Student Support and Development. (See major recommendations #1 & 2)

Response: See response above, Major Recommendations, item #1 & 2.

6. Standard Six: Information and Learning Resources. No recommendations stated.

7. Standard Seven: Faculty and Staff. (See major recommendation #1, 2 & 3)

Response: See response above, Major Recommendations, item #1, 2, & 3 and item a. below.

a) “To take full advantage of the significant professional development resources, the team recommends that a Full- and Part-time Faculty (including staff and administrators who teach) Evaluation system that covers teaching effectiveness, scholarship, service and other respective institutional responsibilities be developed and implemented. (Standard Seven, B.1, 2 &3; C.1, 2 & 3)”

Response: In January, 2002 the Job Specification Committee, which is formed every other year by terms outlined in the GFT/GCC BOT Agreement, completed its semester-long revision of the Faculty Job Specifications. In their letter to the Academic Vice President the committee volunteered to convene in the Fall of 2002 to review Article XIII of the Agreement, dealing with Performance Appraisal. This work was interrupted in late 2002 by two extremely damaging Typhoons – one in July and another in December. However, the work resumed when time, energy, and resources were again available and the work was completed in Spring 2004. However, evaluation of adjunct faculty began in 2003 as an assignment to the Adjunct Associate Dean position, and has continued each semester. Evaluation is to occur at least once during each semester in each class being taught by adjunct faculty. The purpose is three-fold: 1) to make the adjunct faculty member feel more connected to the institution, 2) to provide any assistance needed, and 3) to evaluate performance. Evaluation of adjunct faculty and their professional development is problematic at many levels and needs further work to include required initial pedagogical training, ongoing evaluation, paid inclusion for adjuncts in faculty development activities, and inclusion in the faculty governance structure.

The intent is to feed evaluation information directly into the Assessment Plan requirements of each program to assess the training and professional development needs of each faculty member in a given department. This information will be forwarded to the faculty Professional Development and Review Committee (PDRC) to guide decisions about how professional development resources are used to improve the capacity of the college. This is a process that needs further development to be effective.

8. Standard Eight: Physical Resources. (See major recommendation #1)

Response: See response above, Major Recommendations, item #1, and item a. below. a) “To predictably meet maintenance needs, the team recommends

that the college develops and implements strategies to raise the level of funding for campus maintenance and renovation projects. (Standard 8.3, 8.5)”

Response: For over ten years the Government of Guam (GovGuam) has neglected to set aside funds for major maintenance and renovation projects. The primary reason for this is that the annual budget development process allocates by far the largest

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component of the General Fund to salaries and other current expenditures. This means that no GovGuam agency funded out of the General Fund has had adequate funds for maintenance and renovation. The College has increased funding for these needs by setting aside Not Appropriated Fund (NAF) balances for such projects. The NAF fund is the fund through which flow Tuition and Fees, payments for Continuing Education projects, and other payments to the College such as FEMA reimbursements. Over the last several years, a large component of these balances has been set aside for maintenance. These efforts include sealing the roofs of the College buildings, improving drainage, and upgrading electrical systems. From FY2000 through August of FY2002 The College has spent $1,190,800 on such projects. See Appendix P for a listing of projects.

In addition the College has received an allocation of $3,241,100 of Tobacco Settlement Funds. The funds are divided into two parts. Part A may be used immediately for major activities at the College. The initial amount in Part A is $1,524,600. Part B is set aside as an endowment. Earnings on the endowment may be utilized for major activities at the College. As the bonds behind the Tobacco Settlement are repaid, the restrictions on the use of Part B are reduced. The initial amount in Part B is $1,753,500. The College has designated these funds for major upgrades to College facilities. The College is currently working on putting together a facilities improvement plan for the use of these funds.

In addition the Administrative Division has implemented maintenance management software that assists in tracking institutional needs.

As mentioned earlier, two powerful typhoons damaged the College campus in Summer and Fall of 2002. This created an opportunity to leverage resources to effect a general campus improvement plan using FEMA funds, Tobacco Settlement Funds, and Institutional funds. A complete listing of the projects included in this opportunity can be found in Appendix……

9. Standard Nine: Financial Resources. (See major recommendation #1)

Response: See response above, Major Recommendations, item #1, and item a. below.

a) “Given the Government of Guam’s current financial position, the team recommends that the college take appropriate steps to plan for the unpredictability of its funding sources to address its institutional priorities. (Standard Nine, a.1, 2, & C.3)”

Response: The unpredictability of funding for the College has developed for two reasons. The first is that for some years the Legislature appropriated amounts from specific special funding sources that did not have the revenues necessary to cover the appropriation. As a result there were no real dollars behind the appropriations. Dealing with this was complicated by the fact that the specific funding sources used were under the control of other agencies in the Government of Guam. These agencies chose to not openly release information about the income of these special funds. This occurred with the Manpower Development Fund, the Greyhound Racing Fund, and even at times the Tourist Attraction Fund. Early in the budget development cycle for FY 2002, the College successfully made the case that the appropriations for the College should represent “real dollars.” As a result, in budget year 2002, the Legislature rolled all the separate appropriations for the College into a single appropriation from the Government of Guam General Fund. While this approach has not fully resolved the College’s economic situation (see below), the approach has significantly reduced the locations from which uncertainty arises.

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The second reason for the unpredictability of funding for the College has been the ongoing economic problems on Guam, reducing, in a linear fashion over the last eight years, the monies available to the General Fund. The sources of these economic problems were:

i) The withdrawal of US military through closing bases and through the creation of a separate

military school system. A series of natural and human disasters which affected the economy of Guam. This included Typhoon Omar in 1992, the great earthquake of 1993, Typhoon Paka in 1997, the 9/11 terrorism, the earthquake of 2002, and Typhoons Chataán and Pongsona in 2002. These disasters not only directly affected the environment of Guam, they affected how tourists were thinking about Guam as a destination location.

ii) The reduction of capital investment from Asia, particularly from Japan. This investment from outside sources had funded a significant amount of commercial development starting in the 1980's which came to an end in the 1990's because of the downturn in the Japanese economy.

iii) The reduction of the tourist interest in Guam, again primarily because of the downturn in the Japanese economy and the related natural disasters noted in c above.

iv) Continued resorting to issuing of governmental bonds which has caused GovGuam to reach the upper limit of what can be borrowed under the laws governing the Territory.

Given these disasters, within GovGuam the budget allocation process has been gradually linked to more reasonable estimations of general fund revenues. This means that, although external factors have affected the level of funding that is available to the government, GovGuam itself is actually getting better at the budget process. From the College’s point of view, this means that, for better or worse, the College is in the same economic boat as other GovGuam agencies. To meet this reality the College has developed as follows:

i) Over the last ten years the College has learned how to identify

throughout the year how well the College is living within its existing budget appropriation and budget releases, whatever the level of appropriation or release may be. Moreover the College has learned how to do this while keeping current with all its payables and other economic responsibilities. In the early 1990's this capacity did not exist at the College. Since many other GovGuam agencies have still not learned how to do this, the College has developed a reputation for management excellence. This has helped the legislature look more favorably on the College even in a period of economic downturn.

ii) The College has continued to encourage the development of an entrepreneurial spirit among the various departments by rewarding those departments that have carried out effective continuing education programs. Some academic departments have significant additional resources from shared revenue generated by continuing education classes.

iii) The College has linked budget allocations to academic departments and programs. Meanwhile the College has also been developing a more effective assessment evaluation program. As a result the College is now moving into the position where it can make academic decisions based on a linkage of academic and economic rationales.

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iv) The College has been fortunate enough to have been selected as the State Agency in charge of federal Vocational Education funding and Adult Basic Education funding. The College has been utilizing these funds to supplement modifications to existing programs and to support the programmatic development of new programs. Thus the College has access to resources that assist in carrying out its priorities.

Taken together these steps indicate that the College is improving its ability to identify and address its institutional priorities as well as their linkage to available economic resources.

The statement above was originally prepared for the Mid-term Report but still holds true. It should be noted, however, that during FY2005 releases of government appropriations improved, the tourism economy has strengthened, the construction industry has strengthened and the military presence is expanding.

10. Standard Ten: Governance and Administration. (See major recommendation #3)

Response: See response above, Major Recommendations, item #3, and item a. below.

“As recommended by the previous team, the present team urges the Board of Trustees to continue its efforts with ACCT’s support to expeditiously establish a formal process for evaluating its performance. (Standard Ten, A.5)”

Response: In February of 2001 the Board of Trustees made a good effort at evaluating its own performance by having each Trustee complete a Board Self-assessment Questionnaire modeled after a similar tool used by the Edmonds Community College in Lynnwood, Washington. The results were interesting, but not conclusive, and did not include “outside voices”. While self-evaluation is an important component of any assessment effort, by itself it is not enough.

Assessment of the Board of Trustees and the Foundation Board is required as part of the Guam Community College Comprehensive Institutional Assessment Plan for Programs, Services, Administrative Units, and the Board of Trustees. Because both of these boards are made up of private citizens their time is limited for carrying out good assessment. To overcome some of the obstacles the Office of Assessment and Institutional Effectiveness has been tasked with coordinating assessment activities for these entities. Managing a sustained effort has been problematic and needs to improve.

Self-identified Recommendations

In the College’s Self-Study prepared in March of 2000, the Self-Study Committee identified significant challenges remaining in the areas of institutional assessment, physical facilities, personnel, and governance. The following recommendations are listed by ACCJC Standards. Bold-faced items have been accomplished.

Standard One: Institutional Mission

1. Mission statement review will include the College’s educational purposes within a changing environment.

2. Mission statement review will include the description of students and the parameters for development of educational programs and institutional processes.

3. Annual plans will refer to the College’s mission statement.

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4. Review the College’s mission statement and revise as needed.

Standard Two: Institutional Integrity

1. Designate responsibility for electronic publications to a specific office or individual.

2. Adopt a Board of Trustee level policy that defines academic responsibility and protects academic freedom for all faculty.

3. Distribute pertinent handbook and agreements to all new employees as part of the hiring process.

4. Adopt a Board of Trustee level academic honesty policy. (Work on this recommendation awaits the development of the Faculty Senate and a more thorough discussion of the issue of faculty ethics and enforcement. The Academic Freedom Policy in Article VI of the Agreement implies honesty, but a more inclusive policy needs to be developed.)

5. Review the affirmative action plan and revise as needed.

Standard Three: Institutional Effectiveness

1. Identify a coordinating repository for all institutional research to ensure that collected data are systematically analyzed and used for planning and reporting.

2. Assess the mission and functions of the Planning and Development Office for possible staffing adjustments and repositioning in the organizational structure of the College.

3. Identify personnel to assess the achievement of institutional mission and purposes. Conduct NIAS student information system and Dynalogic financial system training in support of institutional research and planning.

4. Identify and implement a program evaluation procedure that includes time lines and compliance criteria.

5. Routinely assess and modify the Ten-Year Master Plan to reflect changes in the internal and external environment. (Assessment is finally established as an institutional expectation, the Institutional Strategic Master Plan will be implemented in January of 2006. A Facilities Master Plan is nearing completion as of this report and will be appended to the Institutional Strategic Master Plan.

6. Identify a central repository to collect all outcome reports and compile a summary of yearly achievements.

7. Develop the web page as a means of communicating quality assurance to the community.

8. Implement processes to assess educational programs and institutional effectiveness.

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Standard Four: Educational Programs

1. Assess the sequencing of English and mathematics courses in the associate degree programs and develop sequencing requirements as needed.

2. Assess current advisory committee procedures and, if necessary, implement changes to make procedures more uniformly relevant and valuable across vocational programs.

3. Review the philosophy and rationale for general education requirements and revise if necessary.

4. Assess the breadth of general education offerings and forward recommendations to the Academic Vice President.

5. Implement periodic program review as required by Board of Trustees Policy No. 305, Instructional Program Evaluation.

6. Continue working to resolve the internal articulation problem between Academic Affairs Division and the Professional-Technological Institute.

7. Establish procedures to ensure that all educational programs and courses are systematically reviewed and assessed, every five years.

Standard Five: Student Support And Development

1. Enforce the academic probation policy and immediately notify students who are placed on academic probation.

2. Establish better communication links between the Council on Postsecondary Student Affairs and the student body and schedule more productive post secondary student governance activities.

3. Promote additional co-curricular and extracurricular student activities.

Standard Six: Information And Learning Resources

1. Open a general use, drop-in computer laboratory for students. (Planning is complete, funding identified, expected completion date Spring 2003)

2. Provide library hardware and software support to avert lengthy system failures.

3. Use the Ten-Year Master Plan to guide department learning resource upgrades and expansion.

Standard Seven: Faculty And Staff

1. Review the number and qualifications of adjunct faculty and determine the impact on programs and services.

2. Conduct a systematic review of job descriptions, requirements and qualifications to ensure that they accurately reflect job responsibilities.

3. Develop procedures to measure teaching effectiveness during the hiring process.

4. Conduct periodic training to ensure that evaluations are conducted annually and that follow-up is formal and timely.

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5. Adopt a faculty appraisal system that will apply to all full-time and adjunct teaching faculty. (Faculty Evaluation processes were updated by the Job Specifications Committee during Spring 2003 and included provision for the evaluation of adjunct faculty)

6. Review the guidelines for membership and operation of the Upward Mobility Committee.

7. Review the Affirmative Action Plan and compile comprehensive reports as required.

8. Address rules and regulations for academic personnel. (Proposed rules and regs were edited by the AVP in Spring 2000, they are being finalized by HRO for submission to the Board of Trustees.)

Standard Eight: Physical Resources

1. Implement the Conceptual Master Plan as funding becomes available. (This plan will be incorporated into a Facilities Master Plan)

2. Assess College needs to maintain a parts inventory.

3. Expand the online work order request system. Prioritize requests in order of importance.

4. Adopt and maintain standard for custodial services.

5. Adopt an energy conservation policy. (to be included as an initiative in the Institutional Strategic Master Plan.)

6. Continue to remediate ADA non-compliance.

7. Assess needs for security services and implement the most efficient and cost-effective means of providing that service.

8. Increase network bandwidth to facilitate adequate access to the Internet.

9. Continue to assess efficiency of network topology.

Standard Nine: Financial Resources

1. Communicate institutional priorities and decisions about resource allocations to program managers and department chairs.

2. Provide monthly interim financial statements, including a balance sheet, to the Board of Trustees.

3. Compile a comprehensive fixed asset listing.

Standard Ten: Governance and Administration

1. Develop an evaluation process to allow the Board of Trustees to assess its performance.

2. Review and revise all administrative officer’s job titles and job descriptions as necessary.

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3. Review and revise the vice president’s evaluation system toward the goal oriented system used for the President.

4. Promote a broader definition of “governance” and expand the concept of shared institutional governance throughout the campus community.

5. Review and revise the structure and purpose of faculty standing committees during the next GFT/BOT Faculty Agreement negotiations.

6. Compare current functions of the College Affairs Committee with the responsibilities listed in the GFT/BOT Faculty Agreement and consider alternative faculty government structures.

7. Resolve the issue of satellite faculty attendance and participation in college governance meetings.

8. Convene a support staff/administration committee to provide recommendations for support staff governance activities.

9. Increase publicity about student governance activities and organizations.

10. Communicate Board of Trustee activities to the Council on Postsecondary Student Affairs and to the student body.

Summary

Guam Community College has carried through on the recommendations of the Visiting Team of 2000 and the Commission Action Letter. In this Self-Study it has responded to the Major Recommendations, Specific Recommendations, and Self-identified Recommendations. Discussion can be summarized in the following four major planning areas:

Institutional Assessment and Planning

The greatest planning challenge facing the College during the six year period of this self-study was the issue of institutional effectiveness. The College simply needed to step back and create the necessary infrastructure to support effective planning. This issue was aggressively met with the implementation of the Guam Community College Comprehensive Institutional Assessment Plan for Programs, Services, Administrative Units, and the Board of Trustees, originally documented in October of 2000, with revisions in December of 2001. It was revised again in September 2002 and the cycle of assessment was changed to every two years. The next revision, scheduled for this academic year will include provisions for the TracDat software used to document assessment activities. To bring policy into alignment with assessment practices started in AY 2000 - 2001, the Board, on September 4, 2002 adopted Resolution 13-2002 as Policy 306, Comprehensive Assessment of Instructional Programs, Student Services, Administrative Units and the Board of Trustees. The new policy spoke directly to the new ACCJC accreditation standards and student learning outcomes, and requires aggressive assessment of all programs, services, administrative units, the Board of Trustees, and the Foundation Board.

The Continuous Self-Study for Strategic Planning calls for a yearly institutional self-study for the previous academic year. Recommendations are then captured in the Institutional Strategic Master Plan and must be acted upon in the next yearly cycle of strategic planning, although some long term initiatives will flow from one plan to the next. At the time of this Self-Study the Institutional Strategic Master Plan was beginning to take meaningful form. This closes the assessment, evaluation, planning loop, and in the view of the College brings it closer to the intent of the new ACCJC Standards.

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Although slower in development than the original optimistic predictions, the College now demonstrates the ability to develop institutional plans and implement activity related to those plans. Technology initiatives will be included as part of the Institutional Strategic Master Plan and a draft Institutional Technology Plan is currently under review.

Physical Facilities

Maintaining appropriate physical facilities remains a continuing challenge for the College, even though the campus is currently enjoying a surge of facilities improvements that can be thought of more as an opportunity for improvement than as part of any legitimate long range planning. The Facilities Master Plan is almost complete. It is a plan to upgrading all campus facilities. This effort is closely tied to the implementation of institutional funding strategies and is affected by the ever-tenuous condition of the local economy. Maintenance, security, and custodial services issues are addressed continually. Even though a technology fee was implemented and is used to update labs and classroom support, the draft technology plan will more clearly guide decisions for the acquisition, use and replacement of computer and technological equipment for instructional and administrative functions. The College is currently in dialog with the U.S. Department of the Interior and the U.S. Department of Agriculture Graduate School about conducting a campus-wide technology needs assessment.

Additionally, the College will soon begin discussions about purchasing an integrated software program to manage all aspects of the business of the college. The current student information software has reached its capacity and does not “speak” to the financial recordkeeping software. Central to the discussion will be the idea of creating a portal for the College.

Personnel

The third planning challenge is that of personnel development. The College has successfully revised the job descriptions and evaluation practices for academic personnel. Many classified staff job descriptions, particularly those related to technology, are inadequate and need to be revised. This has been delayed by the Guam Civil Service Commission (CSC). There is widespread dissatisfaction with the CSC throughout the government of Guam, so pressure is building for the CSC to either live up to its responsibilities or face the possibility of having individual parts of the government assume the function of the CSC. The College is watching this development closely and would welcome the opportunity to better manage its own classified employees.

The College has reviewed its hiring criteria, job descriptions, forms and procedures, new employee orientation, personnel performance appraisal processes, and supervisor training. The roles, responsibilities, academic freedom rights, and technical support for adjunct faculty have been reviewed and need to improve. A more thorough discussion of the issue will be among the first topics discussed at the new Faculty Senate.

Two faculty union contracts have been negotiated during the past six years using Interest-Based Bargaining. Each negotiation was accomplished in about eight days to produce living documents that can be changed during the life of the contract. This has resulted in an atmosphere of mutual trust and respect between faculty and management, and has resulted in a stronger expectation for shared dialog which will be carried out through the contractual implementation of the Faculty Senate. See Appendix Q for the Faculty Senate Organizational Chart (DRAFT).

The College has revised the way it rewards industry-specific certifications and is working to institute, track and maintain professional development activities for the continued improvement of faculty and staff. This needs to be more fully integrated into the assessment activities of each area within the College, but has been postponed until the assessment processes for activities, programs and student learning outcomes matures

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Governance

The College is moving steadily to implement the Faculty Senate as called for in the Agreement Between The Guam Federation of Teachers Local 1581 AFT/AFL-CIO & The Board of Trustees, Guam Community College for Faculty, 2005 – 2010. While the College Affairs Council addresses faculty governance processes with standing committees and subcommittees participating in College educational and administrative affairs, the model is not entirely effective, as was pointed out during the last Team Visit. A faculty committee is currently struggling with the issues of how to involve satellite and adjunct faculty in College governance. The shared governance roles of students and support staff are also ambiguous. While the faculty contract calls for the Faculty Senate to be established at the end of the Fall 2005 semester, it is likely that target date will be extended a few months. The shared governance structure will be more fully developed by the time of the next visit. A draft of the concept being considered is included in Appendix Q

In keeping with the College’s organizational structure and institutional culture, the president and vice presidents are responsible for integrating the planning agendas into the college’s operational framework. The assessment plan has been implemented and the strategic planning model is being put into practice as this report is being prepared. All of the elements of the assessment, evaluation, planning cycle are in place to refine planning agendas, identify areas of responsibility for each organizational division, and specify completion time lines and reporting criteria.

Conclusion

The College has responded well to the new ACCJC Standards and to the concerns identified by the last visiting team. The Assessment Plan cycle is based on the mission statement. Links between the institutional mission statement and specific goals of departments are required in the Assessment Plan, as are meaningful measures for student outcomes and systematic program review. Regularized assessment procedures, evaluation of assessment findings, and the incorporation of those findings into planning processes at department, division, and institutional levels has been accomplished. Reevaluation is built into the system.

Guam Community College meets or exceeds all of the ACCJC Standards.

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Self-Study Approval Signatures

Certification of the Institutional Self Study Report

Guam Community College

P.O. Box 23069

Barrigada, GU 96921

This Institutional Self-Study Report is submitted for the purpose of assisting in the determination of the institution’s accreditation status.

We certify that there was broad participation by the campus community, and we believe the Self-Study Report accurately reflects the nature and substance of this institution.

Approved for conveyance to the Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges:

_________________________________________ Date: ______________________

John R. Rider, Ed.D., Accreditation Liaison Officer

_________________________________________ Date: ______________________

H. delos Santos, Ed.D., President

_________________________________________ Date: ______________________

Antonio B. Jesus, Secretary, Board of Trustees (Acting Chairperson for the December 2005 meeting.)