the faculty leadership role on accreditation

The Faculty Leadership Role on Accreditation

Julie Bruno, Sierra CollegeRoberta Eisel, Citrus CollegeChris Hill, Grossmont CollegeRichard Mahon, Riverside City College


“Accreditation standards, California Education Code, and Title 5 regulations all expect faculty to take a leadership role in ensuring student success. This session will look at accreditation standards and the “10+1 academic and professional matters” to help faculty play their crucial role in leading colleges and supporting student

success.” Quality, not compliance

Take advantage of existing processes wherever possible

It is NOT our view that there is complete overlap between the Standards and Ed Code/Title 5 concerns, but it is our view that the overlap, where it exists, should be use to make the best use of resources on campuses

Tools: The 2002 Accreditation Standards & Supporting Commission documentsEmpowering Local Senates & other adopted Academic Senate papers

The Faculty Leadership Role on AccreditationStandard I

Subsections: A: MissionB: 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 10 + 1Standard 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: 10 + 1

1 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


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




3 Grading policies






9 Program review




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




3 Grading policies






9 Program review




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




3 Grading policies






9 Program review



The Faculty Leadership Role on AccreditationStandard II

Subsections: A: Instructional ProgramsB: Student Support ServicesC: 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 AccreditationStandard 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 § 51022 to make such arrangements.


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 10 + 1Standard 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.




3 Grading policies






9 Program review



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 10 + 1)

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 AccreditationStandard 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 5 53200(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 5 53200()(7): “faculty roles and involvement in accreditation processes, including self-study and annual reports”

Standard IV.A

Student Learning and

SuccessAccreditation

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 IVAGovernance structuresFacilitate decisions that support student leaning program and servicesProcesses, Policies and

Practices:Decision-making

PlanningBudget

The Faculty Leadership Role on AccreditationStandard 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

SuccessBudget

ProcessesPlanning ProcessesDecision-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…

the faculty leadership role on accreditation

Documents