Transcript The Faculty Leadership Role on Accreditation

The Faculty Leadership Role
on Accreditation
Julie Bruno, Sierra College
Roberta Eisel, Citrus College
Chris Hill, Grossmont College
Richard Mahon, Riverside City College
The Faculty Leadership Role on Accreditation
“Accreditation standards, California Education Code, and Title 5
regulations all expect faculty to take a leadership role in ensuring student
success. This session will look at accreditation standards and the “10+1
academic and professional matters” to help faculty play their crucial role in
leading colleges and supporting student success.”

Quality, not compliance

Take advantage of existing processes wherever possible

It is NOT our view that there is complete overlap between the
Standards and Ed Code/Title 5 concerns, but it is our view that the
overlap, where it exists, should be use to make the best use of
resources on campuses

Tools: The 2002 Accreditation Standards & Supporting Commission
documents
Empowering Local Senates & other adopted Academic Senate papers
The Faculty Leadership Role on Accreditation
Standard I
Subsections:
A: Mission
B: Improving Institutional Effectiveness
The Rubric gives institutional members,
evaluators, and the Commission a common
language to use in describing the institution’s
practices in three key areas of the continuous
quality improvement process – Program Review,
Integrated Planning, and Student Learning
Outcomes.
Standard I and 10 + 1
Standard I
A. Mission
•
Develops mission aligned with
character, student population
and student learning programs
and services
•
Regularly reviews and revises
mission statement
•
Uses mission statement for
planning and decision-making
•
Grossmont College
•
•
•
•
Academic Senate
Planning and Resources
Council (P&RC)
Other Committees
Annual Planning Forum
Academic and Professional
Matters: 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
Standard I and 10 + 1
Standard I
A.
•
•
•
Improving Institutional
Effectiveness
Dialogue about continuous
improvement of student learning
and institutional processes
Sets and articulates goals and
objectives in measurable terms
Grossmont College
•
Flex week activities
•
P&RC
•
Program review studies
•
Annual Program Review Updates
•
Student Success Steering
Committee
Academic and Professional
Matters: 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
Standard I and 10 + 1
Standard I
A. Improving Institutional
•
•
•
Academic and Professional
Matters: 10 + 1
1 Curriculum, prerequisites
Effectiveness (cont’d)
2 Degree and certificate requirements
Assess progress toward goals in
systematic cycle of evaluation,
integrated planning, resource
allocation, implementation
Planning is broad-based with
input by appropriate
constituencies
3 Grading policies
Grossmont College
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
•
College Strategic Plan
•
Annual Action Plans
10 Institutional planning and budget development
•
Annual Program Review Updates
11 Other as mutually agreed upon
Standard I and 10 + 1
Standard I
A. Improving Institutional
•
•
•
Academic and Professional
Matters: 10 + 1
1 Curriculum, prerequisites
Effectiveness (cont’d)
2 Degree and certificate requirements
Communicates matters of
quality assurance
Systematically reviews evaluation
mechanisms
3 Grading policies
Grossmont College
6 Governance structures, faculty
4 Educational program development
5 Student preparation and success
•
Academic Senate
7 Faculty role in accreditation
•
P&RC
8 Faculty professional development
•
Institutional Review
Committee
9 Program review
•
Program Review Committees
10 Institutional planning and budget development
11 Other as mutually agreed upon
The Faculty Leadership Role on Accreditation
Standard II
Subsections:
A: Instructional Programs
B: Student Support Services
C: Library & Learning Support Services
Title 5 §53200 establishes academic senate authority for:
(1) curriculum [=Instructional Programs?]
(2) degree & certificate requirements [=Instructional Programs?]
(4) educational program development [=Instructional
Programs?]
(5) standards or policies regarding student preparation and
success [=Student Support Services?]
The Faculty Leadership Role on Accreditation
Standard IIA
II.A:1.b: “The institution utilizes delivery systems and modes of instruction compatible with the objectives of the
curriculum and appropriate to the current and future needs of its students.” Isn’t this in part what local curriculum
committees (virtually always subcommittees of the senate) do?
II.A:2.a: “The institution recognizes the central role of its faculty for establishing quality and improving instructional
courses and programs.” Isn’t this in part what local curriculum committees (virtually always subcommittees of the senate) do?
II.A:2.b: “The institution relies on faculty expertise … when appropriate to identify competency levels and measurable
student learning outcomes…”
II.A:2.e: “The institution evaluates all courses and programs through an on-going systematic review…” Voilá, program
review ( §53200(c)(9)
II.A:2.h: “Units of credit awarded are consistent with institutional policies that reflect generally accepted norms or
equivalencies in higher education.” Local curriculum committees apply Title 5§55002 to do so.
II.A:3: “The institution requires of all academic and vocational degree programs a component of general education.”
Local curriculum committees apply Title 5 §55063 to do so.
II.A:4: “All degree programs include focused study in at least one area of inquiry or in an established interdisciplinary
core.” Local curriculum committees apply Title 5 §55063 to do so.
II.A:6.b: “When programs are eliminated or program requirements are significantly changed, the institution makes
appropriate arrangements…” Colleges apply Title 5 § 51022 to make such arrangements.
The Faculty Leadership Role on Accreditation
Standard IIB, IIC
II.B.3.c: “The institution designs, maintains, and evaluates
counseling and/or academic advising programs to support
student development and success and prepares faculty and
other personnel responsible for the advising function.”
Title 5 §53200(c)(5): “standards or policies regarding student
preparation and success”
II.C.1.a: “Relying on appropriate expertise of faculty, including
librarians and other learning support services professionals, the
institution selects and maintains educational equipment and
materials to support student learning and enhance the
achievement of the mission of the institution.”
Standard III and 10 + 1
Standard III: Resources
Academic and Professional
Matters: 10 + 1
A.
Human Resources
1 Curriculum, prerequisites
B.
Physical Resources
2 Degree and certificate requirements
C.
Technology Resources
3 Grading policies
4 Educational program development
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.
5 Student preparation and success
6 Governance structures, faculty
7 Faculty role in accreditation
8 Faculty professional development
9 Program review
10 Institutional planning and budget development
11 Other as mutually agreed upon
Shared Values, Shared Governance
AP 2510 Participation in
Decision-making
Steering Committee
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.
The Steering Committee
advances the mission and
objectives of the institution
through broad-based
participation in the
decision-making process.
(section 3.a embraces 10 + 1)
(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 decisionmaking bodies operate in a culture of shared vision, engagement,
mutual respect, and information sharing (AB 2510).
Standard III. A and B
C. Technology Resources
Technology resources are used to support
student learning programs and
services and to improve institutional
effectiveness.
D. Financial Resources
Financial resources are sufficient to support
student learning programs and
services and to improve institutional
effectiveness. The distribution of
resources supports the development,
maintenance, and enhancement of
programs and services.
Standing Committees
College Information
Technology Committee
Several faculty
members(10+1 areas: 9, 10)
Financial Resources
Committee
Two faculty representatives
(10+1 areas: 9, 10)
The Faculty Leadership Role on Accreditation
Standard IV.A
IV.A.2: “The institution establishes and implements a written policy providing for faculty, staff,
administrator, and student participation in decision-making processes.
IV.A.2.b: “The institution relies on faculty, its academic senate or other appropriate faculty
structures, the curriculum committee, and academic administrators for recommendations
about student learning programs and services.
Title 5 §53200(b): “’Academic senate,’ ‘faculty council,’ and ‘faculty senate’ means an
organization formed in accordance with the provisions of this Subchapter whose primary
function, as the representative of the faculty, is to make recommendations to the
administration of a college and to the governing board of a district with respect to academic
and professional matters.
Title 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 selfstudy and annual reports”
Standard IV.A
Standard IVA
Governance structures
Facilitate decisions that
support student leaning
program and services
Processes, Policies and
Practices:
Decision-making
Planning
Budget
Student Learning
and Success
Accreditation
Decision-Making
Planning Processes
Budget Processes
10+1
#4 Policies on Student
preparation and success
#6 Governance structures and
faculty roles
#7 Processes for Accreditation
#9 Processes for program
review
#10 Processes for Planning and
Budget development
The Faculty Leadership Role on Accreditation
Standard IV.B
IV.B.1.b: “The governing board establishes policies consistent
with the mission statement to ensure the quality, integrity, and
improvement of student learning programs and services and the
resources necessary to support them.”
Ed Code §70902 (B)(7) Governing Boards; Delegation “The
governing board of each district shall establish procedures to
ensure faculty, staff, and students the opportunity to express
their opinions at the campus level, and to ensure that these
opinions are given every reasonable consideration, and the right
of academic senates to assume primary responsibility for making
recommendations in the areas of curriculum and academic
standards.”
Standard IV.B
10+1
Board
President ensures that the
educational planning is
integrated with resource
planning and distributing to
achieve student learning
outcomes
Student Learning
and Success
Budget Processes
Planning Processes
Decision-Making
#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
The Heavy Hitters of
Standard IV
Committees:
Faculty:
• Budget
• Planning
• Program Review
• College Council
• Curriculum
• Student Learning
• Academic Senate
• Senate President
• Union President
• Past Presidents
• Senators
• Faculty who serve on the “Big”
committees
Don’t Let This Happen to
You…