STANDARD II: STUDENT LEARNING PROGRAMS AND SERVICES
The institution offers high-quality instructional programs, student support services, and library and learning support services that facilitate and demonstrate the achievement of stated student learning outcomes. The institution provides an environment that supports learning, enhances student understanding and appreciation of diversity, and encourages personal and civic responsibility as well as intellectual, aesthetic, and personal development for all of its students.
A. INSTRUCTIONAL PROGRAMS
BACKGROUND
The academic leadership at Los Angeles Mission College (LAMC) has been in a difficult state of transition for the past year and a half. On June 30, 2005 the permanent Vice President of Academic Affairs was replaced by an acting vice president from the college campus who served until February 2006, when she was replaced by an interim vice president who served until June 30, 2006. In November of 2005, LAMC’s President of five years accepted the position of Senior Vice Chancellor of the District, leaving the college without a permanent president. While the search for a permanent president was underway, an interim president served from December 2005 until June 30, 2006. During this same year and a half period, the Dean of Academic Affairs was on an extended leave of absence due to a serious illness and the Dean of Specially Funded Programs was temporarily appointed to cover the area of Academic Affairs. This same dean also oversees the Vocational Education programs, as the previous Vocational Education Dean’s position was eliminated due to budget constraints in 2004.
Several factors have contributed to recent declines in both the credit and noncredit enrollment, starting in 2003. A review of the noncredit program by the State Controller’s Office in February of 2005 resulted in the permanent reduction of the college’s noncredit base allocation. In January of 2006, construction of the first major project funded by Proposition A/AA funds, a 1,100-space parking structure, resulted in the elimination of most on-campus student parking. As a result, many students who have been accustomed to parking on campus have been asked to take a shuttle from a designated lot approximately one mile away from the college campus. The disruption caused by the parking structure project is likely to be a significant factor in the recent decreasing enrollment of the credit program.
The unusually high administrative turnover, the substantial declines in enrollment, and increasing financial problems, prompted the Chancellor of the Los Angeles Community College District to terminate the search for a permanent president and appoint the President of the District’s largest and most financially solvent college, East Los Angeles College (ELAC), to be the Interim President of Mission for one year, starting in July of 2006. Two of ELAC’s veteran administrators were also appointed to LAMC for one year, as interim Vice President of Academic Affairs and Dean of Academic Affairs, to assist with the management of the academic programs. Several other senior administrators will be assisting as needed in a visiting capacity in the areas of student services, workforce development, budgeting, institutional advancement, outreach, building planning and implementation, marketing and public relations. The college community is confident that this extraordinary intervention will help alleviate many of the problems the institution has been struggling with during the last couple of years.
[Slark - The above can be summarized and placed in context of the standard.]
The institution offers high-quality instructional programs in recognized and emerging fields of study that culminate in identified student outcomes leading to degrees, certificates, employment, or transfer to other higher education institutions or programs consistent with its mission. Instructional programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes. The provisions of this standard are broadly applicable to all instructional activities offered in the name of the institution.
DESCRIPTIVE SUMMARY
The Los Angeles Community College District strives to meet the educational needs of students throughout the District through its mission and goals. Los Angeles Mission College offers comprehensive programs and services to meet the educational needs of its students and it is open to all eligible students. Within the framework of District policy, each campus is directly responsible for providing appropriate instruction to all its students and to be responsive to the needs of its community and student body. Los Angeles Mission College has established its own mission, goals and student learning outcomes to reflect the needs of the community and its students.
Our mission statement (Ref IIA.5, 2005-2006 College Catalog) reflects our responsibility (update with new mission statement) “to ensure that students master academic and workplace knowledge skills by providing comprehensive lower-division general education, AA and AS degree programs, occupational education, occupational certificates, transfer education, developmental education, counseling and guidance, and community service which will meet the need of the people in the San Fernando Valley while protecting academic freedom and maintaining academic standards.”
Our instructional programs represent the needs of the community, industry and students. Care is taken to ensure that our programs are responsive and flexible to meet changing needs and trends. Examples of needs assessments include [Slark - add: “those resulting from . . .” or some such grammar edit] advisory committees, collaboration and articulation agreements with four-year institutions, and governmental regulatory requirements (Ref IIA. 6, advisory minutes), and student surveys. A collaborative process of instructional development begins at the Discipline/Department level as a response to identified needs, then proceeds to the Curriculum Committee, the District and the State (Ref IIA. 1 LAMC Website) (Ref IIA. 2 Curriculum Policies and Procedures Manual)..[Slark - Isn’t this last sentence redundant?]
During 2004, the Curriculum and Assessment and Planning committees worked in close collaboration to develop a set of General Education Student Learning Outcomes for students completing degrees, certificates, or programs at the college. After widespread discussion and input from faculty in many disciplines, these general education learning outcomes were approved by the Academic Senate in the Spring of 2004 and are published in the 2005-2006 college catalog. Additionally, individual disciplines and student services areas are actively developing, assessing, and revising student learning outcomes for their courses and programs. Several workshops on student learning outcomes have been offered to the faculty at large, beginning in Spring of 2004. In the Spring of 2006, a campus student learning coordinator was appointed to assist faculty in the development and assessment of SLOs. Flex day activities for the 2006-2007 academic year have focused on SLOs. The curriculum committee requires faculty to consult the General Education Student Learning Outcomes in the revision of a course outline or the creation of a new one.
Regularly scheduled Unit Assessments and faculty meetings are used to evaluate effectiveness of instructional programs and to determine additions and revisions that may be necessary. While the 2002 cycle of program review for the academic disciplines did not incorporate the assessment of student learning outcomes, the upcoming cycle will rely heavily on such data. Course updates are required every six years to maintain currency and accuracy of offerings. (See attached list of classes.)
(Slark – have we adequately described the evaluation process?)
SELF-EVALUATION
.
PLANNING AGENDA
II-A.1. The institution demonstrates that all instructional programs, regardless of location or means of delivery, address and meet the mission of the institution and uphold its integrity.
DESCRIPTIVE SUMMARY
The Los Angeles Mission College philosophy of shared governance, Program Review/Unit Assessment, and the Curriculum Review processes ensure that all instructional programs at LAMC are in support of the institution’s mission regardless of where and how they are taught. Instructional offerings at LAMC comply with the institutional mission to provide a nurturing educational experience supported by the core values of lifelong learning, hard work, excellence, diversity, community, honesty, respect, collegiality and respect in all our interactions with each other. In addition, the College Office of Academic Affairs collaborates with Curriculum and Assessment and Planning Committees to guarantee that educational programs reflect the college mission and values.
To ensure that all institutional programs and services are of high quality and appropriate to an institution of higher learning, Unit Assessments are ongoing evaluative and improvement processes invoked by the college. The Unit Assessments and Program Review processes serve to assess instructional program currency, teaching, and learning strategies, and student learning outcomes.
The Mission College Curriculum Committee has the responsibility of approving courses that are in conjunction with the philosophy and the mission, goals, and vision of the college. The Curriculum Committee makes recommendations to the District Curriculum Committee and the Board of Trustees for approval of courses and programs.
SELF-EVALUATION
Instructional programs have benefited from participating in the Program Review/Unit Assessment, and Curriculum Review processes; however, not all disciplines have completed this process and there have not been systematic evaluations to make certain that action statements are adhered to and timelines met. The process of Curriculum Review has helped to ensure that all off-campus instructional programs, such as the PACE, ITV, high school partnerships, and distance education are held to the same standards as all instructional programs.
The Distance Education Committee (DDL) has developed evaluative measures to determine students’ satisfaction with online instruction. (1) An online Student Evaluation form (2) An online Student Satisfaction Survey. By certifying faculty to teach online, and by evaluating the integrity and content of online classes, and ensuring that faculty are trained to deliver their online classes, the DDL assists student to succeed. Also the DDL and Technology Committees, along with Administrative Services ensure easy "access" to online classes through the use of a course management system called “Easy to Use Distance Education Software” or “Etudes.” This course management system has been adopted throughout the LACCD, thereby making a uniform platform for easy use and access by any online student. Online education is available 24/7, and thus provides access to learning that would not otherwise be available. In the 2005-2006 academic year 72 courses were offered online. Each year the number is increasing in response to student demand.
Many departments have used the results of the Program Review/Unit Assessment process to add new courses in an attempt to meet student needs. Child Development, for example, added courses on weekends, short-term formats to meet the needs of many working students, bilingual courses, and bilingual tutors. Other disciplines that added classes as a result of the Unit Assessment evaluative process are Interior Design, Math, Multi-Media/Art, Biology, and Computer Applications and Office Technologies. The Mathematics Department is adding more remedial classes to help deal with the long waiting lists for such classes. Classes are being added to intra-sessions, and the need for more faculty is being addressed. As a result of the unit assessment done by the English department, the discipline has increased offerings of the core English courses: English 21, 28, and 101. Also, in order to better serve the needs of our students who are not native English speakers, the English discipline merged with the ESL discipline to form a single department. A new course, ESL 8 was designed especially for ESL students and 1.5 generation students to better assure increased success in English 101. To meet the demands of the selective UC campuses, biology recently initiated a new course called Biology 40 - The Science of Biotechnology, to focus on hands-on techniques in molecular biology.
Due to the fact that two disciplines each lost a tenure-track faculty member, in the spring of 2005 the Senate Hiring Committee recommended that two disciplines be approved for hiring replacement tenure-track faculty: Administration of Justice and Multi-Media; however, the hiring for these positions was postponed due to the LAMC’s increasing budget deficit.
As an outcome of student surveys and program assessment, several departments have identified some common needs. Many are in need of more faculty particularly full-time faculty. The present ratio of full-time FTEF to part-time FTEF is _______. Remedial classes are overcrowded requiring more sections to meet the needs of our students.
According to the 2006 Mission College Survey of Students, ___% of students are satisfied with the overall quality of instruction at LAMC. This figure is identical (?) to the ___% of students who were satisfied in the 2002 survey (Ref IIA.X and IIA.X). While these figures do not indicate improvement, they also do not indicate a negative change.
[Slark: The above two paragraphs might be better placed in the previous sub-standard section.]
PLANNING AGENDA
2.1 Los Angeles Mission College with the assistance of the Los Angeles Community College District will review all its operating procedures and within one year put into place a revised structure that will enable it to increase its enrollment, reduce or eliminate its deficit, and reestablish a functioning governing structure.
[Slark - This plan seems out of context—I don’t see anything in the above sections about enrollment or governance structure, and it doesn’t related to the standard.]
2.2 Stated actions and timelines in unit assessments will be evaluated yearly by each discipline, department, and the Office of Academic Affairs to make certain that action statements are adhered to and timelines met.
2.3 Disciplines and Departments that have not yet completed the unit assessment process will complete it within the 2006-2007 academic year to meet district guidelines.
II-A.1a. The institution identifies and seeks to meet the varied educational needs of its students through programs consistent with their educational preparation and the diversity, demographics, and economy of its communities. The institution relies upon research and analysis to identify student learning needs and to assess progress toward achieving stated learning outcomes.
DESCRIPTIVE SUMMARY
The LAMC Office of Academic Affairs collaborates with Academic Senate, Curriculum Committees, SLO “taskforces,” researchers, department chairs and faculty to meet the varied educational needs of its students.
Institutional research and data analysis is the responsibility of the Mission College Office of Institutional Research and Planning. There are several campus and departmental analytical reviews demonstrating that instructional programs are relevant to the interests, needs, goals, and aspirations of the students served at Mission College. Instructional and student service departments also compile data for program-specific goals. [Slark - This plan seems out of context—I don’t see anything in the above sections about enrollment or governance structure, and it doesn’t related to the standard.]
The Counseling Office administers an assessment test to determine students’ academic learning needs as they relate to enrolling in English, Reading, Math, and English as a Second Language courses. Those students who do not place into college-level courses are offered developmental English, Math, and English as a second Language courses to help them develop the skills to be successful in transfer-level vocational and non-vocational courses. Disabled Student Programs and Services (DSP&S) promotes the educational and vocational potential of students with mobility, visual, hearing, speech, learning, acquired brain injuries, developmental, or other disabilities through total integration into the mainstream of college life. Extended Opportunity Programs and Services (EOP&S) provides services to educationally and economically disadvantaged students. The primary objective of EOP&S is to give students the opportunity and assistance necessary to successfully complete their transfer and/or vocational program at Mission College.
The Extended Opportunities Programs and Services (EOPS), Financial Aid, Matriculation, and the Disabled Student Services Office (DSP&S) programs reflect Mission College’s commitment to provide services consistent with the educational preparation, diversity, demographics, and economics of the community. Since many students enrolled at Mission College test into developmental courses, it is paramount to provide testing that ensures appropriate course placement. Often the same student who is enrolled in developmental courses is utilizing the services provided by EOP&S, Financial Aid, and DSP&S.
In addition to the requirements of course completion in these areas, Mission College created a Diversity Committee in 2002 to reflect Mission College’s commitment to equity and diversity. Its purpose is two-fold: to train faculty and staff in Affirmative Action practices and policies for the hiring processes, and to embrace and participate in campus diversity activities. In the last 3 years, this committee has focused its resources by fostering tolerance and promoting the social, emotional, spiritual and academic development of students, staff, faculty and community. The committee’s goals included increasing awareness through educational events of under-represented groups and those who are often seen as “invisible” in our society. Time and resources for those events were evaluated through a proposal process to ensure proper representation of all groups. As of November of 2005, these funds were no longer available for campus events and the committee stopped meeting. However, the Administration has made a commitment to allocating some funds in the future in our annual budget to meet this committee’s goals. Therefore, the Diversity committee will reconvene when that is achieved. Until then, funds remain available to train our staff and faculty as needed.
Add info. about G.E.D. program, Phoebe Rivera, Learning Center
The Specially Funded Programs (SFP's) provide a wide range of services to a large mixed population. The following is a list of the services that some of the SFP’s offer to our students:
1. The Foster/Kinship Care and Independent Living programs provide living skills workshops and introduce foster youth to the wide services that Mission College offers. The students are encouraged to enroll in Mission College, and auxiliary services are provided to the foster youth.
2. The Tech-Prep program recruits high school students interested in pursuing a career in Tourism or Culinary Arts. Classes are being held at selected high schools. Students are introduced to Mission College and the college setting with the hope that when they graduate, their destination will be Mission College.
3. The Non-Credit ESL Program. Non-credit ESL classes are held throughout the community up to level 4. Students are encouraged to transfer to credit ESL classes at Mission and pursue a career thereafter.
4. Gear-Up – This program provides Math and English tutoring to middle schools around the community. This helps students to get better grades and prepares them for college. The program includes visitations to LAMC where young students engage in classroom activities that encourage students to think of Mission when graduating.
5. CalWorks provides child care services, work study opportunities, academic support services and tutoring to welfare recipients who are students at Mission college.
6. The Careers in Child Care Training program provides guidance, tutoring, and volunteer work to Mission College students who are pursuing a career in child development. This program works very closely with our Child Development Department.
7. The Family Child Care Home Network is a program that certifies child care providers throughout the community in order for Mission college students to take advantage of child care services. When a Mission college student qualifies, the program pays for the child care services so that students can attend college.
The information generated from the Office of Research and Planning is instrumental in completing Unit Assessments. Unit Assessment guidelines require that programs analyze data and explain changes in the data, identify trends, provide contextual explanation for these changes, and estimate where these trends are going in the next three to five years. The Unit Planning process requires research and review to assess program quality and guide institutional development. (Ref IIA.X)
The data compiled by the Office of Institutional Research and Planning reflect the institutional goals of improving student success by increasing rates of awarding degrees, certification, graduation, transfer, retention, and enrollment. This centralized information is of benefit to the college because interested students, faculty, staff, and community can access current and accurate information.
The Office of Institutional Research and Planning continually conducts research that plays a major role in the collecting, organizing, compiling, and disseminating of information at the college. Program Review and Unit Assessments, in addition to Enrollment Management, have been enhanced with the information and resources of the Office of Institutional Research and Planning. The current challenge of the college is to continue to work toward the full utilization of data to achieve the stated learning outcomes. [Slark - Which SLOs?]
SELF-EVALUATION [Slark - Self-Evaluation section starts here.]
However, the Office of Institutional Research and Planning is not adequately funded or staffed to ensure its ability to respond to all requests from departments. The Associate Dean of Institutional Research and Planning was reassigned during the period of summer 2004 to summer 2005 to serve as Dean of Technology. The research position was not replaced during this period as the Dean of Technology attempted to serve in both roles. In summer 2005 the college hired an information technology manager with experience in the district.
The previous accreditation team recommended that the college expand the research function with adequate staff and resources to fully support the new planning process. [Slark - What is the new planning process?] The college addressed this recommendation by creating a 1.0 FTE analysis position in fall 2003 (?) through its Title 5 grant. The position is partially funded for five years through this grant’s budget. After this grant ends, the position will be institutionalized and fully funded through the college’s general funds. While the position has been created and funded, there have been delays in permanently filling this position due to problems with the eligibility list. Currently, the position is filled on a temporary basis until a valid eligibility list becomes available. The resource issue has not been fully addressed. The research office has sought funding through the college’s budgetary processes and allocations have been made to address specific projects; however, resource needs have not been addressed in a systematic manner by the college’s planning and budget process and funding is not adequate to carry out the requirements of the office.
PLANNING AGENDA
2.3 Los Angeles Mission College, recognizing the importance of research for Program Review/Unit Assessment, will place a higher priority on providing resources and assistance for the Office of Institutional Research and Planning. [Good but more specificity needed.]
II-A.1b. 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.
(District) Board Rule 6801 – Program Review, requires each college to have a program review process and sets the parameters for that process.
(College) Department Chairs and faculty determine appropriate delivery modes via program review.
DESCRIPTIVE SUMMARY
Various modes of instructional delivery are currently being utilized at Los Angeles Mission College. These include lecture, lab, small and large group collaborative assignments, physical demonstration, television, computer-based instruction, and Distance Education courses. The Physical Geography discipline uses Global Positioning Systems to introduce its students to the latest technology.
Instructors, in conjunction with other department faculty, determine what type(s) of delivery is (are) appropriate for each course to meet the current and future needs of our students. Faculty members prepare and submit course outlines to the Office of Academic Affairs and the Curriculum Committee, which include a section on Methods of Instruction. Students who need tutoring are referred to the appropriate tutoring facilities, e.g., math Center, ESL lab, or English tutoring.
A Title V grant provides comprehensive support to the Math Center as well as some assistance to the Learning Resource Center (LRC). Supplemental learning materials were purchased for the Math Center and LRC which allow students to work on individualized study skills, and/or in particular subject areas. PLATO is one of the tools used in both the LRC and Math Center. In addition, the Title 5 Math Coordinator assigns student assistants to provide supplemental assistance to instructors in select section to Math 112, 113, 114, 115, and 227. Student tutors/supplemental instructors undergo a 16-hour training program before assignment to the classes or working in the Math Center. The LRC provides instructors with referral forms so as to facilitate the movement of students in need to the resources available.
The Curriculum Committee has the responsibility for developing the educational program in accordance with the philosophy and objectives of the college for recommendation to the Board of Trustees for final approval. As delineated in the Curriculum Committee Policies and Procedures Manual, one of the roles of Curriculum Committee members is to help maintain the integrity of the courses by reviewing and approving all courses before they are offered. This role includes the review of any new modes of delivery, such as Distance Education. A separate form is required if the course is to be offered by Distance Education. This form is reviewed by the Committee to ensure that the course meets Title 5 regulations involving instructor-student contact hours, apportionments, and credit. In addition, objectives, content, evaluation of student outcomes, class size, and instructional equipment needed are discussed in terms of their effectiveness by the Distance Education Committee.
The Distance Education Committee, in conjunction with the Curriculum Committee, has developed an Accreditation Procedure for faculty who wish to teach online classes. (Ref II-A http://lamc.pbwiki.com.de). This procedure requires the updating of the course outline of record, completion of the Distance Education Course Approval Form, training and certification to teach the class, and review of the course content by the Distance Education Committee including Student Learning Outcomes. Faculty must pass their training and course content review before the class is scheduled by the Department Chairs.
The DDL Committee was organized in the fall semester of 2005 (Ref IIA. http://lamission.edu/ddl/charter.htm). Its purpose is to “serve the function of communicating and advising the college in its decision making regarding D/DL issues. It should report to the college’s Educational Planning Committee or its equivalent and should include D/DL faculty, information technology staff and administrators involved in D/DL course development and delivery.” The college Curriculum Committee and the D/DL Committee or equivalent should address D/DL efficacy as it relates to the total instructional program. The D/DL Committee is under the purview of the Academic Senate.
Since its inception in fall of 2005, the DDL (Ref IIA http://profj.us/ddl) has been meeting two times a months and has established a Distance Education Online Faculty Seniority List, updated the online faculty email at lamission.edu, written a History of Online Education at Mission College, developed the "Application to Teach Online" and the certification process for new online faculty, developed a form - "Are you ready to take an online class?" for new prospective online students, worked on an "Online Student Evaluation" form for students to fill in upon completion of their online class along with a Student Satisfaction Survey. Three persons have been trained to deliver "Etudes NG" training at Mission, and training for Etudes NG will be provided to faculty during July-August 2006, and the Fall 2006 semester.
[Slark - What about systematic assessment processes? An SLO plan?]
SELF-EVALUATION
In the 2001-2002 school year (check), Mission College began a Unit Assessment process. This process includes a review of all course outlines and programs. We are currently in the fourth year of a six-year cycle. Thus, by the end of the 2008 school year, all programs and courses will have been reviewed.
Distance education proposals are also reviewed by the Distance Education and Curriculum Committees. Article 40 of the AFT Labor Contract 2005 - 2008 - see http://lamission.edu/ddl/article40.htm provided for the creation of a Distributive and Distance Learning Committee (DDL) which is to report its work, activities, and plans to an Education Planning Committee (EPC); At this time LAMC does not have an Education Planning Committee, but in the plan for the new governance structure (Ref IIA. X), the EPC is slated to begin functioning in fall of 2006. ) Since 2001 (check), the Assessment and Planning Committee and the Institutional Effectiveness Committees have performed and overseen the planning functions that are part of the charter for the EPC.
The DDL Committee is working on the items requested in the District Annual DE Report (Ref II-A http://lamc.pbwiki.com/goals) which include addressing the following:
1. Purpose - What was the intent in offering the course by DE? How was learning enhanced by the use of technology?
2. Student Access - What is the evidence, if any; that the new methodology increased the number of students served, or extended services to students with disabilities? What student services were provided to support student success for DE? In what ways were the goals of the district’s Student Equity Plan furthered?
3. Faculty - How were faculty selected to teach each DE section and what relevant professional development activities and support services were provided to them? What was their perception of the experience, as expressed by instructors and student services professionals? Which new approaches were judged effective? Which were judged non-effective?
4. Quality - How did student satisfaction compare with that in courses offered in a traditional mode? How did student achievement compare with that in courses offered in a traditional mode? Did students with prior independent study experience do better in DE than those without prior experience? How did the type and quantity of student-faculty interaction in each course compare with that in courses offered in the traditional mode? What types of instructional support and student services were provided to students and students with disabilities? How appropriate and effective was the courseware for each course? Was equipment satisfactory for each course? Which technological mix was used most effectively? What differences, if any, were there in the level of student achievement transferable versus nontransferable DE courses? How does this compare with differences between transferable and nontransferable traditional courses?
5. Costs - How did start-up costs for DE compare with other modes of instruction? How did continuing costs for DE compare with other modes of instruction? In what ways, if any, does faculty and staff load differ for DE sections?
6. Recommendations - What suggestions can be made for the improvement of DE?
[Self evaluation here needs to be specific to the standard, which is about modes of delivery.]
PLANNING AGENDA
2.X For 2007, the DDL Committee will work on the items called for in the District Annual DE Report.
2.X The DDL will continue to offer workshops in Etudes NG on a regular basis.
2.X Faculty will transition all of their online classes to the newer Etudes NG course management system by fall 2007.
2.X All college units will complete their Program Review and Unit Assessments within the next two years to be in compliance with the District six-year review cycle.
II-A.1c. The institution identifies student learning outcomes for courses, programs, certificates, and degrees; assesses student achievement of those outcomes; and uses assessment results to make improvements
College Academic Senates, Curriculum Committees, SLO “taskforces,” researchers, and department chairs and faculty establish SLOs.
DESCRIPTIVE SUMMARY
As stated in the Curriculum Policies and Procedures Manual, one of the roles of the Curriculum Committee is to help maintain the integrity of courses by reviewing and recommending course and program additions, revisions, and deletions. The committee recommends policy related to academic offerings to the District Curriculum Committee. The Curriculum Committee must review and approve all courses before they are offered. This review includes scrutiny of the course description, the course content, and the learning outcomes (objectives) submitted within the course outline packet prepared by faculty. The guidelines for completion of Section II of the LAMC College Course Outline (Ref IIA.X) state:
Objectives must clarify the level of rigor expected and identify what all professors teaching this course should expect their students to do after successful completion. This part of the outline requires the following:
1. Itemized list of specific, observable, measurable behaviors that begin with action verbs. (See Bloom’s Taxonomy)
2. Most objectives MUST reflect critical thinking as opposed to the more basic recall, knowing or understanding of information.
3. A sequential order.
4. Objectives need to be actions: Describe what the learners will be doing upon achievement of objective. Also, in terms of measuring the courses’ learning outcomes, a minimum performance element should be included: how well must students perform, e.g., 70% accuracy within one degree, in accordance with accrediting agency standards.
Objectives should also relate to the catalog description and to the general education student learning outcomes stated in the Educational Master Plan and in the 2006-2007 college catalog (p. 2)
Curriculum Committee members also serve as resources to assist academic personnel, both administrative and teaching, in completing curriculum forms in accordance with the Standards of Good Practice for Curriculum Committees adopted by the State Academic Senate in 1996 (Ref IIA.X). A subcommittee has been set up to perform a “technical review” on the documents to ensure consistency, completeness, and correctness. In addition, all course outlines including supplemental forms, are posted online at least one week prior to the Committee meeting to give members ample time to review the curricula submitted.
SELF-EVALUATION
Since 2004 (check with Said), new and revised course outlines have included learning outcomes (identified on the course outline form as “Course Objectives”); however, only recently (2006) have faculty been required to state outcomes in measurable terms. General education learning outcomes have been established at the institutional level (Ref II-A.X). The next step is for the college to establish learning outcomes at the program and course level.
In a survey of all LAMC department chairs conducted in the spring semester 2006 (Ref II-A. X) all chairs were queried as to their progress on Student Learning Outcomes. The following is a summary of some of the results of the survey:
Child Development is currently in the process of working on student learning outcomes. All of their course outlines include measurable objectives that reflect student learning outcomes. Faculty members have initiated discussions to determine student learning outcomes for the various levels of certification within their discipline (e.g. Skill Certificate, Occupational Certificate, and A.A. Degree). Outcomes are planned to be aligned with the professional outcomes as identified by their professional organization, the National Association for the Education of Young Children.
Learning outcomes for all math classes have been culled from their official Outlines of Record. The outcomes are included in the syllabi of all full time faculty as of spring 2006 semester. Plans are underway to ensure that the outcomes will also be part of the syllabi of all faculty starting the fall 2006 semester. The outcomes for each course are also listed in the Mathematics Department Instructor’s Manual (Ref II-A. X), which lists student learning outcomes for each of the 19 courses they offer.
Likewise, student learning outcomes for all life science classes have been culled from their official Outlines of Record. The outcomes are included in the syllabi of all full-time faculty as of spring 2006 semester. The life sciences have already assessed student learning outcomes in sections of Microbiology 20 and Biology 40 and are establishing a pilot project for assessment of student learning outcomes for Biology 3, Anatomy 1, and Physiology 1 for the fall 2006 semester.
Three disciplines in Health and Physical Education have either begun or are actively involved with SLO’s. The Health discipline has identified Student Learning Objectives for the discipline and has a planned equivalent assignment for all sections that needs to be assessed to measure its effectiveness. The discipline has yet to create an appropriate rubric to continue further. This is planned to be implemented fully in the fall 2006 semester. The Art discipline has already had one semester of implementing and assessing SLO’s for the discipline.
Developmental Communication Student Learning Outcomes have been identified for their courses as they have completed the revision of course outlines for all of the courses they currently offer. The course outlines list goals and measurable objectives for student achievement. Student learning outcomes for their department in general are related to the entry skills needed for success in English 21; For example, Dev. Com. 1 is a prerequisite and Dev. Com. 36A is a co-requisite for English 21. Their SLO’s also are more broadly related to student success in reading, writing, and study skills in all other college disciplines. They are in the process of clearly defining the student learning outcomes for their discipline.
This past year, the English faculty reviewed all English courses. In the process, student entry and exit skills were reviewed. Student learning outcomes are being identified and discussions have been initiated to determine how to best measure outcomes.
Twelve disciplines have completed Student Learning Outcomes for their courses: Anatomy, Anthropology, Art, Astronomy, Biology, Chemistry, Mathematics, Physical Sciences, Physics, Physiology, and Health and Multimedia. Many more departments are in the process of working on Student Learning Outcomes. Through department discussion, objectives are being identified and transferred to the Student Learning Outcome format. Methods to measure effectiveness are being processed in departments and are planned to be implemented in the fall 2006 semester. In the Math, English, and ESL disciplines, emphasis is being placed on remedial courses and the outcomes required to advance students to courses outside the remedial range, as well as for advanced courses necessary to transfer.
All other disciplines will actively begin the process in the Fall 06 semester.
Another method of assessment that has been used to make improvements is the 2006 Student Survey (Ref. IIA.X.) In the survey questions were asked of students to determine how much they believe the education at LAMC has contributed to their improvement in several areas. The table below presents the results from this survey (Ref IIA.X).
INSERT TABLE
(Sample answer). According to these results, students believed that their education at LAMC had contributed the most to their improvement in writing, oral communication, working with others, and their major. The area where students said their education had helped them the least was technology and the use of computers, most likely due to the fact that most students already possess these skills when they arrive at the campus (Ref IIA.X)
[Slark - Do you have a plan for systematic and integrated assessment---identification of outcomes on all levels, evaluation, and a feedback loop for improvement?]
PLANNING AGENDA
2.5 Through its shared governance processes, the college will develop integrated procedures for establishing student learning outcomes at the course, program, certificate, and degree, levels and for evaluating student achievement of these learning outcomes.
II-A.2 The institution assures the quality and improvement of all instructional courses and programs offered in the name of the institution, including collegiate, developmental, and pre-collegiate courses and programs, continuing and community education, study abroad, short-term training courses and programs, programs for international students, and contract or other special programs, regardless of type of credit awarded, delivery mode, or location.
(District) Board Rule 6801 – Program Review, requires each college to have a program review process and sets the parameters for that process.
(Districtwide) The District Curriculum Committee recommends districtwide policies on curriculum development and approval.
(College) College Offices of Academic Affairs, Academic Senates, Curriculum Committees, SLO “taskforces,” researchers, department chairs and faculty fulfill this function.
DESCRIPTIVE SUMMARY
Los Angeles Mission College provides instructional programs in general education, vocational, transfer, developmental communications, and English as a Second Language, All of LAMC’s instructional programs are developed through a collaborative process by the faculty beginning at the department level leading to recommendation for approval from the college’s Curriculum Committee to ultimate approval by the district’s Board of Trustees. The Curriculum Committee is a subcommittee of the academic senate of LAMC and maintains its own website (Ref IIA. 1) as part of the LAMC college website. The Curriculum Committee Policies and Procedures Manual (Ref IIA.2) and the Curriculum Committee’s Checklist for Writing an Integrated Course Outline (Ref IIA.3) (both of which are on the Curriculum Committee’s website) (Ref IIA.4) are the primary resources used by faculty to guide them in curriculum development as it relates to process and regulatory compliance. In addition, the Curriculum Committee periodically conducts workshops for the college faculty to assist them in completing the required documents. Faculty use additional resources including guidance from courses offered at receiving colleges and universities, professional organizations, advisory groups and industry requirements. The process ensures that all instructional programs are consistent with the mission of the college. It is the goal of the curriculum approval and the Program Review/Unit Assessment processes to ensure that all courses are reviewed for conformity with the mission of the college, need for the course or program, quality of the course or program content, and feasibility of offering the course or program. Curriculum proposals and educational programs are reviewed, evaluated, and approved in accordance with the criteria established in Title 5 Slark - Title 5—vs Title 5, which is the federal grant and the current Curriculum Standards Handbook (Ref IIA. 4). Courses are required to be updated at least every six years.
Burke-Kelly How do these programs lead to degrees, certificates, employment, and transfer? Use statistics.]
All courses offered for credit—college, developmental, and prerequisite courses—are submitted by faculty first for approval at the department level, then approval by the college’s Curriculum Committee, which is a subcommittee of the Academic Senate. All new courses or programs also receive review at the District Curriculum Committee (DCC) prior to approval by the State and Board of Trustees. This procedure is outlined in the Curriculum Committee Policies and Procedures Manual (Ref. IIA.X).
The LAMC Contract Education Program offers workforce development and contract education courses using both existing college credit curricula and courses of study designed specifically to meet employer needs. Existing credit curriculum has been approved through the college/district curriculum approval process.
Courses to be offered via Distance Education must be presented to the Curriculum Committee for approval. A one-page Distance Education form must be submitted with new courses to be offered via Distance Education or with a copy of a current course outline in the case of existing courses to be offered via Distance Education for the first time. Course outlines must have been updated within the past six years to receive Distance Education approval from the Curriculum Committee.
All courses offered in alternative locations and modes, such as in local high schools or the Program for Accelerated College Education (PACE) programs, must conform to the course outlines of record. Responsibility for this curricular integrity rests with the chairs and faculty of the departments. All courses and faculty, regardless of mode or location of delivery, are evaluated on a systematic basis. (Ref II-A. X)
All ITV classes meet graduation requirements for all LACCD Colleges and transfer to most colleges and universities.
Community Extension classes are noncredit classes offered through our community outreach program as a service to the community and are not subject to formal evaluation by the academic community.
The Curriculum Committee through the Office of Academic Affairs maintains a spreadsheet that includes the date of the most recent review of each course in the catalog. The Curriculum Committee and the Office of Academic Affairs require that all courses to have been reviewed within the past six years. Programs are required to address the currency of existing courses within the Program Review/Unit Assessment process.
SELF-EVALUATION
Instructors who teach in offsite locations and in the PACE are required to maintain the standards that are delineated in the department course outlines. In reality, this has not always been the case, however, and supervising faculty have not always received the support of past administrators in enforcing course outlines.
The LAMC Curriculum Committee has evolved considerably since the last Accreditation Self-Study was completed. High standards are set for course content and objectives must be stated using Bloom’s Taxonomy. Within the last five years, two-thirds of the courses listed in the LAMC catalog either have been revised, updated, or archived. Courses are submitted to a Technical Review subcommittee of the Curriculum Committee for evaluation before they are sent to the committee as a whole. This allows faculty and department chairs the opportunity to make needed changes to the courses before the entire Curriculum Committee reviews and votes on the course, which has streamlined the entire process. Although there has been a learning curve for faculty, most feel that the rigor and standards set by the Curriculum Committee have produced a higher quality course outline.
PLANNING AGENDA
2.X Academic Administrators will work with supervising faculty of offsite and PACE courses to insure that they adhere to the course outline requirements of their respective disciplines within the college..
2.X The Curriculum Committee Chair and Committee members will continue to work with faculty to update all curricula in their respective disciplines and departments at least every six years. [Slark - Are unit assessments and curricula review different or the same thing?]
2.X Recognizing the continuing need for assessing measurable student outcomes, an additional section requiring this will be added to all Proposed New Course Requests within the next year. [Slark - If all course outlines require SLOs, why is this plan needed?]
II-A.2a. The institution uses established procedures to design, identify learning outcomes for, approve, administer, deliver, and evaluate courses and programs. The institution recognizes the central role of its faculty for establishing quality and improving instructional courses and programs.
College Specific: College Offices of Academic Affairs, Academic Senates, Curriculum Committees, SLO “taskforces,” researchers, department chairs and faculty fulfill this function.
DESCRIPTIVE SUMMARY
As stated in the Curriculum Committee Policies and Procedures Manual (Ref IIA.X) curriculum development is a primary responsibility of the college faculty and department chairs. Proposals for new courses or revisions to existing courses may be initiated by any number of sources: students, faculty, administration, advisory committees, or members of the community. However, a member of the college faculty must make any formal proposal (Ref IIA.X).
The Curriculum Committee is a subcommittee of the Academic Senate, and with the exception of one voting administrator, the voting membership is composed exclusively of faculty. Curriculum development procedures are well documented in the Curriculum Committee Policies and Procedures Manual, which is available on the Curriculum Committee website. This website also provides all the necessary forms, as well as a comprehensive set of links to curriculum resources. (Ref IIA.X)
The Curriculum Committee-adopted course outline form (Ref IIA.X) includes a section for course objectives, which are stated using the Bloom’s Taxonomy format. The outline also includes sections for methods of instruction and methods of evaluation.
In recent years, the Curriculum Committee has made a transition to an almost paperless approval process involving the submission and tracking of course materials electronically. The Curriculum Committee website has become the repository of course proposals to be reviewed by committee members prior to action meetings. Internet-linked computers and a computer projector are used during committee meetings to access course outlines during discussion.
The Curriculum Committee has undergone procedural reorganization over the last five years, and has streamlined and restructured the process making it more effective and efficient for course approval. Procedures and deadlines are clearly articulated on the web page, as well as via email, handouts and workshops designed to support faculty in the curricular process. Curriculum Committee members are available for consultation and support. Members of the curriculum committee regularly work in close consultation with faculty in the development of course outlines. There has been significant progress towards the timely updating and/or archiving of all courses. The Curriculum Committee maintains a database of approved courses on the Web (www.lamission.edu/curriculum) that enables all faculty to be apprised of the current status of their course outlines and provides easy access to currently approved documents.
Departments and divisions are responsible for determining the scheduling and scheduling modes of courses, and for ongoing attention to instructional quality. The Curriculum Committee guideline is that all courses must be reviewed for currency at least every six years. All college programs, including instructional programs, are periodically reviewed through the Program Review/Unit Assessment process to include broad faculty involvement at the discipline level (Ref IIA.X).
PLANNING AGENDA
2.1 The Curriculum Committee will work with the Office of Academic Affairs and all faculty to ensure that all courses are updated at least every six years.
II-A.2b. The institution relies on faculty expertise and the assistance of advisory committees when appropriate to identify competency levels and measurable student learning outcomes for courses, certificates, programs including general and vocational education, and degrees. The institution regularly assesses student progress towards achieving those outcomes.
(College) College Offices of Academic Affairs, Academic Senates, Curriculum Committees, SLO “taskforces,” researchers, department chairs and faculty fulfill this function.
DESCRIPTIVE SUMMARY
Each course in the credit curriculum is now required to include objectives that are to be stated as measurable student learning outcomes. All instructional programs are proposed and approved by faculty members in the department before presentation to the Curriculum Committee.
All occupational programs have advisory committees, which meet with varying frequency. These advisory committees provide valuable information, recommendations and evaluations regarding the college programs pre- and in-service education for success in industry. In addition to the advisory committee resource, occupational programs also use the Core Indicators available statewide, which are important criteria for continued Vocational Technology Education Act (VTEA) funding. (Ref IIA.X) The State establishes goals for each of the four Core Indicators for which each occupational program monitors its progress and improvement in the areas of achievement, completions, placement etc. Disciplines receiving VTEA funding each academic year between 2000 and 2006 have met the eight required criteria for VTEA funding. [Slark - VTEA core indicators may provide an interesting insight into SLOs, but you might need to draw that picture more clearly.]
The process for establishing new transfer and occupational programs requires a statement of goals and objectives of the program. The California Community Colleges Course and Program Approval Handbook (Ref IIA.X) offers specific student outcome requirements for such statements of goals and objectives. For transfer programs, “the stated goal of the program must include (but not be limited to) the preparation of students for one or more baccalaureate majors, which must be specified in the goal.” For occupational programs, “the objectives of the program must list the main competencies students will have achieved that fulfill the needs and requirements of that occupation.”
Mission College has recently begun the development and implementation of student learning outcomes in all departments. This has been implemented as part of our Program Review and Unit Assessment process, and disciplines are in varying stages of development and assessment of student learning outcomes. Some disciplines are also in the process of using external measures of student progress towards student learning outcomes and competencies; however, these have not yet been institutionalized. (Ref IIA.X NAEYC?)
In the 2002-2003 academic year, LAMC began college wide discussion of student learning outcomes and a workshop was conducted to introduce the concept and issues to all faculty(April 23, 2004). This discussion was continued in the 2005-2006 academic year with emphasis on both college-wide and discipline specific workshops. (Ref II-A XX)
SELF-EVALUATION
While in many cases student learning outcomes are stated as objectives at the course level and are a basis for student evaluation, the college is still working on a more comprehensive approach to standardizing the format and inclusion on Proposed New Course Requests (PNCR’s) and syllabi. Several disciplines (such as Art and Multi-media) have already implemented student learning outcomes and appropriate assessments in their courses. The Health and P.E. discipline has identified SLO’s and has a planned equivalent assignment for all sections that needs to be assessed to measure its effectiveness. The life sciences have identified SLO’s and are in the process of developing assessment tools. The establishment of measurable student learning outcomes is also being addressed at the certificate, degree and program levels for some programs. One example of a program-wide approach to outcomes is a common final exam in the Math Department. The Computer Applications and Office Technologies Discipline also administers a common final in its keyboarding and Microsoft Office Suite classes. These common finals help the disciplines ascertain how consistently key concepts are being learned. The Child Development Discipline is currently exploring a common assessment approach to the students completing occupational certificates.
[Slark - This is good information above. If possible, streamline these sections (although the standards can be redundant themselves, removing redundancy and providing a cohesive, comprehensive description of your SLO efforts and plans. The information is provided almost in a piecemeal fashion now.]
PLANNING AGENDA
2.X The College will continue addressing the need for the establishment of student learning outcomes and assessment strategies for all disciplines, departments, certificates, degrees, programs and units. Program review and unit assessments will reflect progress and goals related to the completion of this process.
[Slark - Just use the same comprehensive plan throughout for your SLO planning agenda item.]
II-A.2c. High-quality instruction and appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning characterize all programs.
College Specific: College Offices of Academic Affairs, Academic Senates, Curriculum Committees, department chairs and faculty fulfill this function.
DESCRIPTIVE SUMMARY
The instructional faculty is well qualified through education and experience in their disciplines. The 2002 Student Survey reference-document included asking students about the quality of instruction received at the College. The current 2006 Student Survey is being evaluated at the time of this writing. External evidence of instructional quality includes student achievement as measured by student success and transfer rate. (Check for evidence)
Faculty members within disciplines and advisory committees, where appropriate, have the responsibility of monitoring breadth, depth, and rigor of programs, and recommending changes to courses and programs as needed. All course and program revisions must be approved by the departments and the Curriculum Committee through the curriculum approval process.
SELF-EVALUATION
Individual departments and divisions review and recommend the sequencing of courses. Currently all programs have completed or are working on individual Unit Assessments to be reviewed by the Curriculum Committee for accuracy and updates. All departments are in the process of revisions, updates and archival of courses offered.
All available internal and external measures indicate that the quality of instruction is high. In the 2002 Student Survey (this will be updated with 2006 data when available) over 75 percent of respondents indicated that they agreed or strongly agreed [agreed with what?] with the overall quality of instruction. Students surveyed reported that 79 percent came to LAMC as a result of the college’s reputation for good teaching. Several dimensions were measured in regards to high quality education. All components resulted in a minimum of 75 percent, and often times as high as 91 percent agreeing or strongly agreeing, indicating student satisfaction with the quality of education. Components included but were not limited to faculty being supportive, a respect for faculty, instructor’s providing feedback, appropriate textbooks for the course, fair grading practices, course outlines being provided and followed, instructors being up to date in their field, tests being relevant to course material, and instructor’s giving advice and guidance. According to the Fall 2002 Student Survey (this will be updated with 2006 data when available) 91 percent of the students would encourage others to attend LAMC. The 2006 Student Survey (Ref. II-A X) is being evaluated at the time of this writing. Those who felt these descriptions do not apply, disagreed, or strongly disagreed were fewer than 10 percent. The California State University system provides student data in the CSU’s California Community College Academic Performance Reports. The reports for the most recent three years for which data are available indicate that Mission College students enter the CSU system with a slightly higher GPA than the system wide population, have slightly lower persistence rates, and maintain a slightly lower GPA than the system-wide population. (Ref IIA. X)
Some programs are unable to offer a timely sequence of courses or sufficient sections at a variety of hours to allow students timely completion. The Fall 2002 Student Survey (this will be updated with 2006 data when available) showed 20 percent felt there were not enough general education courses offered, and 21 percent felt advanced courses were not offered frequently enough. As a result, students sometimes opt to complete their coursework at other institutions. Inadequate numbers of offerings may be the result of a lack of available qualified instructors, insufficient funding available to instructional programs, and the reluctance to allow low enrollment classes.
[Slark - You may want to look into timely completion a little more, and if it’s indeed a problem, establish a more certain planning agenda item.]
The College Office of Academic Affairs is committed to offer courses traditionally low in enrollment if they meet sequencing requirements for program completion. Departments have put an increased emphasis on archiving courses no longer offered to maximize course offerings and program completion.
PLANNING AGENDA
2.X The College will continue to examine its College Catalog, class offerings and scheduling of classes to ensure that students are able to take the required sequence of courses in order to be able to complete their certificates and degrees within a reasonable period of time.
II-A.2d. The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students.
College Specific: College Offices of Academic Affairs, Academic Senates, Curriculum Committees, department chairs and faculty fulfill this function.
DESCRIPTIVE SUMMARY
In addition to traditional classroom-based instruction and lab courses, Mission College offers a variety of delivery systems to meet the diverse needs of our students in terms of ability, language, interest, learning style and academic readiness. Strong inter-departmental relationships exist between the Disabled Student Program and Services Department and academic disciplines to coordinate services, resources and support for students with special needs. Many disciplines (such as Family and Consumer Studies and Child Development) indicate on course syllabi that students with special needs should identify themselves to the instructor to insure that adequate support and reasonable accommodations can be made to meet their needs.
Several sections of courses in Child Development and Family and Consumer Studies are taught bilingually in Spanish and English. These courses are indicated in the Schedule of Classes. Many disciplines deliberately hire faculty with expertise and skill in providing instruction to students with racial, ethnic, linguistic, and cultural diversity. Classes are delivered with attention paid to diverse learning styles by providing combinations of lectures, PowerPoint presentations, small group experiences, collaborative projects, videos, computer aided strategies and field experiences.
The Learning Center is responsive to the needs of individual disciplines and offers tutoring in various modes: one-on-one, group tutoring, text-based work, audio cassettes, videos, computer software and workshops. The Library offers a series of workshops and support for individual students requiring support for assignments and research. The Child Development Discipline offers bilingual tutoring and study groups, and is currently working on course-related workshops.
Course work in many disciplines is now being offered online and through ITV and the PACE to meet the needs of those students for whom distance or scheduling prevents from attending classes on campus. The Family and Consumer Studies Discipline offers Distance Education courses in Nutrition and Sanitation and Safety.
Several sections of courses are offered through our ITV program such as Economics, Health 11, Psych 11/Child Development 1, Chicano Studies, Political Science and Sociology. These courses are standardized through Distance Education district regulations and the Distance Education coordinator at Mission College; however, there is little or no communication between that office and the disciplines.
Coursework leading to degrees is also offered through the Program for Accelerated College Education (PACE) for accelerated learning opportunities. Efforts are made to keep communication open between that program and the academic disciplines represented.
SELF-EVALUATION
Ongoing effort is made to ensure that the needs of our students are met through the delivery and support systems available throughout the students’ academic experience. Unit assessments and program review identify strengths and challenges of individual disciplines and revisions and enhancements are made accordingly. Support programs are responsive to needs of academic disciplines and communication is pursued through formal and informal means. Bilingual support systems are available in most units of the campus. Tutors are hired for their expertise as well as for their language proficiency and sensitivity to diverse needs of students. Efforts are made to support learning opportunities through technology while not losing sight of the importance of the human teaching/learning relationship. Outside funding is pursued when necessary to enhance the support for students requiring additional services (e.g. Title 5 Math project, VTEA sponsored tutoring programs).
Currently, there appear to be gaps in communication between PACE, ITV, and the general academic programs. In some cases, department chairs are adamant about working closely with PACE and ITV in the hiring of instructors and creation of course syllabi. In these cases the department chairs and administrators are more conscientious than others in ensuring that these programs follow the departmental established course outlines of record and discipline guidelines.
PLANNING AGENDA
2.X To improve the communication between academic disciplines/departments, PACE, and ITV, Department chairs and a representative from the Office of Academic Affairs will meet each semester to ensure that consistent standards are followed to better serve our students.
II-A.2e. The institution evaluates all courses and programs through an on-going systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans.
(District) Board Rule 6801 – Program Review, requires each college to have a program review process and sets the parameters for that process.
(Districtwide) The District Research Committee discusses research methodologies for addressing college evaluation strategies.
(College) College Offices of Academic Affairs and Senates are responsible for assuring that all academic units engage in on-going academic program review. Vocational programs are reviewed by college faculty and administrators on a biennial basis.
DESCRIPTIVE SUMMARY
The periodic review of all courses is expected at least every six years. This is accomplished by discipline faculty review and revision, as necessary, followed by the approval of the revised course outline through the curriculum approval process detailed in the descriptive summary for Standard IIA.2a above. As mentioned below, programs are required to report on the status of their course outline review as part of the Program Review process.
Continued evaluation of all courses and programs and achievement of learning outcomes is an essential component of an educational institution.
SELF EVALUATION
As stated in the Los Angeles Mission College Educational Master Plan (EMP) (Ref II-A. X), one of the college’s major goals is for it “to assess and modify educational programs, disciplines and courses to validate student learning and maintain appropriate academic standards and to promote awareness of the College General Education/Learning Outcomes and their incorporation into the curriculum.” When the Education Master Plan was being written in 2004, much of the discussion in the subcommittees revolved around these issues. The members on the Educational Master Plan Committee represented a broad spectrum of interests on the college campus and almost all meetings were well attended and many lively discussions ensued. Many hours of planning and discussion involving all segments of the college community went into the final product. The core of the plan is the specific list of action statements with deadlines and designated individuals and groups specified to complete the actions. Below are some of the actions stated that relate to this Standard II-A subcomponents:
Goal 3 The College will assess and modify educational programs, disciplines and courses to validate student learning and maintain appropriate academic standards.
3.1 Promote awareness of the College General Education/Learning Outcomes and their incorporation into the curriculum.
Action 3.1 A - Pending reevaluation by the Academic Senate, the College General Education/Learning Outcomes will be posted by the Institutional Effectiveness Committee on the college website by March 1, 2005.
Action 3.1 D - The Institutional Effectiveness Committee and Academic Senate will distribute model discipline-specific student learning outcomes and assessment plans created by the Art and Philosophy disciplines to all disciplines having at least one full time faculty member by May 1, 2005.
3.2 Assess College General Education/Learning Outcomes at the course, discipline and program levels.
Action 3.2 A - The Child Development Program, the Art Discipline and the Philosophy Discipline, working with the Institutional Effectiveness Committee and Academic Senate, will approve discipline-level and course-level General Education/Learning Outcomes assessment plans by June 1, 2005. These will serve as models for programs and disciplines that follow.
Action 3.2 C - The Institutional Effectiveness Committee and Academic Senate will establish a schedule by which all disciplines will develop and approve discipline-level and course-level General Education/Learning Outcomes assessment plans by November 1, 2006.
3.3 Define, approve, and assess course-level student-learning outcomes.
Action 3.3 A - The Art Discipline, working with the Institutional Effectiveness Committee and Academic Senate, will approve student learning outcomes and conduct its assessment for the Art 103 course by June 1, 2005.
Action 3.3 B - The Philosophy Discipline, working with the Institutional Effectiveness Committee and Academic Senate, will approve student-learning outcomes and conduct its assessment for the Philosophy 6 course by June 1, 2005.
Action 3.3 C - The Institutional Effectiveness Committee and Academic Senate will establish a schedule for all disciplines and programs to approve course-specific student-learning outcomes and conduct an assessment for at least one course by December 1, 2005.
3.4 Improve courses, disciplines and programs based on assessments.
Action 3.4 A - The Art Discipline will review, and revise if necessary, the course outline for Art 103 based on the results of the course assessment by February 1, 2006.
Action 3.4 B - The Philosophy discipline will review, and revise if necessary, the course outline for Philosophy 6 based on the results of the course assessment by February 1, 2006.
Action 3.4 C - All disciplines and programs will review, and revise if necessary, the course outline within one year of the assessment of that course being completed.
From these action statements, it is apparent that LAMC had plans to accomplish many of the required components for accreditation. What is important to emphasize is that these actions were not designed to meet outside criteria, but rather were the result of extensive self-reflection on the part of many faculty who sincerely wanted to move forward with activities that would make their disciplines and departments and therefore the college stronger. As stated in the opening pages of the Educational Master Plan, The EMP Committee was established in March of 2004 for the purpose of seeking improvement of education at the college, specifically, student learning and student success. As stated in the Vision Statement of the EMP (Ref II-A X) Los Angeles Mission College will
Provide high quality learning opportunities in an atmosphere that respects and assists all people in pursuit of their educational goals. Modes of instruction will match the changing needs of students in acquiring knowledge and skills necessary for success in the academic and work place environments. The college will support a strong work ethic, student and staff learning, and personal growth as lifelong endeavors. The college will practice an honest, collegial, and inclusive decision-making process that respects the diversity and interdependence of the college, student body, and the community we are privileged to serve.
Shortly after the completion of the EMP, the campus administration entered a period of transition. The Vice President of Academic Affairs was released from his responsibilities and the one Academic Affairs Dean took a leave of absence due to health reasons. A few months after that, the LAMC President left due to a promotion. This lack of stability in the administrative ranks hindered the ability to progress with actions needed to support the EMP. Decisions were made outside of the planned procedures, which undermined the process. The Assessment and Planning Committee and the Institutional Effectiveness Committees continued to hold meetings; however, without the support from administration, and consistent policies, the effectiveness of the committees was decreased. In 2003 (check date) the original chair of the Assessment and Planning Committee retired and during the three years that followed, the A&P Committee had several different chairs: two faculty members and one classified member which also led to instability in the process.
In the spring semester 2006, a series of Student Learning Outcomes workshops involving members from other college campuses and a college retreat on shared governance, program review, and SLOs were held. As an outgrowth of these workshops, a coordinator was appointed to oversee further development of student learning outcomes, a new governance structure was proposed, and specific plans were made for accomplishing program review and unit assessments, especially for those disciplines that have not yet completed the process.
PLANNING AGENDA
2.X Using the Educational Master Plan as a guideline, Los Angeles Mission College will revisit the action statements, and with the support of the present new administration, move forward to accomplish the actions. Slark - Consider repeating this plan in Std 1 and for other relevant standards.
2.X The College Council and Academic Senate will review the current shared-governance structure and charters for standing committees to improve the manner in which resources are allocated for instructional programs and student support services.
2.X All disciplines will have measurable Student Learning Outcomes as part of their syllabi by the spring semester 2007.
2.X At the beginning of the 2006 fall semester, a new college governance structure will be approved and operational.
II-A.2f. The institution engages in ongoing, systematic evaluation and integrated planning to assure currency and measure achievement of its stated student learning outcomes for courses, certificates, programs including general and vocational education, and degrees. The institution systematically strives to improve those outcomes and makes the results available to appropriate constituencies.
(District) Board Rule 6801 – Program Review, requires each college to have a program review process and sets the parameters for that process.
(Districtwide) The District Research Committee discusses research methodologies for addressing college evaluation strategies.
(College) College Offices of Academic Affairs, Academic Senates, Curriculum Committees, SLO “taskforces,” researchers, department chairs and faculty fulfill this function.
DESCRIPTIVE SUMMARY
From 2002 until 2004 there was considerable emphasis on program review and unit assessments. The process developed by the Assessment and Planning committee to evaluate requests for funds was based on a solid foundation of planning. Unit efficiency and alignment with college goals were major criteria in determining whether a unit would be receive funds for their requests. Once requests were reviewed and scored by the Assessment and Planning Committee, they were then forwarded to the Resource analysis Committee, one of the college standing committees, which was in charge of identifying available monies and making funding recommendations to the College Council. The Institutional Effectiveness Committee was in charge of monitoring unit assessments for efficiency and the advancement of college goals. The Office of Institutional Research and Planning provided supporting data for the unit assessments. During the first two years of this process, 2001-2003, the committees were able to reasonably follow this original plan; there were sufficient funds to support many of the requests. In subsequent years, however, 2004-2006, the campus budget diminished in terms of its discretionary dollars. Many of the funding sources started to decline or disappear (TTIP, Partnership for Excellence, etc.) Base budgets were inadequately funded. Requests for additional funds followed the original structure for requests; however, these requests were, in fact, for items that on other campuses would have been identified as base budget items. In addition to reductions of many categorical funds, in 2003 the college enrollment started to decrease significantly, contributing to an even greater scarcity of available resources. The Resource Analysis Committee which had, in essence, replaced the previous Budget Committee had been charged with finding resources for requests but was not involved in the decisions related to the reduction of funds. Many of the decisions to implement budget cuts were made by executive staff with minimal, if any, consultation. This created an unstable situation and a lack of trust.
[Slark - This is a very long paragraph. This information is relevant (as for the SLO information) to multiple sub-standards, and should be streamlined and cohesive. You don’t need to mention the tie to resource allocation so much here. This sub-standard, actually, is more about learning, per se, than about institutional effectiveness/goals.]
In fall 2005 an Enrollment Management Committee (EMC) was formed to focus on short-term enrollment management issues, primarily related to class scheduling and cancellations, room utilization, attaining annual FTES and enrollment targets, and budgetary control strategies. The EMC makes recommendations to the Vice President of Academic Affairs and the Council of Instruction (department chairs) and issues are discussed and decided in a collaborative framework.
The group identified the major tasks of the EMC:
1. Increase enrollment while providing means for cost containment by analyzing past enrollment trends.
2. Plan schedules that respond to student demand by offering more classes that attract students
3. Increase class size average
4. Limit the excessive offerings of classes with historical data of low enrollment.
5. Identify and cancel classes with low enrollment before the start of the semester.
The EMC identified the following strategies to improve enrollment:
1. Identify “high demand classes” before the start of the semester and design mechanisms that capture students on waiting lists for both regular semesters and for Intersessions.
2. Encourage faculty to have as many students as possible in their classes by officially recognizing and acknowledging those faculty who are major contributors to enrollment growth
3. Ensure that room utilization is maximized
4. Facilitate student enrollment in Online Classes
5. Promote enrollment in disciplines that have the potential to grow
6. Analyze and determine if class limits are correctly established and increase them where possible
7. Provide Department Chairs with a “Departmental FTEF allocations by discipline” prior to the first phase in the production of the schedule. Identify each discipline as growing, declining or stationary, based on past enrollment data and adjust the discipline FTEF allocation accordingly.
As a result of this evaluation and following these strategies
1. High demand classes have been identified. In both Regular and Intersession semesters prior to the start of the semester high demand classes have been identified by a daily monitoring of the waiting lists. New sections have been added for classes that have been identified as in “high demand.” However, a different approach has been developed for Regular and Intersession semesters because of their distinctly different characteristics.
ADDITIONAL SECTIONS FOR HIGH DEMAND CLASSES
Regular Semesters
(Fall and Spring) Intersessions
(Winter and Summer)
Duration of new class in weeks New classes can be shortened from 16 weeks to 12 weeks.
Additional late start classes are a valid option New classes cannot be shortened since Intersessions are already very short.
Additional late start classes are not a valid option.
Day and Time the new class is offered Matching exactly the original day and time of the “high demand class” is subject to room availability and in most cases is not an option Offering the new classes on the same days and at the same time is a valid option since there are plenty of rooms available.
Classes referred to as: Intrasession classes Shadow classes
Implementation Establish a list of Intrasession classes that start on the first day of the fourth week of the semester and end the same day as the regular semester.
Advertise the Intrasession in the schedule (See Attachment # and # ) and advertise the classes on the Mission College Web pages with daily updates (See Attachment # ) Double the limit on the “high demand classes” before they close so that students can be captured and are not forced to go on waiting lists. Identify instructor and classroom for a shadow class and split the regularly scheduled and now overenrolled class on the first day of the Intersession
2. Major contributors to enrollment growth have been identified. In order to mobilize and motivate faculty to contribute to enrollment growth, the EMC decided to initiate an action by which the College Administration recognizes and acknowledges the special contribution of those faculty members who enrolled more than 34 students per class during the Winter Intersession. (See Attachment # )
3. Room utilization has improved. The Collaborative Studies Building (CSB) became functional at the start of the Spring 2002 semester. Class limits have not been established for this building until recently and many classrooms in this building have been underutilized. In some cases the limit was erroneously too low, while in others the room was not equipped with sufficient tables and/or chairs. A subcommittee of the EMC established the proper limits for each classroom in the CSB, by carefully considering the physical outlay of the room and the instructional soundness of the class taught. (See Attachment # )
4. Identification of online classes in the class schedule has improved. To alleviate the problems students encountered in the past when they attempted to identify the online classes, the EMC recommended to list ALL online and hybrid classes in a separate section of the schedule. In accordance with the provisions of the 2005 – 2005 AFT Contract, the limits for all online classes have established to be 40, with the provision that the instructor of record may exceed this limit and add additional students if he or she so wishes.
5. Disciplines that have enrollment growth potential have been identified. The EMC identified a steady decrease in enrollment in Cooperative Education over the last five years. Since no full-time faculty member has been in charge of the discipline (See Attachment # . . .) at the September 14, 2005 meeting the EMC approved a recommendation to create a position for an Instructor Special Assignment C-Basis position and to hire for this position a Director of Cooperative Education effective the beginning of the Spring 2006 Semester.
6. Class Limits have been set higher. The EMC identified class limits that were set too low; e.g. Speech 101, and in order to promote enrollment growth, the EMC recommended increasing the class limit in all Speech 101 classes from 25 to 35 students per class.
7. Departmental FTEF were reallocated by discipline. In December, 2005 the EMC recognized the fact that the planning of schedules for the last years has been based on the assumption that an increase in the number of sections offered (across the board in all disciplines) from one semester to the next (for example Spring 2004 to Spring 2005) would produce a proportional increase in the enrollment while maintaining a relatively constant average class size; however, an analysis of college wide enrollment data (Spring 2004 vs. Spring 2005) points out that this was not the case (February 16, 2005). The EMC recommended that for the Fall 2006 schedule, each discipline will be allocated a specific FTEF package, the size of which will be determined by the change in average class size from Fall 2004 to Fall 2005.
To compensate for the effect of decreased number of sections on enrollment, the EMC recommended offering the 12-week Intra-Session during the Spring 2006 semester which included “high demand” classes, identified by a close and timely monitoring of the Spring 2006 enrollment pattern.
The EMC recognized that in some specifically identified disciplines—e.g. Food Service Management disciplines which offer many advanced classes, laboratory classes limited in size by the size of the lab—lower class averages would be acceptable.
[This is a very long paragraph. This information is relevant (as for the SLO information) to multiple sub-standards, and should be streamlined and cohesive. You don’t need to mention the tie to resource allocation so much here. This sub-standard, actually, is more about learning, per se, than about institutional effectiveness/goals.]
SELF EVALUATION
The above efforts by the EMC resulted in Intrasession classes producing the highest Credit Headcount increase in the District (+ 3.0%) when compared to the Fall 2004 semester (See Attachment # ). Shadow classes offered during the 2006 Winter Intersession proved to also contribute greatly to enrollment In January of 2006 letters of congratulations were sent to faculty whose class size for Winter Intersession exceeded 34 students per class. The EMC was of the opinion that these instructors deserved special recognition for sustaining our college with larger classes, thus allowing the college to maintain classes that must remain smaller because of their specific characteristics.(See Attachments # ) Members of the EMC have heard many faculty members expressing their appreciation for being formally recognized for their contributions. Faculty morale was high during this period. Regarding room utilization, new limits for the classrooms in the CSB have been implemented by the Scheduling Office and currently the CSB building allows for optimal room utilization thus maximizing enrollment.
For the first time at Mission College, a special section in the Fall 2006 Schedule of Classes is dedicated to Online and Hybrid Class offerings (pages 45 through 47). This section provides students with specific instructions on how to enroll in these classes and gives a complete course listing of the classes. It is expected that this special addition to the schedule will result in increased enrollment in online and hybrid classes during the Fall 2006 semester. This is particularly important at a time at which enrollment in regular classes is negatively impacted by the fact that the students must park at an off-site facility during the construction of the parking structure.
The hiring of a Program Director to coordinate Cooperative Education for the duration of the Spring 2006 Semester resulted in an increase in the enrollment in the Cooperative Enrollment classes by __ % (from __ in Spring 2005 to _ in Spring 2006) Maury will provide the data for this. The current concern is that the assignment of the Cooperative Education Director ended at the end of the Spring 2006 semester and as a result enrollment in the Summer 2006 and Fall 2006 Cooperative Education classes has been severely compromised.
The first session in which the increased class limits have been implemented (35 instead of 25) has been the Winter 2006 Intersession. Enrollment Data Reports show that on January 4, 2006, the class average in the Speech classes during the Winter 2006 Intersession was 27.4 % higher than the Winter 2005 Intersession (23.8 during Winter 2005 and 30.3 during Winter 2006).
At the January 18, 2006 Council of Instruction meeting, all Department Chairs were been provided with their respective FTEF allocations by discipline, asking them to decrease, increase or maintain the number of classes in the disciplines according to the allocations determined by the EMC (See attached). The total FTEF allocation for the entire college, has been planned by the EMC to be the same in Fall 2006 as it has been in Fall 2005. The hope has been that this carefully planned FTEF allocation will provide the opportunity for enrollment growth without a considerable increase in the number of sections offered. The fact that the students have to park off campus, however, has had a significant impact on the Fall 2006 semester enrollment.
While both long-term and short-term planning mechanisms are in place, there is not complete and successful integration of these approaches within the planning framework. For example, short-term cost control strategies may be implemented with little regard for long-term initiatives. Similarly, long-term issues, such as program development, are currently outside of the domain of the EMC and currently do not have an adequate forum in the college’s shared governance model for expression, discussion, and analysis.
The Faculty Contract approved in July 2005, contains very specific language regarding required shared governance committees, making it evident that the structure and budget planning processes would need to be revised significantly. The faculty are currently working with the new administration to develop a revised shared governance committee structure with a clear link between the planning process and resource allocation.
The areas of program review, planning, and Student Learning Outcomes are clearly the areas which Los Angeles Mission College needs to set as priorities in the coming years.
PLANNING AGENDA
2.X The Enrollment Management Committee will continue to monitor class enrollments and scheduling and make adjustments accordingly.
2X The EMC will continue to offer high demand classes in Intra-Sessions and Intersessions.
2X. All online and hybrid classes will continue to be offered in a separate section in the class schedule.
2X The faculty will work with the new administration to develop a revised shared governance committee structure with a clear link between the planning process and resource allocation.
II-A.2g. If an institution uses departmental course and/or program examinations, it validates their effectiveness in measuring student learning and minimizes test biases.
College Specific: Department chairs and college researchers validate all local standardized examination and placement tests.
DESCRIPTIVE SUMMARY
Currently, the Mathematics and the Developmental Communications Departments use departmental exams for grading or advancing students within their respective curriculums.
The Math Department presently has one departmental exam—Math 115 Common Final. The exam strictly follows the guidelines for the learning outcomes of Math 115. To ensure that only students who have acquired a minimum set of skills pass the exam, a cut-off score for passing the exam is established following each exam. Failure to pass the exam results in failure to pass the course.
The Developmental Communications Department also uses departmental exams for Developmental Communications 1 and Developmental Communications 36A, a prerequisite and co-requisite, respectively, for English 21, for both the midterm and final exams. Computer Applications and Office Technologies, additionally, uses common exams for its Keyboarding and Microsoft Office Survey Courses and are working on assessment measures to validate the outcomes to verify that the intended outcomes are being accomplished. .
SELF-EVALUATION
In order for the departmental or program exams to be used, the effectiveness in measuring student learning outcomes and minimization of test biases are validated by the department chairs, faculties, and college researchers. For example, the Math Department evaluates the overall statistics following each departmental exam to assess student learning and success according to the course learning outcomes. Also, faculty members in the Developmental Communications department write, revise, and edit the exams every semester in a collaborative, consensual manner and also evaluate the exams to assure that all course objectives are included for assessments.
Several disciplines are pursuing the use of departmental course and/or program examinations in the near future and trying to develop some standardized tools to effectively measure student learning. For example, the Math Department is considering whether to have an additional departmental exam-Math 125 Common Final.
PLANNING AGENDA
2.X The disciplines who are using common exams will determine the effectiveness of the exams by designing assessments to measure whether they accomplish the stated learning outcomes listed in their course syllabi. [Slark -????? Do you mean whether students accomplish/achieve the SLOs, or whether the common exams enhance SLO implementation, in general?]
II-A.2h. The institution awards credit based on student achievement of the course’s stated learning outcomes. Units of credit awarded are consistent with institutional policies that reflect generally accepted norms or equivalencies in higher education.
(District) The District’s Curriculum Support Office in the Instructional and Student Services Support Division reviews all new course proposals to insure that relationship between units and hours, required by Title 5, section 55002, are met.
(Districtwide) District Academic Senate
(College) College Offices of Academic Affairs, Academic Senates, Curriculum Committees, articulation officers, department chairs and faculty fulfill this function.
Standard IIA.2h.
DESCRIPTIVE SUMMARY
Los Angeles Mission College awards credit for courses based on student achievement of the stated learning outcomes which are outlined in the Proposed new Course Request (PNCR) of each course. The unit credit awarded for lecture and laboratory courses are based on the Carnegie Rule and Title 5 regulations. The course hours per unit are reviewed and verified by the technical review process and the Curriculum Committee for all new course proposals or for modifications to an existing course. In addition, the District’s Curriculum Support Office in the Instructional and Student Services Support Division reviews all new course proposals to insure that the relationship between units and course hours are in accordance with Title 5 requirements.
SELF-EVALUATION
Los Angeles Mission College continually self-examines how to effectively award credit to students for their achievement of the course’s stated learning outcomes. For example, new PNCRs are continually being submitted as the needs arise to insure that the units of credit awarded are in compliance with institutional policies according to the Title 5 requirement and to meet standards in higher education.
PLANNING AGENDA
No plan is needed.
II-A.2i. The institution awards degrees and certificates based on student achievement of a program’s stated learning outcomes.
(District) Administrative Regulation E-64 – Procedures for Development and Approval of New Educational Programs, delineates role of the college Curriculum Committee, college academic senates, the District Curriculum Committee and the District Academic Senate in program approval. The regulation also delineates the requirement for a new program.
(Districtwide) The District Curriculum Committee and District Academic Senate review any program challenged for not meeting program approval criteria stipulated in Administrative Regulation E-64.
(College) College Offices of Academic Affairs, Academic Senates, Curriculum Committees, SLO Taskforces, department chairs and faculty fulfill this function.
DESCRIPTIVE SUMMARY
Currently obtaining a degree or certificate insures the student has completed the number of required units, and has mastered the course objectives.
Some programs, such as Accounting, Child Development, Engineering, Family and Consumer Studies, Food Service Management, Law, Management and Marketing have catalog statements that indicate what successful completion prepares the student to do. Most programs do not have such statements. In 2006-2007, the process began requiring the identification of student learning outcomes at the program level.
SELF-EVALUATION
Stated student learning outcomes are not yet fully institutionalized at the program, degree, and certificate level. In the spring semester 2006 all programs have been assigned the responsibility to identify student learning outcomes. This task is in progress, and by the end of the fall semester 2006 each program should have some stated student learning outcomes.
PLANNING AGENDA
2.X Through its shared governance processes, the college will develop integrated procedures for establishing student learning outcomes at the course, program, certificate, degree, and general education levels and for evaluating student achievement of these learning outcomes. [Slark - Good use of a consistent plan.]
II-A.3. The institution requires of all academic and vocational degree programs a component of general education based on a carefully considered philosophy that is clearly stated in its catalog. The institution, relying on the expertise of its faculty, determines the appropriateness of each course for inclusion in the general education curriculum by examining the stated learning outcomes for the course. General education has comprehensive learning outcomes for the students who complete it, including the following:
(District) The basic parameters for the General Education requirements for the AA and AS degrees are established by the Board of Trustees in Chapter VI, Article II of the Board Rules: -- Graduation Requirements.
(Districtwide) District Academic Senate Curriculum and Educational Policy Committees review general education requirements and make recommendations to the District Academic when changes are deemed necessary.
(College) College Offices of Academic Affairs, Academic Senates, Curriculum Committees, articulation officers, SLO Taskforces, researchers, department chairs and faculty fulfill this function.
DESCRIPTIVE SUMMARY
The 2005-2006 Los Angeles Mission College Catalog (need to update with current catalog info.) includes a statement of the college philosophy, mission, college goals, and educational philosophy. (Ref IIA. X Catalog p. 1). These are also stated in the Educational Master Plan (Ref IIA. X) albeit slightly differently. This section stresses the importance of general education in the curriculum at Los Angeles Mission College. It also draws attention to the rich variety of areas such as Natural and Social Sciences, Humanities, Language and Rationality, Physical Education and Health that make up the array of General Education course offerings at LAMC.
The framework for general education is based upon Title 5 requirements in the California Education Code and corresponds to the general education pattern of the University of California, California State University and other four-year colleges and universities throughout the nation. Several general education patterns including the IGETC format are listed in the College Catalog (Ref IIA.X p. X)
The general education requirements are collectively developed by the Curriculum Committee, whose membership is composed of faculty representatives from various departments, staff, and a non-voting administrator. To determine the appropriateness of the inclusion of courses in the General Education list, it is the responsibility of the representatives of the Curriculum Committee to bring forth the collective decisions of each discipline/department regarding issues such as the General Education list, among others. The process for inclusion of courses in the General Education list begins with a proposal by individual faculty members in his/her submitted course outline/s (after due approval by their departments). The proposal is then put to vote at the Curriculum Committee. The criteria used by the Curriculum Committee in its determination regarding whether a course belongs in the General Education list is whether the course meets the Title 5 requirements and corresponds to the general education patterns of the University of California, California State University, and other four-year colleges and universities throughout the nation.
The appropriateness of each course in the General Education curriculum is an integral part of Curriculum Committee review and the articulation process. Discussions of these considerations in the committee are vigorous and thorough. Both new course proposals and revised course outlines have their General Education designation checked. The cyclic review and submission of the IGETC curriculum and the CSU articulation lists offer a regular opportunity to review the pattern of General Education at Los Angeles Mission College. Student learning outcomes as defined in Title 5 descriptions of General Education disciplines are used, and the LAMC General Education requirements are entirely consistent with state mandated formats. Graduation requirements reflect the same comprehensive pattern of General Education requirements as the transfer curriculum.
Specifically stated learning outcomes which have been developed by discipline faculty may be found in various course outlines which are kept on record in the Office of Academic Affairs.
SELF-EVALUATION
Most departments surveyed (Ref IIA. X Survey) do meet the standards for the general education requirement. Some programs such as Developmental Communications and the LRC offer only courses which are remedial in nature and thus are non-degree applicable.
There has been a recent review of General Education goals and category requirements using the new system of defining student learning outcomes, and stated learning outcomes are a necessary part of the new course outlines presented to the Curriculum Committee as of fall 2006. Though learning outcomes have been established on an institutional level, across the college, learning outcomes are currently in their formative stages and yet to be fully integrated into the educational framework of Mission College.
PLANNING AGENDA
2.X The College Philosophy, College Mission Statement, College Goals, and Educational Philosophy will be consistently stated in all college publications. [Slark - This planning agenda item does not seem well-developed in previous narrative.]
General education has comprehensive learning outcomes for the students who complete it, including the following
II-A.3a. An understanding of the basic content and methodology of the major areas of knowledge: areas include the humanities and fine arts, the natural sciences, and the social sciences.
(District) The basic parameters for the General Education requirements for the AA and AS degrees are established by the Board of Trustees in Chapter VI, Article II of the Board Rules: -- Graduation Requirements.
(Districtwide) District Academic Senate Curriculum and Educational Policy Committees review general education requirements and make recommendations to the District Academic when changes are deemed necessary.
(College) College Offices of Academic Affairs, Academic Senates, Curriculum Committees, articulation officers, SLO Taskforces, researchers, department chairs and faculty fulfill this function.
DESCRIPTIVE SUMMARY
Los Angeles Mission College developed and approved General Education Student Learning Outcomes during the 2003-2004 academic year. These General Education outcomes were formulated for the purpose of assessment, however, and are not directly related to the General Education requirements for the A.A. Degree or General Education Requirements that are part of the certification process for transfer to the CSU system. They were instead established to assess the quality of education at LAMC and are a reflection of the belief that students who complete a specified course of study at the college should be able to demonstrate competency in a broad range of abilities that are the charge of higher education. They cover the areas of Written and Oral Communication, Information Competency, Information Competency, Problem Solving, Quantitative Reasoning, Aesthetic Responsiveness, Ethics and Values, and Global Awareness.
The LAMC Catalog specifically states in its philosophy that
Los Angeles Mission College is dedicated to providing the highest quality education in an atmosphere that respects and assists all people in pursuit of their educational goals. We believe that the acquisition of knowledge and skills necessary for success in the academic and workplace environments requires modes of instruction that match the changing needs of students. Furthermore the college is committed to supporting student learning and personal growth as lifelong processes. Finally, we are dedicated to an inclusive decision-making process that respects the interdependency of the college, the student body, and the community we are privileged to serve.
As stated in the Educational Master Plan (Ref II-A. X) “The mission of Los Angeles Mission College is the success of our students. To facilitate their success, Los Angeles Mission College provides accessible, affordable, high quality learning opportunities in a culturally and intellectually supportive environment by:
• Encouraging students to become critical thinkers and lifelong learners;
• Ensuring that students successfully transfer to four-year institutions, find meaningful employment, improve their basic skills, and enrich their lives through continuing community education;
• Providing services and programs that improve the life of its immediate community.
The above goals are substantiated by the inclusion of a wide variety of courses from the areas of natural, social and behavioral sciences, physical and biological sciences, arts and humanities, language and rationality, mathematics, languages, communication and critical thinking. These are specified in the 2005-2006 catalog’s AA/AS General Education requirements (Ref IIA. College Catalog pp. 50-52, 56-58). The details regarding the number of units required from each category are described in general terms in the description of requirements for different majors throughout the catalog.
SELF-EVALUATION
The General Education offering of courses at Los Angeles Mission College make available a wide variety of choice in a variety of subject areas. The focus on the breadth of education in general education is well addressed.
PLANNING AGENDA
2.X The General Education Student Learning Outcomes will be stated in the LAMC College Catalog and will be posted on the College Website.
[Slark - These are institution-wide SLOs, right? Do you need some day to reconcile those SLOs with the SLOs inherent mission statement and the curriculum general education program? This is not explicitly stated. It’s starting to get confusing—the mission statement, the EMP, the vision statement (below) the institutional SLOs—I know there’s consistency in some of these statements.]
II-A.3b A capability to be a productive individual and life long learner: skills include oral and written communication, information competency, computer literacy, scientific and quantitative reasoning, critical analysis/logical thinking, and the ability to acquire knowledge through a variety of means.
(District) The basic parameters for the General Education requirements for the AA and AS degrees are established by the Board of Trustees in Chapter VI, Article II of the Board Rules: -- Graduation Requirements.
(Districtwide) District Academic Senate Curriculum and Educational Policy Committees review general education requirements and make recommendations to the District Academic when changes are deemed necessary.
(College) College Offices of Academic Affairs, Academic Senates, Curriculum Committees, articulation officers, SLO Taskforces, researchers, department chairs and faculty fulfill this function.
II-A.3b A capability to be a productive individual and life long learner: skills include oral and written communication, information competency, computer literacy, scientific and quantitative reasoning, critical analysis/logical thinking, and the ability to acquire knowledge through a variety of means.
.
DESCRIPTIVE SUMMARY
Faculty believe that students who complete a course of study at Mission should be able to demonstrate a broad range of abilities in the areas of Written and Oral Communication, Information Competency, Problem Solving, Quantitative Reasoning, Aesthetic Responsiveness, Ethics and Values, and Global Awareness. These are Mission’s General Education Student Learning Outcomes. (Ref II-A X) A variety of teaching methods, co-curricular experiences and courses help assure that students attending Mission College attain these skills and become critical thinkers and life long learners.
• Teaching methods of instructors at Mission College provide students with different ways to learn: Traditional classes offer lecture, discussion, collaborative learning, and project based learning. Online classes offer learning 24/7 at a student’s own pace. Lab classes and workshops provide hands on learning experiences. Self-paced non-credit instruction reinforces basic skills.
• Reading, writing and math tutoring and information competency workshops supplement and reinforce classroom learning.
• Internships and Cooperative Work Experience Education provide on-the-job experience.
• Service Learning ???
• Departmental and college Career Fairs offer students the opportunity to learn about continuing education, jobs and careers, and professional organizations in their field of interest..
• Inter-Collegiate sports foster personal and academic achievement, character development, physical development, leadership, teamwork, and sportsmanship.
• Activities of student clubs and organizations provide a variety of cultural, community and vocational opportunities for students. They foster diversity, organizational and problems solving skills, intellectual and aesthetic stimulation, communication, teamwork and citizenship. In 2005 and-2006, Alpha Gamma Sigma, the honors society, participated in the community by…, the Associated Student Organization raised funds for Katrina and Tsunami relief by organizing a concert, the Bio-Med Club organized, promoted and held a blood drive and provided students with science internships in the bio-medical fields, the Black Student Union organized a fashion show. This event was designed to be a unity event and was co-supported by the Robotics Club and MECHA, the Culinary Club raised funds for and participated in culinary competitions, the Institute of Arts and Multimedia organized art shows of student work, the Political Science Club was involved in community issues and were poll workers on election day, and MECHA organized a fundraiser for student scholarships and sponsored cultural events such as…, and the Robotics Club continues to build computers and robots.
• Student government.
It is our belief that these varied experiences reinforce the General Education curriculum and student learning outcomes, contribute to a student’s ability to be a productive individual, transfer to a four-year institution, find meaningful employment, improve his/her basic skills and enrich his/her life through continuing life-long learning pursuits. Organizing and participating in co-curricular clubs and activities is evidence that students make practical use of classroom learning. Additionally, the 2006 student survey supports this conclusion.?…
SELF EVALUATION
Notes: GE SLOs measured at the course level
Student exit surveys?
Evidence of transfer and employment?
PLANNING AGENDA:
II-A.3c A recognition of what it means to be an ethical human being and effective citizen: qualities include an appreciation of ethical principles; civility and interpersonal skills; respect for cultural diversity; historical and aesthetic sensitivity; and the willingness to assume civic, political, and social responsibilities locally, nationally, and globally.
(District) The basic parameters for the General Education requirements for the AA and AS degrees are established by the Board of Trustees in Chapter VI, Article II of the Board Rules: -- Graduation Requirements.
(Districtwide) District Academic Senate Curriculum and Educational Policy Committees review general education requirements and make recommendations to the District Academic when changes are deemed necessary.
(College) College Offices of Academic Affairs, Academic Senates, Curriculum Committees, articulation officers, SLO Taskforces, researchers, department chairs and faculty fulfill this function.
DESCRIPTIVE SUMMARY
The Educational Master Plan (developed and adopted in 2004) has made a commitment to the above in its Vision Statement: (Ref II-A X)
Los Angeles Mission College will provide high quality learning opportunities in an atmosphere that respects and assists all people in pursuit of their educational goals. Modes of instruction will match the changing needs of students in acquiring knowledge and skills necessary for success in the academic and work place environments. The college will support a strong work ethic, student and staff learning, and personal growth as lifelong endeavors. The college will practice an honest, collegial, and inclusive decision-making process that respects the diversity and interdependence of the college, student body, and the community we are privileged to serve.
The Course Catalog (Ref II-A X) identifies the following learning experiences as requirements for an A.A. or A.S. Degree:
Among these (learning experiences ) are the ability to think and to communicate clearly and effectively both orally and in writing; to use mathematics; to understand the modes of inquiry of the major disciplines; to be aware of other cultures and times; to achieve insights gained through experience in thinking about ethical problems; and to develop the capacity for self-understanding.
In order to meet these goals, students are required to take courses in the fields of natural sciences, social sciences, humanities, language and rationality and health and physical education. These broad areas include coursework in areas such history, political science, culture, social institutions, speech and communication, diversity, and the arts. Through the exploration of these areas, students are exposed to ideas and concepts that strengthen ethical principles, interpersonal skills, and respect for cultural diversity, political responsibility, as well as sensitivity to issues of race, gender, and culture.
In addition to the requirements of course completion in these areas, Mission College created the Diversity Committee (established in ?) which reflects Mission College’s commitment to equity and diversity. Its purpose is two-fold: to train faculty and staff in Affirmative Action practices and policies for the hiring processes, and to embrace and participate in campus diversity activities.
SELF-EVALUATION
Both the Educational Master Plan and the Course Catalog identify issues of ethics, cultural sensitivity and respect, interpersonal skills and political, civic and social responsibility as issues addressed throughout the course of study and campus life at Mission College. Degree and Certificate programs reflect this goal through the academic course offerings, and the Diversity Committee addresses this goal through the diverse programs it offers throughout the academic year. Several majors (e.g. Child Development, Chicano Studies, and Speech) include requirements in areas of diversity and cultural awareness, sensitivity and interpersonal communication. Continued development and implementation of student learning outcomes is necessary to assess whether or not these disciplines are effectively meeting this goal.
The following are excerpts from the survey of Department chairs (Ref. II A. X) regarding what they do to meet the diverse learning needs and styles of their students? Slark - not needed here
The Child Development Discipline strives to meet the needs of their students in terms of ability, language, interest and academic readiness. They have an active tutoring program that offers bilingual support in all coursework required for an Occupational Certificate and A.A. Degree in Child Development. They work closely with the Office for Students with Special Needs often collaborating with the counselors to ensure that our students are receiving the support as well as academic counseling that meet their needs. They offer several sections bilingually in English and Spanish to meet the needs of second language speakers. They make a conscious effort to hire faculty with bilingual skills and have most recently hired an adjunct faculty fluent in Armenian and Russian. In the classroom, material is delivered orally and visually, often including opportunities for “hands-on” learning. There are also plenty of opportunities for small group work and projects to meet the needs of those students who do better in collaborative settings.
Family and Consumer Studies has the following statement put on our course syllabus: STUDENTS WITH SPECIAL NEEDS: Any student that needs special considerations due to a disability is asked to identify their need to the instructor in private by the completion of day 1. Any resulting class performance that may arise for those who do not identify their needs should not expect any special grading consideration. They also offer several sections bilingually in English and Spanish to meet the needs of second language speakers, and they make a conscious effort to hire faculty with bilingual skills.
[These sections are not needed here, as this is about outcomes vs delivery modes and delivery sensitivity.]
Math Faculty members, full time and part time, are encouraged to use alternative methods of teaching to reach students with varying learning styles. A number of our faculty members make extensive use of computer-aided strategies Math113, Math 114); others use PowerPoint presentations (Math 227); other instructors incorporate group work and tutors in their classrooms (Math 112)
Developmental Communications endeavors to meet the diverse learning needs and styles of our students in a variety of ways. Instruction is delivered both visually and orally through lecture and small group activity. Instructors are available during their office hours for tutoring. Students use the Learning Center’s reading and writing labs to complete homework assignments, obtain tutoring, and practice or remediate basic skills, as needed. Students can utilize both textual support and computer programs. They communicate regularly with the Disabled Student Program and Services Department regarding referrals, student placement, student progress, tutoring, and overall program effectiveness.
The ESL discipline states that they place the needs of its students above all else. They collaborate with the counselors and instructional support staff to ensure student success. Adjunct faculty are hired partly based on their experience in delivering instruction to a racially, ethnically, linguistically, and economically diverse student population. In the classroom, instruction is delivered utilizing visual, auditory, and kinesthetic modalities and students are encouraged to work collaboratively in small groups.
The Learning Center (LRC) offers tutoring in various modes: one-on-one tutoring, group tutoring, text-based work, audio cassettes, videos, computer software programs that may include video and audio, and “workshops”. In the past, there was tutoring in many content areas as well as basic skills in the writing, reading and math labs. At present, only the labs and a few content areas are covered due to budgetary constraints.
Others meet the diverse learning needs of their students by assessing students early in the course work to determine a reasonable course of action. Speech works closely with the LRC to assist students with tutoring on an as needed basis. [These sections are not needed here, as this is about outcomes vs delivery modes and delivery sensitivity.]
The Business and Law Department makes every effort to meet the needs of their students by working closely with the Counseling Department and tutoring office to support any and all students with needs. Course material is given in written and oral presentation form. Also, opportunities for group work and projects are made available for students.
PLANNING AGENDA
2X All disciplines will be encouraged and supported to continue the development and implementation of student learning outcomes to ensure that ethics and the qualities necessary for one to be a good citizen in our society are addressed.
2X Continued development and implementation of student learning outcomes is necessary to assess whether or not the disciplines that include requirements in the areas of diversity and cultural awareness, sensitivity and interpersonal communication are meeting the needs of students in these areas effectively. [Slark - This is not specific enough and not needed here. An SLO planning agenda item should address all of this.]
II-A.4. All degree programs include focused study in at least one area of inquiry or in an established interdisciplinary core.
The basic parameters for the General Education requirements for the AA and AS degrees are established by the Board of Trustees in Chapter VI, Article II of the Board Rules: -- Graduation Requirements.
(Districtwide) District Academic Senate Curriculum and Educational Policy Committees review general education requirements and make recommendations to the District Academic when changes are deemed necessary.
(College) College Offices of Academic Affairs, Academic Senates, Curriculum Committees, articulation officers, SLO Taskforces, researchers, department chairs and faculty fulfill this function.
DESCRIPTIVE SUMMARY
LAMC offers 46 instructional programs that lead to an associate degree. By completing the graduation requirements listed in the college catalog, students may earn an Associate in Arts (AA) or Associate in Science (AS) Degree. To earn an Associate Degree, students must complete Plan A or Plan B graduation requirements and the specific list of courses for the major as noted in the college catalog.
In the catalog, many disciplines lay out a recommended major’s sequence of courses, clearly delineating and describing a sequence progressing from broad introductory to more focused courses. In many disciplines, the first course listed is a beginning or “Introduction to” course such as Introduction to Computers for a Computer Science degree. Most programs such as English and Math recommend sequential courses, thereby progressively increasing levels of skill and knowledge.
SELF-EVALUATION
Designing degree programs that provide students with a broad foundation, knowledge of methods, and focused study is fairly straightforward utilizing traditional models. Individual instructor revisions and designs for new courses, approved by the Curriculum Committee, help to ensure up-to-date, relevant programs which will meet the needs of transfer-bound students. The college continues to refine the way in which it communicates clear and consistent information about programs to students to help them take courses in the most meaningful sequence. The college catalog is maintained online reflecting college changes as needed.
PLANNING AGENDA
II-A.5. Students completing vocational and occupational certificates and degrees demonstrate technical and professional competencies that meet employment and other applicable standards and are prepared for external licensure and certification.
College Specific: Vocational deans and voc-ed department chairs and faculty are responsible for complying with all professional accreditation guidelines and mandates.
DESCRIPTIVE SUMMARY
Los Angeles Mission College offers 56 programs that lead to vocational certificates. LAMC Vocational Programs use several strategies for determining competencies required for employment. Advisory Committees for vocational programs meet regularly to share industry needs and issues. It is mandated that all VTEA disciplines are required to have advisory group meetings on a bi-yearly basis. In addition, Career Fairs bring together community programs, agencies, professional organizations and employment opportunities to share information and industry needs with our students. Instructors pursue professional development opportunities in their fields to determine current trends, professional requirements, industry standards, updates in legislation, and employment statistics and opportunities.
Vocational programs such as Child Development are involved in local and state organizations to work on aligning their course offerings, certificate requirements and degree programs to state legislation and articulation agreements with four-year institutions. Culinary Arts faculty are involved with industry organizations to track changes in business practice as well as competencies required for employment. Foodservice Management (FSM) (Culinary Arts) continually is under assessment and serves the entire campus with foodservice in addition to offering a day and evening program six days a week to meet the needs of students working in the industry while completing their formal education. The courses developed in the FSM program are based on national certification competencies for professional certification for chefs and culinary educators and include industry internships. These are assessed by the professional certification process. Foodservice Management curriculum provides skill awards and certificates in areas of expertise, associate of arts degree, and transfer programs related to the hospitality industry. In addition, the FSM program provides the entire foodservice operation on campus and catering services.
The Paralegal Studies program developed online law classes between 1997and 2002 in response to expressed student needs for access, and in the summer of 2002 inaugurated a unique entirely online paralegal certificate consisting of 12 law classes or 36 units which exceeds the state paralegal certificate requirements of 21 semester units. In addition, to ensure quality online education, the program developed and implemented "online paralegal tutors" and "meet and confer" phone conferencing through CCC Confer - a service provided through the California Education Technology Collaboration (CETC). The implementation of the new internet technology has met a student need for access 24/7and as a result. The number of paralegal certificates awarded each year has doubled.
Paralegal and Computer Applications and Office Technologies have regular advisory meetings the results of which are used to revise and update its curriculum and equipment. The exchange of information at CAOT District Discipline meetings is also invaluable in maintaining its state-of-the-art program.
Although Vocational Programs do not have a formal method of tracking students once they have left Mission College, several programs maintain informal connections and are able to provide anecdotal information as to the diversity of employment opportunities available to students in the field. Some programs, such as Child Development, are able to maintain these connections through grants that utilize former students to take leadership within the programs. In this way past and present students are connected and employment opportunities enhanced. Child Development students are also encouraged to pursue California Child Development Permits which are issued, monitored and tracked through California Department of Education funding.
SELF-EVALUATION
All Vocational Programs are required to undergo unit assessments to ensure course effectiveness for students and programs. Revisions to programs are made as a result of these assessments, and student support systems are reviewed and revised. This process takes place every six years and has been responsible for several enhancements in many programs. Child Development added a bilingual tutoring program and additional bilingual classes to meet the needs of limited English speaking students. It also added more evening, Saturday, and short-term classes to meet the needs of working students. The Computer Applications and Office Technologies Discipline and Paralegal Program have added several new classes as a result of its unit assessment process, combined some classes that had a low enrollment, and changed the times of other classes to make them more convenient for our student population.
Foodservice Management (FSM) (culinary arts) continually is under assessment and serves the entire campus with foodservice in addition to offering a day and evening program six days a week to meet the needs of students working in the industry while completing their formal education. The courses developed in the FSM program are based on national certification competencies for professional certification for chefs and culinary educators and include industry internships. These are assessed by the professional certification process. Foodservice Management curriculum provides skill awards and certificates in areas of expertise, an associate of arts degree, and transfer programs related to the hospitality industry. In addition, the FSM program provides the entire foodservice operation on campus and catering services.
PLANNING AGENDA
No plan is needed.
II-A.6. The institution assures that students and prospective students receive clear and accurate information about educational courses and programs and transfer policies. The institution describes its degrees and certificates in terms of their purpose, content, course requirements, and expected student learning outcomes. In every class section students receive a course syllabus that specifies learning objectives consistent with those in the institution’s officially approved course outline.
College Specific: Colleges are responsible for producing, revising, monitoring, and distributing the College Catalog, Schedule of Classes, and Student Handbook. Department chairs and faculty are responsible for assuring the distribution of accurate and complete course syllabi.
DESCRIPTIVE SUMMARY
Los Angeles Mission College assures that information about its educational courses, programs, and transfer policies is publicized in its literature in an accurate and clear form. The college degrees and programs are described in the college catalog (Ref II-A. X), in the schedule of classes (Ref II-A. X), on the college website (www.lamission.edu.), and in program brochures developed by individual departments. Ten Vocational Education Disciplines have brochures. Transfer policies and procedures are maintained in the Transfer Center, the General Counseling Department and the Extended Opportunity Program & Services (EOP&S).
The purpose of each type of degree or certificate is described in the college catalog. The academic programs section of each program description outlines how each degree or certificate may be earned, including the required courses and recommended general education courses. The content of each course is described, and course prerequisites, co-requisites and advisories are specified in the catalog. The catalog is updated and reprinted annually and disseminated before the fall semester. The class schedule is produced for each term (fall, spring, intersession and summer sessions) posted on the college website, available on campus, and mailed to the general community. As of spring 2006, students can easily monitor enrollments in classes by visiting the "Course Status" page on the college website at:
http://academic.lamission.edu/reports/enrollment/Default.aspx?Stu=1
For every course offered, each instructor must provide the class with a course syllabus at the beginning of the semester, intersession or summer session. The Office of Academic Affairs and department secretaries also keep copies of course syllabi for each semester.
A Student Handbook (Ref II-A. X) is published and widely distributed annually which includes information on financial aid, scholarships, matriculation, assessment and orientation, counseling services, student support services, the Transfer Center, the Student Code of Conduct, and types of disciplinary action. Academic planners, department phone numbers, and maps are also included.
SELF-EVALUATION
Los Angeles Mission College continues to provide the students with a revised and up-to-date college catalog which is printed annually, usually in July; however, this year the college catalog has been extensively revised and, as a result, the 2006-2007 catalog is being published in September. Supplements and corrections or changes to the catalog are distributed to the counselors as well as the department chairs; however, they have not been posted on our LAMC website. Overseeing the college catalog has been the responsibility of the Dean of Academic Affairs with the assistance of department chairs, program directors and all managers and administrators.
The class schedule is also published each semester to provide students with the information needed to register for classes. The college utilizes its website to post the class schedule making it accessible to students via computer and the internet. The goal is to provide students with clear, accurate and timely information that will assist the students’ matriculation process. Timely publication of the schedule of classes often has been an issue and needs continual attention. Students are sometimes sent pre-registration notifications before they have received copies of the schedule of classes for that semester. Consistency of information in the college catalog and schedule of classes is also an issue that is being addressed.
The Transfer Center in the past has operated on a part-time basis. Beginning fall ’06, the Transfer Center will be open full time. Los Angeles Mission College has hired a full-time counselor for the Transfer Center. This will provide a much needed extension of the transfer services required by the students to make appropriate decisions about their transfer options.
PLANNING AGENDA
2.X Los Angeles Mission College will continue to review, revise and improve the manner in which its publications are produced.
2.X The LAMC website will be updated with catalog and class schedule changes and corrections as they occur.
II-A.6a The institution makes available to its students clearly stated transfer-of-credit policies in order to facilitate the mobility of students without penalty. In accepting transfer credits to fulfill degree requirements, the institution certifies that the expected learning outcomes for transferred courses are comparable to the learning outcomes of its own courses. Where patterns of student enrollment between institutions are identified, the institution develops articulation agreements as appropriate to its mission.
(District) Transfer-of-credit polices are in, Board Rules, 6800 Board Rules 6800 – Course and Program Approval and Modification; 6600 – Transfer Core Curriculum; 6703 – Acceptance of Credits; Administrative Regulations E-4 – Credit for Graduates of Diploma Schools of Nursing; E-7 – Baccalaureate Level Course Criteria for Transfer, E-8 – Credit for Courses Completed at Non-Accredited Institutions, and E-12 – Credit for Units Earned at Law Enforcement Academy Training.
(Districtwide) The District Curriculum Committee recommends policies on the transfer-of-credit.
(College) These policies are clarified in the Student Handbook and College Catalog. At each college the Office of Academic Affairs, Curriculum Committee, articulation officer, and college researcher work to guarantee the comparability of transfer curricula.
DESCRIPTIVE SUMMARY
Los Angeles Mission College’s policies about accepting courses from other institutions are stated clearly in the college catalog. Transcripts of course work completed at other institutions is evaluated to meet course requisites or to grant academic credit for courses equivalent in content to district wide courses.
Course work completed at LAMC may be transferred to four-year colleges and universities through a number of articulation agreements described in the college catalog. The Intersegmental General Education Transfer Curriculum (IGETC) program allows a student to earn a certificate meeting all the lower division general education requirements at either the University of California (UC) or California State University (CSU) systems. Students may also follow the CSU Certification of General Education Breadth Requirements (CSU Cert) agreement to insure that CSU lower division general education requirements have been met. The IGETC and CSU Cert courses included in these agreements are included in the college catalog. In addition LAMC has Transfer Admission Guarantee (TAG) Programs with the following colleges/universities: ________________________________.
Los Angeles Mission College’s Articulation Officer has worked on a part-time basis. The college’s Articulation Officer, working closely with discipline faculty, initiates articulation proposals with four-year colleges/universities, monitors and mediates disagreements with articulating institutions, and disseminates to departments, discipline faculty and counselors, information on current articulation agreements as well as updates and revisions. LAMC uses the California Articulation (CAN) System to insure transferability of courses to other educational institutions within the state of California.
District transfer policies are published in the college catalog. Articulation policies can be found on the college’s website under faculty Curriculum.
SELF-EVALUATION
Los Angeles Mission College has not had a full-time Transfer Counselor or Articulation Officer. In the past LAMC only has been able to provide approximately 20 hours per week to the Transfer Center, and students have complained about access to the Transfer Center and transfer information. Beginning July 2006, a full-time Transfer Center Counselor will be employed to provide more hours of service to LAMC students. The General Counseling Department and EOP/S have been able to provide additional support in the transfer process. EOP&S has a service to its students and transfer component.
The Articulation Office has also been understaffed. A part-time counselor has been handling the responsibilities of Articulation for the college. For a while this same person was also handling the responsibilities of the Transfer Center.
PLANNING AGENDA
2.X A full time Counselor will be housed in the Transfer Center and will develop hours that will better meet the needs of the students.
2.X The Articulation Officer will continue to work with colleges/universities in securing articulation agreements that will benefit students. The Articulation Officer will also provide the necessary information to Project Assist to keep LAMC current on its website.
II-A.6b. When programs are eliminated or program requirements are significantly changed, the institution makes appropriate arrangements so that enrolled students may complete their education in a timely manner with a minimum of disruption.
(District) Procedures for viability review and program eliminations are contained in Board Rule 6803 – Viability Review.
(College) In consultation with local Senates, colleges are responsible for instituting “program viability processes” that assure that students will not be negatively impacted by program discontinuance.
(Need to check on the policy on program change or elimination) Joe Ramirez and Angela Echeverri are working on this section.
DESCRIPTIVE SUMMARY
When program requirements are changed, every effort is made to ensure that currently enrolled students are accommodated. In recent years, only one program has been eliminated, the Addictive Disorders program. Until recently there was not an approved method of program discontinuance. There is now a procedure that has been approved by the LAMC Academic Senate and signed by the President, the Program Viability Review. This process details the process of reviewing programs and the method from which to make recommendations that include elimination.
SELF-EVALUATION
Students are provided information regarding program or course changes through the college catalog and counseling sessions. Counselors advise students on alternate coursework and the petition process in order to complete their educational goal. This goal is usually met with mutual cooperation among all parties. The institution makes every effort to maintain programs without disruption. LAMC works with the student to enable the student to complete programs that are effect when the student was first enrolled. This includes a review of the program and making modifications to the student educational plan when necessary.
The Curriculum Committee keeps the campus abreast of any course or program changes. These changes are then shared with students via counseling sessions and revisions in the college catalog and course schedules.
PLANNING AGENA
2.X Provide up- to-date information to students regarding course or program changes via LAMC publications, its website, and counseling department.
2.X Implement the Program Viability Review Process during the 2006-2007 academic year..
2.X Review the manner in which courses are scheduled and how they might be better offered to assist the student’s matriculation process at LAMC.
II-A.6c. The institution represents itself clearly, accurately, and consistently to prospective and current students, the public, and its personnel through its catalogs, statements, and publications, including those presented in electronic formats. It regularly reviews institutional policies, procedures, and publications to assure integrity in all representations about its mission, programs, and services.
College Specific: Colleges bear responsibility for publishing and updating the College Catalog, Schedule of Classes, and Student Handbook, in multiple formats, including on the college website.
DESCRIPTIVE SUMMARY
Los Angeles Mission College represents itself to the prospective and current students, the public, and its personnel through numerous publications, written and electronic. Information regarding courses and programs, registration, academic honesty, policies and procedures is disseminated in the college catalog. This information is also available on the college’s website. The college website is maintained by an IT Specialist. It is the responsibility of faculty and staff to provide the IT Specialist with updated information to make the changes on the website. There are some departments that have assigned or designated a staff member from their department to keep their web link current. The college catalog is updated annually. A new class schedule is issued each semester, intersession, and summer sessions. The Academic Affairs Dean collaborates with department chairs, discipline faculty, counselors and Student Services staff to review the current catalog and class schedule information. Changes or corrections are submitted to the Academic Affairs Dean for review. Changes are reviewed by staff and administrator before final approval and printing.
Student fees and other policies related to students’ financial obligation are checked for accuracy before appearing in the catalog and class schedule. Informational materials describing financial aid opportunities for students are disseminated by the Financial Aid Office and are checked for accuracy by its staff.
Los Angeles Mission College strives to present an accurate and consistent representation to current students, prospective students, and the general public. Publications are routinely reviewed by the departments that generate them.
SELF-EVALUATION
Los Angeles Mission College provides many sources of information about its programs, policies, and services. These include catalog, class schedules, handbooks for faculty, staff and students, various procedural manuals, flyers, brochures, and information bulletins. Information is available in written form on the college’s website. While LAMC attempts to insure that all information published is accurate and current, there are limitations which can lead to some information not being updated. Because of the large number of college publications, it sometimes is the case that when a change is posted in some publications and not posted in others. Consequently, there is sometimes a disparity in the information provided by different sources.
PLANNING AGENDA
2.X Los Angeles Mission College must develop and implement a procedure that allows for timely and accurate information be posted correctly in all its publications, written and electronic.
II-A.7. In order to assure the academic integrity of the teaching-learning process, the institution uses and makes public governing board-adopted policies on academic freedom and responsibility, student academic honesty, and specific institutional beliefs or worldviews. These policies make clear the institution’s commitment to the free pursuit and dissemination of knowledge.
(District) District policies on academic freedom are contained in Article 4 of the LACCD/Faculty Guild Agreement.
(Districtwide) The District Senate’s Educational Policies Committee is currently developing a recommended Board Rule on Academic Freedom.
(College) All such policies are clarified in the College Catalog, and Student and Faculty Handbook. In addition, college Senates may adopt ethics policies that address these issues.
Academic freedom policy statements are found in:
LACCD Board Rules
Chapter 1, Article II, Sect 1200—Adopted 12-02-69, Amended 02-04-76, Amended 12-17
Chapter 1, Article II, Sect 1204.12 Adopted 02-08-06
Chapter XV, Sect 15002 Adopted 02-22-95
L.A. Mission College Catalog
There is a statement regarding academic freedom in our mission statement in the 2005-06 College Catalog.
Our new mission statement does not include an academic freedom statement.
A statement regarding academic freedom remains in Mission’s educational philosophy statement found in the 2005-06 college catalog.
This statement should also appear in our new catalog with our new mission statement.
DESCRIPTIVE SUMMARY
Los Angeles Community College District Board of Trustees addresses academic freedom and responsibility, as well as Student Conduct. This policy is made public via the district website and published in the Los Angeles Mission College Catalog, Schedule of Classes, and Student Handbook.
The Student Handbook, designed as a planner, has been published and distributed free of charge to all interested students. The Standard of Student Conduct section in the Handbook, Catalog, and the Schedule of Classes provides expectations regarding academic honesty. The Catalog refers to Board Rule 9803.12 which discusses dishonesty, “such as cheating, or knowingly furnishing false information to the colleges,” and it clearly states the possible sanctions for violations. Many instructors also include statements regarding expectations of student honesty in their course syllabi.
Two of the college’s publications ensure academic freedom. First, Article 4 of the Agreement between the Los Angeles Community College District and the AFT College Guild states that “The Faculty shall have the academic freedom to seek the truth and guarantee freedom of learning to the students.” Second, the college Academic Senate adopted the Faculty Ethics Statement in 1998 (check with Leslie Milke) which contains principles of academic freedom and responsibility. It states that a “conviction of the worth and dignity of the advancement of knowledge” and the responsibility to seek and to state the truth as they see it guides community college faculty members. “Faculty members accept the obligation to exercise critical self-discipline and judgment in using, extending, and transmitting knowledge. ‘Subsidiary’ interests must never seriously hamper or compromise freedom of inquiry.” It also states that faculty members “foster the free pursuit of learning in students” and “demonstrate respect for the student as an individual.” The statement asserts that “faculty members have obligations that derive from common membership in the community of scholars, including respecting and defending the free inquiry of associates and showing due respect for the opinions of others. They aspire to improve their effectiveness as teachers and scholars. They have the rights and obligations of all citizens including the obligation to promote conditions of free inquiry and to further public understanding of academic freedom.” Finally, respecting students as individuals is an “ethical imperative” regardless of cultural background, ethnicity, race, gender, religious belief, political ideology, disability, sexual preference, age, or socioeconomic status. As a public community college, Los Angeles Mission College does not seek to instill specific beliefs or worldviews.
SELF-EVALUATION
The Board of Trustees policy on academic freedom is specific, readily available to the public in print and Internet versions of the Board Policy Manual and is available to all faculty via the Los Angeles Mission College Faculty Handbook. (not widely used) Although it exists, many faculty appear unaware of this information and where to find it.
The last Faculty Survey took place prior to the last accreditation in 2001. An annual survey would be helpful in analyzing current faculty assessment pertaining to academic freedom, and academic honesty within the college.
Despite the current extensive review process, some errors in the Catalog and the Schedule of Classes persist.
The Schedule of Classes provides a thorough Table of Contents assisting students to understand short-term classes, online classes, and other nontraditional programs.
Academic freedom at the college is understood and safeguarded. The last faculty survey completed in 2001 indicates that nearly 65% of the faculty believe they have a clear understanding of college policies relating to academic freedom. (this data may be too old to use?)
The Faculty Handbook (appears handbook is not readily available or utilized) and the Faculty Ethics Statement include expectations regarding academic honesty in the areas of copyright laws and conflict of interest in publishing for profit. The faculty evaluation process set forth in the 2005-2008 Faculty Agreement (Ref II-A. X) implies sanctions.
Academic honesty is not a significant problem at the college. According to data acquired from the Student Services Office, July 2006, in the past five years there have been only seven faculty issues reported pertaining to student dishonesty. Six of the seven issues were reported in 2005.
PLANNING AGENDA
2.X The Faculty Handbook will be updated and made more accessible to all faculty.
2.X A Faculty Survey will be administered at least every two years.
2.X Student brochures on Student Standards and Due Process Rights, and Guidelines for Student Complaints and Grievances will be updated and made accessible to all students via the Student Services Office.
II-A.7a. Faculty distinguishes between personal conviction and professionally accepted views in a discipline. They present data and information fairly and objectively.
College Specific: Responsibility of college administrations, college Academic Senates, and faculty chairs.
II-A.7b. The institution establishes and publishes clear expectations concerning student academic honesty and the consequences for dishonesty.
(District) District policies on academic honesty are in Board Rule 9803 – Standards of Conduct, 9803.12 – Dishonesty; Consequences for dishonesty are in Board Rule 9803 – Standards of Conduct,
College Specific: College Offices of Student Services publish such information in the Student Handbook.
II-A.7c. Institutions that require conformity to specific codes of conduct of staff, faculty, administrators, or students, or that seek to instill specific beliefs or worldviews, give clear prior notice of such policies, including statements in the catalog and/or appropriate faculty or student handbooks.
The District policy on conduct on campus is contained in Board Rule 9803 – Standards of Conduct. As a California Community College, Los Angeles Mission College does not require conformity to a specific code of conduct or beliefs.
II-A.8. Institutions offering curricula in foreign locations to students other than U.S. nationals operate in conformity with standards and applicable Commission policies.
Los Mission College does not offer curricula in foreign locations.
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