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2a

Page history last edited by abogado 11 years, 6 months ago

10/3 reviewed up to purple note on page 8

10/5 reviewed IIA4 & IIA5

STANDARD II: Student Learning Programs and Services

INSTRUCTIONAL PROGRAMS

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.

II A. [Y1] 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

Los Angeles Mission College (LAMC) is committed to ensuring that instructional programs address and meet the mission of the institution. The College mission statement guides initiatives to increase retention, program completion and transfer through data driven decision making and, integrated planning processes. Master planning documents created by a strong shared governance system as well as participation in key student success initiatives such as Achieving the Dream further support the College mission. The Educational Master Plan 2010-2015, the Strategic Enrollment Management Plan, the Technology Master Plan 2010-2015, Distance Education Substantive Change and other planning documents [include years for planning docs] have been drafted. The goals are reviewed and the objectives of the Strategic Master Plan (SMP) are revised annually at the College Council Retreat.

TABLE I.X COMPARISON OF LAMC’S STRATEGIC MASTER PLAN AND EDUCATIONAL MASTER PLAN GOALS
Strategic Master Plan Goals Fall 2011	Educational Master Plan Goals 2010-2015
	Ensure student recruitment, retention and success. (STP Goals 1 and 3)
	Assess and modify educational programs, disciplines, and courses to promote student learning and maintain appropriate academic standards. (STP Goals 2 and 3)
Improve Quality of Educational Programs and Services	Improve student success in earning certificates and degrees, continuing their education, seeking employment and attaining personal goals. (STP Goals 2, 3, 5)
Maintain Fiscal Stability and encourage a greater focus on revenue enhancement	Efficiently allocate resources to provide quality programs and courses that meet student needs. (STP Goals 4, 5,6)
Use and allocation of innovative technology to improve institutional effectiveness and efficiency
Increase community responsiveness and expand business, community and civic partnerships

The new College mission statement, as approved by the Board of Trustees on October 3, 2012, is: [evidence – BOT minutes]

Los Angeles Mission College is committed to the success of our students. The College provides accessible, affordable, high quality learning opportunities in a culturally and intellectually supportive environment by:

· Ensuring that students successfully transfer to four-year institutions, prepare for successful careers in the workplace, and improve their basic skills;
· Encouraging students to become critical thinkers and lifelong learners;
· Providing services and programs that improve the lives of the diverse communities we serve.

LAMC demonstrates commitment to the college mission. Academic Affairs, Student Services, Administrative Services, faculty and support staff work in collaboration to meet the mission and goals of the college. The President and Vice Presidents fully support that these areas work together in meeting college goals and to offer high-quality instructional programs in recognized and emerging fields. The College has participated in several initiatives and grant projects throughout the last five years to develop student success strategies. Evidence of this commitment is the Basic Skills Initiative, Title V- Hispanic Serving Institutions (HSI), Department of Education grants, and Achieving the Dream (AtD). In 2011 the college was awarded a five-year, Title III – Science Technology Engineering and Math (STEM) grant to enhance and strengthen academic offerings to increase transfer to four-year institutions in STEM majors and opportunities in STEM careers.

In 2011, LAMC joined a District-wide initiative to be an Achieve the Dream (AtD) campus. The College and District Administration have made a commitment to the goals of this initiative to provide data and research resources. The core and data teams have worked together to develop new strategies to enhance retention and completion through an emphasis on innovative pedagogies and reflective policy decisions. In LAMC’s first planning year, the college has been implementing AtD’s institutional improvement process to create “a culture of evidence in which data and inquiry drive broad-based institutional efforts to close achievement gaps and improve student outcomes overall.” All nine LACCD colleges adhere to AtD’s principles of institutional improvement by initiating dialogue between stakeholders, engaging the community, and collecting meaningful data that would aid in strategic planning. As a result, each campus has core and data teams of dedicated personnel equipped with tools and resources for the next phase of the initiative. [include examples of implementation strategies and explanation of stage 2]

[Par and Mike Reynolds need to review for accuracy] In October 2011, LAMC was awarded a five-year, $4.3M Science, Technology, Engineering, Math (STEM) grant from the U.S. Department of Education. The STEM project team established a steering committee composed of representatives from Academic Affairs and Student Services, including administrators, counselors, support staff and STEM faculty. The purpose of the STEM Steering Committee is to support the STEM faculty in providing the guidance and direction of the program activities. Some of these activities include enhanced lectures, laboratory and field experiences, research opportunities, outreach and transfer opportunities. The grant includes funding for a full-time counselor and supports curriculum development which will ensure that our students are prepared in the latest approaches to STEM disciplines. Funding has expanded opportunities in computer science, emerging technologies and other STEM areas.

NEED MORE: [YL2] Additional grant funding is being sought for regional initiatives in CTE in areas such as multimedia, entertainment, technology and allied health. Our campus has committed resources so that full participation in LACCD driven initiatives that seek that campuses share funding to best serve the various campus student populations and capabilities. (??)….. (CATHY BRINKMAN will work on this section).

The college uses several mechanisms to systematically assess the currency and quality of its instructional programs. These mechanisms include:

·
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Approval to establish a Program Review Oversight Committee by College Council during Spring 2012.

The establishment of new academic programs originates with faculty with the support of advisory committees and academic administrators. The program viability process is used to establish new programs as well as to modify or discontinue existing programs. Currently CTE utilizes this viability process to identify transfer and workforce opportunities. The data used to conduct the study is gathered from the Labor Market Index and institutional research. Academic integrity is further ensured by course outlines being updated which include learning outcomes and objectives. Annual Unit Assessment updates are done by each academic program and a Comprehensive Program Review is done every three years. .[do we need to include this? Need to include Program Viability discussion for non-CTE in evaluation and PA?]

The LAMC CTE Committee meets monthly to share best practices, discuss district, regional and statewide workforce and economic development initiatives and share professional development opportunities. In addition, the CTE advisory committees provide feedback on current programs as well as recommendations on curriculum for both new course and program development. Industry partners participation may include determining job requirements, such as technical skills and academic competencies, identifying new technologies, assisting in placement of graduates and/or determining labor market needs, trends and opportunities.

The Associate Dean of CTE and Workforce Development participates in district wide CTE monthly meetings. Standing agenda items include announcements of Intent, Viability for New Programs and New Program Proposals for program input from each of the colleges. The LACCD Vice Chancellor of Workforce and Economic Development provides federal updates on reauthorizations, including Perkins and Workforce Investment Act (WIA), leads strategic discussions on federal, state and local grant opportunities and coordinates presentations by industry and business professionals. The deans share this information with faculty on their respective campuses. Faculty engaged in new program development are encouraged to participate in the district wide discipline committees to discuss new program ideas. While conferring with the district discipline committee is not required, it is strongly encouraged.

New programs and certificates as well as substantial changes to existing programs need to be submitted for approval to the Los Angeles Orange County Workforce Development Leaders (LOWDL) Regional Consortia. LOWDL is comprised of deans and directors of CTE and economic development programs which meets monthly during the academic year and is responsible for recommending approval of CTE programs. Program approval is based on labor market data and consideration of other CTE programs in the region. In June 2012 the regional consortium revised their program approval procedures to include a three step process: Announcement of Intent to Explore New Program; Proposal of Viability for the New Program (newly added); and Presentation/Discussion and Recommendation for Approval of New Program.

In Spring 2012 the CTE programs contracted with the Centers of Excellence to prepare a customized report for Los Angeles Mission College to analyze and present top industries, top occupations, and to assess the gaps between student completion numbers and corresponding career opportunities in order to identify key areas for the college. Strategic areas were defined based on the number of jobs, job growth and wages. Based on the data, three industries hold the highest benefit across all criteria: Ambulatory Health Care Services, Professional, Scientific, & Technical Services, and Educational Services. These industries are represented within the top 20 occupations, and rank second, fourth, and sixth, respectively with regards to number of job growth between 2011 and 2016 in LA County. The study noted that a number of these large growth industries and occupations require the skills imparted from STEM learning.

In 2010 the Curriculum Chair developed a questionnaire required for new programs that detailed how the program provided opportunity for students, was researched and validated as critical to our mission. This questionnaire further supports program integrity by assessing how the new or modified program contributes to the mission of the college, collaborates between disciplines, addresses the needs of the local community, and prepares students for transfer or career development. [New Program Questionnaire]

[Said needs to review] The Curriculum Committee dedicated several? meetings to training its members on how to evaluate new program submissions [evidence]. A similar approach has been used for program change submissions to ensure programming of high academic caliber that meets student needs. Additional training in Spring 2012 provided committee members with knowledge about non-credit programs, CTE programs, ITV courses, Distance Education courses and other programs. The goal is that the Curriculum Committee, Chair and Dean will provide a framework and standard of evaluation for all programs on campus so that consistent standards for student learning outcomes, assessment, appropriateness to mission and provision of student opportunity are met throughout all programs.

LAMC has developed new degree programs, including a Biology AS degree in Spring 2009 and an English AA degree in 2010 [verify date]. These degrees facilitate student transfer to CSUs and UCs. In the fall of 2011, 27 students completed the new English AA degree and xx students completed the new Biology AS degree. These new degrees and numerous articulation agreements facilitate graduation and transfer to a diverse range of public and private universities.

In 2010 new legislation was approved by the California legislature (SB 1440) to facilitate student transfer to four-year institutions. SB 1440 required a minimum of two associate degrees for transfer, Associate in Arts degree for Transfer (AA-T) or Associate in Science degree for Transfer (AS-T) by Fall 2012. Beginning with the 2012-13 catalog LAMC offers the state approved AS-T in Mathematics, AA-T in Communications, and AS-T in Early Childhood Education. Additionally, in 2011-12 LAMC’s Curriculum Committee approved several degrees for transfer that are pending state approval, including an AS-T in Sociology, AA-T in History, AA-T in Theater, AS-T in Kinesiology and AS-T in Business Administration. As new degree options are vetted by the State, the Articulation Officer, Curriculum Chair and Dean work to ensure that support is provided to departments wishing to offer these degrees and, once approved, information is disseminated to the college campus.

Suggestion: Summarize ALL new degrees and certificates in table format from 2007 to current [Said and Susan – review and fill in ].

Degrees for Transfer
AA/AS-T Type of Degree	Degree Name	Curriculum Approval Date	State Approval Date	Effective Date
AA-T	Communications			Fall 2012
AS-T	Early Childhood Education			Fall 2012
AS-T	Mathematics			Fall 2012
AS-T	Sociology		Pending
AA-T	History		Pending
AA-T	Theater		??
AS-T	Kinesiology		Pending	Fall 2013
AS-T	Business Administration		Pending	Fall 2013
CTE Certificates

[Consider adding a table to illustrate.] Consider adding a table to illustrate disciplines, AA, Certificates of Achievement, Certificates of Accomplishment.

In spring 2011 the Career Technical Education staff began reviewing all certificates in order to streamline the student petition process for awarding Certificates of Achievement. This collaborative effort involves Admissions and Records, Counseling, Curriculum, Articulation Officer, department chairs, faculty and the IT department.

Within the past two years the Child Development and Multimedia departments have completed their comprehensive program reviews. In addition all of the CTE programs complete an annual program review update with unit plan. (Note: LAMC does not have an established 2-year program viability review process in place – it has been discussed at EPC on a number of occasions although there is no formalized process)[discuss this in the self evaluation].

As part of the Carl D. Perkins Act of 2006 the federal government established accountability measures for each of the states with annual performance targets along with their focus on continuous program improvement. In 2009 LAMC revised the Perkins Request For Funds application to include program performance on the following six core indicators:

· successful skill attainment,
· retention,
· program completion,
· employment,
· participation of non-traditional students
·

[Cathy to update language on bullets]

The data provides faculty with identifying points where students might be struggling to participate, perform, persist and/or complete CTE programs. The application process includes addressing factors that may be contributing to those challenges, selecting and identifying a solution, and assessing the outcome. Federal Perkins legislation outlines nine areas for program improvement:

· Strengthening academic and career skills of students;
· linking secondary and postsecondary CTE programs;
· provide students with strong experience and understanding of all aspects of an industry;
· develop, improve or expand the use of technology;
· provide professional development programs to faculty, administrators, career guidance and academic counselors involved in CTE programs;
· develop and evaluate CTE programs;
· initiate, improve, expand and modernize quality programs;
· provide services & activities of sufficient size, scope and quality; and
·

[Cathy to update bullets]

Numerous new certificates were supported by a strong campus commitment to revitalize CTE and provide the community opportunities for new and enhanced career options. Planned certificates include Crime Scene Technology, Child Development: Special Needs; and a Medical Office Administrative Assistant certificate for which a pilot course in medical billing and coding is being offered during Fall 2012. Additional certificates are being developed that represent current demands in health information technology fields. A consideration of timely completion, logical skill sets, scaffolded skill sets and current skill needs resulted in numerous newly revamped certificates across the disciplines. For example, the Multimedia certificates and degrees were completely redone in 2010 so that certificates represented professional skills that could be obtained in shorter time frames, and these certificates together led to a degree meeting the needs for both students new to the field and professionals wishing to enhance their job opportunities through new skill sets. Another new program currently under development is Environmental Technology; This program will include offering of two certificates vetted by an advisory board composed of large environmental technology companies seeking to support both incumbent workers advancing through acquisition of new skills, and also identifying key skills that provide entry opportunities to which on sight training can supplement an employee’s ability to fulfill changing job parameters [verify with Said/Mike]

______________________ASC reviewed to this point (10-3-12)___________________

Student Learning Outcome assessments involve a wide variety of research activities that are supported by the LAMC Institutional Research Office which helps provide quantitative data about completion, persistence, success rates and other factors. Both qualitative and quantitative data and formative and summative approaches are used. SLO data and assessments are posted on an online SLO system developed in 2009, and accurate reporting of the status of SLO development and assessment are linked to Program Review and Curriculum and are regularly reported and discussed at the Educational Planning Committee, Council of Instruction, and Academic Senate. [EVIDENCE: agenda/minutes for meetings] Recently a Student Learning Outcome Task Force Committee was formed to help further support SLO assessment for our campus including members from Academic Affairs administration, Student Services, Curriculum, the Academic Senate, the SLO Coordinator and the SLO Assistant. College-wide student surveys every two years as well as individual department and discipline surveys are conducted in addition to provide research data in support of student learning. These activities contribute greatly to program review, development, and improvement of instruction at LAMC.

As specified by the Collective Bargaining Agreement, Appendix Q, faculty members are “expected to contribute to the vibrant life of the college and engage in activities that promote a quality education and student success.” Faculty members have the obligation to take on an appropriate share of professional responsibilities which include: maintaining office hours, keeping current in one’s discipline, keeping accurate records, participating in at least one college, district or departmental committee, fulfilling professional development obligations, participating in the SLO Assessment Cycle and providing evidence of having fulfilled those obligations as part of the regularly scheduled evaluation process. (Appendix Q)

In addition, faculty members have a responsibility to contribute to the common goal of student success by: attending events such as commencement, participating in activities that enhance the educational mission of the college (such as accreditation self-studies and district, college and discipline initiatives), taking part in evaluations and hiring committees, participating in department curriculum projects, keeping current in educational technology, assisting in student activities, and participating in union and academic senate. (Appendix Q)

The regular evaluation of both temporary adjunct and full time faculty ensures that faculty members are fulfilling the duties required of them by Appendix Q. Since the excellence of the institution depends on the quality of its faculty members (Article 19), evaluations are performed on a three year cycle (see evaluation cycle summaries for each department on file in Academic Affairs and Appendix C), and the purpose of evaluations is to provide constructive reinforcement of best practices, constructive advice and specific recommendations for improvement.

The evaluation process includes student evaluations and the observation of faculty performance in the classroom. It assesses the faculty members performance in terms of professional responsibilities’ such as: keeping current in the discipline, interacting or communicating with peers, accepting criticism well, maintaining accurate records, submitting grades and other required information on time, attending required meetings, being regularly available to students and fulfilling professional development responsibilities. It also considers the faculty member’s professional contributions regarding participating in the Student Learning Outcomes Assessment Cycle (including the statement of SLOs on all syllabi), participating in college/committee projects, contributing to the discipline/department and developing and disseminating course syllabi consistent with Board Rules. (Appendix C).

Also, the evaluation process assesses the knowledge, skill and ability of the classroom instructor by assessing if the instructor:

· Establishes a student-instructor relationship conducive to learning
· Communicates ideas clearly and effectively
· Stimulates students' interest and desire to learn
· Promotes active involvement of students in learning activities
· Assesses student progress regularly
· Uses class time efficiently
· Demonstrates sensitivity in working with students with diverse backgrounds and needs
· Meets classes at appointed hour for scheduled duration
· Ensures that course content is current and appropriate
· Teaches course content that is appropriate to the official course outline of record

congruent with standards set by the discipline

· Uses materials that are accurate and that are pertinent to the subject matter and

course outline

· Maintains an appropriate pace during each class session and over the duration of the
· academic term
· Has appropriate command of the subject matter to be able to respond to student needs
· Evaluates student achievement according to stated course grading criteria
· Provides a positive learning environment for all student populations (Appendix C).’

[EVIDENCE: bargaining agreement]

Evidence that the evaluation process as delineated by the contract is adhered to may be found in the office of Academic Affairs where department evaluation schedules and summaries are on file and where the actual evaluations for both adjunct and full time faculty are on file. LAMC’s planning processes have moved towards greater integration not only between the Educational Master Plan, Strategic Enrollment Management Plan, Distance Education and Technology Plans. Throughout these plans a key focus is the integrity of all programs including credit, transfer, CTE, and non-credit.

SELF EVALUATION –[previous notes not responded to]

Has college met standard?

[Summarize how college has met the standard before discussing the challenges.]

Ongoing state and local budget constraints make it difficult to sustain significant growth in new programs, however, in spite of this the College has added some new degrees and programs; e.g. AA-T or AS-T in the areas of Math, Communications, and Early Childhood Development in addition to some vocational programs (Art, Business Administration). LAMC also continues to develop high-quality instructional programs by seeking new funding sources such as STEM and CTE as well as participating in initiatives such as AtD that benefit student success. Programs are systematically assessed with rigorous review processes set by the Shared Governance Task Force. The Task Force utilizes the goals and guidelines written in the Educational Master Plan, Strategic Enrollment Master Plan, Program Review, and Student Learning Outcomes to assure currency and improve teaching/learning strategies.

The Strategic Enrollment Master Plan for 2011- 2015 was recently completed by the Strategic Enrollment Management Committee, reviewed and approved by the Educational Planning Committee, and approved by College Council in Spring 2012 ? [check with Joe (co-chair), Jan, and Oliva]. This plan lays out the steps to ensure that current programming, new programming, enrollment growth and projections meet the goals of the College mission and ensure that limited resources are utilized to enhance learning opportunities for our students. The strongly supports strengthening of current Program Review processes, annual curriculum review and adherence to student learning outcomes timetables and assessment goals so that programs are continuously revised at the course and program level, providing students the best learning opportunities and transfer or career opportunities possible.

Refer to EMP
Refer to SEM
Refer to Achieve the Dream?
Refer to Program Review self evaluation report and ongoing changes
Refer to Shared Governance Task Force
Refer to PLO and ILO work and planned RETREAT

Address challenges above

LAMC responded to a challenge related to non-credit courses. Previously, the Electronic Curriculum Development (ECD) System did not allow non-credit course outlines to be uploaded and therefore were not approving non-credit course. The issue was resolved at the District level in late Spring 2011. Prior to Spring 2011, hard copies of the course outlines were submitted to the Chair of Curriculum Committee. Several non-credit ESL courses are in now in the approval process. Academic Affairs Division is currently establishing clear learning outcomes aligned with the ESL levels. A recent [when?] Comprehensive Program Review for this program was well received by the Educational Planning Committee, and there is confidence that the ESL Chair, Academic Affairs Dean assigned to this area and the Coordinator and ESL faculty will move the program forward. The Curriculum Committee Chair and Dean have paved the way for additional support regarding incorporating non-credit courses into the curriculum review process, provided training to faculty, and will host training for the Curriculum Committee members so that they will have the expertise to review and support growth in these courses as they are submitted for review in Fall 12.

The Educational Master Plan for 2010-2015 includes the goal of determining adequate staffing levels to move our campus forward. This remains a challenge due to budget constraints.

Community Education Program at LAMC was launched in spring 2010 with the opening of the Health, Fitness and Athletic Complex. The program continued to be revitalized expanding course selections to include classes in College for Youth, Professional Development, Health & Well Being, Training & Education, Special Interest and on line courses and career training programs. The program most popular classes were in art, multi-media, music, physical education computer technology and our training programs. In spring 2012 the program conducted a comprehensive evaluation of the program including a cost analysis of courses and program along with a SWOT and college recommendations. Given a projected negative ending balance for the fiscal year, the college decided to suspend the program with a plan to revisit the program in a year.

The Office of the President has taken over the administrative responsibilities from Academic Affairs and is now spearheading the review of community education course outcomes and assessment. Starting Summer 2012, Culinary Arts, Multimedia, and Physical Education have formed their own courses under Community Education.

In addition, one full-time faculty was hired and a second faculty will be hired to assist with course updates. The Curriculum Chairs, Dean and the SLO Coordinator have provided ongoing support and training to faculty.

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.

Note: In the previous self study II.A.1. was separated from the following:

II.A.1.a. 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.

II.A.1.b. The institution utilizes delivery systems and modes of instruction compatible with the objectives of the curriculum and appropriate to the current and future needs of its students.

DESCRIPTIVE SUMMARY

Los Angeles Mission College faculty provide instruction in a variety of delivery modes designed to be appropriate to the curriculum and to meet the learning styles and needs of its diverse student body. These include lecture, laboratory, studio laboratories, small and large group collaborative learning, discussion, physical demonstration, project-based learning, Instructional Television (ITV), computer-based instruction, field trips, cooperative education, internships, and distance education. Students who need tutoring are referred to the appropriate areas, e.g., Math Lab, Writing Lab, Learning Resource Center, DSP&S Office, Multimedia Lab, and Child Development Lab.

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, which include a section on methods of instruction to the Office of Academic Affairs and the Curriculum Committee. Prior to a course being offered through distance education, it must be approved by the department chair, reviewed by the Distance Ed Committee and recommended for approval to the Curriculum Committee. [check this process with SAID]

The Distance Education Committee, under the purview of the Academic Senate, and the Curriculum Committee together address distance learning efficacy as it relates to the overall instructional program. Pursuant to Article 40 of the American Federation of Teachers (AFT) Contract, the Distance Education Committee was organized in the fall semester of 2005. (II.A-13) The Distance Education Committee, in conjunction with the Curriculum Committee, has developed a certification procedure for faculty who wish to teach online classes. (II.A-14) In addition, the Distance Education Committee organizes regular training sessions for faculty interested in teaching online courses. Online classes have grown considerably over the last 10 years to assist with credit enrollment. Online classes at Mission grew from 1.2% in 2000 to 6.8% in 2010-2011 (page 10 of Substantive Change). In 2010, the college undertook a course management task force, and the college adopted and financially supports a course management system, called MOODLE (Modular Object Oriented Dynamic Learning Environment) an open source learning portal outsourced to Remote Learner, a professional remote hosting company. (See footnote 16 of Substantive Change Proposal http://lamission.edu/de/subx/cms-task-force.pdf) Web enhanced on campus classes using MOODLE have grown from 4 classes in 2010 to 160 classes in 2012.

Online classes include Business, Chicanco Studies, Computer Science, English, Nutrition, Finance, Health, Law, Library Science, Management, Math, Philosophy, Psychology, and Sociology. The Paralegal Studies Program at Mission offers a completely online paralegal certificate along with online paralegal tutoring. The online certificate was approved by the ACCJC through a Substantive Change Proposal on June 2, 2009. (http://lamission.edu/de/subx/accjc-paralegal-approval.pdf)

To provide quality online education at Mission, the college developed a number of policies and guidelines as a result of numerous meetings, utilizing various resources including diverse online faculty input, student evaluations of instructors, enrollment patterns, success rates, retention rates, faculty evaluation conclusions, input from Distance Education Committee, EPC, Accreditation reports, impact on LAMC budget, curriculum and transfer issues, shell evaluation and preparation processes, student complaints and numerous pedagogy of distance education instruction. (page 35 of Substantive Change Proposal) The quality of online and hybrid classes is ensured through a rigorous requirement of certification to teach online and a curriculum review of the course shell. (see footnote 21 of Substantive Change Proposal http://lamission.edu/de/subx/faculty-letter.pdf)

The current HSI- Title V (2009-2014) grant provides comprehensive support to the Learning Resource Center (LRC). Fully funded by Title V and housed in the LRC, supplemental learning resources are available through the Academic Success Center and Science Success Center. The Centers provide tutoring, supplemental instruction and learning materials for English, ESL, and science courses. The resources available allow students to work on individualized study skills, and/or in particular subject areas. In addition, the LRC Instructional Assistant and STEM/Math Center Coordinator assign tutors to provide supplemental assistance to instructors in select sections of Math 112, 113, 114, 115, and 227.

PLATO, an instructional software program used for enhancing basic skills, is one of the tools used in both the LRC and Math Center, as well as in the DSP&S Learning Lab. The Center for Excellence in Teaching has been established through the previous Title V grant (2004-2009) to offer information, support and technical assistance to faculty members interested in expanding and enhancing their teaching strategies and use of technology. (II.A-15) The college was awarded a second Title V Cooperative grant (2006-2011) with Loyola Marymount University focusing on transfer and technology training. (II.A-16)

Many courses are paired with laboratory experiences. In Culinary Arts, lab experiences include menu design, food production execution for food servery line, and operating cash register. Dining room presentation class and restaurant operation class host the 4-course Wednesday Luncheon. Service Management also makes learning accessible to high school students by offering classes at the local high schools. In addition, several Food Service Management classes are taught by bilingual instructors in English and Spanish to meet student needs. Sanitation and Safety and Food Production classes are also taught at two juvenile correctional institutions. Sanitation and Safety classes are taught online to meet the needs of students who cannot come to school and/or prefer learning through distance education.

As part of the Gerontology Program, the Family and Consumer Studies [Y3] faculty have worked with the Department of Social Services to offer special training for the certification classes required for licensing as Administrators of Residential Care Facilities for the Elderly in the State of California. An “In-Home Elder Care” class to meet the needs of the growing elderly population has been developed as well. As a result of a recommendation by the Gerontology Advisory Committee, a “Caregiver Support Day” was presented in May, 2005, for the community as well as the Mission College family.

SELF-EVALUATION

Students provide feedback on how effectively they feel faculty are teaching them and instructors are encouraged to improve their pedagogy based on student feedback and formal evaluations. Instructors, department chairs, deans and the Vice President of Academic Affairs are involved in these discussions and in providing an atmosphere of formative evaluation and ongoing support so that recommendations for a revision of teaching goals and methods can be met. Instructors are responsible for their own delivery modes and professional development is encouraged both in-house and at outside conferences, with AFT support for funding for these activities. For example, a recent FLEX Day presentation for Fall 2011 included presentations on utilizing PowerPoint more effectively and use of other technological advancements. Staff Development has also provided workshops on learning styles, and SLO/Assessment workshops are included in many events and are ongoing on a by-demand basis by departments, and are included in all on-demand curriculum development trainings provided by the Curriculum Chair and Dean.

Los Angeles Mission College faculty effectively use a variety of delivery systems and modes to meet the needs of its diverse student body. The Distance Education Committee has developed two evaluative measures to determine students’ satisfaction with online instruction: an online student evaluation form and an online student satisfaction survey. (II.A.17) 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 committee monitors instructional quality. However, it is the department chair and/or vice chairs’ responsibility to ensure that the content of online and hybrid classes is equivalent to that of traditional classes. The Distance Education Committee is collaborating with department chairs and the Office of Academic Affairs to develop and implement an assessment process to ensure standardization of course content between online/hybrid and traditional courses.

Online, hybrid, and web enhanced classes are supported by the college through a Distance Education (DE) Coordinator who receives .2 release time. In 2007 the duties, responsibilities, and charge of the DE Coordinator were formalized. (Footnote page 52 of Substantive Change Proposal - http://lamission.edu/de/subx/de-coordinator.pdf ) The DE Coordinator supports delivery of online, hybrid and web enhanced classes including creating and coordinating the MOODLE course shells each semester, maintaining the online portal – http://lamission.edu/online, its content, tutorials, faculty, and student support, and HELP DESK. The DE Coordinator is part of the District Technology Planning and Policy Committee (LACCD TPPC) which handles number of issues to centralize for use by all colleges in delivery of online and hybrid classes. (page 50 Substantive Change Proposal)

The sustainability of Distance Education with online, hybrid and web-enhanced classes is supported by the following:

1. Course Management Systems – Moodle and ECollege/My Labs Plus
2. HELP DESK and DE Coordinator
3. DE Coordinator1 Los Angeles Mission College Substantive Change Proposal

4. Instructional Design

5. Student Preparation & Readiness

6. Tech Support

7. College Portal

8. Assessment and Program Review

9. Curriculum Process

10. Student Support

11. Faculty Support

12. Budget/Costs

13. Alignment with Educational Master Plan

14. Alignment with Strategic Master Plan

(page 60-61 of Substantive Change Proposal)

PLANNING AGENDA

No recommendations at this time.

II.A.1.c. 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.

II.A.1.c, II.A.2.a, and II.A.2.b were all listed together in the last self study.

DESCRIPTIVE SUMMARY

NOTE: overview of SLOs/ASSESSMENT WORK – CONTINUE TO DEVELOP SECTION BELOW [Pat will work on this section to complete it.]

[Introduction needed.] The College Catalog, SLO Web page and SLO online system list seven Institutional Learning Outcomes (ILOs). Chairs must identify the ILOs that are addressed when they add a new outcome for a course.

SLOs are posted on the online SLO system and in course syllabi. Department chairs are responsible for checking that SLOs are part of each course syllabus and are posted on the Schedule of Classes Online (SOCO) on LAMC’s web page. Since course outcomes are part of all course outline curriculum updates, they become part of the District’s Electronic Curriculum Database (ECD) and are available to all faculty as well as students. Assessments are determined by the disciplines and departments and posted on the online system. SLO updates, methods of assessment and criteria for assessment are part of the ECD course updates. Course SLOs also are listed on the SLO webpage at www.lamission.edu/slo and this listing is linked to the LAMC Student web page. In addition, an explanation of what SLOs is and why they important is included on the Student web page. ILOs are stated in the college catalog and starting with the Fall 2012-13 catalog, all program outcomes will be listed.

As a result of assessments, faculty are analyzing data from their classes and modifying their curriculum and instructional methods accordingly. They also are modifying their delivery methods and pedagogy and are putting more emphasis on areas that students do not as well on as other areas so that instruction will be more effective. They are using the student support services provided by the college, the tutoring services, LRC workshops, writing center and math center to support students in areas identified by assessments. Assessment has encouraged faculty to take a more proactive approach to reaching out to their students and providing more options for help and support.

SELF EVALUATION

Strengths/progress/accomplishments: (DEBORAH TO CONTINUE TO WORK [YL4] WITH PAT – Utilize summaries by Chairs, data charts.
End with goals of Achieve the Dream and how these will further above………
Challenges:

PLANNING AGENDA

Not completed

Consider combining these two sections with II.A.1.c.

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.

II.A.2.a. 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.

II.A.2.b. 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.

DESCRIPTIVE SUMMARY

Student Survey Spring 2012 Data

The LAMC Curriculum Chair, Dean and Curriculum Committee are taking on a greater role in ensuring integrity of all courses and programs including credit and non-credit classes, online and hybrid classes, evaluation of ITV courses, CTE courses and programs. Strong support by the Vice President of Academic Affairs, in addition to increased accountability, dialogue, training and emphasis on learning outcomes and course objectives reflect an institutional commitment to improvement of all instructional programs including transfer, developmental, basic skills, CTE and non-credit programs.

In the last three years LAMC’s Curriculum Chair, Dean and Curriculum Committee have continued to make significant progress on updates and reporting of the status of all curriculum. The Curriculum Chair, Dean and Committee have enhanced their role in ensuring academic integrity at the course and program level by instituting clear processes, and reporting mechanisms and documentation of ongoing curriculum work. Courses are reviewed by the departmental chair, the academic dean, the SLO Coordinator, the Articulation Officer and the Library Chair before they undergo technical review followed by review by the entire committee. Each course is discussed at length and recommendations are made as necessary to enhance the Course Outline of Record. Common areas of discussion include prerequisites, co-requisites, and advisories in addition to student learning outcomes, methods of assessment and criteria, and Institutional Learning Outcomes.

Since 2011, LAMC has begun to develop many new programs in response to SB1440. The Curriculum Committee dedicated a full meeting to review of the five state mandated criteria for new programs. The addition of a CTE dean in October 2009 has ensured that as CTE programs are developed, all state guidelines regarding advisories, research, workforce data collection and workforce surveys are enforced.

In addition, the Curriculum Dean and Chair have worked to provide clear, concise, and accurate records of the curricular status of all courses and programs. The 2011-2012 academic year has resulted in significant advances in course outline updates; at the end of the academic year, department chairs receive an “annotated catalog” of the previous year with curricular status for all courses and programs which is used to guide curriculum updates and development.

SELF EVALUATION

The last accreditation cycle noted that more progress needed to be made in integrating non-credit into campus wide curriculum goals and to establishing program goals. As mentioned above, the issue of uploading non-credit courses in the ECD has been resolved at the District level. A recent Comprehensive Program Review (EVIDENCE: Non-Credit Program Review and EPC Recommendations) promise to advance non-credit programs into integration with campus wide goals and initiatives, and course outlines are slated to be submitted Spring 2011 and to be incorporated into the 2012-13 catalogue with program outcomes clearly stated. The program outcomes have been written and have been submitted for the catalog. (Add program outcomes here) Challenges as discussed previously include providing sufficient administrative and staff support for ongoing growth in areas of new programming that reflect LAMC’s Mission statement and long-term program sustainability.

[The State Chancellor’s Office has announced Title 5 changes to non-credit programs that go into effect January 1, 2013 and need to be addressed.]

Many efforts have been made to improve communication and collaboration between Student Services, Academic Affairs, and faculty regarding international students, policies and procedures that impact course integrity. To improve communication between Student Services, Academic Affairs and faculty, student services staff attended the Council of instruction and Enrollment Management meetings to start the dialogue regarding international students, policies and procedures.

The improvement in curriculum work is a result of the hiring of a Curriculum Dean who has made curriculum a priority, the expansion of the Curriculum Committee and the establishment of standards for submission of curriculum, student learning outcomes, program outcomes and assessment Student learning outcomes are established for each course and program and these are a critical part of curriculum updates and annual and comprehensive program reviews. All outcomes are assessed at least every three years, though some areas assess outcomes more frequently. The Curriculum Committee review process emphasizes the integrity of learning outcomes and course objectives, and outlines reviewed in the last two years demonstrate growing commitment to learning outcomes and course outcomes that represent the highest academic integrity and campus commitment to student success.

The progress made in Student Learning Outcomes and Assessment Planning is described in the charts below.

Courses and programs are evaluated through program review annual updates and comprehensive reviews every three years. They are also evaluated through the Curriculum Committee, Enrollment Management Committee, advisory committees, CTE Committee presentations and discussions. Faculty driven curriculum, and area deans provide significant support in ensuring that curriculum under consideration meets the overall goals of the campus. Departments drive the content of the syllabus and published evaluation schedules for full and part-time faculty. Academic Affairs monitors evaluations to ensure that departments have many opportunities to confirm that learning outcomes and course objectives are taught in all classes. Academic Affairs adheres to the Contract guidelines for the evaluation process.

The College provides .4 reassigned time for an SLO Coordinator position and a .2 assistant faculty member to help guide faculty in fulfilling their obligation in the SLO process. It is required that faculty include SLOs in their course syllabi, reviewed by chairs each semester. Adjuncts are encouraged to actively participate in the writing and revision of SLOs and plans for assessments and departmental meetings provide them with an option for participation in the dialogue. Though their participation is optional regarding design of SLOs and assessments, a growing number of adjuncts see participation as an opportunity to enhance their experiences and to contribute to the campus dialogue on integrity of teaching and learning outcomes. The Memorandum of Understanding does stipulate that adjuncts must participate in assessment. Evaluations of both full-time and part-time faculty include evaluation of required participation for each group.

The continuous improvement in quality as a result of assessments is documented on the online SLO system. Department chairs work with their full-time and part-time faculty to identify appropriate student learning outcomes; however, it is the department chair that is ultimately responsible for the outcomes in his or her department. Chair evaluations by Deans include an evaluation of the chairs ability to move student learning outcomes and assessments forward among their faculty and to effectively institute and document continuous improvement in student learning through change in response to assessment.

A recent survey of department chairs asked the following questions:

How do you ensure program quality? (Please define “quality” as your department applies it to monitoring your offerings)
How do you ensure that your curriculum meets student needs and represents academic integrity and transfer/workforce currency?
How do you encourage instructional quality?
How do you ensure that using SLO’s and SLOA’s are effective means to ensure quality programs, curriculum and instruction?

The Chairs responded that program quality is ensured by updating course outlines, student learning outcomes and department policy. Ongoing communication between faculty members is also key. Student needs are met by defining student learning outcomes and continuous assessment. Course articulation and transferability are methods to assess academic integrity. Faculty involvement and communication are crucial to evaluation of the data found in SLO assessments. These effective measures ensure quality programs and instruction. Enrollment management is done in effort to have students transfer within a reasonable amount of time. The procedure to come up with such information has been to review past semester trends in enrollment, success rates and retention, feedback from instructors as to their challenges in the classroom, and even student surveys that may identify weaknesses in preparation. Furthermore, using a scheduling grid of class offering for each discipline can help students map out their goals each semester for long term planning.

Assessment and program review is critical for continuing Basic Skills Initiative (BSI) and to ensure that all Basic Skills courses consistently represent campus standards of academic integrity, student learning outcomes, assessment and continuous improvement. Basic Skills Allocation End of Year Report is submitted on an annual basis. The report includes the assessment of the budget, completion and improvement rates of courses, data analysis for selected activities, action plan, expenditure plan for the following year. Data analysis includes activity progress in tutoring, learning communities, summer bridge (2011-12). The Action Plan includes responsible persons, measurable outcome, and criteria that demonstrate effectiveness.

LAMC established its first Summer Bridge 2010 under the BSI. Summer bridge known as “Pathway to Success” provided an optional pathway for either English or Math. Each of the pathways were linked to a PD 40: College Success Seminar. The English Pathway consisted English 21 (two levels below college level English) or Eng 28 (one level below College level with a PD 40 course. By providing a learning community-linked class such as personal development the student transferrable units to a CSU or UC school while completing basic skills requirements. The Math Pathway included Math 112 (three levels below college level Math) coupled with PD 40.

PLANNING AGENDA

USE PAT’S UPDATES/TIMETABLES for FUTURE ACTIVITIES
MENTION SLO RETREAT FEBRUARY 2
USE EMP GOALS FOR LEARNING OUTCOMES AND CURRICULUM DEVELOPMENT
Address assessment and program review for Basic Skills initiatives and courses

II.A.2.c. High-quality instruction and appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning characterize all programs.

DESCRIPTIVE SUMMARY

The college ensures high-quality instruction through a rigorous hiring process, the four-year tenure review process, and the student-peer-administrative evaluations of its faculty. The 2012 Student Survey included student responses about the quality of instruction received at the college. Of the xxx students who responded, xxx percent indicated that they either strongly agreed or agreed that instructors are up to date in their field. Internal evidence of instructional quality includes retention rates, completion rates of degrees, certificates and skill certificates, and grade distributions. External evidence of instructional quality includes student achievement as measured by transfer rate and student success in licensing and certification exams.

The breadth and depth of college programs is demonstrated by the college offering 38 associate degrees, 32 certificates, 25 skill certificates, and active courses in 65 different disciplines and 29 online or hybrid distance education courses. (II.A-24)

Currently, LAMC has a total of over 2200 major preparation, articulation agreements with 10 UC campuses and 19 CSU campuses and course-to-course agreements totalling over 1350 Departments at 20 CSU campuses and 7 UC campuses. LAMC has an articulation agreement with 87% (20/23) of the CSU’s and 100% (10/10) of the UC campuses [evidence – ASSIST compilation of data]. Additionally, LAMC also has articulation agreements with private and out-of-state colleges and universities.

LAMC degrees offered based on the 2011-2012 catalogue is 52. We probably should go over the list to exclude the programs that we don’t actually offer-- Hanh

[I think we can pull the list from the current 12-13 catalog - have page of current degrees offered from Irma--Madelline]

Table 3 NUMBER OF COURSE SECTIONS AND STUDENT ENROLLMENT IN 54 ACTIVE DISCIPLINES FALL 2005 COMPARED TO FALL 2011
		Number of
		Sections		Students		FTES
		2005	2011	2005	2011	2005	2011	%Change
1. Mathematics		61	83	1871	2322	265.2	321.3		21.2%
2. English		44	50	1354	1555	143.6	153.2		6.7%
3. Physical Education		27	32	615	1239	61.6	128.4		108.4%
4. Child Development		41	39	1111	1220	123.4	125.7		1.9%
5. E.S.L.-Credit	Move up	44	29	905	1086	171.7	185.8		8.2%
6. Chicano Studies		20	20	753	968	76.4	95.4		24.9%
7. Biology		13	17	321	446	71.0	90.5		27.5%
8. Sociology		15	21	505	900	54.2	88.6		63.5%
9. Food Service Management		27	20	435	490	70.8	86.4		22.0%
10. Psychology		19	17	653	766	67.7	75.5		11.5%
11. Spanish		22	10	237	425	40.8	71.1		74.3%
12. Health		15	15	496	687	53.3	67.7		27.0%
13. Art		38	28	434	514	50.6	61.5		21.5%
14. Political Science		15	13	437	608	46.8	59.9		28.0%
15. Developmental Communication		25	20	681	604	71.1	59.5		-16.3%
16. Administration of Justice		16	13	384	590	41.6	58.1		39.7%
17. History		10	12	354	492	38.5	48.5		26.0%
18. Multimedia		20	16	310	437	39.6	47.5		19.9%
19. Chemistry		6	8	137	190	35.6	47		32.0%
20. Speech		22	15	413	476	44.1	46.9		6.3%
21. Law		18	13	431	470	51.5	46.3		-10.1%
22. Computer Applications & Office Technologies		31	16	262	290	36.8	35.5		-3.5%
23. Computer Science		24	9	385	262	50.1	33.3		-33.5%
24. Family Consumer Studies		18	8	261	324	27.4	31.9		16.4%
25. Anatomy		4	6	112	150	24.0	30		25.0%
26. Music		13	11	106	246	11.0	24.2		120.0%
27. Cinema		9	5	224	172	28.3	22.6		-20.1%
28. Geography		10	5	277	214	29.4	21.1		-28.2%
29. Anthropology		8	5	206	202	22.0	19.9		-9.5%
31. Philosophy		12	5	334	192	36.3	18.9		-47.9%
32. Accounting		9	4	154	113	25.6	18.9		-26.2%
33. Business		10	5	219	189	23.1	18.6		-19.5%
34. Physiology		4	4	99	85	21.2	17		-19.8%
35. Astronomy		4	4	141	128	15.1	12.6		-16.6%
36. Physical Science		7	6	137	138	13.0	11.8		-9.2%
37. Theater		0	4	0	110	0	10.8		N/A
38. Interior Design		5	5	127	116	14.1	10		-29.1%
39. Management		4	3	103	96	10.7	9.5		-11.2%
40. Marketing		2	2	48	90	4.8	8.9		85.4%
41. Microbiology		1	2	30	43	6.8	8.6		26.5%
42. African American Studies		1	2	20	84	2.1	8.3		295.2%
43. Photography		3	2	46	48	8.9	8		-10.1%
44. Economics		6	2	107	78	8.7	7.7		-11.5%
45. Italian		3	1	53	42	9.3	7		-24.7%
46. Personal Development		9	7	130	191	3.0	6.4		113.3%
47. Linguistics		1	1	28	51	3.0	5		66.7%
48. Humanities		7	1	207	47	22.1	4.6		-79.2%
49. Learning Skills		14	4	281	57	6.0	4.4		-26.7%
50. French		4	1	20	25	3.3	4.2		27.3%
51. Physics		1	1	27	20	5.8	4		-31.0%
52. Geology		1	1	19	35	2.0	3.4		70.0%
53. Finance		1	1	14	33	1.5	3.3		120.0%
54. Library Science		0	1	0	19	0	0.6		21.2%

SELF-EVALUATION

The college catalog lists a large variety of courses. However, the actual course offerings in the schedule of classes are not as large or diverse because some courses are not offered every semester. Furthermore, classes with low enrollment are subject to cancellation by the administration. (II.A-26). Based on FTES (full-time equivalent students), Mathematics is the largest discipline on campus, followed by English, Physical Education, Child Development, and English as a Second Language. The Mathematics Department offers the most sections each semester with 83 offered in the fall of 2011. English offers the second largest number with 50 sections (II.A-27).

LAMC currently offers courses in 65 active disciplines. (II.A-28) Another 32 disciplines that have been offered in the past are inactive at this time. (II.A-29) Since the last self study, the college suspended most of its engineering and drafting program indefinitely and in Spring 2012 it suspended its PACE program.

The college monitors its course rigor and sequencing within disciplines through discussions with faculty and department chairs and district discipline committees. The sequencing of courses is also determined through the curriculum process by identifying prerequisites and co-requisites as outlined in the Curriculum Procedures Manual. (II.A-30) The enrollment management system automatically enforces valid prerequisites and co-requisites. Additionally, courses are “swept” several weeks after the start of the semester to verify that students who enrolled before grades were submitted have passed the necessary prerequisite and/or co-requisite courses. The English as a Second Language, English and Mathematics assessment process helps to place students in classes where they are most likely to succeed.

In 2011, 86 percent of incoming LAMC students placed in lower-level English, ESL or Developmental Communications courses that are not transferable. Only 14 percent of students placed in English 101, College Reading and Composition, which is transferable to University of California and California State Universities. The rest of the students placed below English 101 as follows: 15 percent placed one level below (English 28), 27 percent two levels below (English 21), 30 percent placed three levels below (Developmental Communications 1) and 18 percent placed in ESL courses.

Nadia please review this section and update Stats for 2011 as needed.] Almost all incoming math students, 99 percent, place in lower-level math courses that are not transferable. In 2011, 11 percent of incoming students placed in arithmetic (Math 105), 66 percent placed in pre-algebra (Math 112), 13 percent placed in elementary algebra (Math 115), and 9 percent placed in intermediate algebra (Math 125). Only one percent of incoming math students placed in trigonometry (Math 240) and a negligible number placed in pre-calculus (Math 260) or calculus (Math 265). In the fall of 2009 Title 5 changes in English and Math graduation requirements went into effect for incoming students at the college. The previous graduation requirements increased from Elementary Algebra (Math 115) to Intermediate Algebra (Math 125) and Intermediate Reading and Composition (English 28) to College Reading and Composition (English 101). These higher graduation requirements are a significant hurtle for some LAMC students. The College has attempted to help students meet these increased requirements through a series of initiatives including the Achieving the Dream initiative and a STEM grant as well as increased course offerings.

Update Stats for 2001-2012: As seen from the Table 4, the grade distribution of LAMC students is very similar to the district grade distribution which demonstrates the consistent quality of instruction of Los Angeles Mission College compared to the district. (II-A.31)

Table 4 GRADE DISTRIBUTION LOS ANGELES MISSION COLLEGE COMPARED TO DISTRICT
		2005		2011
Success	Grade	District	Mission	District	Mission
Success	A	24.6%	25.7%	32.4%	32.7%
	B	18.5%	17.4%	23.3%	21.5%
	C	15.6%	13.7%	23.3%	25.2%
	P	5.4%	9.5%
	% Subtotal	64.1%	66.4%
Unsuccessful	D	5.4%	4.6%	6.7%	6.5%
	F	11.4%	10.6%	14.3%	14.1%
	I	1.3%	1.3%
	N	2.4%	3.5%
	W	15.4%	13.7%	12.1%	13.5%
	% Subtotal	35.9%	33.6%

[here is the link for that data - http://www.asd.calstate.edu/performance/ccc/ccc1112/index.shtml]

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 Los Angeles Mission College students on average 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. (II.A-32)

Some programs are unable to offer a timely sequence of courses or sufficient sections at a variety of hours to allow students timely completion. In the 2011 Student Survey, 18 percent of respondents indicated there were not enough general education courses offered to allow them to take the courses they needed in a given semester. Furthermore, 22 percent indicated advanced courses were not offered frequently enough to allow them to complete their program without delay. As a result, students sometimes opt to complete their coursework at other institutions. Inadequate offerings may also be a major reason for the lack of completion of degrees and certificates, particularly in specialized subject areas. [Update data] Table 5 (II.A-33) illustrates that most associate degrees awarded by the college are either in Liberal Arts or Interdisciplinary Studies, suggesting that most students graduate from these programs because they may not be able to complete course work required for other programs in a timely manner. This observation was supported by interviews with the chair of the Counseling Department and the Transfer Center counselor.

LAMC continues to address enrollment management as a priority and in fall 2011, the Enrollment Management Committee (EMC) developed guiding principles that addresses how classes are scheduled and eliminated. These guiding principles address matriculation and budgetary restraints. As an example, when department chairs are asked to reduce sections, the principles direct them to eliminate classes that do not lead to certificate and degree completion or eliminate classes with positional low enrollment. Another task that the EMC has accomplished is the alignment of its goals and objectives to the Strategic Master Plan.

The EMC also identified a steady decrease in enrollment in Cooperative Education over the last five years. Since no full-time faculty member had been in charge of the discipline, at the September 14, 2005 meeting, the EMC approved a recommendation to create a position for an Instructor Special Assignment C-Basis and to hire a Director of Cooperative Education for this position, beginning spring semester 2006. [YL5] An assignment has extended to a full-time faculty to coordinate work experience. Simultaneously, course outlines are being revised to be in compliance with the Title 5 regulations as well as designating appropriate person to coordinate work experiencee.

PLANNING AGENDA

No recommendations at this time.

II.A.2.d. The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students.

DESCRIPTIVE SUMMARY

In addition to traditional classroom-based instruction and lab courses, Los Angeles 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 Students Program and Services Department and academic disciplines to coordinate services, resources and support for students with special needs. (II.A-34) On course syllabi, many faculty encourage students with special needs to identify themselves to ensure that adequate support and reasonable accommodations can be made to meet their needs.

Many disciplines deliberately(??) hire faculty with expertise and skill in providing instruction to students with racial, ethnic, linguistic, and cultural diversity. Several sections of courses in Child Development and Family and Consumer Studies are taught bilingually in Spanish and English and these courses are indicated in the schedule of classes. The Child Development Discipline also offers bilingual tutoring and study groups and is currently working on course-related workshops.

EOPS offers the following services; counseling, academic workshops, some tutorial support in math and English, book vouchers, early registration, (Ludi please complete this list. Thank you.) EOPS does not offer instruction.

Information obtained from the Achieving the Dream focus groups and data were compiled from the Dean of Institutional Research and Planning and resulted initiatives in Math, English and Student Services. The Math Department has developed a program to improve retention and success rates in Math 115. The English Department has developed a course outline that allows students to take English 28 and English 101 concurrently. Student Services is working more closely with the Counseling Services including the Orientations. A plan was submitted to the national Achieving the Dream Foundation to share the second year plans.

LAMC 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 responds to the diverse needs of individual disciplines by offering tutoring in various modes: one-on-one, group tutoring, text-based work, audio cassettes, videos, computer software and workshops. DSP&S offers adaptive technology and classes geared toward individuals with disabilities. In certain sections of Personal Development 17, College Survival Skills, for example, pedagogy for improving accessibility of students with different disabilities is used. The texts and the classes involve many senses to engage both students with borderline IQ and Ivy league bound students with depression (???).[YL6] These classes are taught by DSPS Counseling faculty with credentials to handle disabilities and barriers to learning. [this course is taught by General Counseling and DSPS counselors. Usually there is a section available each semester to meet the needs of DSPS students, but other sections are offered for the general population that don’t necessarily have the same DSPS focus.]

[Update:] In the Spring 2012 Student Survey, 64 percent of the students reported that there was adequate tutoring available for their needs. The recent expansion of math tutoring and the Learning Resource Center was planned to address this need. In addition, the library offers a series of workshops for individual students requiring support for assignments and research.

The Learning Resource Center (LRC), in collaboration with Title V HSI, responds to the diverse needs of individual disciplines by offering tutoring in various modes: one-on-one and group tutoring, text-based work, audio cassettes, videos, computer software, and workshops. The LRC also offers students access to It Takes a College to Raise a Skill: 8 Essential Lessons, an online eight week video program to build college success skills, supplemented by online quizzes and face-to-face workshops (http://www.lamission.edu/learningcenter/ITAC.aspx). In the LRC's Science Success Center (http://www.lamission.edu/learningcenter/ssc.aspx) and Academic Success Center (http://www.lamission.edu/learningcenter/asc.aspx), both funded through Title V HSI, students have access to in-person and online workshops (http://elearning.lamission.edu/?cat=8) (http://elearning.lamission.edu/?cat=6). Online materials are delivered through various modes: videos, PowerPoints (http://www.lamission.edu/learningcenter/docs/ART101noteskills.ppt), academic games (http://www.lamission.edu/learningcenter/devcomlinks.aspx), and downloadable quizzes (http://www.lamission.edu/learningcenter/docs/audioDC1-Unit1-G1-p6.xls).

[Update] Course work in many disciplines is being offered online and through Instructional Television (ITV) to meet the needs of those students for whom distance or scheduling prevents from attending classes on campus. Several sections of courses are offered through the 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 Los Angeles Mission College. The Family and Consumer Studies Discipline offers distance education courses in Nutrition, Sanitation and Safety, in addition to a class in Certification for Culinary Educators, which American Culinary Federation chefs need to take to obtain a certificate in Culinary Education. A culinary faculty member also has been a vendor for the Department of Social Services and has offered a special class (FCS 37) that all administrators/licensees of residential care facilities for the elderly need to take to obtain a license to operate a board and care home.

Online classes have grown considerably over the last 10 years to assist with credit enrollment. Online classes at Mission grew from 1.2% in 2000 to 6.8% in 2010-2011 (page 10 Substantive Change). Web enhanced on campus classes using moddle have grown from 4 classes in 2010 to 160 classes in 2012. Online classes include Business, Chicanco Studies, Computer Science, English, Nutrition, Finance, Health, Law, Library Science, Management, Math, Philosophy, Psychology, and Sociology. The Paralegal Studies Program at Mission offers a completely online paralegal certificate along with online paralegal tutoring. The online certificate was approved by the ACCJC through a Substantive Change Proposal on June 2, 2009. http://lamission.edu/de/subx/accjc-paralegal-approval.pdf

In 2010, the college undertook a course management task force, and the college adopted and financially supports a course management system, called MOODLE (Modular Object Oriented Dynamic Learning Environment) an open source learning portal outsourced to Remote Learner, a professional remote hosting company. See footnote 16 – Substantive Change Proposal –

http://lamission.edu/de/subx/cms-task-force.pdf Online, hybrid, and web enhanced classes are supported by the college through a DE Coordinator who receives .2 release time. In 2007 the duties, responsibilities, and charge of the DE Coordinator were formalized. See footnote 52 – Substantive Change Proposal - http://lamission.edu/de/subx/de-coordinator.pdf

To provide quality online education at Mission, the college developed a number of policies and guidelines as a result of numerous meetings, utilizing various resources including diverse online faculty input, student evaluations of instructors, enrollment patterns, success rates, retention rates, faculty evaluation conclusions, input from Distance Education Committee, EPC,

Accreditation reports, impact on LAMC budget, curriculum and transfer issues, shell evaluation and preparation processes, student complaints and numerous pedagogy of distance education instruction. (page 35 – Substantive Change Proposal) The quality of online and hybrid classes is ensured through a rigorous requirement of certification to teach online and a curriculum review of the course shell – see footnote 21 – Substantive Change Proposal - http://lamission.edu/de/subx/faculty-letter.pdf

[YL7]

SELF-EVALUATION

[Showcase most successful programs.] Ongoing effort is being made to ensure that the needs of Los Angeles Mission College students are met through the delivery and support systems available throughout the students’ academic experience. Unit assessments identify strengths and challenges of individual disciplines and revisions and enhancements are made accordingly.

David Jordan—peer support, highlight tutoring

Lil de Silva—tutoring/ practicum class (externship)

Support programs are responsive to the needs of academic disciplines, and communication is pursued through formal and informal means. Bilingual support is available in most student service areas of the campus. [SFP tutors are still in place but funding for other tutors has been discontinued.] Tutors are hired for their expertise as well as for their language proficiency and sensitivity to the diverse needs of students. Moreover, efforts are being made to support learning opportunities through technology while, at the same time, not losing sight of the importance of the human teaching/learning relationship. Outside funding is pursued to enhance the support for students requiring additional services. Currently, the Title V and STEM Programs offer tutoring in the sciences and English.

PLANNING AGENDA

No recommendations at this time.

II.A.2.e 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.

Since the last accreditation cycle, LAMC has established new structures and systems to ensure that instructional programs are of high quality, represent emerging fields, and meet campus-wide goals to increase transfer and workforce opportunity. Integral to LAMC’s goal of continuous improvement of its educational programs is the Program Review system, overseen by the Educational Planning Committee.

In February 2008, LAMC created the Educational Planning Committee (EPC), a shared-governance committee whose mandate is to guide the college’s educational planning, implementation, and assessment. (Website: http://www.lamission.edu/eduplanning/) The committee, co-chaired by the VP of Academic Affairs, includes Academic Affairs deans, faculty representatives from Distance Education, Essential Skills, English, Math, and other areas, and classified and student representatives. (Membership: http://www.lamission.edu/eduplanning/members.aspx) The committee receives reports from the SLO Coordinator, the CTE Dean, Distance Education, Curriculum, Essential Skills Committees, and others. It reports to, and makes recommendations regarding educational matters to, College Council and the Academic Senate. Since its inception, the committee typically has met twice per month during spring and fall semesters, with meetings in winter and summer as needed. (Agendas and minutes: http://www.lamission.edu/eduplanning/agendasnew.aspx) EPC’s specific responsibilities include:

· Creating and overseeing a systematic assessment of all college units (Program Review)
· Overseeing, whenever appropriate, viability reviews of educational programs
· Creating and overseeing the college’s Educational Master Plan
·

Central to EPC’s mandate is Program Review (PR), a cycle of comprehensive, data-driven review designed to ensure that all college units align their goals with the college core mission and goals and with the college’s Strategic, Educational Master, Facilities, and Technology Plans, and to ensure that planning occurs, on the unit level, to continuously improve educational quality, relevance, and appropriateness. (Program Review documents: http://www.lamission.edu/eduplanning/programreview.aspx) Educational units have participated in PR since 2008-09, and the system is currently being modified and expanded to include all college units.

The PR process is a three-year cycle of assessment and planning. Once every three years, each unit submits an in-depth Comprehensive Review report. PR (blue means pulled from 2007 self-study) is designed to identify and explain the trends observed in enrollment, success and retention data for each department and discipline. . The College provides each department with discipline- specific data for a five-year time span detailing: enrollment trends (broken down for day, evening, online, and off-site classes); student-success, retention, and grade-distribution data; and degree, certificate, and skill awards. Chairs, vice-chairs, and faculty members of the discipline analyze and explain the data trends. This analysis is used by the units to create programmatic objectives, which then are used to plan ongoing development and revision of courses and programs. Other sections of PR monitor such things as curriculum status [Nadia, do you want to add more specifics here], SLO and PLO assessment, coordination with college mission and goals, and use of technology in the classroom. Units are required to explain any resource allocations needed to carry out their unit plan.

Once the report has been completed by the unit, EPC completes an “External Review” of the process by assigning members, including the unit’s area dean, in a process called “External Review,” EPC assigns members—including the unit’s area dean—to thoroughly review the unit’s work and report back to the committee, highlighting any areas of interest or concern. Next, the unit (typically represented by the department chair and vice-chairs) delivers an in-person summary report to EPC (or, for non-educational units, to the appropriate shared governance committee), answering additional questions about unit planning (http://www.lamission.edu/eduplanning/ProgRev/Program%20Review%20Comprehensive%20Report%20Guiding%20Questions.pdf) and allowing EPC and the department to more fully explore any areas of concern.

Each comprehensive review generates a written report from EPC to the department, including EPC’s commendations and recommendations for future actions. Responses to these recommendations in turn become a key part of the next Program Review. Examples of EPC recommendations include:

Improving the alignment of the Business AA degrees with transfer requirements at four year universities (http://www.lamission.edu/eduplanning/ProgRev/EPC%20PR%20Response%202010%20-%20Business%20and%20Law.pdf )
Supporting the continued expansion of music and performing arts areas (insert newer version than 2009) (http://www.lamission.edu/eduplanning/ProgRev/EPC%20PR%20Response%202008-9%20ArtHealthPE.pdf )
Continuing to update outdated curriculum in CSIT course outlines of record (http://www.lamission.edu/eduplanning/ProgRev/EPC%20PR%20Response%202008-9%20Math.pdf ).

During those years in which a unit is not scheduled to complete a comprehensive assessment, it undergoes a shorter review known as an “Annual Update.” The Annual Update allows EPC to monitor progress on the recommendations it issued during the comprehensive review and allows units to bring newly-emergent concerns to EPC’s notice between comprehensive reviews.

PR is integral to the planning process in several ways. Based on trends analyzed in Program Review, chairs and vice-chairs work with their area Dean to continuously adapt course and program offerings to changing student needs, shifting class offerings, proposing new programs and courses, and phasing out those that no longer meet student needs. Results of Program Review can, in extreme cases, trigger a Program Viability Study. Information gained via PR is used by EPC in its creation of the Educational Master Plan. PR also integrates with the budget and planning process: any unit initiatives that require budgetary allocations must go through the Program Review process to qualify for consideration by Budget and Planning or support through CTE funding opportunities.

II.A.2.f. 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.

LESLIE, JAN

NOTE: talk about Shared Governance Task Force (LESLIE MILKE) and its review of interface between various committees authority regarding planning goals
NOTE: talk about intersections between EMP, SEM and DE planning documents
Summarize current efforts at systematization of all initiatives within integrated planning documents and shared governance committee inter-relationships
Curriculum updates – several new TMC degrees approved by State: Math, Communications, and Early Childhood Education. Several approved by Curriculum committee in process: Sociology, Kinesiology, Theater Arts, Business Administration
SLO/PLO/ILO Assessment (see prior section IIA2.b)

DESCRIPTIVE SUMMARY

The responsibility to review and assure currency of courses and programs in accordance with Title 5 regulations and the California Education Code primarily rests with the faculty. The processes Los Angeles Mission College has in place to accomplish this are the curriculum process, program viability review process, and Program Review. In the spring of 2006, the college approved a Program Viability Review Process. (II.A-10) This process outlines the procedure by which a new program is established, an existing program is discontinued, and a viability study of an existing program can be triggered.

The periodic review of all existing courses is required at least every six years. Faculty in a discipline can propose and develop new courses and programs. Once a new credit course is approved by the local Curriculum Committee, it is posted on the district website for a 20-working day comment period and then forwarded to the Board of Trustees for approval. Since the decentralization of the Los Angeles Community College District in 1998, the District Curriculum Committee does not have the ability to block new courses approved at the local colleges, but it does have the ability to recommend or not recommend approval of a new program.

As stated in the Los Angeles Mission College Educational Master Plan (EMP) (II.A-5), one of the college’s major goals is “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.” The Educational Master Plan and the program review process provide information and data on status, currency, future needs and plans of courses and programs.

The effectiveness of all academic units is evaluated on a three-year cycle. An online Program Review system was developed in 2008 . The new Program Review system lists objectives that support each goal and success indicators that measure the discipline/program’s effectiveness in achieving the objectives. The Program Review process also requires that disciplines and programs identify the specific college goals that they advance. This process involves careful review of all data to analyze the effectiveness of the discipline/program and the creation of a plan for improvement.

Update with data from Midterm and other reports:]

Add information about the TMC degrees.

SELF-EVALUATION [see new material below]

· THIS SECTION NEEDS A LOT OF WORK
CHALLENGES

In 2010 LAMC’s Dean of Research and Planning was promoted to a vice chancellor position at the District, first on an acting basis and then permanently in Spring 2012. During 2010-2012 LAMC’s Information Technology Manager took on the role of Dean of Research, Planning, and Technology in an interim capacity. The campus is in the process of hiring a full-time replacement which will greatly enhance our ability to make data driven decisions, to participate in initiatives such as Achieving the Dream, and to support institutional research needs.
Beginning in Fall 2009(date?) the campus curriculum review process was transferred to an electronic system (ECD). This transformation required training for Curriculum Committee members and other faculty in order to fully utilize the system. All existing course outlines of records required input into the electronic system with some loss of data (prerequisite validations, Student Learning Outcomes, etc.Need additional details?

Career and Technical Education Act (CTE) funds have been used very effectively at Los Angeles Mission College for professional development of faculty, to modernize instructional equipment, and to develop curriculum (examples: GIS course, Theatre, ). CTE provides funds for campus career/technical programs and have been used to initiate, improve, expand, and modernize programs (examples: CSI technology, Multimedia equipment). CTE programs are reviewed by college faculty and administrators every year through their unit plan program review process. In addition, CTE programs are evaluated yearly using the Core Indicators for improvement in achievement, retention, and placement of students in the funded programs. The CTE Committee meets monthly to review program plans and activities and has been essential in the planning, evaluation, and improvement of the vocational programs (II.A-37).

PLANNING AGENDA

xxx

II.A.2.g. If an institution uses departmental course and/or program examinations, it validates their effectiveness in measuring student learning and minimizes test biases.

DESCRIPTIVE SUMMARY

The Math department at LAMC is the only department that utilizes standard, department-wide final exams.The Math department has required that all Elementary Algebra (Math 115) students take a common final exam. The purpose is to assure that all students have a common set of exit skills to equip them with the necessary tools for success in the next class. It used to be the case that the exam is written by a department committee and administered to all Math 115 students at the same time on a preset Saturday as posted in the schedule of classes. More recently, only one faculty member does the write up, and then a few members provide feedback and suggest revisions when necessary. With the growth of the college, however, having all students take the final on the same day became increasingly difficult. Currently, the exam is administered by the instructor of record during the regularly scheduled final exam time and date. The exam consists of 30 multiple choice and six free response questions.

On the multiple choice part, there are a common set of problems that are part of the expected exit skills in Math 115 as well as being expected entry skills for Math 125. These problems are on every common final. The free response section has a set of six problems, of which the students are expected to do only four. These problems differ semester to semester, but mainly they consist of word problems and students are expected to show work and provide the steps that led to their answers to get the full credit. Instructors prep their students by providing them with the Math department website where a sample common final is posted, along with a set of 100 practice problems for the final.

Over the last year, a few pilot sections of Math 115 are administering the multiple choice section of the common final online using the software used as part of the class assignments. The final is given in class and proctored by the faculty. The department plans to continue giving the multiple choice section of the Math 115 common final using the online software.

The department collects and tabulates scores for the multiple choice questions and instructors grade the free response according to defined rubrics. These are then reported to the department and tabulated scores are returned to the instructor. The department reviews and analyzes data from the exam and this is used in planning curriculum and evaluating SLOs.

The Math Department evaluates the overall statistics following each departmental exam to assess student learning and success according to the course learning outcomes.

Introduction to Biology (Biology 3), a popular general education requirement, uses a departmental laboratory exam which focuses on hands-on lab skills and problem solving. The exam consists of 8 problem solving questions that address core topics and skills in the laboratory portion of the course. Students work together in groups of 3 or 4 to complete the exam which takes ~3 hours. Each question is worth a set number of points out of 100 total points for the exam, however each instructor currently scores each question in his/her own way. To address this potential for inconsistency, the department is developing a rubric to be used this semester when the exam is offered in late November. The current SLO for the course is also being reconsidered in light of recent changes to the exam and pending changes to its scoring. With a consistent method of scoring the exams, student learning outcomes pertaining to the exam will be assessed in a more reliable manner.

[Verify with Gary Prostak and/or Terri English:]

Developmental Communications Department also uses departmental exams for the midterm and final for Developmental Communications 36A and Developmental Communications 1, a prerequisite for English 21. Faculty members in the Developmental Communications discipline write, revise, and edit the exams every semester in a collaborative, consensual manner and evaluate the exams to assure that all course objectives are included for assessments. Computer Applications and Office Technologies, additionally, uses common exams for its keyboarding and Microsoft Office Survey courses and is working on assessment measures to validate the outcomes to verify that the intended outcomes are being accomplished. The Computer Science (CSIT) Department uses departmental section exams for all classes.

SELF-EVALUATION [Needs to be written] See previous self study.

Several disciplines are pursuing the use of departmental course and/or program examinations in the near future and are developing 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. All Math 115 sections (about16-18 sections) take the common final which has 4 different paper versions. A few sections of Math 125 will be piloting a similar common final at the end of this semester, fall 2012. The Math department believes that common finals are good to ensure that some standards are met and that the pacing and the flow of the content matches with the course outline.

PLANNING AGENDA

No recommendations at this time.

II.A.2.h. 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.

II.A.2.i. The institution awards degrees and certificates based on student achievement of a program’s stated learning outcomes. [Check to be sure this is in the current standards.]

DESCRIPTIVE SUMMARY

Los Angeles Mission College awards credit for courses based on student achievement of student learning outcomes as well as course objectives for each course. Each Course Outline of Record (COR), is carefully reviewed to ensure that the student learning outcomes listed are aligned with the course objectives and the description and reflect minimum competencies expected as a result of completing the course. The COR also identifies the unit credit awarded for lecture and laboratory courses based on the Carnegie Rule and Title 5 regulations [evidence] which are reviewed and verified by the curriculum technical review process and the Curriculum Committee. All courses must be submitted using the COR form through the Electronic Curriculum Database (ECD) system and follow the curriculum review process [evidence of process]. CORs are first reviewed by the Chair of the Department, then the Dean, and once submitted from the Dean are carefully reviewed by three individuals (SLO Coordinator, Articulation Officer, and Librarian) before the Curriculum Committee chair sends it to the Technical Review team for review. Once these approvals are completed, the course is placed on the Curriculum Committee agenda and must be approved by a majority vote. At any point in the process prior to course approval, the COR may be returned to the originator for further work, as needed. The Curriculum Committee takes final responsibility for careful review of each COR, the identified learning outcomes, course objectives and unit credit. The Curriculum Committee submits a list of proposed actions to the Academic Senate for final approval at the campus level. In addition, when a new course is proposed, the district’s Dean of Educational Support Services reviews these proposals and displays them for 20 days for review by all District campuses before sending them to the Board of Trustees for final approval.

[When? Since 20xx, …]In the last few years LAMC has instituted training opportunities for curriculum, SLO and assessment development for individual faculty, departments, and disciplines. The process is a rigorous and interactive training provided by the Curriculum Chair in collaboration with the SLO Coordinator and the Curriculum Dean. All training sessions include… [check with Said for information here]

During the curriculum review process, all course outlines of record are reviewed to ensure they have student learning outcomes that are aligned with the course objectives and the course description and reflect minimum competencies that students should have as a result of taking the course. Curriculum Committee members take final responsibility for careful review of learning outcomes and course objectives, recommending that outlines be returned for further work as needed.

All course SLOs are mapped to the Program and Institutional Learning outcomes so that once students have completed a set of classes for a degree, faculty and administrators know that they have also met the program and institutional learning outcomes. [PAT - should it be mentioned that the PLOs are in the current 12-13 catalog for every program and do we need to specify tht SLOs are mapped to ILOs on every COR? ]

SELF EVALUATION

The SLOs are stated in the course syllabi. Ongoing faculty evaluation ensures that teaching, pedagogy, use of technology, assessment methods and final grading criteria reflect these goals.

In the evaluation of full and part time faculty, the AFT mandated evaluation form requests information on whether or not the instructor teaches according to the outline of record. Participation in assessment of Student Learning Outcomes cycle is an important part of faculty evaluations. In the basic and comprehensive evaluation summary form for all full-time and part-time faculty, under the Professional Responsibilities section, there is a item that states: “For all faculty participates in the Student Learning Outcome Assessment cycle (for classroom faculty, includes approved SLOs on class syllabi). Ongoing assessment of student learning outcomes assures that outcomes are appropriately taught and that students meet these outcomes.

The current status of completed student learning outcomes and assessments of these is summarized in the chart below:[YL8]

PLANNING AGENDA

Put Pat’s summary here: July 1, what work remains on what timetable

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 catalogue. 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.

II.A.3.a. 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.

II.A.3.b. 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.

MADELLINE, SAID, NADIA, JAN, NEED TO WORK ON THIS SECTION

DESCRIPTIVE SUMMARY

The college Mission Statement is currently awaiting Board approval. The catalog contains the college mission and goals, incorporating statements on Vision, Values, Theme, College Goals, Educational Philosophy, and Institutional Learning Outcomes. The catalog identifies seven Institutional Learning Outcomes[evidence]:

Written and Oral Communication
Information Competency
Problem Solving
Quantitative Reasoning
Aesthetic Responsiveness
Ethics and Values
Global Awareness

The institutional learning outcomes incorporate the context provided by the Mission Statement and Educational Philosophy: “We recognize the necessity to adapt to the changing educational needs of the Los Angeles Community Colleges communities and to the growing diversity among students.” Furthermore, “The Los Angeles Mission College mission, vision and philosophy are embodied in the Institutional Learning Student Learning Outcomes.”

[Where is this?] The catalog also contains a detailed summary of the “Functions of the Community College,” covering eight areas: Transfer; Career Technical Education; General Education; Transitional Education; Counseling and Guidance; Continuing Education; Community Education; Joint Programs. The Educational Master Plan and Strategic Enrollment Management Plan both incorporate the regular review of our Mission Statement, the changing academic, professional and personal goals of our student body, and the academic support and governance structures that allow a comprehensive approach creating programs and services that serve an identified and researched core audience as described in the Mission Statement: l) Encourage students to become critical thinkers and lifelong learners; 2) Ensuring that students successfully transfer to four-year institutions, find meaningful employment, improve basic skills, and enrich their lives through continuing community education; 3) Providing services and programs that improve the life of its immediate community.”

General Education options are based on Title 5 requirements in the California Education Code and correspond to general education patterns of the University of California, California State University and other four-year colleges and universities throughout California and the nation. The College catalog details all general education patterns under “Graduation Requirements,” with annual review by the Articulation Officer. Following these guidelines, students earning an associate degree will meet general education requirements by completing a specified set of courses in five areas:

Area A: Natural Sciences

Area B: Social and Behavioral Sciences

Area C: Humanities

Area D: Language and Rationality

Area E: Health and Physical Education

Each of the five areas listed above offer a variety of course offerings for students to choose from to meet the area requirement [evidence – Plan A/B form]. Each course that is approved to meet general education requirements has been reviewed and approved by the Curriculum Committee to ensure that the student will be able to demonstrate knowledge and skill level appropriate to college-level rigor with student learning outcomes identified and mapped to institutional learning outcomes in each COR.

Clear information on course options are included in the catalog, and a campus commitment to additional counseling resources both in person and online [?] ensures that students have the opportunity to regularly review their progress in completing general education courses specific to their academic goals.

The appropriateness of new and updated courses in the general education curriculum is evaluated by the Curriculum Committee, whose membership is composed of faculty representatives from various departments, staff and a non-voting administrator. The curriculum process ensures that course objectives are clear and that content is at college level. The cyclic review and submission of the IGETC and CSU GE Breadth advising forms offers a regular opportunity to review the pattern of general education at LAMC.

In addition to completing general education requirements, students must demonstrate competence in mathematics and reading and written expression to earn a degree. Prior to Fall 2009, competency requirements were as follows:

Effective Fall 2009 competency requirements for graduation with an Associate Degree changed [evidence BR] as follows:

·
· Critical reading and analytical written expression were met by completion of freshman English (English 101).

[Below FROM OLD SELF_STUDY]

A variety of teaching methods and co-curricular experiences help assure that students attending Los Angeles Mission College attain the necessary skills to become critical thinkers and life-long learners. Traditional classes offer lecture, laboratory, discussion, collaborative learning, project-based learning, and field trips [do we still offer field trips?]. Online classes offer learning 24/7 at a student’s own pace. Lab classes and workshops provide hands-on learning experiences. Internships and cooperative work experience education provide on-the-job experience. Self-paced noncredit instruction reinforces basic skills. Reading, writing and math tutoring and information competency workshops supplement and reinforce classroom learning. Extracurricular activities enrich student experience and support general education goals; for example, 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. Intercollegiate sports facilitate personal and academic achievement, character development, physical development, leadership, teamwork and sportsmanship. Also, student clubs and organizations provide a variety of cultural, community and vocational opportunities for students. They foster diversity, organizational and problem solving skills, intellectual and aesthetic stimulation, communication, teamwork and citizenship.

These varied experiences reinforce the general education curriculum and course objectives, 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 illustrate ways students make practical use of classroom learning.

SELF EVALUATION

The Strategic Enrollment Management Committee has submitted to College Council a draft of a Strategic Enrollment Management Plan that is the joint collaboration between Student Services, Academic Affairs, Administrative Services and Faculty. The core mission of the proposed plan is stated in the Executive Summary guiding the committee in its work: “The mission of Enrollment Management at Los Angeles Mission College is to use evidence-based strategies to attract and retain a population of students who meet and/or will benefit from the college’s overall and programmatic goals for quality, quantity, and diversity in higher education.” The Educational Planning committee has been working on clarifying the relationship of the Strategic Enrollment Management Committee to the Academic Senate and College Council so that the structure of authority reflects the widest level of constituent participation and acceptance.

[Nadia will clarify]: In the current economic crisis, new course planning considers that all new courses must serve multiple functions, and standalone courses that do not meet general education requirements are limited and currently under campus review. [Expand]

[Nadia and Madelline will work on this section:] The Curriculum Committee has strengthened its review of new courses, current courses and new programs to include focus on the transferability and appropriateness of these to the campus mission. Strategic Enrollment Management Plan and Educational Master Plan goals ensure that all required general education courses can be available to students and support transfer numbers.

PLANNING AGENDA

Consider putting a PA related to enrollment management, Curriculum backlog, assessment of ILOs, Strategic Enrollment Management Plan.

II.A.3.c. 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.

DESCRIPTIVE SUMMARY

Los Angeles Mission College is committed to academic practices that support students’ development of ethical awareness, interpersonal skills, a respect for diversity, civic responsibility, and an appreciation for the aesthetic and historical sensitivity of the diverse community of the college. Evidence for this includes:

1. Ethical awareness is supported by the use of the course syllabus that offers guidelines and standards for plagiarism, cheating and the standard code for student behavior. District rules are included in the standard course syllabus, which support an ethical awareness for students. Courses in the social sciences, such as world history and Psychology, include the study of individual and community ethics, and examine behavior and trends that affect students and the global community. The college catalogue provides students with information on what is acceptable and what is not acceptable on a college campus. The Associated Student Government provides “Standards of Student Conduct,” on their homepage at the college website. In 2007, a code of ethics was developed by the Academic Senate to state that instructors “have a responsibility to conduct themselves in a manner that will maintain civility, strengthen the public’s trust and confidence in the integrity of the institution, and take no actions incompatible with their obligations to the College.” (See Documentation Code of Conduct Statement, December 2007)

2. Interpersonal skills, such as active listening are learned in the classroom and with students’ engagement in the college community. Los Angeles Mission College offers personal development classes that focus on interpersonal skills that move beyond just getting along with classmates for one semester. Personal development classes cover topics such as student success and career planning. In addition, students learn interpersonal skills by participating in in-class group-work and assignments that allow students to create new knowledge. Psychology 3, Personality and Social Development, provides the student with a basic conceptual and experimental understanding of the application of modern techniques of behavioral control and modification as they relate to the student's personal and social adjustment. Students who engage with the college community, such as student government (Associated Student Organization) or committee work learn valuable interpersonal skills, such as the appropriate tone of voice, delegation, and leadership that provide a foundation from which students can enrich their lives and ensure academic success. The STEM program at Los Angeles Mission College welcomed twenty-three students from the Academy of Scientific Exploration at Caesar Chavez High School to participate in a four-day workshop from July 30 to August 1, 2012 that offered four separate lab experiments in physics, microbiology, and anatomy, as well as two sessions of scientific writing. Students who participated visited various offices on the college campus, which reaffirms the importance of interpersonal skill building techniques offered by the college.

3. Students learn to respect diversity from the examples set by professors and administrators at Los Angeles Mission College. The act of diversity is represented by various means on the college campus to include ethnic, religious, gender, and the difference of opinion. Students’ benefit from diversity and without mechanisms in place to challenge homogeneity and support diversity, intellectual stagnation will occur. Los Angeles Mission College promotes diversity through a variety of means in the classroom and with special campus events. The college supports a free-speech area, in accordance with Education code Section 25425.5 and Board Rule 91103, and has designated the grassed area in the center of the campus (campus quad area) as the Free Speech Area. Professors are encouraged to offer both sides of an argument, as stipulated by the state approved course outline, and encourage students to explore the diverse world community. Courses such as art, anthropology, political science, language and linguistics, humanities, child development, music appreciation, and history provide students with the necessary tools to participate in the American and global narrative. The LAMC Foundation has hosted cultural events, such as Spring Fest 2012, that highlight the diversity of the college campus and offers students, staff, and administrators a chance to learn about the important features of distinct communities.

4. Civic responsibility is defined as the "responsibility of a citizen" (Dictionary.com), and consists of actions and attitudes associated with democratic governance and social participation. Students learn civic responsibility by participating as an important member of the college community. Students are encouraged to participate in areas, such as the Academic Senate and other college committees that are a valuable resource for the college. Los Angeles Mission College offers courses in Civics for students to learn the inner-workings of the American government and how to become community advocates for various causes, such as political, economic, civil, environmental or quality of life issues. Political Science 41, Principals of Student Leadership, provides general training in parliamentary procedures, group dynamics, democratic procedures, and the mechanics of group process. Political Science 41 meets the need of potential student government and organization officers. Instructors serve as advisors and encourage students to actively participate in their community and to support local student clubs, such as the National Society of Collegiate Scholars and the Lesbian Gay Bisexual Transgendered Straight Club.

5. Los Angeles Mission College supports the obligation to provide a holistic educational plan that includes aesthetic and historical sensitivity. A holistic educational plan provides students with a diverse education that moves beyond the sociological examination of the social construction of race and problems associated with race, to include the study of arts, literature, culture, and communities in world history. The aesthetic approach to college education is a critical reflection of art, culture, language, philosophy, and the identity of individuals, nations, and geographical regions. Courses offered to students that provide tools for students to learn about aesthetic and historical sensitivity include the African American in history, (Afro Am 4), Art history, (Art 109), which focuses on people and communities in Africa, the Atlantic world, and ancient America, and ancient World history, (History 86) which covers the diverse communities in the global arena. Courses in Modern Dance (PE 462), desires students to obtain a greater understanding of the fundamental elements of dance: space, time, and energy, English Literature 205, stresses the importance of literature as the "looking glass" into past and present states of the human condition, Philosophy 3 offers students a comparative survey of world religions, Anthropology 121 allows students to engage with non world religions, such as magic and witchcraft, and Cinema 03 provides students an opportunity to discuss theories of realism, formalism, and the influence of music on film and the audience.

Two of the campus Institutional Learning Outcomes, “Ethics and Values” and “Global Awareness,” focus on what it means to be an ethical human being and effective citizen and doing so within a civic, historical and political, and social context that is local and global in scope. The Curriculum Committee has fostered a greater awareness of Institutional Learning Outcomes and is currently ensuring that when any course outlines indicates that it meets ILOs, and that the course objectives and content contain specific content and activities that are aligned with the SLOs.

Annual review of CSU General Education Breadth Requirements ensures that Title 5 provisions for including ethnic studies and diversity studies are included in curriculum so that Area E (Lifelong Understanding and Self-Development) requirements may be met.

Numerous disciplines such as Political Science and Social Sciences include service learning, volunteer and other civic opportunities that are discipline and instructor specific. [Provide some examples here; for ex, food service management, political science, Chicano Studies barrio work, etc.] We do not have a campus wide service learning or civic involvement program that provides all disciplines opportunities for meaningful and relevant service learning opportunities.

SELF EVALUATION [Nadia will work with Said. ASO, Robert Crossley and Joe Ramierz on this section]

NOTE: Campus is lacking a concentrated effort and core philosophy that would impact the campus broadly……Need to institutionalize service learning. Need to train ASO in leadership regarding civic responsibility. Need to provide campus life options that focus on these goals……Need to devote resources to recognize national monthly celebrations of topics such as Black History Month, Women’s History Month, etc…….

NOTE: Course outlines for courses in disciplines such as Political Science, Social Science and ….. include learning outcomes and course objectives that provide students with opportunities to do critical thinking and analysis of their own experiences within the context of other experiences……Currently the Curriculum Committee, Chair and Dean are reviewing criteria for establishing claims to courses meeting institutional learning outcomes by reviewing objectives carefully and ensuring that these align with the ILO. In addition, we are researching the broad definition that our transfer universities use to claim that courses meet “diversity” requirements so that “diversity” on our campus is defined more broadly and conducive to critical thinking and participation….[Look at.ILO Global awareness and which courses support]

PLANNING AGENDA

II.A.4. All degree programs include focused study in at least one area of inquiry or in an established interdisciplinary core.

DESCRIPTIVE SUMMARY

The State Chancellor’s Office recognizes 50 instructional programs offered at Los Angeles Mission College that lead to an associate degree. . ( http://curriculum.cccco.edu. These include three Transfer Model Curriculum (TMC) degrees to date. 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. Plan A requires 18 units in a designated major, and Plan B requires 36 units in a designated major. Since Los Angeles Mission College is part of a multi-campus 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 (http://www.laccd.edu/board_rules/documents/Ch.VI-ArticleII.pdf) which details graduation requirements.

In the catalog, many disciplines lay out a recommended sequence of courses for the major coursework, clearly delineating and describing a sequence progressing from broad introductory to more focused courses. Often the first course listed is a beginning or introductory 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. The college catalog is maintained online and updated to reflect curriculum changes as needed . In addition, many disciplines have published brochures containing course-of-study information for specific interests (evidence).

SELF-EVALUATION

Review of degrees and certificates is ongoing and many degrees and certificates have been revised to ensure reflect a focused area of inquiry or an established interdisciplinary core (http://www.lamission.edu/curriculum/default.aspx). The goal of this process is to prepare the student for career development while also closely aligning with four-year university interdisciplinary approaches to provide a more broad opportunity for transfer and major preparation in support of student success (for ex, Administration of Justice, Health Science). The college phased out the Interdisciplinary Studies and Liberal Arts degrees because they lacked well defined and focused areas of inquiry. In Fall 2008, these degrees were replaced with the General Studies and Liberal Arts degrees, each to include areas of emphasis to better prepare the student for a given area of study. Each area of emphasis was determined based on necessary guidance for career and/or transfer preparation. (Said and Madelline confirm dates and expand). The Curriculum Committee and Academic Deans monitor revision and creation of degrees and certificates to ensure current, relevant programs which will meet the needs of transfer-bound and Career Technical Education students. In the last three years XXXX degrees have been revised, and the campus has adopted three degrees for transfer (SB 1440).[evidence] [VERIFY # degrees].

PLANNING AGENDA

No recommendations at this time.

Review of degrees and certificates will continue through the Curriculum Committee.

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 or external licensure and certification.

DESCRIPTIVE SUMMARY

Los Angeles Mission College offers 56 programs that lead to vocational certificates. (II.A-45) LAMC Career and Technical programs use several strategies for determining competencies required for employment. As mandated (by who?), all CTE disciplines have advisory group meetings on an annual basis; they also meet regularly to share industry needs and issues (evidence, consider developing a CTE website with minutes, etc.). All Career Technical disciplines also typically meet at least once a year with their district discipline committees. In addition, career fairs bring together community programs, agencies, professional organizations and employment opportunities to share information and industry needs with Los Angeles Mission College students (evidence). Instructors pursue professional development opportunities in their fields to determine current trends, professional requirements, industry standards, updates in legislation, and employment statistics and opportunities (Evidence).

Career Technical programs such as child development are involved in local and state organizations to align course offerings, certificate requirements and degree programs with state legislation (SB 1440) and to further develop articulation agreements with four-year institutions (II.A-46). Food Service Management Culinary faculty are involved with industry organizations to track changes in business practices as well as competencies required for employment. Food Service Management (culinary arts) offers courses based on national certification competencies required for professional certification of chefs and culinary educators. (II.A-47) Add a sentence on the ServSafe certification for FSM students. The Paralegal Studies Program developed online law classes between 1997 and 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 requirement of 21 semester units. – if we leave this in we may need to explain why ours is 36 units – CJB]Need to address professional competencies otherwise should not be here.

Although Career Technical programs do not have a formal method of tracking students once they have left Los Angeles 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 in leadership positions within the programs. In this way, past and present students are connected and employment opportunities enhanced. Child development students are encouraged to pursue California child development permits which are issued, monitored and tracked through the California Department of Education.

In 2011-2012 a pilot group of fourteen colleges in collaboration with the Research and Planning Group for California Community Colleges and the state chancellor’s office piloted a statewide CTE Employment Outcomes Survey in an effort to gather employment data on students who completed a degree/certificate or left the college. Employment is one of the performance indicators for Perkins funding. In 2012-2013 Los Angeles Mission College will be one of the 45 colleges participating in the survey. The survey will gather information on employment outcomes for students participating in CTE programs, including whether students became employed within their field of study, if their community college coursework positively affected their earning potential and how CTE programs can be improved. (Note add last year’s CA overall report)

In 2011 the Administration of Justice department offered Mock Interview workshops conducted by industry professionals to help prepare students for job interviews. The following year the department developed a guest speaker series to introduce students to various occupations in the field. For the past three years the multimedia program has offered hands-on workshops by industry professionals to introduce new technologies in the field of video, web design, production, and animation as well as tours and work-based projects at studios and production sites (evidence).

Should this section address the professional competencies of all CTE programs. Consider adding the table of CTE programs of study at (lamission.edu/ctetransitions?

SELF-EVALUATION

All Career Technical programs complete an annual unit assessment which includes a review and update of their program goals to ensure course effectiveness for students and currency of their programs (evidence). Program improvement strategies are developed as a result of these assessments. This process has been responsible for several enhancements in many programs; for instance, the child development department developed a Resource Center which provides peer mentoring, student lead workshops, a lending library and laptops to assist students in their research projects. The department also expanded their bilingual course offerings 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. Computer Science added Java, Visual Basic, A+ Certification, WEB development, and Introduction to Networking courses as a result of their unit assessment with the support of their advisory group. In addition, as a result of their advisory committee recommendations, student demand, the SLO assessment process and program review, the Computer Applications and Office Technologies (CAOT) discipline developed high demand courses in QuickBooks, E-Commerce, Social Media in Business, School-to-Work Portfolio, Introduction to Medical Billing and Coding, Medical Office Procedures, and Medical Transcription. The latter courses will form the foundation for a certificate in Administrative Medical Office Assistant. To augment its program and increase the relevance of its offerings, the Business Discipline has added courses in Green Marketing, Global Business, and Sustainable Business Practices with the goal of developing a certificate in this area. The Paralegal program has also developed several new classes to enhance its Paralegal Certificate Program with special concentrations on Environmental Law, Special Needs Law and Health Law. [David Jordan please complete this information.]

PLANNING AGENDA

No recommendations at this time.

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 outcomes consistent with those in the institution’s officially approved course outline.

Tashini Walker, Madelline, Said please review this section:

Catalog, website, student handbook, content of each course, syllabus (see description in last self study)

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 courses, degrees, programs, and transfer requirements are described in the college catalog (II.A-48), , on the college website (www.lamission.edu.), and in program brochures developed by individual departments (evidence). . Twelve vocational education disciplines have brochures (verify # and evidence). The college courses and transfer requirements are also briefly described in the schedule of classes (II.A-49). Transfer policies and procedures are further clarified by Counselors inthe Transfer Center, the Counseling Department, Disabled Students Programs and Services (DSPS), Extended Opportunity Program & Services (EOP&S), and various specially funded programs (SFPs e.g.: TRIO, STEM, etc.).

The purpose (PLOs??) of each type of degree or certificate is described in the college catalog. [what does this mean?] The program descriptions in the catalog outline 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, corequisites and advisories are specified in the catalog. The catalog is updated, published and posted online annually and disseminated for the fall semester. The class schedule is produced for each term (fall, spring, intersession and summer sessions)and is available on campus, mailed to the general community and posted on the college website. As of spring 2006, students can easily monitor enrollments in availability of classes by visiting the Schedule of Classes Online (SOCO) on the college website. (II.A-50)

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.

Until budgetary constraints forced its discontinuation in 20??, a student handbook (II.A-51) was published and widely distributed annually which included 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 were also included. [confirm publication dates with Marylou or Joe]

SELF-EVALUATION

Los Angeles Mission College continues to provide its students with a revised and up-to-date college catalog which is printed and posted online annually.. 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 the LAMC website. [is this true?] Overseeing the information in the college catalog has been the responsibility of the deans of Academic Affairs with the assistance of department chairs, and in collaboration with program directors and all managers and administrators.

The class schedule is published prior to each semester to provide students with the information needed to register for classes. The college prints the schedules and distributes them on campus and posts it on the school website, and in 2007 added SOCO, the searchable online schedule, which improved the accuracy and timeliness of course information.

In 2007, the IT department created a Faculty Portal, which allows faculty to upload and post syllabi on individual faculty webpages. The 2012 Student Survey shows that over 90% of students agree or strongly agree that "syllabi that describe the course expectations and grading procedures are distributed," and similar numbers agree that the syllabi contain SLOs and are followed by their instructors. [cite student survey online]

In fall of 2012, LAMC hired a new Transfer/Career Center Coordinator, filling a position that was vacant from 2011 to 2012. Through the Counseling Office, transfer functions, activities and events continued to be offered throughout this time.

[Do we need to address the fact that the catalog was not completed this academic year until October?]

PLANNING AGENDA

Ask new Transfer Center Director about plans. Ask Nadia or Irma Montoya about the system being created to ensure accuracy & etc for the catalog

No recommendations at this time.

II.A.6.a. 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.

Madelline, please update this section from the 2007 self study:

DESCRIPTIVE SUMMARY

Los Angeles Mission College’s policies about accepting courses from other institutions are stated clearly in the college catalog [evidence]. Transcripts of course work completed at other institutions are evaluated to meet course requisites, general education requirements or to grant academic credit for courses equivalent in content to LAMC 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 and available on the ASSIST website at www.ASSIST.org. Students may follow the Intersegmental General Education Transfer Curriculum (IGETC) to meet all the lower division general education requirements at either the University of California (UC) or the California State University (CSU) systems. Students may also follow the CSU General Education Breadth Requirements (CSU GE) to ensure that all lower division general education requirements have been met for the CSU system. The IGETC and CSU GE course requirements are included in the college catalog and the schedule of classes.

In addition, LAMC has Transfer Admission Guarantee (TAG) agreements with the following colleges/universities: (II.A.-52)

• UC Davis (beginning Fall 2008)

• UCLA (TAP Honors Program)

• UCSB (where identified by major via ASSIST)

• UCSC (GATE – Guaranteed Admission for Transfer Entry)

• UCI (PAIF – Preliminary Admissions In-The-Field)

[update above list with Tashini Walker/Diana Bonilla]

The college’s articulation officer, working closely with discipline faculty, initiates articulation proposals with four-year colleges/universities, monitors and mediates agreements with articulating institutions, and disseminates information on current articulation agreements, as well as updates and revisions, to departments, discipline faculty and counselors. District transfer policies are published in the college catalog. Articulation information and processes can be found on the college’s website under Faculty Curriculum/Articulation as well as Student Counseling Articulation. [

In 20xx a student services subcommittee was formed to establish a Discipline Advisors Program. This committee was a collaboration between Student Services and Academic Affairs to further assist students with information about career or transfer, specific to the major or discipline. The program was developed for faculty to better understand the role of the counselor and partner with the department to ensure that students are receiving accurate information from relevant sources. A handbook was created detailing the objectives, practices and policies of the program and was used to conduct a training in Spring 20xx for a small pilot group of faculty. [evidence: handbook, training agenda]

SELF-EVALUATION

Prior to fall semester 2006, Los Angeles Mission College did not have a full-time transfer counselor or articulation officer. In the past LAMC has been able to provide only 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 was employed to provide more hours of service to LAMC students. The Counseling Department and EOP&S have been able to provide additional support in the transfer process.[needs to be reviewed and updated by Diana Bonilla.]

The establishment of the Discipline Advisors program created guidelines for faculty advising.A small group of faculty participated in a pilot training session as a focus group to give feedback and discuss the objectives of the program. Discussion determined that tracking and data collection would be challenging for some departments that advise students daily (i.e. Child Development). It was also determined that further training was not necessary and that the program would become practice, where counselors would continue to collaborate with faculty and provide access to the handbook as needed.

The Articulation Office also has been understaffed. A full-time counselor has been handling the responsibilities of articulation for the college at 0.5 time.

PLANNING AGENDA

No recommendations at this time.

Nadia’s notes: DESCRIPTIVE SUMMARY [Madelline will work on this section]

Catalog Work (original catalogue committee) – corrections/compliance/accountability/review of all outlines to match information in catalogue
Catalogue work planning for Title V, Accreditation requirements, District requirements, Educational Master Plan (new enhanced catalogue committee being formed)
Schedule work (accuracy of credit/transfer/prerequisite and other data)
Curriculum Work
Commitment to Counseling Support/changes in counseling/
Classroom practice

Posting syllabi
Chair requirements
Adjunct orientations by chairs
Participation in assessment
Departmental meetings
Challenge Process
Other Processes clarified

SELF EVALUATION

There are still student complaints that misinformation was given by counselors regarding transferability.
Significant work still needs to be done and the Catalogue Dean has put together a plan that incorporates recommendations from the Educational Master Plan, the Strategic Enrollment Management Plan, new or revised District Policies, and Accreditation recommendations. (EVIDENCE – Nadia’s chart) These include:

·
·
· EMP: promote SB1440 new transfer degrees in the catalogue so that options and transferability are clear
· LOCAL: include and enhance information regarding non-credit programming (non-credit ESL, GED)
· DISTRICT: Include information on all programs regarding sequencing and frequency of course offerings explicity stated (currently sequencing is only a component of CTE programs)
· DISTRICT: include length of time for completion (currently this information is only included for CTE programs)
· ACCRED: Increase clarity of all certificates and programs
·
·

FROM PAT/SLO/PLO: Course level outcomes are included in all course syllabi, Course Outlines of Record, and are posted on the online SLO program. Program SLOs will be part of the 2012-2013 catalog. Department chairs and deans review the course syllabi submitted each semester rand posted on the Schedule of Classes Online (SOCO). All students receive a copy of the syllabus either by hard copy or online. Department chairs review the course syllabi and review the course syllabi. This is also covered during evaluation.

PLANNING AGENDA

xxx

II.A.6.b. 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.

DESCRIPTIVE SUMMARY

when a program is eliminated or significantly changed, LAMC makes every effortto place students in comparable courses or programs and assist students in revising their educational goals as necessary. LAMC developed and approved the Program Viability Review Process to assure that the academic needs of students are met. One of four outcomes of the Viability Review may be program discontinuance (termination) of an existing program, discipline, or department. In determining the outcome, the review committee produces a Viability Report which must include: 1) a summary of the process used by the committee formed to perform the Viability Review, 2) a review of all data consulted, and 3) a detailed assessment of the recommendations’ impact on the College’s overall educational program and budget, as well as its impact on all students, faculty, and staff involved.

Pursuant to Board Rule 6803.10, Ed Code Section 78016, and Title 5 Sections 51022 and 55130, the Viability Review is required prior to program discontinuance and must mainly consider the impact on students and student success if the program is discontinued. There are two programs that need to be reviewed for program discontinuance: Engineering and PACE Program. Engineering began to phase out in 2007 and PACE Program significantly limited its course offerings in Fall 2012. Although no formal Viability Review has been performed to date, both Engineering and PACE are considered “suspended” due to financial constraints.

When Viability Review of the two programs are complete, the recommendations will be forwarded to the Academic Senate for approval, as well as, the Educational Planning Committee and Office of Academic Affairs for review. The Senate’s decision will then be taken to the College President in consultation with the Academic Senate President and the AFT Chapter President. [Article 17, §A.2 AFT Faculty Guild Collective Bargaining Agreement] The final step will be for the College President and the Academic Senate to make the recommendation for program discontinuance to the Board of Trustees for approval. [Board Rule 6803.10]

SELF EVALUATION

Students are provided information regarding program or course changes through the college catalog, counseling sessions, faculty advisement and academic discipline information on the college website. Counselors formally advise students on alternate coursework and the petition process in order to complete their educational goal and is usually met with mutual cooperation among all parties. LAMC makes every effort to maintain programs without disruption and works with each student to enable him or her to complete programs that are in effect when the student was first enrolled. This includes a review of the program and modifications to the student educational plan when necessary. In addition, the Curriculum Committee keeps the campus abreast of any course or program changes through its website and reporting at Senate and various campus committee meetings (i.e. EPC, ??). These changes are then shared with students via counseling sessions, facuty announcements and revisions in the college catalog.

Although listed as current in the 2010-12 Catalog, the Engineering discipline has been inactive since 2007 with . only two courses being generally offered, without a clear pathway for the major. The discipline had one full-time faculty who retired in 2007, and since his retirement, no faculty was hired to lead the program. A Viability Review of the discipline was discussed but no formal study has been performed. Today, there is no Engineering or Pre-Engineering major at LAMC.

The PACE program is an accelerated interdisciplinary program designed for working adults. In June 2012, the Vice President of Academic Affairs recommended the suspension of PACE as a cost saving measure and the President accepted the proposal. The Program Director and staff have been working with PACE students to find ways to place them in similar programs or courses. To accommodate the immediate needs of PACE students, three courses were offered in Fall 2012 but there are no additional courses scheduled for Spring 2013. A Viability Review of the program is an on-going discussion, but no timeline has been set.

Since 2009 [verify date], the Educational Planning Committee (EPC) has placed on the meeting agenda the procedure to clarify the Viability Review Process. EPC put together an ad hoc task force consisting of an administrator and several faculty members to discuss the procedure of initiating a viability study. Progress of the ad hoc task force has been hindered since the departure of the Academic Affairs Vice President and the Academic Affairs Curriculum Dean. The discussion is in progress at this time with the ad hoc task force presenting their progress at EPC (October minutes). EPC will continue to discuss the procedures and consider adding to the current Viability Review Process .

PLANNING AGENDA

Finalize procedure for initiating Program Viability Review.

II.A.6.c. 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.

SAID/NADIA/MADELLINE/IRMA MONTOYA [Nadia will review and revise as needed.]

Pasted from 2007 self study

Los Angeles Mission College strives to present an accurate and consistent representation to its personnel, prospective and current students, and the public through numerous publications, written and electronic. Its programs, policies, and services are presented in the college catalog, class schedules, handbooks for faculty, staff and students, various procedural manuals, flyers, brochures, information bulletins and the college website.

Dissemination and currency of information is a continual concern to Los Angeles Mission College. Information regarding courses and programs, registration, academic honesty, policies and procedures is presented in the college catalog and is updated annually. This information is also available on the college’s website, which is maintained by the Information Technology (IT) manager. It is the responsibility of faculty and staff to provide the IT manager with updated information so that changes can be made on the website. Some disciplines, e.g. Law, however, have assigned or designated a staff member from their department to keep their Web link current[is it current?] . A new class schedule is issued each semester, intersession, and summer session. The schedule of classes provides a thorough table of contents which assists students in understanding course offerings, including short-term classes, online classes, and other nontraditional programs. 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 final approval prior to publication .

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.

SELF EVALUATION

In the last accreditation cycle, significant progress was made to improve catalogue and schedule accuracy. A Curriculum Dean was hired in 2009 to work with the Curriculum Chair, the Articulation Officer and the Academic Scheduling Specialist to review catalogue accuracy by aligning all prerequisites, descriptions, and other information to current course outlines of record. The Curriculum Dean regularly communicates the status of courses and programs to all departments.

In 2009-2010, the Curriculum Dean streamlined and centralized the production of the schedule of classes and catalogue by producing annotated versions of both documents. (see sample attached) [f9] The annotated schedule clarifies options for course delivery methods and course duration (accelerated or short term classes). Each publication of the schedule of classes is verified by the area deans and the Curriculum Dean. The annotated catalogue documents the status of curriculum, including date of last approval, program issues, and other curriculum work to be accomplished in the upcoming year. Any changes are sent for review to the Vice President of Academic Affairs, the Senate President and all department chairs. The scheduler maintains all documented changes in the annotated catalogue which are reflected in the schedule of classes for the upcoming academic year; each publication is based upon these approved changes. These new procedures were put in place ensure greater accuracy that only formally approved curriculum changes were included in the annual production of the catalogue and schedule of classes. Additionally, information regarding non-credit programs, student services and academic support was greatly enhanced. The Schedule Dean instituted a production style method wherein all those responsible for information are listed on a production schedule, and all are sent text for editing the next [f10] schedule. . A catalog committee was formed to review the document and ensure that additions, deletions and changes are accurately reflected. [Said – catalog committee info?]

While LAMC attempts to ensure 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 occasionally is the case that a change is posted in some publications and notposted in others. Consequently, there is sometimes a disparity in the information provided by different sources.

PLANNING AGENDA

None needed at this time.

Notes/outline for descriptive summary and self-evaluation

Catalog Work (original catalogue committee): Check who was on it. corrections/compliance/accountability/review of all outlines to match information in catalogue
Catalogue work planning for Title 5, Accreditation requirements, District requirements, Educational Master Plan (new enhanced catalogue committee being formed)
Schedule work (accuracy of credit/transfer/prerequisite and other data)
Curriculum Work
Commitment to Counseling Support/changes in counseling/
Faculty Advising Initiative
Classroom practice

Posting syllabi
Chair requirements
Adjunct orientations by chairs
Participation in assessment
Departmental meetings
Challenge Process
Other Processes clarified

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 world views. These policies make clear the institution’s commitment to the free pursuit and dissemination of knowledge.

II.A.7.a. Faculty distinguishes between personal conviction and professionally accepted views in a discipline. They present data and information fairly and objectively.

II.A.7.b. The institution establishes and publishes clear expectations concerning student academic honesty and consequences for dishonesty.

DESCRIPTIVE SUMMARY

The Los Angeles Community College District Board of Trustees established expectations of student conduct, and consequences for failure to comply, in Board Rules 9803-9806. These policies are made public via the district website, (http://www.laccd.edu/board_rules/documents/Ch.IX-ArticleVIII.pdf) and are published in the Los Angeles Mission College catalog and schedule of classes. (2012-2013 College Catalog, p 58; Spring 2012 Class Schedule, p 53) Both catalog and schedule contain Standards of Student Conduct and Disciplinary Action as defined by the Board Rules, which include expectations of academic honesty and detail the consequences for dishonesty. See specifically the reference to Board Rule 9803.12, which discusses dishonesty “such as cheating, or knowingly furnishing false information to the colleges,” and clearly states the possible sanctions for violations. Many instructors also include statements regarding expectations of student honesty in their course syllabi [evidence: Life sciences and Social Science Depts' statements on syllabi]

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” (2011-14 Contract p3). Additionally, the College Academic Senate adopted the Faculty Ethics Statement in 1998 (http://lamission.edu/senate/ethics.aspx) which contains principles of academic freedom and responsibility regarding such issues as copyright laws, conflict of interest in publishing for profit, and respect for student rights. 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.

SELF-EVALUATION

The Board of Trustees policy on academic freedom is specific and readily available to the public in print and on the district website. Student brochures on Student Standards and Due Process Rights and Guidelines for Student Complaints and Grievances [fact check website] are being updated and will be made accessible to all students on LAMC website and in hardcopy via the Student Services Office.

The last faculty survey, completed in 2011 (II.A-59), indicates that nearly 65 percent of the faculty believe they have a clear understanding of college policies relating to academic freedom. An annual survey would be helpful in analyzing current faculty assessment pertaining to academic freedom and academic honesty within the college.

The Student Survey conducted in 2012 shows that over 88% of students surveyed agree or strongly agree that instructors “distinguish between personal conviction and professionally accepted views in class”; over 90% agree or strongly agree that “instructors present data fairly and objectively.”

The faculty evaluation process set forth in the 2011-2014 AFT Faculty Contract (II.A-60) implies sanctions. ??

Academic honesty is not a significant problem at the college. According to data acquired from the Student Services Office, July 2006 (II.A-61), 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

Maybe

II.A.7.c. Institutions that require conformity to specific codes of conduct of staff, faculty, administrators, or students, or that seek to instill specific beliefs or world views, give clear prior notice of such policies, including statements in the catalog and/or appropriate

faculty or student handbooks.

As a California Community College, Los Angeles Mission College does not require conformity to a specific code of conduct or beliefs. Los Angeles Mission College is a non-sectarian institution and as a public community college, Los Angles Mission College does not seek to instill specific beliefs or worldviews.

8. Institutions offering curricula in foreign locations to students other than U.S. nationals operate in conformity with standards and applicable Commission policies.

As a California Community College, Los Angeles Mission College does not require conformity to a specific code of conduct or beliefs. Los Angeles Mission College is a non-sectarian institution. As a public community college, Los Angeles Mission College does not seek to instill specific beliefs or worldviews.

EVIDENCE SO FAR AS OF NOVEMBER 16:

Curriculum Committee New Program Questionnaire

EPC Program Review Handbook

Annotated Catalogue Sample

Curriculum Status Report Sample

Pat’s various SLO summary documents and charts

Shared Governance Task Force self-study

Educational Master Plan

Strategic Master Plan

Technology Master Plan

DE Substantial Change doc

MORE TO BE ADDED

[Y1]Reorganize this section to the following:

1. Institution Mission
2. Programs in emerging fields

a. CTE
b. STEM
3. How programs are systematically assessed

a. Currency
b. SLO
c. Teaching strategies
d. Comprehensive program review
e. Unit assessment updates

[YL2]Cathy will include new CTE programs

[Y3]Requested information from Rosalie Hilger on 9/26

[YL4]Deborah to find some more specific examples of how SLOs have helped us improve our instructional methods and programs.

[YL5]Stephanie will if the enrollment has decreased. Will check on the ISA position.

[YL6]Questioned by Madelline—response submitted by Robert Schwarts from DSPS.

[YL7]This is mentioned above under II.A.1.b.

[YL8]The charts are included under II.A. Do they need to be here again?

[f9]Are we including a page of the catalog or schedule?

[f10]Evaluation section?

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