Accreditation Thought of the Day

Accreditation Team Exit Report

Dr. Keith Curry, the accreditation team chair, presented his exit report with an overview of the team’s findings from the team’s review of the Institutional Self-Evaluation Report and the college visit. He thanked the team for their hard work and everyone on campus who took care of the team during the visit. In his report, Dr. Curry shared several areas that need improvement at the district level and at the college. Finally, he shared two commendations, which he emphasized had to be related to the Accreditation Standards and go above and beyond.

District-level recommendations:

  • Complete facilities and technology plans.
  • Ensure all personnel are evaluated in a timely manner according to board policies and bargaining agreements.
  • Review the resource allocation model.
  • Review timeline for updating administrative regulations and board policies.
  • Ensure reliable access to safety and security.
  • Continue to have the Board act collectively and recognize the Chancellor’s authority

College-level recommendations:

  • Address the total cost of ownership for physical and technology resources.
  • Further develop resource allocation process for the program planning process.
  • Use relevant data for effective planning and improvement.
  • Evaluate newly implemented governance structure.

Commendations:

  • Partnership with Clovis Unified in the English alignment project.
  • Tutorial Center – live video tutoring.

Dr. Curry ended the report by thanking the team and the college again. And, in true Clovis tradition, our team gave us another standing ovation! We crushed it!

SLOs. SUOs. PLOs. GELOs. What are they?

Our college measures student learning in a variety of ways. All of our outcome assessment reports and mapping documents can be found on TracDat and on the Outcomes & Assessment Committee Blackboard page.

Every course taught on our campus has student learning outcomes (SLOs) that we use to assess student learning.

In addition, each instructional program assesses program learning outcomes (PLOs) and each non-instructional program assesses service unit outcomes (SUOs). All departments have identified PLOs and/or SUOs for their programs and either align their SLOs to their PLOs or have other ways to measure their PLOs and SUOs. More information can be found at the Outcomes & Assessment Committee Blackboard website listed above.

In addition, our college also assesses General Education Learning Outcomes (GELOs). We have twelve GELOs:

  1. Communication & Literacy
    1. Interpret various types of written, visual, and verbal information.
    2. Organize ideas and communicate precisely and clearly to express complex thoughts both orally and in writing.
    3. Synthesize researched information obtained from accurate, credible, and relevant sources to support, advance, or rebut an opinion.
  2. Critical Thinking
    1. Analyze quantitative and qualitative information and apply scientific methodologies.
    2. Use critical and creative modes of inquiry to solve problems, explore alternatives, and make decisions.
    3. Integrate and apply knowledge, skills, and abilities gained in a variety of courses to new situations.
  3. Global Awareness
    1. Use cultural, historic, or aesthetic perspectives to analyze the fine arts, humanities, and social sciences.
    2. Recognize and practice civic, environmental, and social responsibility.
    3. Demonstrate understanding and respectful treatment of diverse cultures of the world.
  4. Personal Responsibility and Professional Development
    1. Use physical and psychological principles to make healthy lifestyle choices.
    2. Use theoretical and practical knowledge to make ethical personal and professional decisions.
    3. Use effective collaboration tactics when working with others.

For more information about SLOs, PLOs, and GELOs, please refer to Standard IIA of our Institutional Self Evaluation Report. You can also contact the College’s amazing Student Learning Outcomes Coordinator, Anna Martinez, and Service Unit Outcomes Coordinator, Erica Johnson, for assistance with your outcomes and assessment efforts.

Unit/Program Planning (formerly known as Program Review)

What is program review?

Program review is the regular, systematic, data-driven process that we use to assess and improve instructional and non-instructional programs, services, and administrative units. Clovis Community College has participated in program review since 1999, with programs submitting comprehensive program reviews every five years along with annual progress reports (APRs).

Updates to the Process

During the summer of 2017, the College Council ad hoc group that updated the Governance Handbook recognized that the program review process also needed updating. The old process was ungainly and time consuming. Therefore, in fall 2017, another ad hoc group formed, met with a consultant, and developed a new program review process.

The ad hoc group for program review presented the new process and an updated handbook to College Council on December 8, 2017. The process has a new name: Unit and Program Planning, a new timeline: every two years, and a drastically reduced format: six focused questions. The process continues to be a data-driven reflection on the unit or program, but one that will better assist units and programs with making improvements and integrating those improvement efforts with college-wide planning and activities.

More information about the new unit and program planning process can be found on the Program Review Committee’s Blackboard page and in the Institutional Self Evaluation Report. For specific questions about your unit’s or program’s plan/review, please contact Program Review Coordinator, Erica Johnson.

Governance Handbook and Committees

Clovis Community College’s governance handbook describes the structure for institutional governance and decision-making, including the operating agreements for committees. Our governance handbook was formerly called the Integrated Planning/Participatory Governance Handbook of College Council, and now we simply refer to it as the Governance Handbook. The Governance Handbook is available on the CCC Governance Blackboard.

In the summer of 2017, an ad hoc group of College Council met and updated our governance handbook and our college committee structure. We are currently piloting the 2017-18 Governance Handbook, and later this semester, the ad hoc group will make revisions to the handbook based on the feedback they’ve received over the course of the pilot and will present the revised handbook to College Council for formal adoption.

As described in the Governance Handbook, College Council is the overarching participatory governance group at the college and is comprised of representatives from all constituency groups (faculty, staff, students, and administration). College Council is responsible for activities that have college-wide and district-wide impact, including the college’s Educational Master Plan, Strategic Plan, mission and vision statements, integrated planning, and resource allocation. All college committees make recommendations to the President via College Council. An overview of the college’s governance bodies and college committees is available on our website.

In addition to governance bodies and college committees, the College’s new governance structure includes college advisories and administrative councils. College advisories focus on performing a specific function for a single area or program, such as the Commencement Advisory that organizes the annual commencement event. Administrative councils assist senior administration with institutional logistics and make recommendations about the general management and oversight of the College on a wide range of topics. College advisories and administrative councils are discussed in the Governance Handbook (link above).

To read more about our participatory governance, please refer to Standard IVA in our Institutional Self Evaluation Report.

Educational Master Plan, Strategic Plan, and Guiding Principles

In the 2016-17 academic year, Clovis Community College updated crucial college plans, including the Educational Master Plan and Strategic Plan, and created three guiding principles for all planning. As described in our Institutional Self Evaluation Report, this work was a collaborative process and involved input from representatives across the college and from the community.

Educational Master Plan. What is it?

The Educational Master Plan is a ten-year plan that establishes comprehensive goals that address the needs of the college, its students, and the community it serves. This plan is the foundation for all of our other planning processes and is the central reference point for the Strategic plan, program plans and reviews, institutional outcomes, and resource allocation. The six broad goals in the 2017-2027 Educational Master Plan are:
1.    ACCESS: Expand opportunities and remove access barriers.
2.    TEACHING & LEARNING: Promote excellence and opportunities.
3.    SUPPORTING STUDENT SUCCESS: Provide comprehensive services while promoting equity.
4.    COMMUNITY & PARTNERSHIPS: Strengthen and develop external relationships.
5.    RESOURCES AND FACILITIES: Expand and enhance the capacity of the college.
6.    INSTITUTIONAL EFFECTIVENESS: Strive for excellence in planning, governance, and communication.

Strategic Plan. What is it?

The Strategic Plan is a road map, driven by the mission and the Educational Master Plan, for short-term and long-term planning. The goals and objectives for the 2017-2021 Strategic Plan align with the six goals in the Educational Master Plan. and can be found on our website:.

Guiding Principles

Both the Educational Master Plan and the Strategic Plan include our guiding principles for all Clovis Community College planning: Community, Equity, and Innovation.

For more information about Clovis Community College’s planning, please refer to our Institutional Self Evaluation Report.

Mission Statement, Values, and Vision Statement

Clovis Community College’s mission statement, values, and vision statement drive our planning, instruction, services, and operations as a college. Our mission statement is:

Creating Opportunities – One Student at a Time

  • We embrace diversity and serve all students of the community;
  • We believe education is based on integrity, generosity, and accountability;
  • We foster critical, creative, and engaged thinking;
  • We support student success by preparing students for their futures and for the community’s future through career/technical certificates, degrees, and transfer programs;
  • We support student success by preparing students for their futures and for the community’s future through career/technical certificates, degrees, and transfer programs;
  • We cultivate community partnerships to enhance student learning and success;
  • We engage in reflective, data-driven cycles of research and innovation focused on learning and student outcomes. 

Many of us are familiar with the leading statement in our mission: “Creating Opportunities – One Student at a Time.” What we do not always remember is that when we wrote this mission statement in 2013, we embedded many of our values in it, including “integrity, generosity, and accountability;” “critical, creative, and engaged thinking;” “community partnerships;” and “innovation.” While you do not need to memorize the mission and values for our accreditation visit, you should be aware of these key components. As stated in our ISER, we most recently reviewed and validated our mission statement at our fall 2017 planning retreat.

Our vision statement gives us future direction. You can think of it as “the mountain you want to climb.” Our vision statement is “Clovis Community College is the college of choice for academic excellence, innovation, and student achievement.” While you do not need to memorize our vision statement, it is short enough to remember that we want to be the “college of choice.” And, as we say in our mission statement, we want to achieve this by “Creating Opportunities – One Student at a Time.”

To read more about our mission statement, please refer to Standard IA in our Institutional Self Evaluation Report.

The Institutional Self Evaluation Report and the Quality Focus Essay

The Institutional Self Evaluation Report (ISER) is a comprehensive report that demonstrates that our college meets all of the accreditation standards. It has the following basic sections:

  1. The Introduction. The section is about 100 pages in length and covers topics such as our history, demographics and other data elements, ACCJC policies, USDE (United States Department of Education) requirements, organization charts, functional maps required for multi-college districts, and the Eligibility Requirements.
  2. Standard I: Institutional Mission and Effectiveness. This Standard has three parts: I.A. Mission, I.B. Improving Institutional Effectiveness, and I.C. Institutional Integrity. This section addresses our Mission and institutional effectiveness and integrity efforts.
  3. Standard II: Student Learning Programs and Services. This Standard also has three parts: II.A. Instructional Programs, II.B. Library and Learning Support Services, and II.C. Student Support Services. This section covers topics such as curriculum, outcomes (SLOs, PLOs, and GELOs), distance education, as well as the overall quality, appropriateness, adequacy, and equity of instructional programs, library services, tutorial and other learning support services, and student support services.
  4. Standard III: Resources. This Standard has four parts: III.A. Human Resources, III.B. Physical Resources, III.C. Technology Resources, and III.D. Financial Resources. Each of this sections address how effectively we use these resources for our broad educational purposes, including student learning outcomes and overall improvement of institutional effectiveness.
  5. Standard IV: Leadership and Governance. Since we are part of a multi-college district, this Standard has four parts: IV.A. Decision-Making Roles and Processes, IV.B. Chief Executive Officer, IV.C. Governing Board, and IV.D. Multi-College Districts or Systems. These sections address our governance structure, policies, and procedures, including those of our Board of Trustees and district.
  6. Evidence. This section lists all of our evidence…and there is a lot!

The Quality Focus Essay is a separate section attached to the end of our Institutional Self Evaluation Report. In the Quality Focus Essay, we identify two Action Projects for improving student learning and achievement: 1) Strengthening the Use of Data in Decision Making, and 2) Building the Infrastructure for the Distance Education Program to Ensure Continued Success. These Action Projects include a project description as well as a detailed chart of project action items and measurable outcomes. We will work on the Action Projects over the next several years and report to ACCJC on our progress in our midterm report.

Our Institutional Self Evaluation Report and Quality Focus Essay is posted to the website and available to read.

Accreditation. What is it?

As most of you know, we (Clovis Community College) just completed a comprehensive Institutional Self Evaluation Report (nearly 600 pages!) for our accreditation commission, ACCJC (Accrediting Commission for Community and Junior Colleges). To help prepare our college for this visit, we will be sending out emails with an Accreditation Thought of the Day! to help explain the different aspects of accreditation and the accreditation process. While we did just submit our report to ACCJC, the last major part of this accreditation process is to have an Evaluation Team visit our campus. Our Evaluation Team visit our campus the week of March 5th through March 8th.

So, what is an Evaluation Team? What does this mean? Our college is going through the re-affirmation process along with our sister colleges, Fresno City College and Reedley College. While our college was recently awarded initial accreditation (which really means stand-alone college status) in 2015, the Commission evaluates colleges in a multi-college district all at the same time. This means that both Fresno City College and Reedley College will also have separate Evaluation Teams. Our Evaluation Team will consist of about twelve representatives who are from other California community colleges and serve in different faculty and administrative positions. We will be sending out biographies and photos soon to help you learn more about them.

So, you may be asking yourself, why is the team here? The team is here to verify and validate everything that we said in our Institutional Self Evaluation Report. They are here to talk to campus representatives (faculty, staff, students, and administrators) to ensure the accuracy of our Institutional Self Evaluation Report. The team is here to ensure our college is meeting (and/or exceeding) the accreditation standards. That is why their visit is so important! 

For more information regarding ACCJC, please visit the ACCJC website. Our Institutional Self Evaluation Report can be found on the college website.

Happy reading!