VICTOR VALLEY COLLEGE

1999 Accreditation Recommendations

ACCREDITATION MIDTERM REPORT

Submitted to the Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges

Submitted by:

Planning and Resource Development Office

Victor Valley Community College

18422 Bear Valley Road

Victorville, CA 92392

(760) 245-4271, ext. 2414

Date of Submission: October 26, 2001

TABLE OF CONTENTS

Statement of Report Review and Approval

Statement of Report Preparation

Responses to Team Recommendations and Commission Action Letter

Summary Discussion of Self-Identified Issues

Strategies Implemented to Achieve the Mission, Goals, and Vision of the District

Outlined in the Educational Master Plan with Integration of Self-Study Plans

Leadership, Governance and Administration

Integrating Planning, Research, Evaluation and Resource Allocation

Resources
       Staff Development
       Human Resources
       Staffing

VICTOR VALLEY COLLEGE

STATEMENT OF MIDTERM REPORT PREPARATION

The Victor Valley College Midterm Report is a progress report on institutional responses to the Evaluation Team Recommendations from the March 23-25, 1999 site visit and provides information and analysis regarding the progress made on addressing the following:

• The recommendations of the evaluation team
• The areas identified in the planning agenda of the self-study

Administrators and other individuals with key responsibilities were identified to provide leadership in accomplishing the accreditation recommendations and the self-identified issues in the planning agenda of the self-study. The Planning and Resource Development staff and the Information Technology staff collaborated in setting up the shared accreditation recommendation folders for personnel to indicate the progress made on implementing recommendations of the evaluation team and the areas identified in the planning agenda of the self-study. Responses were consolidated into the Midterm Report.

The Accreditation Steering Team approved the Midterm Report on September 28, 2001. The Board of Trustees approved the Midterm Report on October 9, 2001.The following individuals participated in the completion of the Midterm Report:

RESPONSES TO TEAM RECOMMENDATIONS AND COMMISSION ACTION LETTER

General Recommendation 1. The team recommends that the College retain the services of an independent financial advisory firm to review and evaluate the financing strategies of the College. Although the District's auditors identified no exceptions in their report with regard to the College's long-term debt, the team was unable to verify a plan for paying off the long-term debt incurred by the use of Certificates of Participation. The resulting report should include the history of financial indebtedness of the District, the current level of indebtedness, and the District plans for repayment. This advisory team should have expertise in Certificates of Participation, investing, and auditing. A report of the findings should be submitted to the ACCJC no later than a year from the date of acceptance of this report and recommendations by the accrediting commission. (Standard 9.C.1.)

During February 2000, General Recommendation 1 was completed. Sutter Securities Incorporated, an independent financial advisory firm, conducted a thorough analysis of Victor Valley College's long-term indebtedness/investment. The program analysis of the Certificates of Participation Bond that includes the history, comparison of assets and liabilities, and projected repayment scenarios based upon average variable interest rates on a per annum basis is available at the Administrative Services Office. As concluded by Sutter Securities Incorporated, the College has made provisions for the repayment of the 1997 Certificates of Participation.

The Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges, at its meeting on June 4-6, 2000, reviewed and accepted the Interim Report in which the Commission commends the College for obtaining analysis of its indebtedness by outside experts, and is reassured by the finding that adequate provisions have been made for the repayment of this debt (Letter from Accrediting Commission for Community and Junior Colleges, June 16, 2000).

Plan/Forecast of activities expected to be accomplished by the next self-study and visit

With the safeguards in place, and interest averaging 4%, the College will monitor the impact to the District. Periodic reports will be made to the Board of Trustees.

General Recommendation 2. The team recommends that the College develop a formal process that fully implements the, as yet, unmet portions of the 1993 recommendation number 4: "That the College consider ways of bringing all planning efforts together and integrating them into one college strategic plan which is widely disseminated and used as a framework for decision-making." This process should include decision points such as who is involved in the budget planning process with identification of their responsibilities in the process timelines; and a description of the linkages between the College's various planning processes, budget development and program review. (Standard 3.B.1, B.2, B.3)

Progress Made

The Student Learning area has been reorganized to create an Office of Planning and Resource Development. This office will assume overall responsibility within Student Learning for the implementation of the integrated planning process, supported by research, with linkages to evaluation and resource allocation. This office also will work collaboratively with all departments and areas to develop tight linkages college-wide. We are in process of revising our educational master plan format. This format is research based; is collaborative and requires that the director work closely with the department chairs, incorporates elements of environmental scanning into the planning process; relies heavily upon program forecasting; integrates short, mid and long-term planning within instruction into the overall planning of the college as well as with the budgeting process; provides for annual updates. The integrated planning process, as it is being outlined and its implementation is envisioned, also provides for review and integration by senior management at the President's Cabinet level and for shared governance collaboration through a general review of all recommendations by the College Assembly.

Some of the leadership strategies utilized in implementing the integrated planning, research, program forecasting and resource allocation efforts were as follows:

• During 2000-2001, the President and Vice Presidents conducted meetings with departments on the integrated planning efforts, and the accomplishments of the Educational Master Plan. The accreditation recommendations and self-study plans were linked more closely to the Educational Master Plan goals and accomplishments, department goals and plans.
• In October 2001, the Planning and Resource Development Office, in collaboration with other offices, conducted training on the Planning, Program Forecasting and Resource Allocation Process.
• Developed a new website for the Planning and Resource Development Office.

Plan/Forecast of activities expected to be accomplished by the next self-study and visit

• Continued development and implementation of integrated planning process, supported with research, with linkages to program forecasting/review and resource allocation. Continue to encourage personnel to attend training sessions on integrated planning, evaluation, research and resource allocation.

General Recommendation 3. The team recommends the College should develop and implement a broad-based and integrated system of research, evaluation, and planning to assess the institution and use the results for institutional improvement. (Standard 3.A.1, A.2, A.3, A.4, C.1, C.2, C.3)

Progress Made

During Fall 2000, the College took several steps at various levels to achieve the development and implementation of a broad-based system of research, evaluation, and planning to assess the institution and to use the results for institutional improvement. The College has designed and implemented an integrated planning system that provides for linkages between and among the four operational areas of the College - President's Office (including Human Resources, Public Information and Auxiliary Services), Administrative Services, Student Services and Student Learning. Within Student Learning, the Director of the newly created Office of Planning and Resource Development oversees the implementation of the planning process, and is in the process of completing a new model based on the integrated master planning process, and provides opportunities for updates.

At the College level, the President's Cabinet provides senior management oversight and assures that integration is complete, that duplication is eliminated, and that the process is within budget allocations. The President's Cabinet then forwards the integrated planning proposal along with the annual budget it "drives" to the College Assembly for shared governance review, and its recommendations are integrated into the final document prepared for the Board.

At the same time, the College has implemented an Office of Research within Management Information Systems and under the aegis of the Vice President, Student Services. This office has already contributed significantly to the College's self-assessment process in providing valuable information about student demographics, population and business demographics, course metrics, prerequisites, etc. These documents have been used in the planning process to promote institution-wide improvements in the way in which business is conducted, in the enhancement of the College's outreach efforts, in the development of new programs and services (e.g., online courses and programs, online application and registration processes).

Plan/Forecast of activities expected to be accomplished by the next self-study and visit

• Continued implementation of integrated planning, research, evaluation and resource allocation process and use of the results for institutional improvement.

RECOMMENDATIONS BY ACCJC STANDARDS

Standard Three: Institutional Effectiveness

1. The institution should continue the improvement of its processes by engaging in systematic and integrated educational, financial, physical, technical, and human resource planning, including the implementation of outcome measures with clear documentation of achievement, and identified areas for improvement. (Standard 3) (See recommendations 2 and 3 of this report, Response to the Major Recommendations From 1993 Accreditation Evaluation.)

Progress Made

The College updated its Educational Master Plan in 1999. However, the institution is committed to integrating educational, financial, facilities, and human resource planning into one overall plan rather than having several separate planning documents for these functional areas. The institution is examining models from other colleges that have developed an integrated planning approach in an effort to adopt a process that will meet the planning needs of Victor Valley College.

The Educational Master Plan lists goals and objectives along with activities designed to achieve these goals and objectives. The College plans to revise the objectives and state them in more measurable and observable terms. A community college must be accountable to the public it serves. This accountability is best demonstrated through institutional effectiveness. The concept of institutional effectiveness can be difficult to define because of varying needs and values of the major stakeholders. However, institutional effectiveness can be generally defined as the ability of an institution to produce results consistent with its mission and purposes. The only way a college can determine that it is fulfilling its mission and purpose is through measurable outcomes. Student learning and institutional outcomes are important because they provide a means for comparing results to mission and purpose. When outcomes are compared to mission and purpose, they yield an overall picture of an institution's effectiveness.

Plan/forecast of activities expected to be accomplished by the next self-study and visit

Victor Valley College will continue to give high priority to the development of a systematic and integrated planning process that will:

• Link programs, facilities, equipment, services, staff, and budget.
• Establish measurable student learning and institutional outcomes.
• Measure success in achieving the outcomes.
• Identify areas needing improvement.
• Provide a means for modifying outcomes when determined necessary and appropriate.

2. The team recommends that the College incorporate institutional research in its planning process, particularly to guide outcome measures. It is also recommended that the College fully implement the program review process, including a component of measurable outcome criteria, which will make the program reviews more useful in planning, budget development, and decision-making. (Standard 3.A) (See recommendations 2 and 3 of this report, Response to the Major Recommendations From the 1993 Accreditation Evaluation.)

Progress Made

The systematic and integrated planning approach discussed in General Recommendation 2 and 3 will incorporate institutional research and evaluation as critical components of assessing institutional effectiveness. Institutional research and evaluation will also provide information critical to planning. Student learning and institutional outcomes will be established and a plan for assessing and documenting the achievement of the outcomes will be implemented. Additionally, a plan will be developed for communicating and reporting the results of the outcomes assessment to appropriate constituencies and stakeholders.

The College has revised its planning process within Student Learning to focus on program forecasting rather than program review. Program forecasting incorporates the key metrics of program review but shifts the focus to a more positive outcome oriented one. In program forecasting, each program coordinator/department chair works with the Director of the Office of Planning and Resource Development to provide an initial comprehensive statement of short, mid and long-term planning goals, strategies and objectives for the Educational Master Plan, develop annual updates, and link the plan and the annual updates to budget recommendations. The Program Review Committee, a campus-wide committee with predominately faculty members appointed by the faculty Senate, is assisting with training and implementing the program review process.

The Research Department has developed an institutional Fact Book that highlights many of the accomplished outcomes in student learning and institutionally as well and which has already served as a helpful additional resource in the integrated planning process.

Plan/Forecast of activities expected to be accomplished by the next self-study and visit

• Continue to incorporate institutional research in the integrated planning process.
  Implementation of planning supported by research with linkages to program review and resource allocation.

3. The team recommends that the College develop an overall strategy and implementation plan for its distance education programs that incorporates the ACCJC Policy Statement on Accreditation and Authorization of Distance Learning Through Telecommunications. (Standard 3.A) (See recommendation 2 and 3 of this report, Response to the Major Recommendations From the 1993 Accreditation Evaluation.)

Progress Made

Victor Valley College has aggressively pursued the development of an enhanced online presence over the past two years. In Fall 2000, the College offered nine online classes. In Spring 2001, five degree programs, three certificate programs and 58 online classes were offered, with multiple sections of many. As of Fall 2001, over 70 on-line courses are being offered. Additionally, the College has funded the development of support services and student services that complement the development of online courses and that provide technical support for faculty and students; and all of this has been accomplished in a truly College-wide effort. Reports have been made to the Board of Trustees and they have repeatedly encouraged continued investment and development in this area as an appropriate alternative instructional delivery system for a service area of over 14,000 square miles.

Victor Valley College has established a College-wide Distance Learning Committee with predominately faculty members appointed by the Faculty Senate, appropriate management and classified staff, and facilitated by a faculty facilitator/coordinator. The facilitator reports to the Vice President, Student Learning. He provides overall senior management coordination of the effort in collaboration with the Vice President, Student Services and through the integrated planning process. The facilitator is charged with the oversight of the program, quality assurance, short and mid-term planning, the development of training strategies and the like; and is currently also responsible for working with the committee to draft a Substantive Change Report for filing with WASC.

All elements of the program seem to be going well at present. Funding issues related to development and to the initial offering of online courses, as well as class size, are governed by a Memorandum of Understanding with the Community College Association. A combination of General Fund moneys and Telecommunication and Technology Infrastructure Program (TTIP) moneys are made available to support course development and training. Selection of courses is based on established guidelines. Funding of faculty requires the submittal of proposals for review and recommendation to the committee as well as submittal of a special review to the Curriculum Committee. The College has committed to support programs, not just courses, going on line. Student response has been excellent.

The College has also funded support services to address issues of student success and retention. The Learning Resource Center has identified and made available a significant number of online electronic databases to facilitate distance learning; and we are in the process of completing various components of a general online tutorial effort.

Efforts in Student Services have complemented those in instruction. An online application process was made available in Spring 2000 for Fall 2000. For Fall 2001, over 3000 applications were filed. Additionally, online students are provided with a self-assessment (online and in the class schedule) to enable them to determine if they are "prepared" to benefit from an online class. Frequently Asked Questions are also addressed, enabling students to prepare to benefit fully from enrolling in online classes. And, an online counselor is available to assist.

Plan/Forecast of activities expected to be accomplished by the next self-study and visit

• Plans for continued expansion and for expanding the marketing effort.
• Completion and submittal of a Substantive Change Report in Fall 2001.

4. The team recommends that the College examine closely the recommendations resulting from the self-study and evaluate the resources required to implement the recommendations. The recommendations in the self-study should be evaluated realistically against the College's ability to implement them and these recommendations need to be integrated into the College's plans. (Standards 3 and 9) (See recommendations 2 and 3 of this report, Response to the Major Recommendations From the 1993 Accreditation Evaluation.)

Progress Made

As indicated in General Recommendation 2 and 3, the Student Learning area has been reorganized to create an Office of Planning and Resource Development. The Director of Planning and Resource Development is also the Accreditation Liaison Officer. This office will assume overall responsibility within Student Learning for the implementation of this integrated planning process and will work collaboratively with the faculty, staff, administration and Student Services to develop tight linkages college-wide.

We are in the process of revising our educational master plan format. This format is research based; is collaborative and requires that the Director work closely with the department chairs, incorporates elements of environmental scanning into the planning process; relies heavily upon program forecasting; integrates short, mid and long-term planning within instruction into the overall planning of the college as well as with the budgeting process; provides for annual updates.

The integrated planning process, as it is being outlined and its implementation as envisioned, also provides for review and integration by senior management at the President's Cabinet level and for shared governance collaboration through a general review of all recommendations by the College Assembly.

The Self Study Accreditation Report identified 211 self-study plans and many have been included in the department's goals and objectives. The more global accreditation recommendations (i.e. Technology) and self-study plans are being integrated with Educational Master Plan goals and accomplishments.

Plan/Forecast of activities expected to be accomplished by the next self-study and visit

• Continued implementation of integrated planning, research, evaluation and resource allocation process.
• Because of the many new personnel added in just the last two years as we respond to tremendous growth, the College plans to continue to encourage personnel to attend training sessions on integrated planning, evaluation, research and resource allocation.

Standard Four: Educational Programs

1. The team feels that it is critical the College further refine its program review process for consistency in use of standards and data. Based on the outcomes of the review process, recommendations regarding the effectiveness of programs should be forthcoming and incorporated into existing College planning processes. The College should develop a process for program discontinuation. (Standard 4.D.1) (See recommendations 2 and 3 of this report, Response to the Major Recommendations From the 1993 Accreditation Evaluation.)

Progress Made

The systematic and integrated planning approach discussed in General Recommendation 2 and 3 will incorporate institutional research and evaluation as critical components of assessing institutional effectiveness. Institutional research and evaluation will also provide information critical to planning. Student learning and institutional outcomes will be established and a plan for assessing and documenting the achievement of the outcomes will be implemented.

The College has revised its planning process within Student Learning to focus on program forecasting rather than simply program review. Program forecasting incorporates the key metrics of program review but shifts the focus to a more positive outcome oriented one. In program forecasting, each program coordinator/department chair works with the Director of the Office of Planning and Resource Development to provide an initial comprehensive statement of short, mid and long-term planning goals, strategies and objectives for the Educational Master Plan, develop annual updates, and link the plan, program review and the annual updates to budget recommendations. Activities include the following:

1. >Training and Staff Development - Because of the new personnel added in just the last two years as we respond to tremendous growth, training and staff development activities have been emphasized. During October-November, 2001, the Office of Student Learning in collaboration with the Planning and Resource Development Office, the Faculty Senate, the Staff Development Office, and the Research Office conducted training workshops on the Planning, Program Forecasting, and Resource Allocation Process. Some members of the Program Forecasting Committee assisted with the training. College personnel have also attended workshops, conferences on integrated planning concepts, evaluation, and budgeting.

2. The Program Forecasting, Planning and Resource Allocation Guide that includes the program review process is being completed, and practices and procedures will be modified accordingly. The Program Forecasting Annual Update Form was completed.

Plan/Forecast of activities expected to be accomplished by the next self-study and visit

• Continued training and staff development activities on Integrated Planning, Research, Program Review and Budgeting Process for department chairs, faculty and staff.

2. The team noted that the College has begun the process of addressing the need for accurate data to evaluate its educational programs; anecdotal evidence indicates that progress is being made in this arena. Documented progress should be reported for accreditation purposes at the next available opportunity. (Standard 4.D.1) (See recommendation 3 of this report, Response to the Major Recommendations From the 1993 Accreditation Evaluation.)

Progress Made

As indicated in General Recommendation 3, and Recommendations of Standard 3 and Standard 4, the College has implemented an Office of Research within Management Information Systems and under the aegis of the Vice President, Student Services. This office has already contributed significantly to the College's self-assessment process in providing valuable information about student demographics, population and business demographics, course metrics, prerequisites, etc.-much of this contained in the Fact Book distributed college-wide. All of this information has been used in the planning process to promote institution-wide improvements in the way in which business is conducted, in the enhancement of the College's outreach efforts, in the development of new programs and student services (e.g., online courses and programs, online application and registration processes).

The Research Office published the first "Fact Book" in August 2000 providing a ten-year profile of student and institutional characteristics. Currently completing longitudinal studies of defined student groups (e.g., high school seniors that entered VVC, student athletes, etc.) that will provide a rich source of information critical to future planning of educational programs and services.

Plan/Forecast of activities expected to be accomplished by the next self-study and visit>

• Continued development of an institutional research function to support the information, evaluation and planning needs of the district.

3. The team recommends the Curriculum Committee adopt standards to ensure the rigor and quality of distance education courses. (Standard 4.D.2)

Progress Made

This recommendation has been completed. The Curriculum Committee has adopted a set of standards and has implemented a process for the separate and required approval of all courses proposed for distance learning/online instruction, as well as for delivery via instructional television - a new mode to be introduced in Fall 2001. This separate approval process requires that each instructor provide required elements of "effective contact" as recommended by the statewide academic senate, endorsed locally by the Victor Valley College faculty senate, and implemented by the Curriculum Committee.

Standard Five: Student Support and Development

1. The team urges the development of a research agenda to meet planning and mandated reporting needs. (See recommendation 3 of this report, Response to the Major Recommendations From the 1993 Accreditation Evaluation.)

Progress Made

As stated in the responses to the general recommendations and the responses to the recommendations under Standard 3, research and evaluation will be critical components of a systematic and integrated planning approach. A research agenda will be developed to assess the effectiveness of student services and student development and this agenda will also serve to support planning needs and meet mandated reporting requirements.

The program review model is being revised to incorporate the integrated planning approach with linkages to program forecasting and resource allocation. A program review model for student services will be developed and implemented for those student services programs and functions that are not already part of a Chancellor's Office mandated review process. Additionally, a research agenda that identifies student services outcomes will be incorporated into the institution's overall systematic and integrated planning approach.

Plan/Forecast of activities expected to be accomplished by the next self-study and visit

• Continued development of a research agenda to meet planning and reporting needs. Incorporate the research agenda into the overall systematic and integrated planning approach.

Standard Six: Information and Learning Resources

1. The team recommends that the College should conduct a formalized and consistent program review to assess the effectiveness of the Learning Resources Department and to ensure the responsiveness of the department to faculty and curricular needs.

Progress Made

The Accreditation Evaluation Team's recommendation for a formalized and consistent program review in the Learning Resources Department (Standard 6.7) has been incorporated into the guidelines addressed under Standard 4.D.1 and will be conducted within the institutional timelines set by the Office of Planning and Resource Development.

Plan/Forecast of activities expected to be accomplished by the next self-study and visit

The Librarians are presently developing a preliminary plan for conducting a program review. Fall 2002 has been selected as the target semester for conducting the review, which will be completed in Spring 2003.

Standard Seven: Faculty and Staff

1. The team recommends a training system for faculty and staff needs to be put in place to support the use of new technologies being integrated into the campus. (Standard 7.C.1)

Progress Made

Victor Valley College has responded to this recommendation in two significant ways. First, Staff Development has expanded its offering of technology-focused workshops and courses, employing quality instruction geared toward the technology integration process at Victor Valley College. In Fall 2000, 16 staff development workshops supporting the use of technologies were offered to faculty and staff; nine workshops were offered in Spring 2001. Courses and workshops are continually customized and updated to remain relevant to the daily tasks of staff, and objectives specific to our learning community.

Second, a Teaching Learning Center has been established through funding from the Chancellor's Office and the College. A primary objective of the Teaching Learning Center is to serve as a center for college and K-12 faculty in developing Web/Internet and software-based learning objects and environments. Additionally, the center functions as an area to collaboratively prepare for delivery in these newly developed modes.

The Teaching Learning Center houses multimedia computers outfitted with planning and content development tools for the production of digital learning objects and environments, including, but certainly not limited to the varying forms of: Web sites, tutorials, audio, video, problem-based exercises, quizzes, communications, Web quests, action mazes, software, constructionist student projects, educational games, libraries, glossaries, etc.

The Teaching Learning Center responds to current faculty needs by providing "just in time" workshops, seminars, and training courses focused on the acquisition of skills and the formation of knowledge related to ongoing learning-project development. The center provides an open lab and individualized faculty support sessions as well as workshops, seminars, and training courses focused on the practice or discussion of online teaching and learning. Upcoming courses and workshops include "Web Authoring for Educators," "Introduction to Instructional Design for the Web," "Integrating Technology into the Classroom," "Evaluating Internet Sources," and "Information Design: Writing for the Web." The range of services offered by Staff Development and the new Teaching Learning Center ensures that faculty and staff at the College will receive quality training and support for technology integration across the campus and into cyberspace.

Plan/Forecast of activities expected to be accomplished by the next self-study and visit

• Continue to offer workshops supporting new technologies. Twenty workshops are scheduled for Fall 2001, i.e. MS Access, Introduction to the Internet, MS Office 2000. Training will also be conducted for Datatel administrative software solution that will provide a state of the art, integrated database to support campus functions.

Standard Nine: Financial Resources

1. The team recommends that Victor Valley College should do a thorough analysis of the institution's indebtedness and develop a plan that clearly demonstrates that the college will be able to liquidate its rather substantial Certificate of Participation. (Standard 9.C. 1) (See recommendation 1 of this report, Response to the Major Recommendations From the 1993 Accreditation Evaluation.)

Progress Made

During February 2000, General Recommendation 1 was completed. Sutter Securities Incorporated, an independent financial advisory firm, conducted a thorough analysis of Victor Valley College's long-term indebtedness/investment. The program analysis of the Certificates of Participation Bond that includes the history, comparison of assets and liabilities, and projected repayment scenarios based upon average variable interest rates on a per annum basis is available at the Administrative Services Office. As concluded by Sutter Securities Incorporated, the College has made provisions for the repayment of the 1997 Certificates of Participation.

Plan/Forecast of activities expected to be accomplished by the next self-study and visit

With the safeguards in place, and interest averaging 4%, the College will monitor the impact to the District. Periodic reports will be made to the Board of Trustees.

2. The team recommends the College develop a comprehensive written description of budget policies, guidelines, and processes, which defines the link between budget and financial planning to other institutional planning efforts. (Standard 9.A.1, A.2, A.4) (See recommendation 2 of this report, Response to the Major Recommendations From the 1993 Accreditation Evaluation.)

Progress Made

As the College brings the links between the master plans together in 2000-2001, Administrative Services will begin the implementation of a new budget development process for the 2001-2002 budget. We realize that this process will need to constantly change and be updated to meet the needs of the college and its various constituencies. The Educational and Facilities master plans will be used as a basis for the development process. Participation of all areas of the campus will be sought. As the process unfolds, it will be documented and policies and guidelines will be developed.

In addition, a series of workshops was conducted on the Financial 2000 Purchasing System during the 2000-2001 school year. The Financial 2000 Purchasing System is an electronic purchasing requisition system that provides the ability to pre-encumber budget at the requisition level, the ability to enter and track requisitions providing the necessary audit trails, and links to account balances. The Financial 2000 Purchasing System guide was distributed to those who attended the workshops.

Plan/Forecast of activities expected to be accomplished by the next self-study and visit

• Continued development and implementation of integrated planning process, supported by research, with linkages to evaluation and resource allocation.
• Completion of written description of budget policies, guidelines and processes, and linkages between budget and planning efforts.
• Because of the new personnel added in just the last two years as we respond to tremendous growth, the College plans to continue to encourage personnel to attend training sessions on integrated planning, evaluation, research and resource allocation.
• A training workshop on Budget Development and Monitoring the Budget is scheduled during November 2001. Administrative Services will continue to conduct workshops on budgeting and financial planning with linkages to other planning efforts.

SUMMARY DISCUSSION OF SELF-IDENTIFIED ISSUES

The 1999 Self Study Accreditation Report identified 211 self-study plans. Many of the self-study plans have been completed as they were included in the department's goals and objectives. The more global self-study plans (i.e. Technology) were integrated with Educational Master Plan goals and accomplishments. In addition, some of the accreditation self study planning agendas have been included in other planning documents, i.e. Technology training, a self study plan that has been included in the Three Year Faculty and Staff Development Plan for 2001-2004. This is an updated Self Study Plan Agenda Summary incorporating the progress made in the implementation and completion of the self-study plans. The topics and or themes were organized around the Educational Master Plan goals and other topics or themes, where appropriate.

Strategies Implemented to Achieve the Mission, Goals, and Vision of the District as Outlined in the Educational Master Plan with Integration of Self-Study Plans

Progress Made

Goal 1: Integrating Technologies Campuswide

• A schedule of classes and daily enrollment updates are online.
• The college catalog for the current year and past five years are online.
• The College website is being substantially "overhauled" and redesigned to make it more user friendly and efficient in its operation.
• Websites for each major area/unit of college are in place or under development.
• Acquired Datatel Colleague software, an administrative software solution, which will provide a state of the art, integrated database to support administrative services, student learning, and student services.
• Currently completing an RFP to acquire a document imaging and work flow solution for several departments and programs that will allow for electronic storage and retrieval of documents.

Learning Support/Library Services

• During the Fall 1999, the Library's online catalog (Webcat) was accessible both on and off campus via the Library web site. The catalog is open access (no password required) and is accessible at anytime.
• Internet access is currently available on 12 workstations. The Library web site is used as the default connection for online research: accessing the catalog, electronic databases, and Internet research tools. An ADA workstation has been installed with a 20-inch monitor and color scanner. ADA compatible software includes: Zoom Text, Kurzweil 3000, and Jaws.
• The Library currently subscribes to 13 electronic databases. Ten databases have been purchased through a consortium project sponsored by the Council of Chief Librarians, the Community College League of California, and California State University. In the 1999-2000 academic year, 97 community colleges and 12 centers participated in the program. The Library intends to continue participating in this program to renew and purchase other databases.
• The Library instruction workbook used by all English 1A classes has been completely revised to incorporate current technology and research methods. There are 30 unique workbooks that cover separate topics in five broad subject areas.
• Workshops for faculty have been offered as part of the College in-service program. A series of open-door workshops on library research and the Internet have also been developed. The workshops are open to both faculty and students.
• During Spring 2000, the plan for providing interlibrary loan services for students was developed and implemented. Interlibrary loan (ILL) services are now available to students and faculty. The Library utilizes the OCLC ILL program for placing requests. However, the increase and availability of full-text electronic database has significantly lessened the demand for these services.
• For the past three years, electronic databases have been purchased primarily with special funding from the Chancellor's Office Telecommunication and Technology Infrastructure Program (TTIP). Funding for academic year 2001-2002 as of now has been eliminated due to state budget cuts. When funding is no longer available through this program, a separate budget will be necessary to continue providing these resources to students.

Goal 2: Linking Curricula, Programs and Services to Needs

• Re-established Matriculation Advisory Committee providing an important forum for Student Services and Student Learning to work collaboratively and cooperatively on issues that affect students (placement testing, prerequisites, services for special populations, probation/dismissal, etc.)
• Published first "Fact Book" in August 2000 providing a ten-year profile of student and institutional characteristics.>
• Currently completing longitudinal studies of defined student groups (e.g., high school seniors that entered VVC, student athletes, etc.) that will provide a rich source of information critical to future planning of educational programs and services.
• Continued development of an institutional research function to support the information, evaluation and planning needs of the district.
• Established men's intercollegiate soccer program that will meet the needs of local high school students who want to continue in the sport while receiving an education that is second to none.
• Completed a Strategic Enrollment Management Plan that outlines the goals, outcomes, and strategies to capture student enrollment opportunities while improving the quality of student life and learning. It is anticipated that this "plan" will be incorporated into an overall, integrated strategic plan for the district.
• The Academic Senate, through the Curriculum Committee, will act on the recommended survey and policy regarding selection and review of courses for the general education pattern for the Associate Degree beginning Fall 2001. These issues will be addressed at a future Academic Senate meeting.
• The College has consistently implemented recommendations from the senate regarding curriculum, programs and degrees. The Curriculum Committee is continuing to subject all curriculum items reviewed to rigorous review prior to approval. Requiring a voting Curriculum Committee member to sign-off as a first signature prior to the submission for other signatures and presentation to the committee has enhanced the review process. This allows the initiator of the curriculum to work directly with a voting member of the committee to perfect submissions prior to coming to the committee for review and action.
• Developed new vocational programs that are industry-based and respond to market demand...Digital Animation, Digital Music, Commercial/digital photography, Education Technology, Biotechnology, Natural Resources Management, Novell Education Academic Partner, and Cisco Academy.
• All departments in the general education area adhere to the standards defined and prescribed in Title V. Current courses are reviewed and periodically revised by the respective departments. New courses go through an established process for review and scrutiny, beginning with the department chair, curriculum representative, division dean, the Curriculum Committee, and the Chief Instructional Officer of the College. The English Department is currently looking at a more comprehensive approach to assess student learning and retention of knowledge. It will involve exit testing and follow-up of selected courses on a pilot basis. The Math Department has discussed a somewhat similar concept, and is seeking additional information.

Goal 3: Exploring Delivery of Instruction and Services

• Victor Valley College has aggressively pursued the development of an online presence over the past two years. In Fall 2000, the College offered nine online classes. In Spring 2001, five degree programs, three certificate programs and 58 online classes were offered, with multiple sections of each. As of Fall 2001, over 70 on-line courses are being offered.
• Promoted integration of instructional technology into the classroom in he following: Teacher Learning Center, Honors Program, expanded use of smart carts and mediated technologies, and computer assisted instruction in the learning center, math, language lab, health/sciences.
• Department Chairs and Division Deans continue to identify ways to expand course offerings to meet the growing needs of our students. In the academic division, we now have classes scheduled in non-traditional time slots, such as early mornings, on Friday nights and Saturdays. We are also looking at the feasibility of offering classes on Sunday afternoons.
• Equipment has been acquired and installed for offering classes via interactive video or compressed video, also known as Instructional Television (ITV). Collectively, these innovative approaches have increased accessibility and flexibility for our students.
• Implemented web-based admission application, orientation, registration, and fee payment to enhance access and convenience and to support growth in online courses and degree programs.
• Implemented "online" counseling via email solution.
• In 2001-02, Student Services and Administrative Services have expanded hours of operation to include more evening hours as well as Saturdays.
• Enhanced access to counseling services for enrolled students by improving processes and procedures for scheduling appointments. Enhanced access to counseling/advising services for new students by placing a "walk-in" counselor in the Student Transition Center where students can meet with a counselor immediately after completing assessment and orientation.
• Developed High Desert Higher Education Center with four university partners - California State University, San Bernardino, Azusa Pacific, University of LaVerne, and California Baptist University - who currently offer on campus upper division and masters degree programs to over 2000 participants each year.

Goal 4: Upgrading Equipment and Facilities and Renovating for Quality

• Continued enhancement of state-of-the-art classrooms and facilities to include video on demand, smart classrooms, enhanced bandwidth for streaming video and audio, full participation in Digital California Project as a regional distribution site, and ITV classroom/VVC Instructional TV Network.
• In 1999-2000, relocated core student services functions (Admissions and Records, Financial Aid, Bursar, Assessment/Orientation/New Student Advisement) into a "new" Student Services Building providing a "one stop" process for central matriculation-related activities. In 2001-2002, we will consolidate all other key student services functions (except counseling) into one building to provide additional integration, access, convenience, and efficiency.
• Upgraded all computers utilized in computer-adapted placement testing. Additional upgrades accomplished in some other student services departments.
• Within the past two fiscal years, the District has added 16 new modular units to house the humanities, basic skills, writing lab, administrative justice, and fire technology programs.
• The District budget development process continued the use of the equipment augmentation process to identify District equipment needs, especially at the user level. In spite of the loss of one-time block grant equipment and instructional equipment allocations, the District remained committed to funding user equipment needs.
• Computer acquisition loan program in place to assist faculty and staff in acquiring at relatively low cost their own computers.

Goal 5: Responding to Diverse Populations

• Fully implemented an outreach and recruitment plan that features:


• High quality publications and materials for effective constituency outreach.


• High visibility on high school campuses and in the community.


• Closer relationships with feeder high schools.


• An integrated communication and correspondence system that allows for tracking of contacts with prospective and admitted students.


• Hosting high school students for visits and tours.


• Including high school freshmen, sophomores, and juniors in our outreach efforts.


• Received regional and national awards for producing outstanding outreach and recruitment materials (promotional video, multimedia CD ROM view book).
• Continued growth, expansion, and improvement of programs that serve special populations and students with special needs such as DSPS, EOPS, and Financial Aid.
• Transfer Center Plan adopted by Board of Trustees ensures appropriate focus on the success and transfer of historically underrepresented student groups.
• The ESL Department has offered many off-campus classes in the community where ESL classes are now held in elementary and middle schools, and churches. ESL students are regularly brought to the campus for tours, to acquaint them to the educational and vocational programs that are available upon completion of ESL classes. In Basic Skills, the College hired another full-time instructor, whose specialty is Reading. The College also attempted to hire another Basic Skills instructor with an emphasis in Writing. However, in the last round of recruiting, we did not receive an adequate pool. It is expected that the position will be re-advertised for the next round. The challenge encountered in both ESL and Basic Skills is finding qualified instructors. It is expected that the demand for ESL and Basic Skills will increase in 2001 - 2002 and beyond.
• Victor Valley College recognizes and salutes the minority communities in the High Desert for making significant gains in acquiring language skills and basic educational skills. Cross-cultural awareness has been introduced in some Sociology classes, where ethnic relations and other related topics were discussed. Students in Foreign Languages are taught within the context of culture and society. However, a Multi-cultural certificate and/or degree is not being planned at this time. In addition, Victor Valley College offers the Study Abroad Program, where students have the opportunity to spend a semester of study in a foreign country.
• Victor Valley College is committed to diversity and cultural awareness. A consultant, hired by the College, conducted diversity training during 2000-2001 for managers, faculty and staff. Over the last two years, Victor Valley College added bi-lingual staff to Admissions and Records, and Counseling. ESL students directly benefit from these additions. In addition, orientations for non-English speaking students are now available in Spanish and Russian. This outreach effort to the minority community has resulted in increased enrollment at off-campus sites.

Goal 6: Promoting Area Economic Development

• In January 2001, the College hired a Dean of Instruction, Educational Services who provides leadership for the workforce and economic development activities of the District.
• Developed community partnerships program promoting economic development through non-credit classes.
• Developed the High Desert Higher Education Center with programs and courses offered by Azusa Pacific, California State University, San Bernardino, University of LaVerne and California Baptist University on campus.
• Responded to requests for special training programs targeted to workforce development, i.e., City of Victorville (customer service and supervision), various prisons, (written and verbal communication), local Chambers of Commerce (business development).

Goal 7: Acquiring Dependable Resources (Financial/Funding)

• Fundraising - Annually the District compiles a list of projects that cannot be funded from the general fund. This list is given to the Foundation for consideration. As of June 30, 2001 the list includes items costing more than $55,000.
• Improve tracking of budget expenditures - During fiscal year 2001-02 the District implemented the use of Excel worksheet to monitor/update budgets and established tracking of special programs/categorical programs budgets.
• General Fund Unrestricted Reserve Fund Balance Goals - The District currently maintains between five and six percent (5%-6%) general fund unrestricted reserve as of June 30, 2001.
• Continue to develop opportunities for asset management -
  The District is currently negotiating its' participation in the development of a Park N Ride Project to be located on Fish Hatchery Road. The resulting parking spaces will be available for student and special events parking. In addition, the City of Victorville will install a traffic signal at the intersection of Fish Hatchery and Bear Valley Road.
• The District is researching asset management opportunities for the Administration Building. Within the past fiscal year, the District opened negotiations with Spring Valley Lake Association regarding the transfer of property rights that would result in the release from future Covenants, Conditions, and Restrictions.
• The District entered into a lease-purchase contract for $1 million to acquire additional facilities, including a back-up generator, a steel building to be used for the Print Shop, Information Technology assembly, Automotive maintenance, warehousing, and modules to be used for Basis Skills.
• The District has entered into contract with NORESO, an energy management and conservation firm, to identify energy cost savings and state energy grant dollars
• The District refined the budget development processes to ensure full participation and knowledge by all three vice presidents. The process resulted in a broader understanding, knowledge, trust, and campus participation in the budget development process, even in a year of state revenue decline and cuts.
• The District administration has worked collaboratively with the classified and faculty bargaining units to ensure the best working environment by focusing on improved health programs, grievance processes, and the changing cost of living for families, while maintaining adequate general fund reserves and salaries and benefit ratio to general fund operating costs.
• The District implemented Purchasing 2000, a new web based requisitioning, purchasing, and receiving program.
• The District has improved the use of resources and information for decision-making by implementing budget controls for restricted and categorical programs. The District has identified fiscal service staff to monitor categorical program to ensure timely information, budget reports, and timely use of funds to avoid returning unused funds.
• The District will implement GASB 34/35 during fiscal year 2001-02, including the new management reporting element and fixed asset inventory.
• The District has improved internal review of contracts for board of trustees approval.
• The District has continued to maintain the budget in an effective and business like manner by ensuring that all categorical and grant program operate with a balanced budget, maintained a 5 to 6 percent general fund reserve, and developed plans for budget reduction as the state economic slows down.
• While the College goal is to maintain a $100,000 vacation liability account, fiscal year 2001-02 budget will reflect $71,000.
• The District will remain cognizant of state construction funded processes and will seek every opportunity to apply for state funds for facility needs identified by the educational master plan. Such facility needs already include the child development center, which is now in construction, advance technology building, a second central power plant, asbestos removal projects, and retrofitting of the old gym.
• The District will ensure the continued quality of its maintenance, custodial, and grounds by employing the use of customer satisfaction surveys, cross training, and use if employee rotation to gain broader knowledge of facility needs.
• The Planning and Resource Development Office, in collaboration with other departments, continued to secure funding from federal, state and local agencies. During the 2000-2001 school year, the College received over one million dollars in grant and special project funding.

Leadership - Governance and Administration

• The President's Office has provided and will continue to provide the Board of Trustees with information on campus-wide activities.The Board also receives information of campus functions at board meetings, as well as area reports from each vice president, the foundation director and constituent reports.
• Meetings of the Board of Trustees have been moved to 6 p.m. so that there isn't a conflict for college staff attendance. Classified and management staff have been well represented at these meetings.
• The College plans to put the Board Agenda and Minutes and the new Board Policy Manual on the website.
• In January 2001, the Board of Trustees and representatives of all constituent groups met with Dr. Cindra Smith of the Community College League of California to discuss the league's policy and procedure service. It was the consensus of the board and those in attendance to go to a governance policy manual. In the interim, the manual is being updated using the policy and procedure service. The policy manual had a first reading at the August 14, 2001 board meeting and was approved at the September 11, 2001 board meeting. Work has begun on updating the procedures.
• As in the past, attendance and participation at College Assembly meetings is encouraged at the meeting and through email. All representatives receive the agenda and minutes via email prior to the meeting. Through the shared governance procedure, College Assembly, policies are discussed and input is given. Constituent groups respond to all policies in the district. The report from College Assembly is given to the board but the primary responsibility in the shared governance process is the constituent group affected by the policy. The minority opinion is given to the board as well as the majority opinion. The shared governance process does ensure participation on appropriate policies for each constituent group.
• Groups are allowed to make decisions on issues that do not affect their group in our present governance structure at meetings of the governance committee, "College Assembly". Some possible remedies to the problem of a group making decisions on issues that do not affect them are: 1) have groups abstain from voting on issues that do not affect them; 2) careful review of agenda items; and 3) a senate Board Of Trustees agreement on issues where the senate has primacy and the issues where mutual agreement is needed.
• The administration has recognized the senate and the association leadership as the official voice of the faculty and has refrained from using individuals for input on issues that affect faculty.
• The Senate will act on having the Ethics Committee review the need for and develop if needed faculty driven sanctions for unacceptable ethical conduct during the academic year 2001-2001.

Integrating Planning, Research, Evaluation and Resource Allocation

As indicated in General Recommendation 2, and General Recommendation 3, the Student Learning area has been reorganized to create an Office of Planning and Resource Development to assume overall responsibility within Student Learning for the implementation of the integrated planning, research, evaluation and resource allocation process. The integrated planning process, as it is being outlined and its implementation is envisioned, also provides for review and integration by senior management at the President's Cabinet level and for shared governance collaboration through a general review of all recommendations by the College Assembly.

At the same time, the College has implemented an Office of Research within Management Information Systems and under the aegis of the Vice President, Student Services. This office has already contributed significantly to the College's self-assessment process in providing valuable information about student demographics, population and business demographics, course metrics, prerequisites, etc. These documents have been used in the planning process to promote institution-wide improvements in the way in which business is conducted, in the enhancement of the College's outreach efforts, in the development of new programs and services (e.g., online courses and programs, online application and registration processes).

Resources

Staff Development

The Staff Development Committee continues to assess the needs of the entire staff with regard to personal and professional growth and identify methods of meeting those needs on an annual basis. In Groupwise, there is a College-wide committee folder for everyone to access. The Staff Development Office continues to encourage all employees to participate in staff development workshops via email and voice mail. The participation in Staff Development workshops is voluntary and is subject to the approval of the participants' supervisors if the workshops are held during the participants' working hours. For the fiscal year ended June 30, 2001, 53% of the Staff Development travel fund was used by classified employees.

The College will continue to supplement AB 1725 funding to support the needs of the staff development plan.Both Human Resources and the Student Learning area have existing programs for new staff and faculty orientation. The Staff Development Committee will include flex guidelines in the semiannual workshop brochure, to be published in Spring 2002. The Staff Development Committee will discuss with Victor Valley College Administration the best way to recognize outstanding employees. Staff Development is developing a brochure that will include useful information for new as well as existing employees to become more familiar with the college environment.

On August 17, 2001, two exceptional faculty members conducted a workshop entitled "New Faculty Instructional Development Seminar" that focused on Syllabus and Lesson Plan Development.

Human Resources

The Faculty and Staff Development Plan has been revised and completed, but the College is looking at possible revisions pending outcome of Proposition 209 prior to submission to Board and Chancellor's Office. The College continues to adhere to the Diversity Plan as adopted by the Board of Trustees. The Human Resource Office will continue to strive to provide diverse pools of qualified applicants in the selection of faculty. The Human Resource Office continues to utilize a tracking system for evaluations. The evaluation process for administrators is being reviewed. The Wellness Program is complete and in place. The Human Resources Office revised the new employee orientation program for classified personnel to include a showing of the College video, and more manager participation.

Staffing

In terms of full-time academic hiring, nine new tenure track positions were filled for Fall 2001. In addition, another five full-time non-tenure track, one-year temporary, positions were also filled.

In responding to the desperate need for adjuncts in the academic division, we established a networking relationship with the chairpersons of various disciplines at Cal State San Bernardino and University of California, Riverside, Cal Baptist University, Loma Linda University, La Sierra University and Claremont Graduate University. As enrollment increases, we continue to have a need for additional adjuncts in English and Math. The College successfully increased the hourly rate for adjuncts from $36.00 to $37.50 for credit, and from $32.00 to $33.50 for non-credit.

The College recognizes the fact that the distribution channels for our adjuncts could be improved.Course outlines and samples of syllabi are available to the adjuncts, and transmitted by the department chairs to their rank and file. The Deans will meet with the chairpersons to identify solutions.

The Deans encourage all faculty to continuously seek opportunities for professional growth. Adjunct instructors are invited to the Adjunct Flex and Adjunct Orientation at the start of Fall and Spring. During these workshops, grading and minimum standards are discussed. In response, the Deans will support a limited number of adjunct faculty members in attending workshops on minimum standards and assessment measures.

Plan/forecast of activities expected to be accomplished by the next self-study and visit

• The College will continue to work on the implementation of all aspects and components of the self-study plans.