|
The Planning and Resource Development Electronic
Newsletter (Issue #06) for August/September, 2003
This
Planning and Resource Development Electronic Newsletter is
highlighting accreditation activities at Victor Valley College.
Do you know the six Accreditation
Themes?
Accreditation Themes
|
Several themes thread throughout these standards. As you write, weave
the themes into the standards. There are six themes of quality
that pervade the Accreditation Standards. Preparation for the self
study and completion of the Self Study Report under these integrated
standards requires that attention be given to weaving these themes
with responses given to the specific standards. Be sure to address
both the themes and the standards in a coherent way that leads to assessment
of institutional quality. The themes are as follows:
Institutional Commitments
The standards ask
institutions to make a commitment in action to providing high quality
education
congruent with institutional mission. The first
expression of this is in Standard I, which calls for an institutional
mission statement that reflects the intended student population and the
institution’s commitment to student learning. Throughout the standards,
the commission asks that institutions insure the consistency between
mission and institution goals and plans and insure that the mission is
more that a statement of intention -- that it guides institutional action.
The standards also ask that an institution commit to supporting student
learning as its primary mission. The number of references to student
learning outcomes throughout the standards are designed to guide this
institutional commitment to student learning. The standards’ requirement
that the entire institution participate in reviewing institutional performance
and developing plans for improvement of student learning outcomes is
intended to help the institution sustain its commitment to student learning.
Finally, the requirement that an institution regularly review its mission
statement asks that the institution periodically reflect on its mission
statement, adapt it as needed, and renew commitment to achieving the
mission.
Evaluation, Planning, and Improvement
The standards require ongoing institutional evaluation and improvement
to help serve students better. Evaluation focuses on student achievement,
student learning, and the effectiveness of processes, policies, and organization.
Improvement is achieved through an ongoing and systematic cycle of evaluation,
integrated planning, implementation, and re-evaluation. The planning
cycle begins with evaluation of student needs and college programs and
services. This evaluation in turn informs college decisions about where
it needs to improve, and the college identifies improvement goals campus-wide.
Resources are distributed in order to implement these goals. When resources
are insufficient to support improvement goals, the college adjusts its
resource decisions to reflect its priorities or seeks other means of
supplying resources to meet its goals. Once improvement plans have been
fully implemented, evaluation of how well the goals have been met ensues.
Thus, the planning cycle is comprised of evaluation, goal setting, resource
distribution, implementation, and reevaluation.
Student Learning Outcomes
The development of
Student Learning Outcomes is one of the key themes in these standards.
The
theme has to do with the institution consciously
and robustly demonstrating the effectiveness of its efforts to produce
and support student learning by developing student learning outcomes
at the course, program, and degree level. This demonstration of effectiveness
requires that learning outcomes be measured and assessed to determine
how well learning is occurring so that changes to improve learning
and teaching can be made. It requires that faculty engage in discussions
of ways to deliver instruction to maximize student learning. It requires
that those providing student support services develop student learning
outcomes and evaluate the quality of their policies, processes, and
procedures
for providing students access and movement through the institution.
And it requires that student learning outcomes be at the center of
the institution’s
key processes and allocation of resources. Ultimately, this theme
requires that an institution engage in self-analysis leading to improvement
of all that it does regarding learning and teaching
Organization
The Standards require colleges to have inclusive, informed and intentional
efforts to define student learning, provide programs to support that
learning, and to evaluate how well learning is occurring. This requirement
means that the institution must have in place the organizational means
to identify and make public the learning outcomes, to evaluate the effectiveness
of programs in producing those outcomes, and to make improvements. This
requirement for adequate staff, resources and organizational structure
(communication and decision making structures) is not new to accreditation
standards, but the new expectation is that these be oriented to produce
and support student learning. Consequently, they will be evaluated in
part by how well they support learning.
Dialogue
The standards are designed to facilitate college engagement
in inclusive, informed, and intentional dialogue about institutional
quality and
improvement. The dialogue should purposefully guide institutional change.
All members
of the college community should participate in this reflection and
exchange about student achievement, student learning, and the effectiveness
of
its processes, policies, and organization. For the dialogue to have
its intended effect, it should be based on reliable information about
the
college’s programs and services and evidence on how well the institution
is meeting student needs. Information should be quantitative and
qualitative, responsive to a clear inquiry, meaningfully interpreted,
and broadly
communicated. The institutional dialogue should result in ongoing
self-reflection and conscious improvement.
Institutional Integrity
This theme deals with the institution’s demonstrated concern with honesty,
truthfulness, and the manner it which it represents itself to all
stakeholders, internal and external. This theme speaks to the intentions
of an institution
as well as to how it carries them out. It prompts institutional
assessment of the integrity of its policies, practices, and procedures
and to
how it treats students, employees, and its publics. It asks that
the institution
concern itself with the clarity, understandability, accessibility,
and appropriateness of its publications; that its faculty provide
for open
inquiry in their classes as well as student grades that reflect
an honest appraisal of student performance against faculty standards.
It has an
expectation of academic honesty on the part of students. It requires
that the institution demonstrate regard for issues of equity and
diversity. It encourages the institution to look at its hiring and
employment
practices as well as to its relationship with the Commission and
other external
agencies. Finally, it expects that an institution be self-reflective
and honest with itself in all its operations.
|
Back to top
Deadline November 17th, 2003 - Just a reminder that the Self Study Drafts
must be submitted to the Planning and Resource Development Office.
A Special Thank You to
Margaret Kagy for reciting
the intriguing poem, "Ode to Accreditation," on Flex Day, September 2, 2003.
The poem describes the four Accreditation Standards and encourages campus-wide
participation in the Self Study.
Margaret Kagy, Author
Specialist, Cooperative Agencies Resources for Education
Co-Chair Standard IV, Team |
Oh such a frightening word it is to say,
Many of us get scared and run away,
Oh but there are those of us like Fay,
That are among the few that stay and play
She is not alone in her struggle to succeed
The hearty ones have stepped forward indeed
There are at least 12 in line that will help lead
I'll will tell you all who, so take heed
For Standard one, the first one you see
Has leaders that at this time numbers three
Clair, Lewallen, and Palmer are the key
And it's said this standard they fit to a tee
Standard one will interest those of you
If you understand the mission and support it too
For in this standard student learning is the clue
Along with organizing, evaluating and assessing what's new
Of course you know Standard two follows one
Two leaders you have, and are they fun
Crawford and Allan , are on the run
To work on Standard two until it's done
Now Standard two is all about how we help students through
It takes in student and library services and their supporting crew
Like DSPS, EOPS and even CARE who knew
That this would be the standard for someone like you
Standard Three leaders have been together since June
They are Hollomon, Millen, Williams and Moon
Now they won't feed you the info on a silver spoon
But I'm sure we can get one of them to sing you a tune
Now in three it's all about what's up and how
Do we aid the institution with resources now
With technology, money, human resources not a cow
So if three's your interest stand up and take a bow
Were almost done Standard Four is all
And these three leaders are really on the ball
It's ladies Melkonian, Jennings, Kagy on call
To help you through when you hit a wall
Standard four takes in Governance and leadership
How we run this college and here's a tip,
Are we always on the cutting edge and considered hip
This is where we hold on to ideas or loosen our grip
So now sit back and listen to all that has been done
And be sure to sign up later, to help and don't run
Remember this affects all of us under the sun
Let every one know that Victor Valley College is as ONE!
|
Back to top
As part of our ongoing process of integrated planning and evaluation, the Mission Statement for Victor Valley College
has been reviewed and revised (Board Policy 1200 Mission, Accreditation Standard
IA). A Special Thank You to the Mission Statement Committee, a subcommittee
of the Master Plan Committee, who provided the leadership for the revision
of the Mission Statement. The Mission Statement Committee consists of the following
members: Dr. Marc Skuster - Chair, Laird Eklund, Bill Gruelich, Margie Milroy,
Becky Palmer, Maria Ruiz, and Dr. Tom Miller. Also, a Special Thank You to
Claudia Basha and Pat Wagner of the English Department for editing the Mission
Statement. The activities that led to completion of the Mission Statement are
described as follows:
Calendar of Activities for the Revision of the Mission Statement for 2002-03
2002
December |
5
17 |
Initial Mission Statement Subcommittee Meeting
Mission Statement Subcommittee Meeting |
2003
January |
31 |
Mission Statement Subcommittee Meeting |
| February |
7 |
Discussion of approval process for Mission Statement at Master Plan
Team Meeting |
| March |
4
7
26 |
Mission Statement Draft distributed at Leadership Team Meeting
Discussion of approval process for Mission Statement at Master Plan Team
Meeting
Mission Statement Draft presented at Department Chair Meeting |
| April |
3
4
23
30 |
Mission Statement Draft presented for information and discussion at
Faculty Senate Meeting
Discussion of campus-wide input for the Mission Statement
Mission Statement Draft distributed campus-wide via e-mail
Mission Statement Draft distributed at Department Chair Meeting |
| May |
2
6 |
Discusion of Mission Statement Draft at Master Plan Team Meeting with
input from Foundation Members
Mission Statement Draft presented to College Assembly for first reading
and discussion |
| September |
11
16 |
Mission Statement Draft distributed campus-wide via e-mail
Mission Statement Draft presented to College Assembly for second reading
and discussion
Mission Statement was approved by College Assembly |
| October |
14 |
Dr. Pat Spencer, Superintendent/President, presented the revised Mission
Statement to the Board of Trustees for first reading.
|
| November |
11 |
Dr. Pat Spencer, Superintendent/President, will present the revised
Mission Statement to the Board of Trustees for second reading.
|
Mission Statement of Victor Valley College
The mission of Victor Valley Community College is three-fold:
To
enable students to succeed and to develop competence through academic and
vocational instruction at the lower
division college level. This instruction will lead to the
granting of certificates and degrees
as well as transfer to other institutions;
To
contribute to community and state-wide economic growth and competitiveness
through vocational and technical instruction
leading to employment, continuing
education, student support services,
adult non-credit instruction, and instruction in basic
skills and English as a Second Language;
To
foster personal development and life-long learning through culturally enriching
programs and activities for the expanding
learning community.
Victor Valley Community College is a learning organization that is committed
to
· verified student learning success,
· instructional
and institutional innovation and excellence,
· systematic
self-evaluation and improvement,
· learning-centered
planning and allocating of resources,
· respect
and civility in personal conduct,
· integrity
and collaboration among students, staff, faculty and administrators,
· active
and responsible citizenship,
· equality
of access,
· understanding
and appreciation of diversity, and
· responding
to community employment needs.
Back to top
Standard III, Resources, Meeting on Flex Day, September 2, 2003
Flex Day Photos:
 |
Standard
IIIC, Technology Resources, Flex Day
Dr. Jim Williams, Vice President, Administrative Services speaks on technology
resources at Victor Valley College. |
Standard IIIC,
Technology Resources, members at meeting on Flex Day
From left to right:
Kevin Crowley, Instructional Assistant III;
Co-Chair Robert Feddersen,
Faculty, Computer Information Technology;
Shane Thomas, Faculty, Computer Information Technology;
and Co-Chair Henry Young,
Faculty, Business Administration |
|
|
Standard
IIB, Student Support Services Meeting from October 16, 2003
From left to right:
Pam James, Counselor, Articulation Officer;
Dr. Shirley Peterson, Dept. Chair, Counseling;
Beth Roberts, Student Development Center Assistant;
Sandra Moreno, Office Assistant;
Sherri Pierce, DSPS Counselor;
Jackie Trost, English Faculty;
and Mike McCracken, Counselor |
|
Members
of Standard IIB discussing Student Learning Outcomes on October 2,
2003
Pictured above circularly from left to right from the top:
Sherri Pierce, DSPS Counselor;
Beth Roberts, Student Development Center Assistant;
Susan Tillman, Learning Disabilities Program Counselor;
Jackie Trost, English Faculty;
Georgette Jodoin, Community Representative, Retired Staff Member;
Carole Musso, Administrative Secretary I;
and Dr. Leonard Crawford, Dean, Student Services |
 |
For more information about
Accreditation, contact Dr. Fay Freeman at
245-4271 ext. 2414 or Pam Penland at
245-4271 ext. 2431.
Planning and Resource Development Team:
Pamela Penland, Administrative Secretary
Scott Hicks, Student Assistant, Computer Information Technology
Dr. Fay Freeman, Director
|
