(Issue #17)

The Planning and Resource Development Newsletter
for September, 2004

The Planning and Resource Development Electronic Newsletter is sent to you to keep you informed about accreditation, planning, program review, and grants development activities at Victor Valley College.

Accreditation Evaluation Visit
is scheduled for
March 8 - 10, 2005

Accreditation: An Opportunity To Discover Leadership

by Patricia Jennings

Patricia Jennings Co-Chair Standard IV, Faculty, Psychology Department Dr. Tom O'Neil Dean, Instruction Discussing Standard IV Draft

      As an instructor of Lifespan Human Development, I often find myself viewing my human experience through the lens of my subject matter. Sometimes my personal expectations render me disappointed, and sometimes I am delightfully surprised and amazed at the opportunity for individual development through our professional and personal relationships. Regardless of the situation, I am continuously reminded of Erikson's Theory regarding the eight psychosocial stages of human development and primarily the first stage of Trust vs. Mistrust. Most people would recognize Erikson's influential contributions in popular literature such as Season's of a Man's Life and Passages. As a co-chair of the Standard IV Committee, I found myself in a “psychosocial crisis” with the question being:  to trust or not to trust.

      For most of my life, I have preferred to dance to my own tune, trust myself not to follow or lead, and to work independently. This was probably one of the reasons (prior to teaching) I chose private practice. During the 1990's, I was provided the opportunity to write the MFT Licensing Exam for the State of California. Of course, this was a collaborative effort between professionals, usually over numerous weekends in Sacramento. It was great; it satisfied whatever need I had to “work” with colleagues, establish and accomplish short-term goals, and then return to my “intimacy free” private practice. In a sense, I could fool myself about collaborative efforts. I was not required to trust others for longer than a weekend, to integrate writing into one solitary document, nor to plan, schedule and administer deadlines. I did not need to coordinate a consistent process and/or product; that was the Exam Development Unit's job!

      In terms of leadership, I really cannot say that it is a comfortable position for me. I certainly do not like being told what to do and like even less telling others what to do. All one has to do is ask those who know me well and I am certain that they will confirm this statement in no uncertain terms! However, throughout the accreditation process I was faced with challenging myself to grow and assume a leadership stance. I have come to terms with the fact that my fears were essentially rooted in my lack of trust. Certainly, if I had known the responsibility and the duration of time accreditation requires, I probably would have declined the nomination for co-chair. As I reflect, how unfortunate a decline would have been in terms of my professional development and I am truly grateful that I was fundamentally ignorant to the process. I blindly opened the door to an opportunity, one that has reinstated interdependent trust. I have learned a valuable lesson: that to lead requires an amazing amount of faith in others. I also realized that to follow is actually a very powerful position. Most importantly, for me personally, to be solo can be a very controlled and lonely experience; it is through my relationships (professional and personal) that I am provided the opportunity to develop my potential.

      As the accreditation process culminates regarding the initial compilation of all standards and a unified draft emerges, I would like to express my gratitude for this opportunity to overcome the “fear factor” and to discover “joy in challenge” whether it was the challenge of disappointment or delight. To all who “have been there and done that” thank you for your guidance. I do believe the appropriate conclusion and salutation is…thanks for teaching me how to believe in VVC and to have faith in the institution!

Standard IV: Leadership and Governance

A. Decision-Making Roles and Processes

The institution recognizes that ethical and effective leadership throughout the organization enables the institution to identify institutional values, set and achieve goals, learn, and improve.

B. Board and Administrative Organization

In addition to the leadership of individuals and constituencies, institutions recognize the designated responsibilities of the governing board for setting policies and of the chief administrator for the effective operation of the institution. Multi-college districts/systems clearly define the organizational roles of the district/system and the colleges.

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Coffee Klatch Thursday, October 21, 2004 Time: 10:30 a.m. - 11:30 a.m. Place: Board Room The purpose of the Coffee Klatch is to discuss Student Learning Outcomes.   A Coffee Klatch is a gathering for coffee and casual conversation.   This presentation will be the next in a series of Coffee Klatches to increase the dialogue about Student Learning Outcomes. Please RSVP Chris Cole or Mark Clair, CO-Chairs, Student Learning Outcomes Steering Committee. Sponsored by the Student Learning Outcomes Steering Committee, Planning and Resource Development Office, and the Institutional Research Office.     Coffee Klatch ~ September 30 , 2004 The dialogue focused on the goals of the Student Learning Outcomes Steering Committee, evaluations for the Supplemental Instruction and the Computer Activities Center (CAC), and the identification of Student Learning Outcomes. In attendance : Chris Cole, Renay Butler, Michele Osburn, Dr. Liz Gersten, Josie Fennessey, Dr. Pat Green, Mark Clair, Dr. Fay Freeman

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Master Plan Goals Draft

The Master Plan Goals Draft is nearing completion. The input was obtained from the Online Master Plan Goals survey, Goals Setting for the Master Plan Forum on January 29, 2004, Emails, meetings, and planning sessions. The goals focus on the following:

1. Organizational Excellence - The College's governance roles and processes are structured to maximize institutional effectiveness.

Possible Concepts For Objectives:

• For the purpose of effective student learning, the College will develop, promote, and continuously improve a collegial environment based on collaboration, respect, encouragement, integrity, and empowerment among and between students, board members, administration faculty, classified staff, and the community at large.
• Offer leadership training for students, faculty, administration, staff, and board members that focuses on effective collegial participation by Fall, 2005.
• Offer a semi-annual campus-wide retreat focusing on institutional collaborative communication by Fall, 2006.


2. Institutional Commitment to Student Learning and Student Success through Educational Excellence - Student learning will be the central focus in the development, implementation, evaluation, and improvement for all courses, programs, and services.

Possible Concepts For Objectives:

• The College will develop and implement plans for learning outcome assessment in all courses, programs, and services and as a basis for resource allocation.


3. Economic and Community Development - The College will effectively meet changing community needs for education leading to employment, cultural enrichment, civic, political and social responsibilities.

Possible Concepts For Objectives:

• The administration will identify a college entity charged with addressing community economic needs by June 30, 2004.


4. Diverse Populations - The College will increase access opportunities by improving programs and services to better serve an increasingly diverse campus population.

Possible Concepts For Objectives:

The Research Office will initiate a cohort tracking methodology to identify the number of diverse student populations who:

• Are transfer ready
• Successfully complete courses in basic skills
• Successfully complete certificate programs
• Successfully complete degree applicable and transfer level courses
• Increase the quality and quantity of the learning experience
• Increase the number of course completions
• Increase the integration of services throughout the college
• Increase outreach to the community


5. Technology - The College will integrate and utilize technology and provide quality technological training for the creation and delivery of instruction, support of programs and services, and the improvement of institutional effectiveness to enhance student learning.

Possible Concepts for Objectives:

• Implement college-wide technology plan to further the development of the use of technology in information technology, management information services, telecommunications, instructional technology, technology training for all employees and making technology accessible to every classroom.
• Will develop a sustainable master technology plan to serve as a model for all departments and programs to use in developing, upgrading, and maintaining campus-wide technology-based services.
• All new facilities will be added to the campus unless the design supports information technology resources.


6. Learning Centered Resource Management - Through utilization of prudent fiscal policies and the proactive entrepreneurial pursuit of increased revenue, the College will work diligently to secure solid financial resources to meet current and future enrollment growth, community learning needs and learning outcomes.

Possible Concepts For Objectives:

• More aggressive resource development and fund-raising strategies
• Utilization of student and community resources
• Increased faculty pursuit of research, teaching, service contracts and grants
• Actively support legislative (state, federal, local) and other efforts to increase base support and funding formulae for California Community Colleges.

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Khalid Rubayi Chair, Program Review Committee

The Program Review Committee is making revisions to improve the program review and planning process.  The Program Review Guide is available on the Planning and Resource Development website (Click Here) . If you have any comments or suggestions to improve the Guide, please contact me or Dr. Freeman, Planning and Resource Development Office.

For more information on Program Review click on the Logo above.

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Announcements:

Congratulations to Khalid Rubayi.  He was selected to be a reader for the Chancellor's Office, California Community Colleges, Economic and Workforce Development Program Grants during the month of September.

Congratulations to the Nursing Department on receiving a Jobs Employment Services Department Workforce Initiative grant for the 03-04 ($48,000) and the 04-05 ($48,000).

These are a few of the upcoming grants

U.S Department of Education: Upcoming Competitions for TRIO Funding

• Educational Opportunity Centers - Fall 2005
• Ronald E. McNair Postbaccalaureate Achievement - Fall 2006
• Talent Search - Fall 2005
• Training Program for Federal TRIO Programs - Spring/Summer 2004
• TRIO Dissemination Partnership - Spring 2006
• Upward Bound - Fall 2006
• Upward Bound Math-Science - Fall 2006

Click here for more information.

We welcome any suggestions to improve the Newsletter.
For questions or suggestions about Accreditation, Program Review, Integrated Planning, and Grants Development, please contact Dr. Fay Freeman at 760 245-4271 ext. 2414, or Pamela Penland at ext. 2431.

Resources:
Khalid Rubayi, Chair, Program Review Committee
Paul Tonning, Technology Plan Facilitator
Pamela Penland, Administrative Secretary
Dr. Fay Freeman, Director