In the years since the last accreditation visit, Santa Barbara City College (SBCC) has undergone a period of growth, particularly through off-campus programs and online education. The College has created new programs and services, added new personnel, and embarked in new directions and initiatives. The College’s commitment to strategic planning, coordination of program development with resource utilization, and assessment of educational quality and student learning outcomes have been increased and refined. The results of these efforts are mirrored in this Self Study in each of standards.
Standard I:
Institutional Mission
and Effectiveness
Mission
The SBCC Mission Statement is reviewed every three years in conjunction with the development of the three-year College Plan. The most recent revision of the Mission Statement was completed in 2008. The College’s Mission Statement defines the institution’s broad educational purposes, its intended student population, and its commitment to achieving student learning and Institutional Student Learning Outcomes. It affirms the commitment to offering programs and services to help students succeed, to serve the needs of the community, and to provide a variety of ways for students to access College programs and services. The Mission Statement provides the preconditions for setting institutional goals. It is central to planning and decision making at all levels of the College, involving everything from faculty and staff professional development and program review, to the Technology and Enrollment Management plans, to resource allocation and infrastructure needs. The College meets each of the sub-standards in Standard IA.
Improving Institutional Effectiveness
Since the last self study, the institution has made Student Learning Outcomes a central focus. This focus on improving student learning and achievement of specified learning outcomes is reflected in each of the College’s planning processes, from the Mission Statement and three-year College Plan, to program review policy and procedures, to the District Technology Plan, Long-Range Development Plan, and Measures of Institutional Effectiveness. An ongoing, collegial and self-reflective dialog about the continuous improvement of student learning and institutional processes is incorporated into the College’s planning, assessment, and professional development policies and procedures. Measureable objectives for improving institutional effectiveness are established in the three-year College Plan, program reviews, Measures of Institutional Effectiveness, and in other planning documents.
IA
Page 32 Abstract of the Self Study
In 2008-09, the College developed and implemented revised planning processes. These are designed to integrate the planning, resource allocation, and evaluation processes for all units of the College. The planning processes of the College are broad-based, consist of multiple levels through which members of the Credit and Continuing Education Divisions as well as operational units of the College can participate, and contain the mechanisms for continuous evaluation and improvement. The institution uses documented assessment results to communicate matters of quality assurance to appropriate constituencies. This is reflected in the processes for disseminating the results of the annual assessment of progress made in achieving the College Plan goals and objectives, the annual assessment of institutional effectiveness, the College’s performance on the state accountability measures, the status of implementing projects in the facilities planning documents, and other planning processes. The College meets each of the sub-standards in Standard IB.
Standard II:
Student Learning Programs
and Services
Instructional Programs
Providing high quality instruction in basic skills development, career technical education programs, transfer curriculum and training for business and industry is core to the mission of the College. To accomplish this, the College offers extensive credit and non-credit courses and programs in response to the changing needs of the community at a variety of locations including the Main Campus, the two Continuing Education sites, high schools, local businesses and via distance learning. In addition to online and hybrid courses, short intensive courses and self-paced courses provide learning options for students with varied schedules and learning styles. In 2006, in response to the increased number of underprepared students enrolling, the Academic Senate and the College Planning Council recommended, and the Board of Trustees approved funding for programs that increased student success in basic skills courses. This Partnership for Student Success provides tools for academic success to our diverse student body. In addition to the focus on basic skills, faculty continue to innovate and develop interdisciplinary courses and programs that prepare students for emerging careers. Through the faculty-led curriculum development and review process, the faculty evaluation process, and the career/technical advisory groups, the College assures high quality instruction throughout its three campuses and Online College. The revised program review process implemented in fall 2008 provides the framework for systematic and continuous improvement and planning. During this process, in addition to curricular review and updates, faculty engage in purposeful dialogue surrounding Student Learning Outcome data and the development and implementation of improvement plans. The full implementation of the revised program review process and the Student Learning Outcome cycle provides the opportunity for instructional improvement and innovation. The College meets each of the sub-standards in Standard IIA.
Abstract of the Self Study Page 33
Student Support Services
In response to the needs of a diverse student population, the College provides open access to a wide range of student support services in the credit and Continuing Education programs. Since the last self study, SBCC has made considerable strides in assuring equivalent access to student services regardless of location or means of instructional delivery. There is an increase in access to technology-assisted support services for students enrolled in online instruction or participating in study abroad programs, in addition to the students who take classes face-to-face. Technology-assisted outreach programs enhance services to prospective students who reside locally, nationally and internationally. Program effectiveness is assured through ongoing, systematic assessment and evaluation that has expanded beyond traditional program reviews with the introduction of Program Student Learning Outcomes. Each department routinely refines and updates goals, objectives, resource requests and program practices based on continuous program assessment and evaluation. All student support services are following the revised program review procedures implemented in fall 2008. In addition to the SBCC program review, the California Community Colleges Chancellor’s Office program review provides a regular assessment of categorically funded student support services. All student support service departments have incorporated Program Student Learning Outcomes into their assessment cycle in order to evaluate and improve student learning, progress and success. Student support service plans for continuous quality improvement focus on the increased use of technology for service provision, research, evaluation and the posting of College policies. The College meets each of the sub-standards in Standard IIB.
IIB
Library and Learning Support Services
SBCC provides library and learning support services that address the needs of the College community. The library supports the College’s instructional programs by engaging with students, faculty, and staff using a wide array of resources both online and onsite. The Luria Library and Cartwright Learning Resources Center perform functions aimed at achieving and maintaining broad-based student access and success. Services provided include library databases and collections, tutoring, computer labs, and training workshops for students, staff, and faculty at the Main Campus, and in the online environment. Continuing Education operates multimedia centers with computer-based coursework and supplemental learning materials at various sites throughout the community, including the Santa Barbara and Ventura County Jails. Assistance is provided to students with varying educational goals and to underserved and at-risk populations. The Continuing Education multimedia learning centers house the following academic programs: Adult High School, GED, ESL, Adult Basic Education, and Basic Computer Skills. The College meets each of the sub-standards in Standard IIC.
Page 34 Abstract of the Self Study
Standard III:
Resources
Human Resources
The College has consistently hired, managed and evaluated its employees based on a process guided by written policy. In 2004, a classification study and salary survey were conducted and successfully implemented for classified staff and all management positions. The faculty evaluation process now includes accountability of faculty in the development and assessment of Student Learning Outcomes for all SBCC courses. The College provides a rich and varied
environment for professional development to its faculty, administrators and staff, and employees are supported in professional growth.
The ongoing challenge of maintaining a diverse, highly skilled workforce was the impetus for the creation of the position of Director of Campus Diversity, reporting directly to the Superintendent/President. This position supports an institutional commitment to diversity at all levels that is increasingly internalized among its hiring decision-makers. Program reviews increase the correlation between institutional planning and staffing decisions to provide an improved methodology for maintaining the appropriate level of faculty and staff required to maintain the depth, breadth and responsiveness of our demonstrated quality programs.
In fall 2008, the Superintendent/President created a College-wide policy and procedure committee representing all constituency groups and charged it with updating, consistently codifying and effectively disseminating all Board policies and administrative procedures legally required to address existing gaps in policies, and implementing a process for ongoing review of existing policies and procedures and development of new ones, as needed.
SBCC staff and faculty hold positions of leadership in statewide and national professional organizations which shape and influence community college education beyond the sphere of SBCC. Employee levels of education, longevity, service to professional groups, and awards received attest to the excellence of our employees and the success of our students. The College meets each of the sub- standards in Standard IIIA.
Physical Resources
SBCC has three major campuses in the Santa Barbara County South Coast region, including the Main Campus, the Schott Center, and the Wake Center. SBCC also offers a growing number of courses online, serving the rapidly changing and demanding needs of 21st century students. To ensure that the aging campuses continue to provide high quality, state-of-the-art higher education, the College passed Measure V, a local bond measure, in June 2008. Totaling $77.2 million, Measure V funds will assist in renovating instructional buildings and enhancing overall infrastructure and accessibility campus-wide. Capital from the bond measure will be augmented by state funds to maximize College improvements and provide the temporary “swing space” needed to ensure College programs and services remain in full service during construction.
IIIA
Abstract of the Self Study Page 35
The development and support for the Measure V bond in conjunction with the College’s ongoing long-range planning illustrate SBCC’s continued commitment to follow a well-considered consultative process guiding the growth and
development of its three major campuses. The College meets each of the sub- standards in Standard IIIB.
Technology Resources
Information Technology, guided by two successive three-year plans, has successfully completed a conversion to the SCT Banner Enterprise Resource Planning system, including enhancements to the College portal that provides single sign-on access to Banner resources as well as a host of integrated third- party applications. These integrated applications provide student, faculty, and staff services such as registration, e-mail, emergency notifications, degree audit, campus card debit features, online learning management, reports, curriculum management, document management, and Web-based file storage. A conversion of the legacy Continuing Education registration system was completed, providing online registration to over 50,000 Continuing Education students. Wireless access points have been deployed across all public areas of the campus and access is authenticated through the portal single sign-on. Printing is enabled from the wireless network to all the campus pay-to-print stations located in the major campus computer labs. Significant progress has also been made in modernizing classroom presentation systems and expanding the number of classrooms outfitted with these systems. New technologies are constantly evaluated for instructional value and current pilots include both a classroom response system and a new course capture system. The College meets each of the sub-standards in Standard IIIC.
Financial Resources
The College has had financial resources sufficient to support student learning programs and services, and improvements to institutional effectiveness as evidenced by its level of reserves and history of expenditures. The College’s reserves have exceeded the 5% minimum required by the Chancellor’s Office and the SBCC Board of Trustees, and, to date, have been sufficient to cover cash flow gaps in State funding. The fiscal crisis facing the State of California and the significant budget reductions for California Community Colleges for 2009- 10 and beyond will challenge the College’s ability to maintain the same level of reserves. The integrity of the College’s financial management is demonstrated by its record of independent audits and other financial examinations. The College’s financial resources are managed to provide for both short- and long-term financial solvency. The capital project planning associated with the June 2008 Measure V Bond was extensive. Financial resource planning is integrated with institutional planning through the College’s revised program review process, which was implemented in fall 2008. The College meets each of the sub-standards in Standard IIID.
IIIC
Page 36 Abstract of the Self Study
Standard IV:
Leadership and Governance
Decision-Making Roles and Processes
The College prides itself on its multiple avenues of communication to enable participatory decision making and collegial consultation. The College Planning Council is the main internal institutional governance committee of the College. The College also has advisory committees and business and community partnerships through which it gathers input to assist in evaluation, planning, improvements and decision making. There is a place for everyone who wishes to speak and participate. The College meets each of the sub-standards in Standard IVA.
Board and Administrative Organization
The College has an experienced, seven-member Board of Trustees and a Superintendent/President who has completed her first year in this position and her eighth year at the College. The Board reviews policy documents, financial records and planning documents. Both the Board and the Superintendent/ President take their fiduciary responsibilities seriously. As a team, they ensure that College goals and needs are fiscally sound. The Board leaves operational issues to the Superintendent/President. The Superintendent/President and the Board maintain open communication with the community at large and encourage dialogue at every level. The College meets each but one of the sub-standards in Standard IVB. The College partially meets sub-standard IVB.b.1.e. and has taken steps to address this sub-standard as described in the self study.
IVA
Page 37
Organization
for the
Organization for the Self Study Page 39