DESCRIPTION
The Citrus College mission includes six broad pro-grams which meet the diverse requirements of a comprehensive community college:
• General Education: courses which offer a broad range of intellectual and cultural experiences for development of individual goals and interests.
• Transfer Education: courses which parallel those of lower-division academics which provide students the opportunity to continue their education.
• Vocational Education: specialized programs and technical education which provide students with the knowledge and skills neces-sary for employment or job advancement. • Developmental Education: programs and
courses which enable students who are willing and able to benefit from opportunities to acquire learning skills necessary for the completion of an educational plan.
• Noncredit Education: courses which do not carry credit toward an associate degree but which support developmental education pro-grams and the concept of lifelong learning. • Community Education: programs which
provide opportunities for enrichment through educational, cultural, social, civic and recreational activities.
In addition to certificate programs, associate in science and associate in arts degrees are awarded to students depending upon their fields of study. Students seeking to transfer to a university to complete a bachelor's degree are supported through articulation agreements with the UC and CSU systems, as well as agreements with inde-pendent colleges and universities (Doc. 4.66).
To fulfill general education requirements, courses are offered in the areas of language arts, critical thinking and mathematics, which include English composition, communication/analytical thinking and mathematics; natural sciences, which include biological and physical sciences; cultural studies, which include fine arts, foreign language, human-ities and literature; philosophy; social and behav-ioral sciences, which include history, political sci-ence and behavioral scisci-ences (Doc. 4.4).
In support of its mission to serve the community, the college reaches out to its adult student popula-tion with more than 20 off-campus locapopula-tions throughout the district, where it serves 2,000
stu-A. GENERAL PROVISIONS
A.1 The institution seeks to meet the varied educational needs of its students through programs con-sistent with its institutional mission and purposes and the demogra-phics and economics of its com-munity.
STANDARD FOUR:
EDUCATIONAL PROGRAMS
The institution offers collegiate level programs in recognized fields of study that
culminate in identified student competencies leading to degrees and certificates.
The provisions of this standard are broadly applicable to all educational activities
offered in the name of the institution, regardless of where or how presented, or by
whom taught.
dents per semester through noncredit education (Doc. 4.1, Doc. 4.2, Doc. 4.3). Courses in living skills and health education, and courses for the elderly and disabled reach another segment of the population. This enables the college to imple-ment its mission. Now in its 15th year of provid-ing summer classes at high schools within the district, the college reaches an additional 3,000 potential students per year. The college also serves approximately 1,000 students per year by offering 40 sections of general education credit coursework at Claremont High School (Doc. 4.5).
In order to prepare students to live in an increas-ingly diverse world, the educational program, through the curriculum development process, encourages new courses to contain a multicultural component (Doc. 4.46). Furthermore, many new courses have focused on promoting a greater awareness of and appreciation for diversity. Examples of these new courses include Sociology 216: Sex and Gender in a Cross Cultural Perspective, and Spanish 140: Beginning Conversational Spanish.
The CalWORKs program has successfully part-nered with other campus programs and depart-ments to better serve CalWORKs eligible partici-pants. The Lifelong Learning Center serves as the entry point on campus for these students. All of the offices for the CalWORKs staff are located there, and with the collaboration of the Continu-ing Education Office, two computer labs were set up for these students to use the Business Skills Lab. In addition, several career ladders were put together to allow the CalWORKs students to gain the necessary skills for future career advance-ment. Classes for the students are available dur-ing the day, evendur-ing and, in some instances, on weekends (Doc. 4.63).
SELF-EVALUATION
Staffing the college with qualified personnel in some areas, such as cosmetology and nursing, is
a serious challenge as the state's funding program has been unable to keep pace with private indus-try standards, particularly where competition exists for skilled technical personnel. Maintaining the six broad programs currently being offered will become a greater challenge due to the pressures of the projected budget shortfalls and to the expected student enrollment growth over the next eight years.
DESCRIPTION
Given the current and projected budget crisis fac-ing California, the college is strivfac-ing to continue offering an adequate number of general education sections to provide students with opportunities to complete the requirements for an associate degree within two years. A growing number of general education courses are now being offered in the college's distance education program. Beginning in October 2001, the college offered approxi-mately 12 general education courses through the distance education format. In addition to tradi-tional start dates, some general education courses start later in the semester. The college has Saturday offerings, and general education courses are offered during the summer sessions. The establishment of a satellite campus at Claremont High School, where general education courses are offered, has proven especially popular. Other classes have been offered at Damien High School, a private secondary school (Doc. 4.1, Doc. 4.7).
A.2 Programs and courses leading to degrees are offered in a manner which provides students the opportunity to complete the pro-gram as announced, within a rea-sonable time.
Citrus College also currently provides general education instruction to Navy personnel through its participation in the Navy College Program for Afloat College Education. Eleven contract edu-cation courses are currently offered on rolling12-week terms (Doc. 4.6).
The class cancellation policy protects specialized courses in major and certificate program comple-tion sequences. This ensures that students who are taking advanced coursework in their
major/certificate program can complete sequence requirements. The college ensures program flexi-bility by allowing course substitutions for sequenced courses in areas where low enroll-ments make offering a course cost prohibitive.
SELF-EVALUATION
The college is providing a sufficient number of courses in general education and in major/certifi-cate areas to ensure that students are able to move through their curriculum in a timely manner. The distance education program is providing access to a growing number of students. Departments have been working to develop cohesive major pro-grams, establishing sequences of courses which can be used for purposes of enrollment manage-ment.
PLANNING AGENDA
1. Each instructional dean will ensure that associate deans and directors conduct meet-ings within their departments to review their program majors and certificates for sequen-cing and relevancy.
2. The Instruction Office will work with aca-demic departments to develop additional key distance education courses, particularly in the sciences and mathematics.
DESCRIPTION
The elimination of a program or any significant change in a program comes about after many fac-tors are weighed and after serious consideration. Program review is a key factor in determining program elimination. Students' needs are includ-ed in recommendations for change as the pro-gram review process occurs.
The college has eliminated very few programs in recent years. In the past, programs have been phased out gradually, thus allowing students an opportunity to complete their coursework. Program requirements are monitored regularly, and classes are scheduled to provide students with the opportunity to take all the necessary coursework in a proper sequence and within a reasonable amount of time. Special consideration regarding minimum enrollment is given to classes in a program sequence.
SELF-EVALUATION
Each vocational program has a professional advi-sory committee which is made up of members of the community who earn their living in that spe-cific discipline. These committees meet a mini-mum of once each year to hear information about enrollment and curriculum in the program. In addition, the professionals provide their input about current labor market opportunities and the skills and knowledge needed in that field.
A.3 When programs are eliminated or program requirements are signifi-cantly changed, the institution makes appropriate arrangements so that enrolled students may complete their education in a timely manner with a minimum of disruption.
Decisions about curriculum are often made based on the information that the professionals bring to the advisory committee. Courses which are the last class in a certificate sequence are given spe-cial consideration when minimum class sizes are a concern.
The Board of Trustees approved a plan to move the drug and alcohol studies program into the noncredit program after the program review process made this recommendation. The instruc-tional team began to phase out the credit classes and the program was totally noncredit by 1999. Anticipated severe state-funding shortages for the next couple of years will necessitate an adminis-trative review of weak programs which may require that some programs be eliminated.
The Community College Training Group, of which Citrus College is an active participant, meets regularly to discuss regional planning with regard to programs. The objective of this group is to offer programs regionally where appropriate. An example of this collaboration is the Kenshu program the college offers in cooperation with the Tokyo School of Music. The Kenshu program collaboration between the performing and record-ing arts program and continurecord-ing education, offers a wide variety of intensive three-day seminars for some 1,200 Japanese college students per year. This program, originally offered by Mt. San Antonio College, was transferred to Citrus College at the recommendation of the workforce development leaders group (Doc. 4.64).
PLANNING AGENDA
3. Programs with weak enrollments and not adequately meeting the needs of students and industry, as determined by advisory committees, program review and other relevant data, will be assessed by the instructional team for possible elimination. This is critical at a time of shrinking state
revenues. Appropriate arrangements for students will be made so that they can com-plete their educational goals in a timely fashion with minimal disruption.
DESCRIPTION
During the period since the last accreditation self-study, the college has experienced a 19 percent growth in the number of full-time faculty, rising from 142 full-time faculty members in 1997 to the current level of 169. Additionally, the college has increased its classified staff from 175 full-time equivalent in 1997 to the current 236 FTE classified employees. Of this classified growth, areas that offer direct instructional support have reported a 26 percent growth in FTE classified staff (Doc. 4.8).
Regular topics for the Educational Programs Committee and the Instructional Deans Committee include problems and solutions with regard to instructional equipment funding. As funds become available for repair and or replace-ment of outdated equipreplace-ment, the two committees attempt to allocate funds, depending upon urgency and need. Input is received from the fac-ulty and staff of the respective departments through the associate dean or director. Requests are then submitted to the appropriate dean of fac-ulty and vice president of instruction. These
A.4 The institution provides sufficient human, financial, and physical (including technological) resour-ces to support its educational pro-grams and to facilitate achieve-ment of the goals and objectives of those programs, regardless of the service location or instruction-al delivery method.
requests are then discussed and prioritized during the weekly instructional dean's meeting with the vice president. Instructional equipment alloca-tions from the state, along with district contribu-tions, constitute the majority of funding for instructional equipment across campus, in addi-tion to district money budgeted to the
Management Information Systems (MIS) Office. Facilities needs are submitted to the Physical Resources Committee for discussion and approval. As a result of this prioritization, the college has been successful in improving its high-tech image (Doc. 4.9).
The college had eight technology-enhanced class-rooms and 15 computer labs for student use in 1997. Today, the college has 70 technology-enhanced classrooms. In most cases, these class-rooms are equipped with smart panels that make the integration of media into the classroom envi-ronment a very user-friendly proposition. Student computer labs have shown a similar increase. Today, there are over 30 computer labs for the general student population, as well as additional specialized labs that serve such areas as disabled student programs, academic programs and faculty teaching and learning needs. The campus fiber optics backbone supports instructional and administrative intranet resources. Instructors have the ability to post course materials on the campus intranet, and students may retrieve them from most of the computer labs on campus. The col-lege has also created a faculty web site where interested faculty members have access and man-agement rights to their own web sites.
In 1997, the campus housed approximately 400 computers. Today, the number has grown to over 1,600 computers, more than 1,100 of which are used in the instructional program. To accomplish its academic mission, the college has license agreements for nearly 100 software titles, ranging from such standards as Microsoft Word to highly specialized titles such as ArcView and
Mathematica. Web page specialists have been
hired to program the college's web pages with instructional material. The Institute for Distance Education and Autonomous Learning was estab-lished to house the college's large distance educa-tion program, as well as to provide for ongoing faculty teaching and learning in technology, both for distance education faculty, as well as those in the "traditional" classroom. The distance educa-tion program, since the resignaeduca-tion of the full-time faculty director, is overseen by a dean of faculty. A full-time secretary for the program is employed, and two faculty members with reas-signed time serve as program coordinators and liaisons with the distance education faculty. Citrus College is the broadcast site for the city of Glendora's education channel. Currently, an infor-mation bulletin board and purchased pro-gramming is being broadcast.
SELF-EVALUATION
Nearly all instructional departments have benefit-ed from the numerous improvements made in equipment, resources and personnel. In addition, recommendations obtained from the Faculty Needs Identification Committee, associate deans and other committees, have resulted in the hiring of needed personnel throughout the campus to facilitate achieving goals and objectives estab-lished by long-range planning, program reviews and by other pertinent campus groups and organi-zations. The increased hiring of both faculty and classified staff reflects the college's continued commitment to the maintenance of a high quality instructional program (Doc. 4.8). In the end, it is the students' needs which help to keep this focus clearly defined, and the college has responded to these needs whenever possible.
Additional technology has presented some prob-lems for instruction in the area of computer labs. An insufficient number of technicians have often made it difficult to respond to equipment failures in a timely manner. While no institution ever has
enough technicians to maintain their technical infrastructure, the assignment of two full-time computer technicians to instructional support has significantly enhanced computer lab reliability and responsiveness to general technology-related problems. A computer lab technician dedicated to maintaining the computer labs has been hired. An additional technician will be needed. Fifty percent of a staff member's time has been allocat-ed to assist staff in utilizing technology. The staff development committees have made computer training a priority, and a series of technology academies for faculty and staff have been held.
DESCRIPTION
New matriculated, non-exempt students planning to enroll in English, math and reading are required to complete an assessment prior to enrollment. Coupled with the assessment is an orientation conducted by the counseling and advisement staff. In the orientation, information about available support services and associate degree and UC/CSU transfer requirements is addressed. Interpretation of and advice on assess-ment results regarding placeassess-ment into English, math and reading is also discussed. In addition, written information in the form of the College Planning Guide for Associate Degree and Transfer (Doc 4.11) is distributed to students. All new and returning students are strongly encour-aged to meet with a counselor/educational adviser to develop a student educational plan (SEP).
All students can receive academic advisement through individual appointments and/or by enrolling in counseling classes such as College Planning, Strategies for College Success, Career and Life Planning, and Transfer Planning. Specialized sections are provided for EOP&S, DSP&S, international students and student ath-letes (Doc. 4.12, Doc. 4.13).
Students on probation are required to attend a specialized workshop prior to registration. Students returning from dismissal are required to meet with a counselor for registration clearance. Both of these requirements present an opportuni-ty to provide advisement for the improvement of their academic standing and the development of a SEP (Doc. 4.15).
The Early Alert Program (Doc. 4.16) offers a number of workshops throughout the year on top-ics such as time management, test taking, study skills, etc., to students identified by instructional faculty.
Visits to all basic skills classes are performed by educational advisers to encourage students to see a counselor/educational adviser to complete a stu-dent educational plan. Visits to college-level English and math classrooms are also made by the Career/Transfer Center staff to inform stu-dents of available resources regarding transfer. A question and answer station in the Counseling and Advisement Center has been established to answer student questions that only require a brief response and/or directions to the appropriate site/resource on campus.
Counseling faculty and advisement staff from all offices meet regularly to ensure the consistency of information provided to students. From time to time, instructional faculty are invited to staff meetings to update the staff on their respective programs and requirements. In addition, the counseling faculty and advisers attend the annual
A.5 The institution designs and main-tains academic advising programs to meet student needs for infor-mation and advice and adequately informs and prepares faculty and other personnel responsible for the advising function.
CSU/UC transfer conferences as well as the annual Chancellor's Office mega conference (Doc. 4.17, Doc. 4.18).
Instructional faculty are oriented to the articula-tion and transfer procedures through the
Articulation 101 workshops presented by the col-lege's articulation officer.
The statewide ASSIST program and the Eureka system are used by the counseling and advise-ment staff and are available to students. Transfer/major sheets are also available to assist students in making appropriate course selections.
SELF-EVALUATION
Citrus College students benefit from a vital and well-accessed counseling and advisement program. The college provides a myriad of services which result in high levels of student satisfaction, particularly in the areas of trans-fer plans, general education requirements and discussing personal matters.
In a recent student survey (spring 2002) using the Community College Student Experiences Questionnaire (Doc. 4.10), over 80 percent of respondents noted that counseling and advis-ing services were available when they needed them. Almost 70 percent reported that they were advised to take the right classes for their skill levels. Both the total college sample and transfer students reported making a transfer planning appointment at a significantly greater rate than the national sample.
A student satisfaction survey was conducted (fall 2002) as part of the Counseling and Advisement Center Program Review (Doc. 4.14). Students were asked to complete the survey immediately following their counsel-ing/advisement appointment. The survey reflected a high level of student satisfaction
with the exception of one of the 13 items. The item reflected that only 76 percent had a clear understanding of the requirements for their educational goal. The availability of CSU/UC representatives on campus is critical for advis-ing transfer students and providadvis-ing informa-tion.
One ongoing problem has been the availability of designated classrooms for scheduling guid-ance courses. Because the rooms are assigned to other departments, guidance courses are bumped from room to room and limited to low-demand hours.
Planned replacements and increases in the number of counseling faculty have been delayed due to severe budget restraints, result-ing in limited available appointments for stu-dents (Doc. 4.19).
PLANNING AGENDA
4. Student services areas will evaluate the effectiveness of various strategies to be used in the dissemination of information to stu-dents so that they will have a clear under-standing of the requirements needed to reach their educational goal.
5. The dean of counseling will work with the instructional vice president to meet the need for at least two classrooms designated for counseling classes.
6. The dean of counseling will review staffing needs in all areas of counseling and advise-ment including faculty, classified and tech-nical personnel who directly support coun-seling and advisement programs.
DESCRIPTION
Program review addresses the college mission and is completed in each degree program every six years. Vocational certificates are reviewed annually by professional advisory committees. The employers and professionals in that industry make recommendations to update and modify curriculum, certificates and program design in order to keep current with industry standards. Articulation agreements with four-year schools are in place and aligned to major preparation requirements at most CSU and UC schools. The CSU and UC systems have designated general education requirements from the college that they will accept in place of the breadth requirements at a particular school. The college's general educa-tion courses are submitted on a yearly basis in December and January to the CSU Chancellor's Office and the UC Office of the President for approval (Doc. 4.66).
The Honors Transfer Program was launched in fall 2001 and continues to grow both in offerings and student enrollment. Articulation agreements are in place with district high schools and several four-year institutions. Four honors classes were offered during Spring 2003 with approximately
80 students enrolled. Additional honors classes are being developed and approved through the Curriculum Committee (Doc. 4.20, Doc. 4.21, Doc. 4.22).
The college offers distant education courses to accommodate the diverse needs of the student population with approximately 3,000 students enrolled each semester (Doc. 4.7).
The Learning Center, math lab and Lifelong Learning Center offer tutoring, skill building classes and workshops to help students achieve their goals whether AA/AS degree, transfer or vocational certificate. The Career/Transfer Center offers information resources for all current students. This information includes transfer requirements, workshops and transfer classes. Career exploration courses and workshops are also offered to help students to choose majors and careers.
Lifelong learning is encouraged through program sequencing and career ladders that enable stu-dents to transfer credits earned to similar pro-grams or higher education institutions.
The content of health occupations classes is based on both industry and accreditation requirements of specific agencies, such as LPN Board, Los Angeles County Emergency Medical Services (EMS) Agency, Cosmetology Board, etc. Knowledge about cultural diversity is incorporat-ed into each class. Mincorporat-edical Terminology in Spanish, designed to help English speakers communicate basics with monolingual Spanish speakers, is offered, in addition to traditional medical terminology.
Certificate program courses are available both day and night - a recent development in response to the needs of industry as determined during advisory meetings.
B. DEGREE AND CERTIFICATE PROGRAMS
B.1 The institution demonstrates that its degrees and programs, wher-ever and howwher-ever offered, support the mission of the institution. Degree and certificate programs have a coherent design and are characterized by appropriate length, breadth, depth, sequenc-ing of courses, synthesis of learn-ing, and use of information and learning resources.
Offering alternative schedule classes, such as evening classes, weekend programs and classes held on high school campuses, provides an acces-sible environment.
SELF-EVALUATION
It has been determined that some of the certificate programs are not fulfilling the Chancellor's Office guidelines, and efforts are under way through the departments and the vocational education director to bring these into conformity and consistency. The Curriculum Committee has reviewed all pro-posed honors program and distance education course requests to assure alignment with the col-lege mission and institutional effectiveness. Regular assessment of both programs is being conducted through student evaluations and other data collection in order to promote improvement and assess effectiveness in meeting student needs.
PLANNING AGENDA
7. The vocational education director, work-ing with faculty and administrators in vari-ous departments and divisions, will com-plete the task of bringing the certificate pro-grams into alignment with the Chancellor's Office requirements.
8. The Instruction Office will work with the distance education office to improve student response to faculty and course evaluations to ensure distance education courses are meeting the mission of the college and adhering to curriculum requirements.
9. The honors program coordinator will work with the Honors Transfer Council to expand the number of articulation agreements with public and private four-year institutions.
10. All new programs, as well as continuing programs (such as military, international students and study abroad), will be evaluat-ed by the regular program and function review process overseen by the Instruction Office.
DESCRIPTION
All Citrus College degree and certificate options are described in the college catalog. Citrus awards associate in arts and sciences degrees, as well as certificates of achievement, which require a minimum of 18 units, and skill awards, which are for a sequence of classes totaling less than 18 units. Certificates of completion, which require less than 18 units to receive, are also an option for students in various career areas. These are described in the college catalog (Doc. 4.4). Degrees and certificates of achievement are reviewed by the Curriculum Committee and the Educational Programs Committee after course initiation by appropriate faculty. Appropriate administrative concurrence is also required prior to course submission to the Curriculum Committee. Vocational certificates are reviewed on a regular basis for currency based upon rec-ommendations from advisory committees and accrediting organizations. The articulation officer helps department faculty and the Curriculum
B.2 The institution identifies its degrees and certificates in ways which are consistent with the pro-gram content, degree objectives, and student mastery of knowledge and skills including, where appro-priate, career preparation and competencies.
Committee in aligning the college's curriculum with four-year institutions and in conformity with that of other community colleges. AA and AS degrees are awarded to students who successfully complete general education and graduation requirements. (Doc. 4.23). Vocational courses are based upon skills that are required for job place-ment in a particular field. Major sheets, comput-er web pages, computcomput-er databases, college cata-logs, orientations, career exploration classes, transfer planning classes, workshops and transfer planning guides are provided by the college to identify program options for students.
SELF-EVALUATION
Each vocational course requires that students pass specific skill competencies and have on-the-job training that allows students to become compe-tent in the skills through practical application. Core indicators are analyzed annually. This data includes enrollment, skill attainment, completion and follow-up employment for vocational educa-tion students. (Doc. 4.24, Doc. 4.25).
The instructional program review process is per-haps the best quality assurance vehicle for accu-rately reviewing and assessing degree and certifi-cate programs. Recommendations from the review process are incorporated into departmen-tal/division long-range plans (Doc. 4.26). The college is currently undertaking a review of all certificate programs to bring them into con-formity across campus with a minimum of 18 units. The vocational education director is work-ing with the various departments and divisions to update certificate programs and establish consis-tency (Doc. 4.27).
Curriculum has been expanded to better meet needs of students in the area of basic skills. The Language Arts Department currently administers a departmental English proficiency exam (Doc. 4.28).
PLANNING AGENDA
11. The vocational education director and dean of faculty will seek to ensure that all certificate programs have viable advisory committees that meet at least once a year. 12. The vocational education director will
continue to work with appropriate faculty and administrators to update the inventory of certificate programs while striving to ensure certificate program consistency and standards.
13. The Instruction Office will work with appropriate academic departments, student services and the publications office to ensure that degree and certificate informa-tion is published in the college catalog, on the web and in other sources.
DESCRIPTION
The college catalog contains all essential infor-mation regarding student outcomes for degree and certificate programs. It is revised regularly so as to provide students with the most accurate information possible. The catalog contains detailed information on academic standards, cer-tificate requirements, rules and regulations for participants in select programs, graduation requirements and transfer information to CSU, UC and private four-year institutions (Doc. 4.4).
B.3 The institution identifies and makes public expected learning outcomes for its degree and certificate grams. Students completing pro-grams demonstrate achievement of those stated learning outcomes.
In addition, the college provides students with supplemental material, including a detailed stu-dent handbook to help new stustu-dents with orienta-tion (Doc. 4.11). Addiorienta-tional informaorienta-tion is dis-seminated though counseling services and pro-gram information sheets outlining expectations and requirements (Doc. 4.29).
Students demonstrate competencies by fulfilling the course requirements of the program. Each course is described in the college catalog and schedule, and all course outlines are approved by the Curriculum Committee and are on file in the Instruction Office (Doc. 4.24). All Citrus College faculty are expected to provide students with a course syllabus that outlines policies, expecta-tions and methods of assessment of performance (Doc. 4.30).
SELF-EVALUATION
Transfer data indicates that students who transfer from Citrus College with an AA or AS degree to four-year institutions perform as well as native students enrolled in four-year institutions (Doc. 4.31). Certificate program students demonstrate competency in their areas of study by achieving certification, which is recognized by industry and the general community (Doc. 4.32, Doc. 4.33). Vocational education web pages have been signif-icantly improved to increase student access to a broad range of information regarding vocational programs and employment in the field (Doc. 4.34).
Curriculum has been expanded to better meet the needs of underprepared students, and a Lifelong Learning Center with a basic skills lab supports improvement of students' basic skills. The Language Arts Department has developed and administers an English proficiency exam (Doc. 4.28).
PLANNING AGENDA
14. All departments will develop evaluation instruments that better assess student outcomes.
DESCRIPTION
All students graduating with an AA/AS degree must complete a general education program developed to introduce students to broad areas of knowledge, their theories and methods of inquiry. As part of a 60-unit curriculum, students must complete a minimum of 22 units in general edu-cation and 18 units in one area of inquiry, which comprises the major selected by the student (Doc. 4.4).
The AA degree is offered in the following areas: fine and performing arts, language arts, social and behavioral sciences and liberal arts (designed for students transferring to a four-year institution). The college offers AS degrees in the following areas: natural sciences, physical education and recreation, and applied arts, including administra-tion of justice, automotive technology, collision repair, business, cosmetology, dental assisting,
B.4 All degree programs are designed to provide students a significant introduction to the broad areas of knowledge, their theories and methods of inquiry, and focused study in at least one area of inquiry or established interdiscipli-nary core.
medium and heavy truck technology, digital design, drafting, electronics, heating and air con-ditioning, library technology, photography, public works, supervision, vocational nursing and water technology.
Those who choose to focus on a specific area of study can select a certificate of achievement pro-gram for a major area of study, or they can pursue one of 38 academic majors. Students selecting either of these options must complete a minimum of 18 units to satisfy the major requirement. As an alternative to pursuing a particular major area of study, students may complete requirements for the AA/AS degree by completing either the CSU General Education Breadth Requirements or the Intersegmental General Education Transfer Curriculum. Students may also elect to complete 40 units of general education for any branch of the University of California or any four-year institution. AA and AS degree sheets are avail-able in counseling and advisement (Doc. 4.35).
SELF-EVALUATION
Degree programs at Citrus College provide stu-dents with a significant introduction to broad areas of study and knowledge, as well as focused study in at least one area of academic inquiry. In the 2000 Transfer Study, 64.5 percent of respon-dents strongly agreed or agreed that Citrus College prepared them well for academic work at their four-year institution. Two-thirds of respon-dents confirmed that attending Citrus College first was beneficial for their success in complet-ing their present college studies. Nearly 80 per-cent of respondents strongly agreed or agreed that they were satisfied with their academic experi-ence while attending Citrus College (Doc. 4.31).
DESCRIPTION
The college's academic standards stipulate that, in addition to meeting the 22 units of general educa-tion requirements, students must also meet competency requirements in writing, reading and mathematics. Competency requirements include: writing requirement - "C" or better in English 100 or above; mathematics competency - Math 115 (Business Mathematics) or above, OR
Elementary Algebra in high school AND place-ment into Intermediate Algebra on the placeplace-ment test; and reading - Reading 99 OR placement into Reading 120 on placement test.
Citrus College grants credit toward a degree for students who have achieved minimum required scores on certain advanced placement exams, such as the Advanced Placement Examinations of the College Entrance Examination Board, College Level Examination Program and the College Equivalency Examination of the California State University System. The college also grants credit to veterans upon evaluation of military service, as well as for other nonclass-room experiences (Doc. 4.4).
All transferable general education courses must contain critical thinking and writing components. Students must pass proficiency exams in writing and composition courses (Doc. 4.28). Students with learning disabilities, upon recommendation from the DSP&S coordinator and in cooperation with faculty, may substitute alternate coursework to complete these competency requirements.
B.5 Students completing degree pro-grams demonstrate competence in the use of language and computa-tion.
SELF-EVALUATION
The program review process helps ensure the rigor of the general education courses. Course outlines list the level of critical thinking and writ-ing expected in the courses. The Curriculum Committee reviews every course outline to ensure that the competencies are being addressed. Course syllabi are periodically reviewed (pro-gram review, instructor evaluations) to also ensure the rigor of each course. The prerequisites and competency requirements incorporated into each course assure that the students are meeting the competency requirements. The Educational Programs Committee investigates the feasibility of adding critical thinking and writing skills as a component of the program review process. Proficiency exams are required for English 100 and English 101 (Doc. 4.28).
PLANNING AGENDA
15. The Student Services Office will convene a campuswide committee to review gradu-ation competency requirements and consid-er possible adjustments in reaction to the new CHEE (California High School Exit Exam) in the areas of mathematics, English and reading.
16. Applicable academic departments will review and evaluate the placement exams in reading, writing and mathematics to ensure their continued relevance and proper place-ment within the college curriculum.
17. The Mathematics Department will explore the possibility of including a proficiency exam for measuring mathematics compe-tency in reaction to the possible inclusion of an entrance exam at the CSU and UC. 18. The Language Arts Department will
estab-lish guidelines to ensure the completion of
DESCRIPTION
Students in vocational programs are prepared in both theory and practical application. Students in a certificate program must maintain a "C" aver-age or better in their coursework. Students enrolled in health occupations programs are mon-itored by clinical advisers, who then provide an assessment of the student's clinical experience to incorporate into the student's overall grade for the course.
Vocational certificates are based on industry stan-dards established by professional advisory committees. For example, cosmetology certifi-cates are aligned with state program curriculum. Cosmetology and esthetician programs require a minimum 75 percent on state board exams to pass. Both the written and practical components must be passed before a license is confirmed. EMT students have a 90 percent pass rate for Los Angeles County State certifying exam (Doc. 4.36). Industry partnerships facilitate curriculum currency, student internships and job placement. Students in the automotive technology program receive a certificate when requirements and profi-ciencies have been met (Doc. 4.37, Doc. 4.38).
SELF-EVALUATION
Vocational programs are kept current through the regular meeting of advisory committees com-posed of faculty, administrators, employees and industry/agency workers. Curriculum changes are initiated based upon the advice of the respec-tive advisory committees and as a result of
regu-B.6 The institution documents the tech-nical and professional competence of students completing its vocational and occupational programs.
Core indicators continue to be recognized and required by the state Chancellor's Office. Many vocational and occupational programs are accred-ited by either state or national accreditation agen-cies. This accreditation ensures that students are taught the most current skills and advanced knowledge for job placement. The percentage of completers who apply for and are awarded licens-es in their field exceeds the minimum require-ment set by the accreditation agency of the pro-gram. Approximately 80 percent of new hires by a local hospital are Citrus College licensed voca-tional nurse (LVN) students. Recent performance improvement reviews have identified that stu-dents graduating from the Citrus College LVN program are being taught the necessary skills and knowledge required for employment at the hospi-tal (Doc. 4.41, Doc. 4.42, Doc. 4.43, Doc. 4.44, Doc. 4.45).
PLANNING AGENDA
19. All vocational faculty will learn to access and analyze core indicators and to use that data in plans and program reviews.
DESCRIPTION
A joint committee of representatives from the Academic Senate and the standing committee on educational programs reviewed courses listed for general education in 2000. The counseling staff reviews student records for general education
course completion during scheduled appoint-ments and when a student applies for graduation. The college catalog provides students with specif-ic information regarding the requirements for graduation, including the general education pat-tern and the appropriate courses which can be taken to meet those requirements. In addition, graduation requirements are reviewed as part of the college's assessment and orientation process. All nonexempt students are encouraged to partici-pate in this orientation. The orientation handbook (Doc. 4.11), which is distributed to students at no cost during the orientation process, contains all pertinent information regarding general education requirements.
The counseling department also offers a course for all new students, College Planning, which reviews all aspects of graduation and transfer. The college catalog is the primary text for this course. Handouts (Doc. 4.23), outlining the grad-uation requirements, are also available to students in the Counseling and Advisement Center, Career/Transfer Center, EOP&S, DSP&S and the International Student Center.
SELF-EVALUATION
Students are provided with a number of opportu-nities and venues to secure information regarding graduation requirements. Approximately 600 stu-dents graduate yearly, although this number fluc-tuates.
C. GENERAL EDUCATION
C.1 The institution requires of all degree programs a component of general education that is published in clear and complete terms in its general catalog.
DESCRIPTION
Citrus College's philosophy of general education is clearly defined in the course catalog and has been revised periodically to conform with the Education Code and to agreements between the college and the state universities. The college's general education program is intended to provide classroom instruction and related activities to introduce students to the humanities, arts, social sciences and natural sciences. At the same time, students have the opportunity to develop essential skills in oral and written communications, mathe-matical concepts and critical thinking. The distri-bution of courses through the four major areas affords students the opportunity to become famil-iar with the various disciplines represented and to gain a breadth of knowledge sufficient to enable them to make informed choices as individuals and as members of the larger communities to which they belong.
The Curriculum Committee, composed of 11 fac-ulty, five instructional administrators, the librarian and the articulation officer, determines the gener-al education list of courses after researching and consulting with various program review reports and with subcommittees regarding the quality and function of the courses recommended.
SELF-EVALUATION
Consistency and quality are watchwords when courses are selected for the general education
program. While the college staff is confident that its program and selection of courses is effective, care is taken so that each of the courses provides an experience roughly equivalent to courses offered within each of the representative areas of study.
As noted in the 2000 mid-term report, student services recently authored a graduation require-ments proposal that was submitted to the various Citrus College constituencies and was adopted in 2001.
DESCRIPTION
The college's general education requirement con-sists of 22 units distributed over four major areas: natural sciences, subdivided into biological sci-ences and physical scisci-ences; social scisci-ences, sub-divided into history, political science and behav-ioral sciences; cultural studies, subdivided into fine arts, foreign languages, humanities and litera-ture; language and critical thinking, subdivided into English composition, communication and analytical thinking. All courses that go through the Curriculum Committee, where appropriate, include a multicultural requisite (Doc. 4.46).
C.3 The general education program introduces the content and method-ology of the major areas of knowl-edge: the humanities and fine arts, the natural sciences, and the social sciences. The general education program provides the opportunity for students to develop the intellectual skills, information technology facility, affective and creative capabilities, social attitudes, and an appreciation for cultural diversity that will make them effective learners and citizens. C.2 The general education component
is based on a philosophy and ration-ale that are clearly stated. Criteria are provided by which the appropri-ateness of each course in the general education component is deter -mined.
The educational program provides many opportu-nities for students to develop and demonstrate competencies. In compliance with Title 5, all edu-cational programs have undergone an intensive program review. All course outlines include an essay component with the exception of specific skills courses where the department and Curriculum Committee have deemed writing to be an inappropriate measure. The definition and examination of the rigor and pedagogy of quanti-tative skills have also been a part of the curricular reform review process. In order for a course to be degree applicable, a critical thinking compo-nent must be incorporated into the course goals and objectives.
The college offers a wide variety of specific courses that embrace cultural diversity, such as Minorities in America, Afro-American History, Chicano Studies, Sex and Gender in a Cross Cultural Perspective, History of Latin America and Psychology of Women. Where appropriate, all courses have been revised to include content dealing with cultural diversity and multicultural-ism as a result of program review.
SELF-EVALUATION
The college continues to promote technology-enhanced instruction in all departments. Seventy classrooms have been outfitted with sophisticated multimedia projection systems. The college has approximately 30 computer labs, open and disci-pline specific, for both student use and instruc-tional purposes. Online tutoring is also available. As part of the general education courses, some faculty encourage student use of the internet for research. The long-range plan calls for the devel-opment of a video and high-definition television program that will be housed in the video technol-ogy section of the recording arts facility.
Implementation of this program is dependent upon funds for the facility remodeling and the purchase of necessary equipment.
DESCRIPTION
An associate degree requires students to have minimum competency levels determined by pass-ing the appropriate courses or by obtainpass-ing satis-factory scores on department exams. English stu-dents must pass a departmental proficiency exam (Doc. 4.28) in English 100 and 101 to receive a grade of "C" or better in the course. A critical thinking and writing component must be incorpo-rated into course goals and objectives to be degree applicable or transferable. Course objec-tives and goals are evaluated and updated during program review to ensure that the course requires students to achieve minimum competencies. The college also offers specific courses that develop critical analysis, such as Philosophy 106, Philoso-phy-Logic 110, English 102 and English 103. Classes in math, science, speech and oral communications, and writing are among the required courses for graduation and/or transfer and meet all requirements of Title 5, Section 51623. Students who transfer to four-year uni-versities perform as well, if not better, than stu-dents who entered as freshmen.
SELF-EVALUATION
The Curriculum Committee makes revisions of course offerings to be certain each course helps students meet core competencies. The articula-tion officer and Transfer Task Force are consulted and used as resources in the development of cur-riculum.
C.4 Students completing the institution's general education program demon-strate competence in oral and writ-ten communication, scientific and quantitative reasoning, and critical analysis/logical thinking.
PLANNING AGENDA
20. Departments will analyze the relevant infor-mation from the satisfaction survey and other data sources to ensure that minimum competencies are being met by students. 21. The Language Arts Department will
pro-mote writing across the curriculum by host-ing workshops on staff development days.
DESCRIPTION
Establishing and evaluating educational programs is the ultimate responsibility of the vice president of instruction. At the direction of the area deans or associate deans, the departments organize reviews of each program. In accordance with Title 5, Section 51022, the college has adopted a specific plan for program review and has careful-ly implemented a review process for each area of instruction (Doc. 4.47). Program review is a sys-tematic process for the collection, analysis and interpretation of data concerning a program and its curriculum. It is used to make judgments about the effectiveness of a program and to facili-tate improvement of the program.
The Program Review Handbook outlines the
process with specific timelines for the review of programs and the parties to be involved. The major objective of program review is to improve the quality of education at Citrus College. Review of programs is undertaken for the following purposes: a) to provide the college with information concerning how well the pro-gram functions in relation to its objectives, the mission of the college, the college's institutional direction statements and the needs of the commu-nity; b) to aid in planning and decision making; c) to improve programs. Student evaluations are a part of the instructor evaluation process and are important to program review (Doc. 4.48).
SELF-EVALUATION
The responsibility of a program review commit-tee is to ensure that a program is consistent with the college mission. The committee is represent-ed by faculty, associate deans, area deans and the vice president of instruction. Specific personnel are consulted with regard to each criterion: librarian, articulation officer, counseling, long-range planning officer, curriculum representative and a representative from the Academic Senate, including adjunct faculty. An institutional researcher is integral to the entire process. However, due to budgetary constraints, this posi-tion has been eliminated. Often, recommenda-tions for changes or additional personnel are revealed during the process and are implemented or corrected as the review process progresses dur-ing the year. The validation of prerequisites also occurs during program review.
To ensure that no program is overlooked, a pro-gram review timeline has been established for a six-year cycle and all programs have completed the process at least once.
D. CURRICULUM AND INSTRUCTION
D.1 The institution has clearly defined processes for establishing and eval-uating all of its educational pro-grams. These processes recognize the central role of faculty in develop-ing, implementdevelop-ing, and evaluating the educational programs. Program evaluations are integrated into over-all institutional evaluation and plan-ning and are conducted on a regular basis.
PLANNING AGENDA
22. The Academic Senate and the administra-tion will identify viable opadministra-tions for conduct-ing necessary institutional research.
DESCRIPTION
Program review is the process by which the col-lege assures the quality of instruction, academic rigor and educational effectiveness of its curricu-lum and delivery. The Instruction Office selects a sixth of the college's programs for review each year. This amounts to a review of about 10 pro-grams yearly. The process utilizes existing data which is collected for long-range planning and other college activities. After the first review, rec-ommendations from the previous review are addressed. Final recommendations of the review committees, rationale for budget, staff, facilities improvement and planning decisions are made. The three major stages in the process consist of study, validation and department response. Program data are gathered from personal surveys, department staff and advisory groups from public and private agencies, existing enrollment records, articulation officials and senior educational insti-tutions. The Curriculum Committee and the Board of Trustees review the final reports (Doc. 4.47).
The program review process is utilized for all courses and programs wherever the classroom may be situated, including the study abroad
pro-grams and distance education classes. Research on the quality of instruction, academic rigor and student success has been conducted in the areas of mathematics and science where the failure rates of students have been analyzed (Doc 4.65). Students who are not successful in these courses are identified and counseled. Research on the learning styles of students enrolled in mathemat-ics and science classes and their success rates has been conducted.
Instructional administrators visit the study abroad sites to ensure program quality. The distance edu-cation coordinator has conducted surveys to assess the quality of the distance education cours-es (Doc 4.49). Proficiency exams are given at the end of each semester to students enrolled in composition courses.
SELF-EVALUATION
The college has taken particular care to ensure that courses across the curriculum have academic integrity. Over the last five years, the college has undertaken an intensive program review process. Through the development of the Transfer Center and the efforts of the articulation officer, the col-lege has ensured that articulation agreements are kept current and that the college courses parallel those of surrounding senior institutions. The Educational Programs Committee, which looks at all of the programs from a broad perspective, also examines the program review reports.
D.2 The institution ensures the quality of instruction, academic rigor, and edu-cational effectiveness of all of its courses and programs regardless of service location or instructional delivery method.
D.3 The evaluation of student learning and the award of credit are based upon clearly stated and published criteria. Credit awarded is consistent with student learning and is based upon generally accepted norms or equivalencies.
D.4 The institution has clearly stated transfer of credit policies. In accept-ing transfer credits to fulfill degree requirements, the institution certifies that the credits accepted, including those for general education, achieve educational objectives comparable to its own courses. Where patterns of transfer between institutions are established, efforts are undertaken to formulate articulation agreements.
DESCRIPTION
Instructional administration requires faculty members to provide students with a syllabus or course outline that includes grading policies and standards of performance.
SELF-EVALUATION
All instructors are required to develop course out-lines or session agendas which explain grading and attendance policies for their students and to place on file with the division dean a copy for each course they teach each semester. Staff devel-opment workshops have explained the need for syllabi and the benefit to students and faculty. Models of excellent syllabi have been shared with faculty, both full-time and adjunct, and there has been a noticeable decrease in student complaints regarding unknown teacher policies on grading and attendance (Doc. 4.30). For the past two years, the importance of a syllabus has been incorporated into the orientation program for new faculty. Two faculty members received a foundation-funded summer mini-grant to develop a book of generic syllabi for new and adjunct fac-ulty (Doc.4.50). It is agreed that the syllabi must serve as a student guide to the semester’s work and assignments.
PLANNING AGENDA
23. The handbook of model syllabi will be given to adjunct faculty as well as new faculty.
DESCRIPTION
The college's articulation office is responsible for coordinating transfer courses, major preparation courses and general education requirements with baccalaureate institutions. The articulation officer (who is a permanent member of the Curriculum Committee), works with the Academic Senate, individual faculty and Curriculum Committee members to prepare the necessary documents that make up the general education and major require-ments.
All new courses deemed transferable will be sub-mitted to the ASSIST coordination site where all transferable courses are housed. These courses will then be submitted to be included on the University of California's Transfer Course Agreements (TCAs) and the California State Universities baccalaureate course list. The Intersegmental General Education Transfer Curriculum (IGETC) list, which satisfies the gen-eral education requirements for the UC and CSU senior institutions, along with the California State
University General Education Certification (CSUGE), is prepared by the articulation officer and sent to the CSU Chancellor’s Office and the UC Office of the President for approval. The approved general education lists are then posted in class schedules, college catalogs, transfer guides and made available to all students. A copy is also forwarded to all UC and CSU campuses, as well as all 108 community college campuses (Doc. 4.4, Doc. 4.51).
Course-by-course articulation agreements exist with most of the local four-year institutions. These agreements provide the information for transfer of courses that are also taught on a spe-cific campus.
Major preparation articulation agreements exist between the college and most of the local four-year institutions. These agreements are for the courses that satisfy requirements for particular majors. Major sheets have been developed by the articulation officer that assist students in prepar-ing them for transfer into a particular major. These are available in the counseling office, online and in the Career/Transfer Center (Doc. 4.11).
The four-year institutions provide data about community college transfer students. Each year the CSU system prepares an academic per-formance report on students who have transferred from the college. The UC system provides simi-lar data. Each year the college receives a list of transfer students from most four-year schools. These lists show units transferred, the transferred GPA, and units attempted and completed. They also include the current GPA and units being attempted (Doc. 4.31).
SELF-EVALUATION
General education articulation agreements are in place and approved by the four-year institutions.
This process is working well and provides stu-dents with the opportunity to complete these requirements at Citrus College. Furthermore, the courses completed are certified to protect the stu-dent from having to repeat lower-division general education requirements at a CSU or UC campus. The course-by-course articulation continues to be a time-consuming process but has become more organized by the use of a new software program bought in 2002. Articulation Manager 101 is being used to organize all new articulation agree-ments and will be accessible for use by coun-selors and advisers in the near future. Project ASSIST continues to house all articulation agree-ments and is a valuable tool in the articulation process.
DESCRIPTION
Citrus College's mission is to serve its diverse communities by providing a center for lifelong learning, cultural development and career educa-tion. The college affirms its commitment to open access for all prospective students, including those who seek to obtain an associate degree, transfer to a four-year institution, acquire voca-tional certification, or pursue workforce develop-ment or personal enrichdevelop-ment. Given the diverse profile and varied needs of California community colleges, Citrus College has sought to offer a range of delivery systems and modes of instruc-tion that assist students in attaining their educa-tional goals.
D.5 The institution utilizes a range of delivery systems and modes of instruction compatible with the objectives of the curriculum and appropriate to the needs of its students.
The curriculum and programs are tailored to accommodate many different student scheduling needs. Courses are offered seven days a week, during the day and evenings. In addition to tradi-tional semester-length courses, some have been modified for program acceleration or condensa-tion. Courses not only start at the beginning of the semester, but also as late-start classes through-out the semester. Beginning in October 2001, the college offered select distance education courses as a winter session. Summer classes and pro-grams are offered within both the "traditional" first and second six-week sessions, as well as for varying lengths of time. The college also offers noncredit, transfer and community education courses, as well as contract education programs designed to meet the workforce and economic development needs of business and industry.
Over the last six years, Citrus College has built a comprehensive online distance education pro-gram. At present, there are approximately 3,000 students enrolled in distance education classes each semester. For spring 2003, 44 distance edu-cation classes were offered in the schedule of classes (Doc. 4.51). Three degrees are available to students who enroll exclusively in distance education courses. Classes offered via distance education meet the same course requirements and standards as "traditional" classes. Faculty in the program have established guidelines for teaching distance education classes (Doc. 4.52). A web office supports the distance education pro-gram. The program is overseen by an academic dean, and two faculty members have reassigned time to serve as faculty coordinators for the pro-gram. Faculty and staff have been provided with ongoing training opportunities through attendance at conferences or workshops, in addition to on-campus training sessions. Citrus College recently remodeled a facility that is now known as the Institute for Distance Education and Autonomous Learning. The institute houses a lab for faculty and staff training and learning purposes, not only for instructors of distance education courses, but
also for those in the traditional classroom. Citrus College is approved by the United States Navy and Service Members Opportunity Colleges to offer Navy College Program for Afloat College Education (NCPACE) courses to navy personnel. At present, 11 contract distance education courses are offered on rolling 12-week terms (Doc. 4.6).
The college has invested considerable funds in remodeling and outfitting existing facilities for the promotion of technology-enhanced instruc-tion. There are approximately 30 computer labs on campus, both open and discipline-specific. Additionally, the college funded the installation of a computer lab at its Claremont High School satellite site. Approximately 70 classrooms have been outfitted with sophisticated multimedia pro-jection systems. Numerous courses in various dis-ciplines have been approved by the Curriculum Committee that incorporate a computer lab component. In 2002, the library remodel was completed, and the Learning Resource Center wing was constructed. It houses numerous com-puters and facilitates student research needs by use of computers linked to the internet, as well as information data banks. A Testing Center was developed and staffed to accommodate the testing needs for the distance education program, exam make-ups, placement assessment and employ-ment testing. In spring 2003, operations of the Testing Center moved to a larger facility (Doc. 4.9).
Instructional faculty and administration are work-ing with the DSP&S program to accommodate the instructional needs of students with disabili-ties. New technologies are being used to assist students with sight and hearing impairments. Through the library's audiovisual department, library staff is working with the DSP&S compli-ance officer to acquire instructional materials that have closed captioning. Testing for DSP&S moved to the new Testing Center in spring 2003.
SELF-EVALUATION
The rapid growth of Citrus College's distance education program in the last six years indicates that the college is meeting student needs through this alternative form of instructional delivery. Given tight schedules and limitations due to space, time or disability, distance education remains a viable and attractive option for many students to fulfill their educational goals. The size of the program is only restricted by funding limitations and the availability of qualified, trained instructors. Classes offered via distance education are equal in their rigor and breadth to classes offered through traditional instructional modes.
The college's adoption of Blackboard as its new operating platform provides faculty with an online grading book, access to various testing tools and increased opportunities for interaction with students through chat rooms and message boards. The use of Blackboard as a platform will help students navigate distance education courses by creating a format that is similar for each disci-pline, while enabling instructors to also maintain their site's individuality.
All distance education courses are approved and reviewed by the Curriculum Committee.
Monthly distance education meetings with faculty are held, at which courses and techniques are cri-tiqued and recommendations for improvements in the distance education program are reviewed. Weekly distance education staff meetings are held and attended by the dean of faculty, the two fac-ulty coordinators, the web specialists, the pro-gram secretary and the vice president of instruc-tion. Efforts are being made to systematize dis-tance education course evaluations. Data about the distance education program and the number of students served is submitted to the Chancellor's Office annually (Doc. 4.53).
Progress is being made in helping distance educa-tion become more accessible to students with
dis-abilities. Through the use of faculty-adopted guidelines, as well as acknowledged good prac-tices in distance education, the dean and faculty coordinators, in conjunction with the support of the vice president of instruction, will continue to review distance education courses for quality and compliance with established guidelines. Faculty and staff have been given opportunities for training through workshops and attendance at conferences. Additionally, the teaching and learning lab in the Institute for Distance Education and Autonomous Learning is a state-of-the-art facility designed to assist faculty with training in distance education, as well as faculty interested in enhancing the use of technology in their traditional classes (Doc. 4.52, Doc. 4.49). The efficiency and quality of all educational pro-grams, credit and noncredit, are continually moni-tored and evaluated through the regular program review process and by the respective deans, asso-ciate deans and other administrative personnel. The dean over each academic area meets weekly with the vice president of instruction, and meet-ings with all instructional administrators, along with the dean of counseling, occur regularly. Other regular meetings that bring together instructional administrators, faculty leaders and representatives from non-instructional areas include Instructional Council and Educational Programs Committee. Mutual problems are dis-cussed and solved, and experts from various campus areas are invited to identify problems and make recommendations for resolutions. Surveys to determine student satisfaction indicate that the college is satisfactorily meeting student needs and expectations.
The college houses the main feed line for the city of Glendora's educational channel. As a member of the Intelecom Consortium, the college has secured educational programming to air on the channel. The behavioral and social sciences departments routinely use the channel's pro-gramming as supplemental material for classes.
PLANNING AGENDA
24. Appropriate personnel in the Instruction Office will oversee and supervise the move to the larger Testing Center facility. Increased use of the facility will require funding for additional staff.
25. The Instruction Office will continue to encourage the development of more dis-tance education classes in mathematics and the sciences to better meet student transfer and graduation requirements. Orientations for first-time distance education students will be developed and encouraged.
DESCRIPTION
Noncredit courses and programs are planned, approved and evaluated in the same manner as credit courses and programs. Curriculum is designed by the appropriate area. Suggestions for courses and programs may be generated by administrators in response to community needs or requests. The new course outline is written fol-lowing a prescribed form. The outline is then reviewed and approved by the appropriate super-visor, the vice president of instruction, the
Curriculum Committee and the Board of Trustees and then sent to the Chancellor's Office for approval. Course approvals and outlines are kept on file in the noncredit office. Noncredit instruc-tors are required to meet community college fac-ulty minimum qualifications.
Community education (fee-based) courses and programs are designed by the Community Education Department. Suggestions for courses and programs may be generated by administra-tors in response to community needs or requests. When necessary, outlines for courses and pro-grams are reviewed and approved by appropriate department supervisors to avoid competition with credit programs. Courses are generally presented by independent contractors on a fee-split basis. Course outlines are kept on file in the
Community Education Office. Instructors are not required to meet community college faculty mini-mum qualifications but are experts in their field who bring hands-on, practical information to the classroom.
Contract education courses and programs may be offered for credit or noncredit, and courses or programs are designed, approved and evaluated appropriately.
SELF-EVALUATION
Continuing education students are asked to complete evaluations for courses and instructors. Continuing education administrators always eval-uate new courses, programs and instructors, and periodically evaluate continuing courses, pro-grams and instructors. All evaluations are kept on file in the Continuing Education Office. Businesses utilizing the services of the contract education program also evaluate program deliv-ery (Doc. 4.54).
D.6 The institution provides evidence that all courses and programs - both credit and non-credit (fee based, not for credit) - whether conducted on or off campus by traditional or non-tra-ditional delivery systems, are designed, approved, administered and periodically evaluated under established institutional procedures. This provision applies to continuing and community education, contract and other special programs con-ducted in the name of the institution.
