De Anza College Accreditation Self-Study Report

1. Draft Self-Study Report in Support of Reaffirmation of Accreditation College Review Town Hall Meeting, June 16, 2011

2. Mission Statement De Anza College provides an academically rich, multicultural learning environment that challenges students of every background to develop their intellect, character and abilities; to realize their goals; and to be socially responsible leaders in their communities, the nation and the world. De Anza College fulfills its mission by engaging students in creative work that demonstrates the knowledge, skills and abilities contained within the college’s Institutional Core Competencies: • Communication and expression • Information literacy • Physical/mental wellness and personal responsibility • Global, social, cultural and environmental awareness • Critical thinking – Updated Spring 2010

3. Accrediting Commission for Community and Junior Colleges (ACCJC) Standards I. Institutional Mission and Effectiveness II. Student Learning Programs and Services III. Resources IV. Leadership and Governance

4. Team Leaders • Standard I • Nancy Cole • Alex Kramer • Andrew LaManque • Standard III • Letha Jeanpierre • Dan Mitchell • Kevin Metcalf • Standard II • Gregory Anderson • Mary Kay Englen • Christina Espinosa-Pieb • Standard IV • Stacey Cook • Cynthia Lee-Klawender • Virginia Marquez

5. Standards Teams

6. Preparation for Accreditation

7. 2007 • Student Learning Outcomes coordinator appointed; SLO timelines developed 2008 • Intensive work begun on SLOs • Focused Midterm Report submitted

8. 2009 Yearlong • Steady progress on SLOs; new coordinators named; work begins on Student Services Learning Outcomes (then referred to as Service Area Outcomes, or SAOs) and Administrative Unit Outcomes (AUOs) Spring • Institutional Core Competencies (ICCs) developed Fall • Draft Six-Year Planning Cycle developed • Accreditation website updated • Educational Master Plan Committee formed; review of mission statement begun • 2009 Follow-Up Report submitted • Initial Accreditation Steering Committee emerges organically from the SLO Steering Committee • ALO attends training at California Community College League (CCLC) conference, San Francisco • Planning occurs for invitation to college community to participate in Self-Study

9. 2010 Yearlong Continuing progress on SLOs, SSLOs, AUOs and assessment cycles Ongoing Accreditation Steering Committee meetings Regular accreditation updates provided to college community through College Council, other governance groups Self-Study development through Standards teams January ALO attends ACCJC public meeting, San Francisco College community invited to information session on Accreditation Self-Study; Overview and Orientation meeting held January/February Self-Study teams established and convened; early work begins Educational Master Plan drafted, distributed

10. 2010 March Self-Study chairs training, ACCJC, Foothill College Faculty chairs training, Academic Senate Accreditation Institute, Newport Beach April Formal accreditation update to board of trustees May College Council approval of updated mission statement, Educational Master Plan College Council formal approval of Accreditation Steering Committee charge July Discussion begins on Accreditation surveys to students, faculty and staff November Accreditation surveys administered ALO attends ACCJC workshop, Pasadena

11. 2011 Winter/Spring Regular accreditation updates continue to be provided to college community through College Council, other governance groups January ALO attends ACCJC public meeting, San Francisco January-May Submissions/revisions/editing of Self-Study drafts March ALO and faculty training, Academic Senate Accreditation Institute, Napa April College convocation held on SLOs Faculty, administrator representatives attend ACCJC regional workshop on Program Review and Institutional Planning, West Valley College ALO attends ACCJC workshop, San Francisco

12. 2011 June Self-Study available online for review by entire college community Review of Self-Study through governance groups, College Council, Town Hall meeting Board of trustees review of document; presentation delivered to board Feedback incorporated College Council approves Self-Study

14. Proposed Planning Agendas

15. Standard I. Institutional Mission and Effectiveness • As a component of the new planning process, the mission statement will be reviewed and publicized on a regular basis. The review of the mission statement will be integrated into the planning process. • The college will implement the integrated planning process that incorporates outcomes assessment results into institutional planning, and provide the time and space for broad-based dialogue aimed at improving student learning.

16. Standard II. Student Learning Programs and Services Standard II.A, Instructional Programs • Working with other Planning and Budgeting Teams and College Council, the Instructional Planning and Budget Team (IPBT) will review and modify the Annual Program Review Update and Comprehensive Program Review processes on a regular basis. • Develop a Distance Learning course student evaluation based on the Foothill-De Anza Faculty Agreement Article 6 and Appendix J2W. • Develop faculty training on effective online teaching strategies to improve student success and retention. • Institutional Research will continue its commitment to assisting faculty and staff in their assessment efforts in the course and program levels.

17. Standard II. Student Learning Programs and Services Standard II.A, Instructional Programs • The SLO team will continue to refine its processes to assist faculty in efficiently and effectively documenting and assessing Student Learning Outcomes. • The college will continue to encourage professional growth in the area of assessment through the Office of Staff and Organizational Development. Staff Development activities related to the development, interpretation and analysis of course and program assessments will continue. • Complete assessment of Program Level Outcomes (PLOs) by the end of the 2013-14 academic year.

18. Standard II. Student Learning Programs and Services Standard II.A, Instructional Programs • Workshops will be conducted in order to introduce Program Level Outcomes Assessment (PLOACs). • Develop an assessment plan for Program Level Outcomes (PLOs). • The Academic Senate, through the SLO Steering Committee and team, will continue to encourage faculty to develop reasonable program-level assessment techniques. • The Planning and Budget Teams (PBTs) will reflect on and enhance Program Review processes and criteria to more fully develop effective assessment methods for Student Learning Outcomes Assessment Cycle (SLOAC) and Program Level Outcome Assessment Cycle (PLOAC) results.

19. Standard II. Student Learning Programs and Services Standard II.A, Instructional Programs • The SLO Steering Committee will continue to refine SLOACs in all areas of the college in order to achieve meaningful use of data into practice. • Develop a centralized technology training plan that addresses faculty training. • Develop additional faculty training for Distance Education. • Increase staff development in the institutional Strategic Initiatives: Outreach, Individualized Attention to Student Retention and Success, Cultural Competence, and Community Collaborations.

20. Standard II. Student Learning Programs and Services Standard II.A, Instructional Programs • Create an inventory of areas that have departmental exit exams and encourage appropriate alignment with SLO assessments. • Faculty will develop and conduct a comprehensive approach to meaningful assessment of certificate and degree programs. • Develop a plan to assess General Education (GE) outcomes. • Implement revised General Education (GE) Philosophy and Area Descriptors for inclusion in the 2013-2014 catalog. • Assess student achievement of the General Education (GE) outcomes and Institutional Core Competencies (ICCs).

21. Standard II. Student Learning Programs and Services Standard II.A, Instructional Programs • Divisions will periodically review syllabi for consistency with appropriate standards, including content, methods and college policies. • Working with Foothill College, draft a joint policy on program discontinuance for discussion at both colleges. • Assess effect of elimination of Readiness co-requisites on student success and retention in developmental and freshman transfer-level English.

22. Standard II. Student Learning Programs and Services Standard II.A, Instructional Programs • Continue to evaluate the effectiveness of the overall college website through student focus groups and faculty and staff input. • Continue to improve and enhance the online searchable schedule of classes. • Improve Student Development-related websites in the content and presentation of information, including as it relates to academic honesty. • Revamp the Student Handbook for content and presentation and increase visibility of the handbook on the college website.

23. Standard II. Student Learning Programs and Services Standard II.B, Student Support Services • With the leadership of the associate vice president of Instruction, the college will hire a director for the redefined Office of Equity, Social Justice and Multicultural Education. • With the leadership of the associate vice president of Instruction, the director of ICCE, the director of Equity, Social Justice and Multicultural Education, and the director of Staff and Organizational Development will collaborate with DASB to establish updated strategic plans focused on student access and engagement for their departments. (The above are also Planning Agendas for Standard III.)

24. Standard II. Student Learning Programs and Services Standard II.B, Student Support Services • With the leadership of the vice president of Student Services, the dean of Counseling and Matriculation, and the Counseling Department chair, Counseling and Advising will evaluate through surveys, focus groups and ongoing discussions how to improve services. • The new dean of Counseling and Matriculation will work with the Matriculation Coordinator to establish a Matriculation Advisory Board. • Assessment, in conjunction with the DARE Task Force, will determine, prioritize and implement best practices to improve Assessment Center service to students, including in the placement of students in developmental education courses.

25. Standard II. Student Learning Programs and Services Standard II.B, Student Support Services • The Student Services Planning and Budget Team (SSPBT) will continue to refine Student Services Learning Outcomes Assessment Cycles (SLOACs) to assist in planning, program evaluation and decision-making. • Working with other Planning and Budgeting Teams and College Council, SSPBT will review and modify the Annual Program Review Update and Comprehensive Program Review processes on a regular basis. • Develop an assessment plan for Program Level Outcomes (PLOs).

26. Standard II. Student Learning Programs and Services Standard II.C, Library and Learning Support Services • Facilitate an increase in fully online, partially online and hybrid course offerings through Distance Learning instructional design and training assistance. • Explore creative ways to utilize existing faculty and technologies to fully develop an enhanced information literacy program.

27. Standard II. Student Learning Programs and Services Standard II.C, Library and Learning Support Services • With the leadership of the new dean of Learning Resources, engage more faculty in the integration of Library services, including orientations as part of courses and Learning Communities. • Redesign Library space or create a larger instructional lab to accommodate more students. • Redesign circulation and reference/instruction desk areas to improve service.

28. Standard III. Resources • Explore additional ways to educate employees about different working styles and interpersonal work relationships. • With the oversight of College Council and its College Planning Committee (CPC), continue to ensure that the Educational Master Plan goals and integrated planning drive staffing decisions. • Explore opportunities to increase funding for diversity programs on campus. • Explore opportunities to maximize staff development during times of constrained budget.

29. Standard III. Resources • Increase communication throughout shared governance about the integration of human resources planning with institutional planning. • Working with other Planning and Budgeting Teams and College Council, the Finance and Educational Resources Planning and Budget Team (FERPBT) will review and modify the Annual Program Review Update and Comprehensive Program Review processes on a regular basis. • Continue to integrate the Information Technology Strategic Plan into campus planning and budgeting initiatives.

30. Standard III. Resources • Work toward a centralized technology training plan, based on wide-ranging input from faculty, staff and students, as well as all staff involved in delivering training, both at the campus and district level. The plan should address the questions of how training needs are assessed and how training will be assessed and evaluated, in addition to guiding users toward the appropriate location to receive the training. • Complete the update of the Facilities Master Plan. • Develop clear policies and procedures for writing and pursuing grants.

31. Standard IV. Leadership and Governance • Continue review of governance and decision-making models. • Improve understanding of the college's shared governance process by standardizing the governance website in presenting the roles, charges and responsibilities of each shared governance group. • Produce a governance e-Handbook describing governance groups and decision-making processes in a standardized online format. • Encourage staff, faculty and administrators to improve communication by maintaining and updating websites.

32. Standard IV. Leadership and Governance • Explore release time and/or stipends for classified professional participation in leadership roles as a way of encouraging widespread participation in governance. • Work with the chancellor’s office to increase the understanding and awareness of the campus community about trustee and district advocacy activities. • Increase awareness and implementation of the Six-Year Planning and Assessment Cycle approved in the Educational Master Plan as it relates to the budget and resource allocation.

33. Next Steps July • Board of trustees certifies De Anza College Institutional Self-Study Report in Support of Reaffirmation of Accreditation • Final draft posted online August • Complete designed document mailed to ACCJC and Evaluation Team, accompanied by flash drives of document with links to evidence, and related materials such as college catalog September • Opening Day: Accreditation July-October • Planning for Evaluation Team Visit

34. October 24-27 Accreditation Evaluation Team Visit

35. Accreditation Self-Study Draft Available for Review at deanza.edu/accreditation Feedback: Marisa Spatafore, Accreditation Liaison Officer spataforemarisa@deanza.edu, x8672