Institutional Self Evaluation Report

Standard IIIA.1.c

Faculty and others directly responsible for student progress toward achieving stated student learning outcomes have, as a component of their evaluation, effectiveness in producing those learning outcomes.

Descriptive Summary

West Valley College does not directly evaluate faculty on effectiveness of achieving student learning outcomes. Teaching effectiveness is evaluated in peer observation in the categories of student matter knowledge, appropriateness of methods of instruction, organization of class, and appropriateness of assignment for the objectives of the course, effective communication and promoting independent thinking. Student appraisal surveys also address teaching effectiveness.

The Academic Senate holds the belief that the assessments associated with Student Learning Outcomes are a part of the college’s commitment to a culture of inquiry. The SLO/A process is dedicated to an ongoing exploration of how students learn. It is dedicated to an introspective teaching process that is continually changing to meet the needs of students.

The college successfully instituted a systemic and meaningful SLO/A process as part of the Integrated Planning and Resource Allocation process with a clearly identified master schedule. (3A.1.c.1) In addition, it is proven that the college’s progress and status on SLO/A process is validated as 100% intact based on the feedback given by ACCJC in response to our March 15, 2013 report. (3A.1.c.2) The Scorecard and feedback indicated that West Valley College’s SLO/A process, quality, meaningfulness, and connection to student success are exceedingly higher than average scores and many areas rated the highest evaluation points.

The Academic Senate believes that the assessment of SLO/A is used in a culture of inquiry to improve teaching and learning. It is a part of every faculty member’s contribution to the college and aim to achieve student success.

Self-Evaluation

The college meets this standard. The college instituted a successful SLO/A process as part of Integrated Planning and Resource Allocation where effectiveness at every level of its organization is measured. Teaching effectiveness is evaluated through an established peer evaluation process.

Actionable Improvement Plans

None.

Evidence

3A.1.c.1	Master Program Review and SLO/A Assessment Schedule	http://www.westvalley.edu/committees/Accreditation/2013/evidence/recommendations/Master_Program_Review_and_SLO_Assessment_Schedule_01-07-2014_External.pdf
3A.1.c.2	ACCJC Report on WVC SLO/As	http://www.westvalley.edu/committees/Accreditation/2013/evidence/2a/ACCJC_Status_Report_SLO_Implementation/01_March_15th_SLO_Assessment_Report/March_15_2013_SLO_Report_Final_Final.pdf

Standard IIIA.1.d

The institution upholds a written code of ethics for all of its personnel.

Descriptive Summary

The college and district uphold a written code of professional ethics for all personnel. WVMCCD Board Policy 3050 sets forth the tenets of the institutional Code of Ethics. (3A.1.d.1, 2) The Code was approved by the Board of Trustees on January 17, 2012. (3A.d.1.3) The district also has a Conflict of Interest Code that mandates annual filings (by specified employees) with the State Fair Political Practices Commission (FPPC). The Conflict of Interest Code is reviewed regularly by the Board in cooperation with the FPPC.

The WVC catalog 2013-2014, the schedule of classes and the college website include the following campus and district policies: (3A.d.1.4)

• Academic Freedom Policy

• Non-discrimination statement and policy

• Sexual Harassment and Sex discrimination Policy

• Standard of student conduct

• Drug free environment and Drug prevention program
Board policy and related district and college policies and procedures serve as guidelines related to harassment, mutual respect, discrimination, and diversity.

Self-Evaluation

The college meets this standard. The codes of ethics exist for all employees.

Actionable Improvement Plans

None.

Evidence

3A.1.d.1	Board Policy 3050	http://www.westvalley.edu/committees/Accreditation/2013/evidence/3a/bp_3050.pdf
3A.1.d.2	AP 3050	http://www.westvalley.edu/committees/Accreditation/2013/evidence/3a/ap_3050.pdf
3A.1.d.3	Board Meeting Minutes - January 17, 2012	http://www.westvalley.edu/committees/Accreditation/2013/evidence/3a/bot_approval_bp_3050.pdf
3A.1.d.4	WVC Catalog – page 172-180	http://www.westvalley.edu/committees/Accreditation/2013/evidence/3a/3A1d4_2014_catalog_page172-180.pdf

Standard IIIA.2

The institution maintains a sufficient number of qualified faculty with full-time responsibility to the institution. The institution has a sufficient number of staff and administrators with appropriate preparation and experience to provide the administrative services necessary to support the institution's mission and purposes.

Descriptive Summary

All California community colleges are required to meet Full Time Faculty Obligation (FON) under California Code of Regulations (CCR) Title 5 Section 51025 which requires districts to increase the number of full-time faculty over the prior year in proportion to the amount of growth in funded credit FTES. The district submits a report annually to the State Chancellor’s Office demonstrating its compliance. (3A.2.1) During the period since the last accreditation in 2007, West Valley College has met its obligation each year. The college’s baseline budgetary funding includes money each year to ensure compliance with this requirement. Prioritization of new faculty hires is led jointly by the Division Chairs Council (DCC) and Academic Senate each year using criteria and data necessary to identify faculty needs in disciplines or programs whose goals are in alignment with the college’s mission and priorities.

The last several years of budget reductions have taken a toll on staffing levels. The college is currently in the process of addressing the $1.5 million reduction required by the district for the 2014-15 academic year to balance its budget. The President charged the College Council to lead this challenging and difficult process across campus, while maintaining the highest level of inclusion, participation, and transparency. The College Council developed a process called Focus Area Interdisciplinary Teams (FAIT) consisting of diverse and multidisciplinary members of the campus community who collaboratively engaged in many difficult dialogues across the campus. FAIT aimed at achieving the budgetary reduction while also restructuring parts of the college so as to increase an overall institutional effectiveness. (3A.2.2), As of the end of the Fall 2013 semester, the recommended changes are identified to the college community by the President with the exception of a reduction of contractual reassigned time for Division and Department chairs and its organizational structure. (3A.2.3) As of this writing, courageous and creative plans are discussed primarily by Division chairs, Department chairs, and the Academic Senate with an anticipation of a recommended plan to be submitted to the College Council and the President in early spring 2014. The college also mitigated this budgetary challenge by not filling vacated positions due to retirement or resignation causing challenging impacts on reduced administrative positions.

For planning and budgeting, including staffing, the college has adopted an Integrated Planning and Resource Allocation model where each academic, student services, and administrative program completes a comprehensive review every other year and an update-review when comprehensive review is not due. (3A.2.4) Division and Department chairs produce reports which are submitted to the Budget Resource Allocation Committee (BRAC). This is a newly instituted process effective spring 2014 where the committee will continue to work on fine-tuning details relating to the functionality of the committee. In conjunction with the district’s budget development timeline, BRAC will conduct comprehensive review and analysis of the reports based on established criteria and format and make recommendations for overall resource allocation for departments and programs including staffing needs. In addition to the BRAC’s recommendations for staffing needs, departments, programs, and administrators that request vacant position to be filled and/or new position to be created are required to bring requests to the college council for review and approval with data and rationale. The College Council makes decisions based on presented needs with college’s mission, annual goals and objectives, Institutional Learning Outcome, and priorities.

Self-Evaluation

The college meets this standard. With the implementation of the Integrated Planning and Resource Allocation process, which includes Program Review, Student Learning Outcomes and Assessments, and Budget and Resource Allocation, the college will have an increasingly better coordinated and more comprehensive approach to educational master planning and resource allocation while meeting stated institutional priorities. Program Review is an important component of this comprehensive approach, and is enhanced with the incorporation of annual Program Review and college-wide Student Learning Outcome assessments. Effective staffing and resource allocation decision-making at the BRAC and College Council levels can occur based on a timely and carefully structured program review and student learning outcome information.

In a period of limited funding and an increased student demand for courses and services, as well as rapidly increasing state, federal, and legislative mandates on the implementation of new regulations and academic directions, the college responded by instituting a system to evaluate and meet staffing needs. As this process is new, the college will continue to carefully evaluate its process and make appropriate improvements.

Staffing levels have been reduced due to state budget shortfalls in recent years. Table 1 below indicates West Valley College’s full-time employees between Fall 2009 – Fall 2013.

	2009-10	2010-11	2011-12	2012-13
Administrators	7	7	7	7
Full-time faculty	165	167	166	166
Classified	110	111	107	100
Total	282	285	280	263

Actionable Improvement Plans

• 
  ^{Integrated Planning and Resource Allocation Team and College Council ensure that the BRAC process as part of Integrated Planning and Resource Allocation works effectively in making resource allocation decisions in spring 2014.}
  
• 
  ^{Complete the FAIT 2014-15 budget reduction and organization restructuring process by mid spring 2014 semester.}
  

Evidence

3A.2.1	FON Report	http://www.westvalley.edu/committees/Accreditation/2013/evidence/3a/fon_2013_14.xlsx
3A.2.2	FAIT Documents	http://www.westvalley.edu/committees/Accreditation/2013/evidence/1b/FAIT/FAIT_Reductions_Revised_10-24-13.pdf
3A.2.3	President’s Email re: Budget Reduction and Restructuring Outcomes	http://www.westvalley.edu/committees/Accreditation/2013/evidence/3a/president_budget_reduction_restructuring_outcomes.pdf
3A.2.4	Master Program Review and SLO/A Assessment Schedule	http://www.westvalley.edu/committees/Accreditation/2013/evidence/recommendations/Master_Program_Review_and_SLO_Assessment_Schedule_01-07-2014_External.pdf