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ACCJC Partners in Excellence 2019 Conference Program
Contains the complete program of the 2019 Partners in Excellence conference, including speaker bios, breakout session descriptions, and sponsor information.
New Peer Reviewer Training
Who are those people who visit your campus once every six or seven years to conduct the peer review for accreditation? They are people just like you—volunteer faculty and administrators from institutions like yours. This day-long session will provide essential training for new peer reviewers and people who are seriously interested in volunteering. The training will review the basics of serving on an evaluation team and offer participants the opportunity to discuss the philosophy of accreditation and peer review, review the standards and sections of the Institutional Self-Evaluation Report (ISER), use case studies to prepare a simulated team report section, and discuss some of the situations that are commonly faced by evaluation teams
New ALO Training
Who are those people who visit your campus once every six or seven years to conduct the peer review for accreditation? They are people just like you—volunteer faculty and administrators from institutions like yours. This day-long session will provide essential training for new peer reviewers and people who are seriously interested in volunteering. The training will review the basics of serving on an evaluation team and offer participants the opportunity to discuss the philosophy of accreditation and peer review, review the standards and sections of the Institutional Self-Evaluation Report (ISER), use case studies to prepare a simulated team report section, and discuss some of the situations that are commonly faced by evaluation teams.
Inside ACCJC
Conversations with the President about the challenges, strategies, plans, opportunities, and recent developments at an agency on the move.
CEO Forum
Covering a range of critical leadership competencies, six college and district CEOs will each summarize take-away learnings from their own experiences. Participants can then interact with them to ensure relevant applications to their work. While prior registration is not required, this session is limited to Chief Executive Officers from member colleges and districts.
ALO Forum
Participants will get an update on ACCJC’s strategic plan followed by a panel discussion with ALOs from the region on relevant issues facing ALOs as they engage in improvement processes at their colleges.
Faculty Forum
Participants will get an update on ACCJC’s strategic plan followed by a panel discussion with faculty from the region on relevant issues facing faculty as they engage in improvement processes at their colleges
Opening Plenary Address - Fulfilling the Promise: What College Promise Means to Our Future
Community colleges in California, Hawaii and many other states are embracing the College Promise Campaign, making a college education more affordable and accessible for thousands of students. Through a variety of initiatives, adapted to the mission of each participating institution and state, the promise of a tuition-free education with increased student support is making a difference for our students, our communities, and our states. From a national view of the Promise landscape, Dr. Kanter will discuss how this visionary campaign is impacting our shared future.
The Future of Your Comprehensive Review
ACCJC has embraced a new approach to the comprehensive review that will enable institutions to receive formative feedback by the peer review team prior to the institution’s site visit. The new formative/summative review underscores the importance of peer review as a means to foster and guide ongoing institutional improvement, restructures the site visit to focus on core accreditation issues, and provides increased communication and transparence between the Commission and its member institutions. This session will focus on the key aspects and timeline of implementing the formative/summative review approach.
Plenary Address - Seeking Sense from Washington: A Moving Target
Terry Hartle’s engagement with the legislative community related to higher education has been lengthy, close, and wise. In a turbulent and divided political environment, discerning priorities and directions related to higher education is a daily challenge. As a key participant in negotiated rulemaking, Hartle will bring an up-to-the-minute read on the directions Washington may be taking.
Closing Plenary Speaker: The National Community College Agenda
An up-to-the-minute report on federal legislative and regulatory activity impacting community colleges and its potential impact on our members. How is a divided Congress addressing reauthorization of the Higher Education Act and what might that mean for issues of accountability, risk-sharing, and the Pell Grant program? What are the outcomes of the Department of Education’s negotiated rulemaking related to accreditation, gainful employment, and the perennial push for “bright lines” for student achievement?
1A: An Ideal Student-Centric Approach to Assessment
Shift the focus from a teacher-centric assessment model where faculty are primarily responsible for assessment to a more student-centric assessment model with shared responsibility. This student-centric assessment model will empower the students to be more self-regulated learners and cultivate the skills of self-assessment, peer-assessment, group-assessment, reflection, and feedback.
1B: Coordinating and Leveraging Funding to Support Student Achievement
City College of San Francisco formed the “Fan Five” model of integrated planning in 2014, an operating group that continuously aligns more than five streams of funding to achieve the College’s goals and align to the College’s accreditation work. With evolving changes in categorical funding, CCSF is aligning Adult Ed Programs (AEP), Guided Pathways, Student Equity and Achievement (SEA), Strong Workforce Program (SWP), and Perkins/CTEA. In this session, college leaders will share their highly participatory process that integrates planning and resource management in a framework that supports accreditation standards, addresses evidence-based needs, and promotes innovation while responding to changes in state mandates.
1C: Increase Enrollment and Reduce Cost: Integrated Program Assessment
We will share a fact-based, participative approach that integrates external and internal data to help institutions choose the right programs to start, stop, sustain or grow. This approach has helped colleges and universities increase enrollment, cut cost, and invest in their mission. Mission and academic requirements are critical aspects of every program review. We add two elements: markets and margins. We will describe how to assess markets for academic programs, including student demand, employment, competition, degree level, and modality (online vs. on-ground). We will explain how to combine student, course, and instructor data to estimate program margins. We will also review overhead allocations that clarify a program’s full impact on your institution’s financial health. Finally, we will suggest a process that brings together faculty and administrators to make tough, fact-based program decisions. This open and collegial process strengthens the culture, governance, and financial health of the institution. The three services, and associated learning outcomes, we will discuss: • Program Evaluation System: Use market data to evaluate academic programs • Program Economics: Calculate program contribution margins • Program Workshop: Run a process that enables better program decisions.
1D: Leveraging the Self-Evaluation Process to Effect Meaningful Change Across the Institution
For many institutions, the accreditation self-evaluation process is something that takes place every six or seven years but not necessarily a transformative experience that is integrated into the regular work of the college. This interactive session will discuss strategies for embedding accreditation standards into college governance and using the accreditation self-evaluation to drive positive institutional change. Presenters will share their experiences in each of these areas, strategies for shifting the college culture around accreditation from punitive and summative to formative and oriented to authentic improvement, and resources for org
1E: Distance Education: From Compliance to Quality
While federal, state, and accreditation policies and regulations require that all learning opportunities, regardless of method of delivery, be of equivalent quality and academic rigor, Distance Education courses are subject to more scrutiny for compliance in terms of instructor/student and student/student interaction, and accessibility requirements. Fortunately, there are faculty-led initiatives that provide resources and professional development opportunities to ensure instructional design grounded on compliance but striving for continuous academic quality. Join us for an overview of available resources and best practices to help design and maintain a robust Distance Education program.
1F: Using Integrated Planning and Evaluation in Your College’s Accreditation Cycle
This workshop will introduce participants to an Integrated Planning Model for continuous data informed inquiry and improvement. Implementing such a model can assist in your college’s Accreditation cycle by aligning local interventions and statewide initiatives (e.g. Guided Pathways, AB705) with the Vision for Success. Participants will also have an opportunity to learn about the process of evaluation and its usefulness in determining the impact of programs and initiatives designed to advance equity and student success. Participants will walk away with practical tools, resources, and frameworks to take back to their college to plan an evaluation; and constructs to inform processes that support substantive change and continuous improvement.
1G: Using Institutional Set Standards On and Off Campus to Build Relationships and Inspire Change
Join Fresno City College President Carole Goldsmith and ALO, Cyndie Luna for a conversation about using a subset of Institutional Set Standards, the “Core 9” Indicators of Student Success, to engage internal constituents and inspire community partnerships. The “Core 9” provide campus leaders with a manageable data set for a variety of conversations. Also, initiatives are often developed in a vacuum, without an examination of student data. A shared understanding of what represents student success can help to alleviate such issues. The presenters will share how they used these success indicators on campus in development of the Quality Focus Essay, and off campus to demonstrate not only student success, but the need for additional support.
2A: Let’s Hear It For Small Data: Building A Community of Practice on SLO Assessment
Can the SLO mandate support a community of practice? It should, since SLOs are intended to improve student learning. But in many institutions, SLO routines adhere to a “Big Data,” quality-control model (collect data, analyze, find weaknesses, close the loop) which can actually get in the way, leaving problems unsolved and faculty frustrated. This presentation shares a different approach to SLO assessment, one in which faculty pose their own assessment questions and choose the relevant data; which emphasizes discussion within and across disciplines; and which captures and communicates our collective efforts to improve student learning.
2B: Enhancing Communication and College Processes: Why the ISER Process Went Right at our College
In this session we will describe the process that College of the Redwoods used to develop a meaningful Institutional Self-Evaluation Report. We will share what worked particularly well – including how communication was key to its success – and what we will avoid next time. We will also describe our effort to enhance institutional effectiveness that resulted in the college receiving multiple Commission commendations. We will describe a successful and ongoing process of evaluating integrated planning as a college community, and communication tools that resulted from these efforts.
2C: Strengthening Institutions and Building Leadership through Strategic Enrollment Management
The Institutional Effectiveness Partnership Initiative of the California Community College Chancellor’s office has developed resources to help colleges implement Strategic Enrollment Management (SEM) practices and strategies. Session participants will access and interact with SEM resources and topical guides, engage in focused dialogue on how SEM is evolving and aligned with the national conversation on Guided Pathways, and learn how the SEM Project is building leadership capacity through a program that provides both technical support and professional development in SEM.
2D: “We Got This!:” What Everyday Accreditation Means at Guam Community College
At Guam Community College, our recent accreditation success (zero recommendations in compliance and improvement) illustrates our commitment to academic quality and institutional effectiveness through thoughtful planning, effective communication, and productive institutional dialogue in college assemblies. The integrated assessment and curriculum processes drive the high level of constituent participation across the College. The Transformation Initiative provides structural and financial support for innovations based on assessment results. This presentation elucidates how everyday accreditation processes maintain and sustain institutional efforts to excel in all things accreditation, which is replicable in other community college campuses.
2E: Opportunities from Recommendations
When an institution receives recommendations the first reaction may be disappointment. However, when an institution takes an opportunity to review the recommendations and reflect on its processes and procedures, the recommendations can result in institutional change that strengthens the institution. This session will explore ways to turn recommendations into opportunities.
2F: Closing the Loop: Using Institutional Research to Provide a Data-Driven Approach to Program Review
The College’s Office of Institutional Effectiveness (OIE) and the District’s Office of Institutional Research provide detailed data that is incorporated into annual Program Reviews for more than 127 programs, including instructional and non-instructional. Each program receives timely data to provide a foundation for a narrative for planning future needs to improve student learning and success. Results from these reviews are summarized in an annual Closing of the Loop report given by our President to the College, which illustrates how resource allocation is connected to the strategic goals and drives planning for future change.
2G: Leadership Constants In The Face of Budget, Regulatory, and Organizational Challenges
It is often difficult to maintain institutional focus on innovation and improved practices during revenue declines, regulatory shifts, staff turnover, and other organizational challenges. This session will present strategies that institutional leaders can adopt to ensure that institutional effectiveness endures during difficult times. Participants will hear tips and advice gleaned from presidents, chancellors, chief business leaders, and senior instruction and student services administrators.
3A: Institutional Assessment of General Education to Strengthen Student Equity Initiatives
At City College of San Francisco, collection of disaggregated student learning outcome data for every student and course has been successfully integrated into teaching practice, resulting in a substantial amount of information about student learning. The next challenge is to identify the best ways to use this information in a meaningful and sustainable way. A primary goal of assessment is to support key college initiatives such as improving student equity and achievement gaps. CCSF uses mapped section-level SLO and achievement data to analyze the broader impact of our General Education programs on underrepresented minority groups. We will share some of our Institution’s General Education Learning Outcome (GELO) data as an exemplar.
3B: New Support Practices to Increase AAPI Immigrants’ Academic Success in ESOL
Laney College’s Asian American Native American Pacific Islander Serving Institution (AANAPISI) Program uses innovative strategies to address the gaps in retention and success of English language learning (ELL), AAPI immigrants who are seeking technical skills certificates, degrees and transfer pathways to universities. The Program’s adaptation of the learning community structure to create long-term systemic change to the ESOL curriculum structure, articulation from feeder high schools, support services, and the cultural responsiveness of faculty and staff. We aim to provide low-income AAPI immigrant students of all ages the educational opportunities and support to progress successfully through ESOL courses into degree or transfer programs
3C: Leading into the Future Through a Lens of Equity
This session will present the new initiatives and best practices through an interactive discussion with the session participants. Through years of problems and various cultural issues, Southwestern College has struggled until finally landing on accreditation warning 2015. The Governing Board in partnership with the Superintendent/President and college leadership has engaged in leading an equity-focused cultural change by creating an intentional culture of respect, diversity, and inclusion. Through modeling behaviors, insisting on accountability to board policies and procedures, focusing on continuous improvement, and allocating resources to support equity-based values, the college has made significant progress over the last two years.
3D: A “How-to-Tale” of Emerging from the Brink of Failure to Stunning Success
MiraCosta College is a case study about how a community college can hit rock bottom from the standpoint of leadership, communication, dysfunction and trust and rebuild itself through a laser-like focus on student success and improved relations. The split board received an Accreditation sanction in 2008 because of its failure of leadership, which also bled into the internal functions of the college and its focus on student learning. Learn how the board set out to re-build relationships within the college community and re-establish credibility with the community at large through extensive board development, relationship building, and a relentless focus on student success and fiscal prudence.
3E: Gearing Up for the Site Visit
The college has submitted the Institutional Self Evaluation Report. Now what? There are logistical and other preparatory needs your college will need to complete prior to welcoming your visitation team to your campus. This session will discuss some dos and don’ts that will help all members of your college feel prepared for the visit including faculty (both full and part-time), classified staff, administration, students, and even your board of trustees. How do you build a climate of excitement instead of fear? Let’s find out together.
3F: Leading Accreditation Efforts from an Institutional Effectiveness Perspective
More and more middle managers, such as Deans of Institutional Research or Institutional Effectiveness, are being asked to manage the development of the Institutional SelfEvaluation Report (ISER) or function as the institution’s ALO. This interactive session will focus on the challenges, pitfalls, and benefits of leading accreditation efforts from the middle of the organization. Presenters will share experience gained from the accreditation self-evaluation process as well as strategies for successfully executing accreditation efforts regardless of one’s level within the institution. In addition, presenters will facilitate a discussion on how the accreditation process can serve as a vehicle for positive, evidencebased institutional change
3G: Captains of Your Own Ship: Navigating the Planning and Effectiveness Waters
COS 2.0 describes the adopted model of conducting business at the District. Six years ago, Accreditation sanctions pushed the District to leverage institution-wide movement and to implement rapid change to address issues of planning, governance, resource allocation and alignment with student learning outcomes. COS transformed the decision-making system, planning model, program review and outcomes assessment analysis processes. Data analysis serves as the core of planning which has led to a deeper evaluation of systems, processes, and student success. Join us to discuss the steps to develop a planning model, re-envision participatory governance, utilize data at the core of decision making and create a culture of campus dialog.
3G: Handouts for Captains of Your Own Ship: Navigating the Planning and Effectiveness Waters
Compressed Zip File of Handouts for Captains of Your Own Ship: Navigating the Planning and Effectiveness Waters - 1. ACCJC Strategic Plan Task Force Training Obj. Handout 2. ACCJC Strategic Plan Summit Handout 3. ACCJC - SMART Objective Handout
4A: Transform Your School: The Journey to Becoming a Strategy Focused Organization
Are you prepared to harness the collective efforts of leaders to ensure college-wide effectiveness and sustained strength? Are you looking to use strategic planning to improve outcomes, manage resources, and develop your leaders? Join us for a hands-on workshop where we will demonstrate how you can apply Strategy Focused Organization principles to transform your institution resulting in increased graduation rates, increased financial stability, and increased employee capabilities.
4B: A New Theory of Change
The last several years has witnessed an acceleration of several important trends in the community college landscape including further movement toward performance-based funding models, curricular redesign in pre-collegiate course sequences; the scraping of decades old assessment practices and a systematic redesign of the student experience that emphasizes program pathways. This highly interactive session will explore how research can best drive change in an environment that is placing ever more emphasizes on planning and the implementation of adopted designs. More fundamentally, this session will articulate a new theory of institutional change implied by recent policies and how the research function will need to evolve to remain relevant.
4C: Resilient Networked Student & Learning Support for when the Hyperdrive Breaks Down
Higher education in the Republic of the Marshall Islands faces challenges related to distance, with learners spread across 29 atolls and islands within an area of 750,000 square miles, and to unreliable communication technologies. The strategies for networked resilience in student and learning support developed at the Jaluit Distance Education Center suggest the kinds of strategies that can be applied at many institutions in an era of increased natural disasters brought about by climate change. By creating alternative resources and organizational networks, higher education can move forward whatever our future galaxies may bring.
4F: Data Talk! Developing and Assessing Your Own Model for Integrated Planning
Many higher education institutions are often strongly challenged by the complexity and realities of “ongoing and systematic cycle of evaluation” of their planning activities, processes, and related outcomes. Our institution, motivated by serious accreditation sanctions regarding use of data and research capacity for institutional planning, was forced to improve the decision-making system, planning model, program review and outcomes assessment analysis processes. The college responded by developing a datadriven Model for Integrated Planning, which depicts how the components of planning link to one another in a cycle of evaluation. Consistent with this year’s theme this proposal brings attention to data-driven planning in higher education.
4G: From the Classroom to the Bleachers, Enhanced Faculty Presence as a Corequisite for Student Success
Today’s low student success rates offer a dire and unparalleled challenge to educators everywhere. This session will provide substantive data-driven suggestions for colleges as well as for accreditation visits. Research shows that increased student-faculty interaction, in as many ways as possible, will improve the likelihood of student success. Come and discuss possible local methods to achieve such an increase. Attendees will receive source materials, hear presentations, and participate in an energetic discussion of innovations for change. This session calls all hands on deck and encompasses partnering themes from teaching, best practices, and leadership to charting the future of our institutions as well as our accreditors.
4G: Handout From the Classroom to the Bleachers, Enhanced Faculty Presence as a Corequisite for Student Success
Handout for 4G: From the Classroom to the Bleachers, Enhanced Faculty Presence as a Corequisite for Student Success - Why Faculty Matter Paper
5A: Continuance Quality Improvement: A Board’s Evolution in Policy Governance
Based on a recent Wheelhouse Institute survey of trustees and CEO’s we know that, from the CEO perspective, conflicts with the board are the main reason why CEO’s leave, followed by retirement. One of the best ways to minimize or avoid these conflicts is for the Board to have a clear understanding of and adhere to its governance role as distinct from the administrative role of management. Our presentation delineates those differences and demonstrates the Self-Evaluation Process we instituted and the refinements we made to our Governance Principles in conjunction with updating our Ends Policies.
5B: Undoing Developmental Courses Helped Increased Our Student Success at Palau Community College
This session will highlight Palau Community College actions taken to end developmental courses, creates and implements needed college-level courses, and increased students success in three years.
5C: Frequently Asked Questions about SLOs - Results of a Research Project
The concept of Student Learning Outcomes (SLOs) has been contentious among faculty leaders at community colleges ever since its inception. The purpose of this presentation is to showcase results of an original research project focused on better understanding of questions that faculty at community colleges are currently asking about SLOs. Faculty coordinators from throughout California and Hawaii have been surveyed in an attempt to create a comprehensive database with questions and answers about SLOs. Findings of this modified Delphi study aim to support faculty by providing answers to the most commonly asked questions about SLOs and inform discussions among educational leaders to address professional development needs on the topic
5D: Building a Culture of Assessment: Institutional Learning Outcomes Assessment for Improvement
This session presents alternatives to course-level assessments for institutional learning outcomes assessment, including disaggregation, direct assessment, focus groups, and survey instruments. The presenter will discuss the challenges of moving assessment beyond the course level and lead a brainstorming session on solutions to engage faculty and influence instructional improvement, including sharing resources and examples of ways assessment results have been used to create sustained, substantive and collegial dialog about student learning outcomes across the institution.
5E: The Role of Faculty Leadership in the Accreditation Process
As accreditation standards require faculty roles in governance and planning, the development of a college’s ISER and preparation for accreditation must include faculty. How do you get faculty involved? Are part-time faculty part of your process? Do you only have a couple of faculty who participate or are aware of the accreditation process? Join us to discuss strategies on how to include faculty (and the academic senate) in the planning and development of accreditation documents, gathering evidence, working collaboratively with all constituencies, and strategies for effectively communicating with the campus.
5F: Captaining the Future: Accreditation as a Cornerstone of Planning, Effectiveness, and Evaluation
This session proposes ways in which accreditation may be embedded in the fabric of a college to ensure that meeting the Standards is a systemic, robust, and ongoing institutional activity. Strategies are reviewed for avoiding the anxiety that results from ramping up accreditation activities and manufacturing evidence in the two years prior to a comprehensive visit while writing the Institutional Self Evaluation Report (ISER). This interactive discussion will review both short- and long-term tools to assist with setting a strategic accreditation vision, institutional planning, program review, evaluation of committees and institutional plans, and preparation of various accreditation reports.
5G: Arming the Guardians: Evaluation Team Leadership Tools and Practices
Experienced and aspiring team chairs are invited to join this interactive session loaded with practical tips, tools, and practices for effective evaluation team leadership. Each presenter will provide a 5 minute highlight of their practices to set the stage for a collaborative discussion of what works to keep an evaluation team on time, on track, and invested in understanding the institution under review. Bring your favorite tips to share in support of this peer-to-peer professional development experience.
6A: SLO-Centric Instruction: Improve Course Design to Merge Grading and SLO Assessment
Participants will be introduced to a course design and SLO assessment strategy that focuses students’ attention on mastering course content rather than on earning good grades. In this approach, students receive feedback on their work to indicate how well they are progressing toward the abilities they need to learn in order to achieve course outcomes. Instead of a grade for an entire assignment, project, or activity, students are given a rubric indicating their progress toward control of each component of the task. The Canvas course management platform facilitates feedback to students, collection of robust assessment data, and assessment of all course SLOs each term as it simultaneously calculates final course grades.
6B: Kapi‘olani’s Distance Ed Moonshot: Preparing Students, Faculty and Our Institution for the Future
The proliferation of technology-facilitated methods, tools, and environments for teaching and learning has yielded a need for more diverse avenues of support. Kapi‘olani Community College has adopted a multi-faceted approach to preparing and scaffolding stakeholders for success. We will highlight several innovative initiatives, including an online student preparedness module, an online faculty development program to address pedagogical, technological, design and policy considerations for online and blended learning, and a distance education plan that outlines the college’s approach to supportive accountability. Relevant ACCJC requirements underpinning such initiatives will be discussed, and specific, interactive exemplars will be provided.
6C: Learning from California Community College Accreditation
Have you ever wondered which standards get the most recommendations for compliance or improvements? By compiling and evaluating the data that is available from the ongoing self-evaluation cycles, we can see trends and patterns emerge in the recommendations and recognize best practices based on the reports. This workshop will present a yearlong effort to collect data, and showcase that data on a website for others to access and interpret. Ultimately, the goal of this workshop is to share this effort and collaborate to find ways to leverage it to identify target areas for improvement and share ideas for best practices.
6D: The LA Southwest Story - Attacking Change head on through Data, Innovation, and Truth
Los Angeles Southwest College has had six presidents in the past ten years. During that time the College has experienced declining enrollment, movement within the leadership team, and accreditation issues. With a new, permanent president and new direction, the college is reengaging with the campus and surrounding communities. Reflecting on the College’s journey, LASC has used data to transform the scheduling process, creating new tools for institutional effectiveness. In addition to new enrollment management strategies in place, the College has embraced new, innovative marketing strategies as well as the student-centered funding model to create an engaging learning environment. Spend some time with the College President and Dean of Institutional Advancement to learn more about this organizational transformation.
6E: Accreditation in Multi-College Districts: Challenges and Opportunities
Colleges are accredited, not districts. Yet colleges in multi-college districts often receive district recommendations for compliance or improvement that reflect negatively on the campus. Faculty roles in governance extends to district structures. How can colleges and districts work together with faculty throughout the accreditation cycle to improve communication and coordinate work on the accreditation standards? Join us for a conversation on district roles and responsibilities in accreditation, and best practices for facilitating accreditation in multi-college districts.
6F: Superheroes - Turning Data into Action Figures
Talking a lot about data, but not moving to action? We invite you to join MiraCosta College as we share a bit of our journey in developing a number of approaches for sharing and engaging with data related to student success and equity, guided pathways, and institutional effectiveness. These include everything from the deployment of interactive dashboards and data liaisons, to a virtual data escape room, all with the goal of developing a datainformed culture, a better understanding of the student experience, and more effective use of data to support decision making and action.
6G: Partnership Resource Teams: Colleagues Helping Colleagues to Improve Institutional Effectiveness
The Partnership Resource Team (PRT) model provides a safe space and authentic process in which a college shares self-identified successes and challenges with a matched crossfunctional team of volunteer colleagues from other institutions, who advise and guide the college in crafting a practical plan for improvement. Using techniques such as Appreciative Inquiry to facilitate dialog over three visits, a PRT can help a college address areas of concern as the institution begins work on its ISER, or can assist in kickstarting work on a QFE project. The structure and techniques of the PRT process can be applied by any college that is grappling with issues or wishes to do better
6H: ACCJC Operations Report Agenda
7A: Sink, Burn, Blown Away, Dislocated: Mobilizing the Western Region for the Future (on Earth)
Communities of the Western region are impacted by climate change at an alarming rate. Yet campus work on this issue is not affirmed in the ACCJC accreditation process. This session provides an overview of climate issues and consequences on our horizon, proposing that ACCJC take a leading role in factoring the work of community colleges in preparing students, employers and communities for uncertain futures. Session participants will determine next steps in evaluating community college missions and functions, including student learning, support services, and physical & financial resources, as they adapt and shape the future. Empowered participants will mobilize to guide ACCJC as Guardians of a Future (in this) Galaxy (on Earth).
7B: Boldly Assessing without an Emphasis on Software
Are we more prone to develop outcomes that are easy to measure or that are what we really want students to learn? Is it possible colleges are much better at assessing and storing data than they are in using that data to create meaningful changes that improve student learning? Are part-time faculty meaningfully involved in assessment (and what is lost if they are not)? Have colleges been fearful of innovating in the area of course assessment because of the fear that visiting teams will find that they don’t meet the standard? This session will try to reimagine what meaningful student learning outcome assessment might look like.
7C: Developing and Supporting Middle Leaders for Institutional Transformation
The term middle leader has typically been used to describe middle managers. In community colleges the term has been used to designate positions below the executive level that have formal titles and responsibilities, such as deans or department chairs. However, over the last ten years a broader, more inclusive definition of middle leadership has emerged in community colleges. Educators—faculty, administrators, and classified professionals— across all levels of the institution have taken on leadership roles and responsibilities and are working to make their colleges more effective and equitable. In this interactive session, a panel of middle leaders will discuss the skills and challenges of middle leadership in community college.
7C: Handout for Developing and Supporting Middle Leaders for Institutional Transformation
7C: Handout for Developing and Supporting Middle Leaders for Institutional Transformation - Professional Development Plan
7D: Cultivating a High Performance Organization with a Shared Vision for Student Success
Handout
7D: Cultivating a High Performance Organization with a Shared Vision for Student Success
In this era of increasing accountability for results, how can an institution transition to a high performance organization as it develops and executes a shared vision for student success? This presentation will tell the evolving story of how one institution - Hartnell College - is embarking on its upcoming centennial with a purposeful direction, and strategically harnessing collective efforts to ensure long-term college-wide effectiveness. Foundational features of the institution’s proactive approach to becoming a high performance organization will be discussed. Opportunities will be provided for participants to reflect on their institution’s progress toward enhancing organizational effectiveness and increasing student success.
7E: Taking Ownership in Accreditation: An authentic Process that Worked for Mt. SAC
Participants will learn about the processes Mt. San Antonio College (Mt. SAC) embarked upon to authentically engage the campus in accreditation. Based on Lessons Learned from our 2010 self-evaluation, the college created a permanent Accreditation Steering Committee. Accreditation done correctly was the catalyst to bring employees to a renewed appreciation of the college’s work and an understanding of their own contributions toward accreditation. During the March 2017 visit, the ACCJC team commended the college for its processes. Governance and working as part of a team were key to where the college is today as well as how accreditation will be forever part of the ongoing work of the college. Ways to keep accreditation alive will be shared.
7F: Determination of Regular and Effective Contact in Online Classes
How do accreditation teams determine whether regular and effective interaction is happening in online courses? How do colleges provide the team with access to courses without impinging on faculty or student privacy issues? Evidence suggests that different teams and colleges may have very different ideas about how to do this. With the entire California Community College system now using the Canvas Learning Management System, perhaps we can find a way for colleges to give teams a pre-visit glimpse of instructor-to-student contact without requiring extensive, live access. Let’s talk about how we might be able to add some structure and equality to this complex but important accreditation process.
7G: Data-Informed Integrated Planning
With sweeping change comes a need for clear and concise data and new integrated plans from campuses. This session will showcase how the California community colleges are utilizing integrated planning and the newly released Student Success Dashboard to ensure that students remain at the center of all campus, district and regional goal-setting.
8B: Standard II: Student Learning Programs and Support Services—At the Core of Our Institutions
In this session, we will explore in-depth II.A, II.B, and IIC. Learn how the standards illustrate that the institution supports all instructional programs with adequate and sufficient support services and technology; we will also discuss how institutions can create support services that systematically support instructional programs and the student experience. Finally, we will discuss the importance and practicality of assessing instructional program SLOs and support services outcomes.
8C: An Equity Approach to Student Achievement Metrics Using a Quantitative Intersectionality Model (QI Model)
Regional accreditors require institutions to disaggregate their data by appropriate student attributes, commonly using one-dimension (e.g., race). At face value, this appears reasonable, yet research suggests this leads practitioners to meritocracy, stereotyping, or deficit-minded practices. Using the Quantitative Intersectionality Model (QI Model) in support of equity mindsets, student achievement data will be presented to illustrate the benefits of using this model, as compared to the one-dimensional view. Examples of faculty perceptions of data from the models and resulting action plans will be presented. A focus on the impact on equity mindsets will also be explored. Participants will develop action plans based on data from both models.
8D: District Program Review: Revising the Process
In 2017-2018, the San Bernardino Community College District’s Program Review processes were reviewed and revised to be student and college centered, align district resource requests with campus strategic goals and initiatives, increase the amount of qualitative and quantitative data available with an emphasis on productivity and staffing, develop and assess Student Area Outcomes, align campus and district processes, and improve reporting and communication. This presentation will discuss how this new process was developed and what it now entails; including an annual resource request application period tied to campus planning and district goals along with a four-year district program evaluation cycle.
8F: Designing the Results You Want: Institutional Leadership That Advances Student Success
Bakersfield College is effective because of its people. Institutional leadership at all levels have created the conditions for innovation that leads to excellence, as evidenced by recent strides in student access, progression, and completion using the guided pathways framework. Using a three-pronged leadership approach, faculty, staff, and students are empowered to improve student learning and achievement: 1) Deeply rooted culture of collegial dialogue 2) Intentionally-designed formal structure 3) Distributed leadership model Presenters will detail the operational elements of each of these prongs and provide evidence of the ways in which our leadership philosophy has advanced our collective efforts around student success.
8G: Lean ISER Production: Coastline College’s Approach
Coastline College submitted its Institutional Self-Evaluation Report (ISER) in December 2018. Join us to learn about how the College approached the production of its report by using cloud-based collaboration for version control and employing a leadership and team structure to maintain momentum.