2015accredmidterm standardiia finalreport

Updated February 6, 2015

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Updated 3-30-15 Standard II.A – Mid-Term Report Standard II.A—RECOMMENDATIONS #2 Establish Student Learning Outcomes for Instructional/Academic Programs

In order to comply with the Standards and to meet the proficiency level of institutional effectiveness for student learning outcomes, the College should establish learning outcomes for each certificate and degree program, conduct authentic assessment for student learning outcomes at the certificate/program and degree levels, and utilize the results of assessment in the decision-making and planning process to support and improve student learning (ER 10, II.A.1.c, II.A.2.f) The work of the curriculum, program review, and assessment committees is coordinated through the annual program review process. Bakersfield College has established learning outcomes for degree and certificate programs. Assessments are ongoing and those assessment outcomes are utilized in the decision-making and planning process to support and improve student learning, At this point in time, the complete documentation for learning outcomes and assessments is not readily accessible. A campus-wide project is underway to verify outcomes, through mapping of learning outcomes, with assessment results. The annual program review process is the primary vehicle for integrating the planning and decision-making process with learning outcome results. Evidence http://www.curricunet.com/kccd Evidence https://committees.kccd.edu/bc/committee/programreview Evidence of LOs for each certificate and degree program Documentation in process Evidence of authentic Assessment of SLOs, PLOs, degrees programs and certificates Documentation In process Standard II.A—ELIGIBILITY REQUIREMENTS #3 Degrees A substantial portion of Bakersfield College’s educational offerings lead to associate degrees and certificate programs in both collegiate and occupational areas. A majority of students are enrolled in these courses and programs. Bakersfield Community College offers over 20 degree programs that are of two academic years in length. Evidence http://www.bakersfieldcollege.edu/sites/bakersfieldcollege.edu/files/2014_EducationalMasterPlan_O.pdf Evidence https://www.bakersfieldcollege.edu/scorecard/completion Evidence http://www.bakersfieldcollege.edu/programs


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#9 Educational Programs Bakersfield College’s principal degree programs are aligned with its mission, are based on recognized fields of study, are of sufficient content and length, and maintain appropriate levels of quality and rigor for the degrees and programs offered. All programs have defined learning outcomes. Distance education courses are separately approved through the curriculum process and maintain the same level of quality and rigor as is required of all courses. Mission Statement Catalog page 14 Evidence http://www.bakersfieldcollege.edu/programs Evidence http://www.curricunet.com/kccd


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#10 Academic Credit Bakersfield College awards academic credit based on accepted practices in higher education and in compliance with the California Code of Regulations. Evidence Title 5 Provisions 55061-55063 Evidence Bakersfield College Catalog 2014-15, p[age 33


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#12 General Education The College Catalog lists the general education requirements for an Associate Degree. Every degree requires a minimum number of units of general education in the following five subject areas: Communication in the English Language; the Physical Universe and Its Life Forms; Arts, Foreign Language, Literature and Philosophy; Social, Political, and Economic Institutions; Lifelong Understanding; and Self-Development. In addition to demonstrating competence in writing and computational skills, the student who successfully completes these requirements will have had an introduction to the major areas of knowledge. Bakersfield College also requires students to take courses that are inclusive of multicultural perspectives found in American and global society. The quality and rigor of these courses is consistent with the academic standards appropriate to higher education. Evidence Bakersfield College Catalog 2014-2015 pages 49, 50, 51, 52, 53


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Standard II.A—UPDATES on STANDARDS II.A (1-16) Standard II.A.1 Bakersfield College ensures that all instructional programs are offered in fields of study consistent with the institution’s mission of providing opportunities for a diverse student population to attain degrees and certificates, workplace skills, and preparation for transfer. Most programs are appropriate to higher education, but the college also offers pre-collegiate programs to prepare students for college level work. The Courses of Record (COR) housed in the CurricuNET database indicate that 100% of Bakersfield College courses have Student Learning Outcomes. In addition, the college monitors student completion rates are determined by tracking the number of awarded degrees/certificates and transfers Evidence https://www.bakersfieldcollege.edu/scorecard/completion Evidence Document Mission Statement catalog, page 14 Evidence http://www.curricunet.com/kccd/ Evidence https://www.bakersfieldcollege.edu/scorecard/completion


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Standard II.A.2 Bakersfield College ensures that content of instruction meets accepted academic and professional standards. Courses of record (COR), which include student learning outcomes, are systematically reviewed and approved by the college curriculum committee before moving on to local board approval and state approval. Faculty work from state-approved CORs, stored in the Curricunet database to create syllabi presenting approved instructional content. CORs are reviewed for currency on a six-year cycle as part of the program review process. Bakersfield College’s faculty evaluation process ensures that methods of instruction meet generally accepted academic and professional standards and expectations. Full-time faculty are observed in a classroom setting and evaluated by departmental colleagues, the department chair and the dean. Part-time faculty are observed by the department chair or designee. The evaluation process provides each faculty member systematic, detailed feedback regarding strengths of instruction methods and needs for correction. The college provides professional development programs including campus-based conferences, topic-specific workshops, and funding to attend out-of-area conferences related to topics relevant to student success and college-wide initiatives. Evidence https://www.kccd.edu/sites/kccd.edu/files/Section%2005__Faculty%20Contract.pdf Evidence http://www.curricunet.com/kccd/ Evidence https://www.kccd.edu/sites/kccd.edu/files/Section%2005__Faculty%20Contract.pdf Evidence https://www.bakersfieldcollege.edu/employees/professional-development Evidence https://www.bakersfieldcollege.edu/levancenter/programs Evidence https://www.bakersfieldcollege.edu/sites/bakersfieldcollege.edu/files/Adjunct%20Faculty%20Orientation%20Agenda%20Fall%202014_0.pdf Evidence https://committees.kccd.edu/sites/committees.kccd.edu/files/Curriculum_Assessment_Clinics.pd Evidence https://www.bakersfieldcollege.edu/habits-of-mind/faculty/staff-tools Evidence https://www.bakersfieldcollege.edu/insidebc/staff-development/workshops/achieving-the-dream-through-student-equity-and-excellence Evidence Learn@BC; http://bcpresidentblog.com/ Standard II.A.3 Bakersfield College has established and assesses learning outcomes for all courses, certificates and degrees. The assessment procedure provides the basis for a continuing progression of review, update/revision (when the need is indicated), and reassessment. The assessment design encourages collegial discussion as a basis for maintaining institutional integrity as it relates to the effectiveness of both content and instructional method for all levels of learning outcomes. The renewal and revision of curriculum is a well-established and ongoing process at Bakersfield College. All curriculum used in the instructional process are up-to-date in the approval process and each contain officially approved course outlines and Student Learning Outcomes. The Course Outline of Record provides the foundation for each course syllabi and the inclusion of Student Learning Outcomes is a required component every syllabi.


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John Carpenter: “This evidence is a little more difficult to acquire since the assessment component of CurricUNET is not functioning. I would suggest using assessment results as reported in the Program review.” Evidence https://www.bakersfieldcollege.edu/scorecard/slo/overall Evidence https://www.bakersfieldcollege.edu/scorecard/SLO Evidence https://www.bakersfieldcollege.edu/scorecard/slo/biology Evidence https://committees.kccd.edu/bc/committee/programreview Standard II.A.4

Bakersfield College provides multiple opportunities for students at the pre-collegiate level to acquire the knowledge and skills necessary to achieve academic success at the college level. Academic Development (ACDV) offers over 25 courses specifically designed to provide students with basic skills in reading, writing, and math. In addition, ACDV courses target specific areas of study skills such as time management, note taking, test taking, and memorization. English for the Multilingual Student (EMS) offers several courses to provide multilingual student with the skills necessary to accommodate English as a second language in the learning process. These include reading, writing, vocabulary, grammar, and composition. . English writing courses also address pre-collegiate students. Assessment results led to the redesign that include both new accelerated pre-collegiate courses and a new approach of scheduling ‘compressed courses. Both of these strategies have increased success, progression and completion rates. These academic areas maintain an ongoing process of assessment and reflection to maximize their effectiveness at meeting students’ academic needs. Evidence Bakersfield College Catalog pages 128-130 Evidence https://committees.kccd.edu/bc/committeeprogram review Evidence https://www.bakersfieldcollege.edu/scorecard/slo/overall

Evidence https://www.bakersfieldcollege.edu/scorecard/SLO Evidence Summer Bridge MIH website – I was unable to find a good link. TLH Standard II.A.5 At present, there are over 80 years of curriculum committee experience represented by those now serving on the Curriculum Committee. This represents an average of 3 years of service per member. The committee members have systematically worked to ensure the institution’s degrees and programs meet all required standards and practices common to American higher education (e.g. Title 5, ACCJC, and C-ID). These efforts include the appropriate length, breadth, depth, rigor, and course sequencing with the ultimate goal of creating clear academic pathways for students. As evidence, of the 27 new programs approved during the 2013-14 academic year 20 were Associate Degrees for Transfer. In addition to a rigorous local review process these degrees must also pass a rigorous state level approval process for each course (C-ID), and state review approval process. These give careful consideration to the appropriate length, breadth, depth, rigor, and course sequencing. “The following work was accomplished: 104 course revisions, 41 new courses, 75 course deletions, 147 courses were submitted for C-ID approval; 27 new programs (18 of which were


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ADTs), 4 program modifications and 14 program deactivations. These are in addition to ongoing discussions with committee members, curriculum technician, and faculty attending curriculum/assessment clinics in developing best practices in facilitating the curriculum review processes to meet state mandates (e.g., completed Student Education Plan Pathway as a required element for the approval of all new programs, creation of High Unit Justification form in an effort to lower overall units of the CSU Breadth and IGETC for ADTs, and redesign of COMS to COMP to create clear pathways for students)”. Evidence ” (2013-14 Curriculum Committee Co-chair Report Summary)


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Standard II.A.6 Bakersfield College schedules courses so that students can complete certificate and degree programs within a period of time consistent with established expectations in higher education.


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Evidence https://www.bakersfieldcollege.edu/scorecard Evidence https://www.bakersfieldcollege.edu/scorecard/completion Standard II.A.7 Bakersfield College has reviewed its student success data and identified achievement gaps. Multiple projects have been implemented to meet address those equity gaps and better meet support equity and success for all students. The Making It Happen (MIH) project connects students and faculty/staff in a partnership to increase best practices for successful students (Student Success and Equity). The Delano campus has increased its outreach (Arvin and Wasco cities’ high school satellite campus night classes) and opportunities for students to be involved in academic life (CHAP) Additional resources have been allocated to veteran services including a full-time educational advisor to assess student needs and strengthen programs and services. An African American Taskforce has been formed to more completely address programs that support African American students (AAMP, A-STEP). Through ongoing and new funding sources academic support improve support services (SSSP) and continues to provide opportunity for professional development in effective use of teaching methodologies (face-to-face and with technology).

Evidence https://www.bakersfieldcollege.edu/scorecard/completion/MIH Evidence https://www.bakersfieldcollege.edu/student/si Evidence https://www.bakersfieldcollege.edu/student/mesa Evidence https://www.bakersfieldcollege.edu/writing-center Evidence https://www.bakersfieldcollege.edu/veterans Evidence https://www.bakersfieldcollege.edu/insidebc/staff-development/workshops/sars-alert-building-a-future-everything-is-awesome-when-you Evidence https://www.bakersfieldcollege.edu/student/equity-tv Evidence https://www.bakersfieldcollege.edu/sites/bakersfieldcollege.edu/files/Watkin%20Accomplishments%202014.pdf Standard II.A.8 The College does not use departmental and/or program examinations at this time. Standard II.A.9 Criteria for evaluating student learning and awarding credit are stated in the Bakersfield College Catalog [https://www.bakersfieldcollege.edu/academics/catalog], reflect Board Policy [https://www.kccd.edu/board-trustees/board-policy-contracts], and adhere to Title 5 regulations. Student Learning Outcomes are included in the Course Outlines of Record (COR) and faculty assessments of student attainment of learning outcomes are regularly conducted. These outcomes and assessments are recorded in the CurricUNET database Faculty are required to submit narratives about their assessments of student learning outcomes and subsequent impact on teaching during their regularly scheduled evaluation process.. Course syllabi include student learning outcomes, evaluation processes and grading criteria. Electronic copies of syllabi are stored in the office of the dean responsible for each program area.


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Evidence http://www.curricunet.com/kccd/BC Catalog

Evidence of authentic Assessment of SLOs, PLOs, degrees programs and certificates Documentation In process Standard II.A.10 Student transfer-of-credit policies, as stated in the KCCD Board Policy Manual the Bakersfield College Catalog provide clear information to assist students choosing to expand their education at another institution. The Bakersfield College Transfer Center assists students with transfer information and individual transfer agreements. Bakersfield College Catalog The college’s Admissions and Records Office has dedicated transfer evaluators to assist in determining the transferability of Bakersfield College courses. Working in tandem with Admissions and Records personnel, discipline-specific faculty review transfer requests to ensure that learning outcomes for transferred courses are comparable to the Bakersfield College learning outcomes. Courses certified for transfer are appended to and so noted on official student transcripts. Bakersfield College develops articulation agreements with colleges and universities

Evidence https://www.kccd.edu/board-trustees/board-policy Evidence https://www.bakersfieldcollege.edu/sites/bakersfieldcollege.edu/files/2014-15%20Catalog%20-%20Transfer%20Guide_0.pdf Evidence https://www.kccd.edu/board-trustees/board-policy Evidence https://www.bakersfieldcollege.edu/sites/bakersfieldcollege.edu/files/Request_for_Evaluation.pdf Evidence http://www.assist.org/web-assist/welcome.html Evidence https://www.bakersfieldcollege.edu/sites/bakersfieldcollege.edu/files/Request_for_Evaluation.pdf]

Standard II.A.11 The recently revised and adopted institutional learning outcomes specify that students will be able to communicate effectively, think critically, demonstrate competency in a field of knowledge or job related skills and engagement productively in all levels of society, interpersonal, community, the state and nation and the world. In order to achieve these outcomes, students must be able to demonstrate competency in analytic inquiry skills, ethical reasoning and have the ability to engage diverse perspectives. The library supports the institutional learning outcomes through workshops, online tutorials, library orientations required for research paper assignments, and a research course that specifically addresses information competency.

https://www.bakersfieldcollege.edu/scorecard/slo/ilo https://www.bakersfieldcollege.edu/library/workshop-descriptions

Standard II.A.12 In the process of curriculum review, both the general education and student learning outcomes are subject to an additional and very intentional degree of scrutiny by faculty with expertise in


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those areas. All curriculum with a general education component are subject to a regular and through review to determine if their content is current and consistent with California State University, University of California, or Bakersfield College General Education requirements. As evidence, of the 27 new programs approved during the 2013-14 academic year, 21 were Associate Degrees for Transfer which give careful consideration to the appropriateness of each course in general and General Education courses in particular. 2013-14 Curriculum Committee Co-chair Report Summary Link to catalog page for general education philosophy, pages 49 - 51 link to catalog page for IGETC and CSU gen education courses pages 40-43 Had trouble with links, so I inserted pages - TLH


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Standard II.A.13 BC offers 104 programs which lead to 71 of degrees and 32 certificates of achievement. In addition the college offers 26 local certificates called job skills certificates. The institution has


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made a commitment to high quality education through focused study in at least one area of inquiry and/or an established interdisciplinary core (II.A.93)

Evidence weblink 2014-2015 Catalog Degrees and Certificates Evidence weblink 2014-2015 Catalog Addendum

Standard II.A.14 Bakersfield College ensures that career-technical certificates and degrees include assessments of technical and professional competencies for employment. Input on these assessments is provided by discipline specific Advisory Boards, a team of industry members who employ BC students completing CTE programs. Minutes of biannual meetings are stored in the CTE office located in FACE 16 and strategic changes in programs due to Advisory Board input are reported in Program Review documents [In addition, CTE programs such as Nursing meet external licensure requirements [see California Board of Registered Nursing Evidence http://www.rn.ca.gov/schools/programs.shtml Evidence https://committees.kccd.edu/bc/committee/programreview

Evidence http://www.bakersfieldcollege.edu/sites/bakersfieldcollege.edu/files/2014_EducationalMasterPlan_O.pdf Evidence http://www.rn.ca.gov/schools/programs.shtml].

Standard II.A.15 When programs are eliminated or program requirements are significantly changed, the institution makes appropriate arrangements so that enrolled students may complete their education in a timely manner with a minimum of disruption.

Evidence Catalog page on catalog rights page 35


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Standard II.A.16 Bakersfield College regularly evaluates and improves the quality and currency of its instructional programs including collegiate, pre-collegiate, and career-technical programs.. The annual


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program review process requires each academic program to analyze program-specific data to address student success and completion; assess the effectiveness of student learning outcomes; identify progress toward goals; express new goals; share best practices; and project future human, fiscal, facility and technology needs. Using the Annual Update Checklist form members of the Program Review Committee evaluate the program reviews. The completed checklists are available online to the campus community College leaders use these reviews to inform college planning. While BC offers no online-only programs at this point in time, consideration of online course needs in a discipline are included in the program review process. Evidence https://committees.kccd.edu/bc/committee/programreview Evidence http://www.bakersfieldcollege.edu/sites/bakersfieldcollege.edu/files/2014_EducationalMasterPlan_O.pdf Standard II.A—ACCJC Policies Distance Education In the box below is the checklist from the ACCJC site ___Yes_ The institution has policies and procedures for defining and classifying a course as offered by distance education or correspondence education, in alignment with USDE definitions. ____Yes_ There is an accurate and consistent application of the policies and procedures for determining if a course is offered by distance education (with regular and substantive interaction with the instructor, initiated by the instructor, and online activities are included as part of a student’s grade) or correspondence education (online activities are primarily “paperwork related,” including reading posted materials, posting homework and completing examinations, and interaction with the instructor is initiated by the student as needed). ____Yes_ The institution has appropriate means and consistently applies those means for verifying the identity of a student who participates in a distance education or correspondence education course or program, and for ensuring that student information is protected. ___Yes__ The technology infrastructure is sufficient to maintain and sustain the distance education and correspondence education offerings. ___Yes__ The institution demonstrates compliance with the Commission Policy on Distance Education and Correspondence Education. Regulation citations: 602.16(a)(1)(ix); 668.43. This is from the ACCJC site—Policy Elements


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• development, implementation, and evaluation of all courses and programs, including those offered via distance education or correspondence education, must take place within the institution’s total educational mission. • institutions are expected to control development, implementation, and evaluation of all courses and programs offered in their names, including those offered via distance education or correspondence education. • institutions are expected to have clearly defined and appropriate student learning outcomes for all courses and programs, including those delivered through distance education or correspondence education. • institutions are expected to provide the resources and structure needed to accomplish these outcomes and to demonstrate that their students achieve these outcomes through application of appropriate assessment. • institutions are expected to provide the Commission advance notice of intent to initiate a new delivery mode, such as distance education or correspondence education, through the substantive change process. • institutions are expected to provide the Commission advance notice of intent to offer a program, degree or certificate in which 50% or more of the courses are via distance education or correspondence education, through the substantive change process. For purposes of this requirement, the institution is responsible for calculating the percentage of courses that may be offered through distance or correspondence education. • institutions which offer distance education or correspondence education must have processes in place through which the institution establishes that the student who registers in a distance education or correspondence course or program is the same person who participates every time in and completes the course or program and receives the academic credit1 . This requirement will be met if the institution verifies the identity of a student who participates in class or coursework by using, at the institution’s discretion, such methods as a secure log-in and password, proctored examinations, other technologies and/or practices that are developed and effective in verifying each student’s identification. The institution must also publish policies that ensure the protection of student privacy and will notify students at the time of class registration of any charges associated with verification of student identity. 34 C.F.R. § 602.17(g). Transfer of Credit In the box below is the checklist used by ACCJC ___Yes_ Transfer policies are appropriately disclosed to students and to the public. ___Yes__ Policies contain information about the criteria the institution uses to accept credits for transfer. Regulation citations: 602.16(a)(1)(viii); 602.17(a)(3); 602.24(e); 668.43(a)(ii). Award of Credit In the box below is the checklist used by ACCJC ___Yes__ Credit hour assignments and degree program lengths are within the range of good practice in higher education (in policy and procedure). ___Yes__ The assignment of credit hours and degree program lengths is verified by the institution, and is reliable and accurate across classroom based courses, laboratory classes, distance education classes, and for courses that involve clinical practice (if


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applicable to the institution). __Yes___ Tuition is consistent across degree programs (or there is a rational basis for any program-specific tuition). __Yes___ Any clock hour conversions to credit hours adhere to the Department of Education’s conversion formula, both in policy and procedure, and in practice. ___Yes__ The institution demonstrates compliance with the Commission Policy on Institutional Degrees and Credits. Regulation citations: 600.2 (definition of credit hour); 602.16(a)(1)(viii); 602.24(e), (f); 668.2; 668.9. Standard II.A—IMPROVEMENT PLANS #2 Instructional Programs To enhance the quality of online distance education courses, Bakersfield College, under the leadership of the executive vice president of academic affairs and student services, and the dean of learning resources will develop and implement by spring 2013 a detailed plan to improve the services to distance education students to increase their ability to succeed in their courses. The plan will include the appropriate support to implement the following: Development of an online student orientation system to better prepare students for online

courses with the overall goal of increasing their success in those courses. Development of a student signal alert system that would inform students of their current

course progress and refer them to appropriate helpful resources. Development of an online tutoring program to increase students’ ability to succeed in an

online course. Increased online counseling to better support online students with the goal of increased

retention. Development of additional pedagogical training and support for online faculty. The executive vice president of academic affairs and student services and the dean of learning resources will present an annual status report to the Information Systems and Instructional Technology Committee for input and evaluation.

The college has developed an online orientation, and has tested it in both a single class instance and in a multiple class environment. In spring 2015, it will be tested with multiple instructors over multiple classes. Plans are to launch the online orientation tool for all online classes in Summer of 2015.

The College has implemented an early alert system that allows faculty to identify students who are experiencing challenges in their courses and to refer them to the


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appropriate resources and follow-up. . The early alert system is also designed to improve retention.

To date the college has not established an online tutoring program. The college has designated a counseling and guidance educational advisor to increase

service to online students The College has provided additional pedagogical training and support for online faculty

and potential online faculty. A faculty member has been reassigned to support online instructors and those interested in becoming online instructors. He facilitated technology training on opening day, brown bag sessions, workshops and one-on-one sessions. . The college organized a Conference on Learning Technologies with sessions for classroom faculty and counselors

Evidence https://www.bakersfieldcollege.edu/conference/2015-bc-conference-on- learning-technologies

Evidence https://www.bakersfieldcollege.edu/.../sars-alert-building-a-future-everything- is- awesome-when-you Evidence Email from Bill Mosely pdf

2015accredmidterm standardiia finalreport

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