standard iia - web viewstandard ii: student learning ... our endorsed definition continues,...

Standard IIA working draft 1

Standard IIA working draft February 2009

OVERVIEWStandard II: Student Learning Programs and Services

The institution offers high-quality instructional programs, student support services, and library and learning support services that facilitate and demonstrate the achievement of stated student learning outcomes. The institution provides an environment that supports learning, enhances student understanding and appreciation of diversity, and encourages

personal and civic responsibility as well as intellectual, aesthetic, and personal development for all of its students.

Instructional ProgramsThe institution offers high-quality instructional programs in recognized and emerging

fields of study that culminate in identified student outcomes leading to degrees, certificates, employment, or transfer to other higher education institutions or programs

consistent with its mission. Instructional programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student

learning outcomes. The provisions of this standard are broadly applicable to all instructional activities offered in the name of the institution. (ACCJC TEXT)

(Please note: All text in blue is from ACCJC text)

STANDARD IIA: Section 1

The institution demonstrates that all instructional programs, regardless of location or means of delivery, address and meet the mission of the institution and uphold its integrity.

Section 1.a.

The institution identifies and seeks to meet the varied educational needs of its students through programs consistent with their educational preparation and the diversity, demographics, and economy of its communities. The institution relies upon research and analysis to identify student learning needs and to assess progress toward achieving stated learning outcomes.

The text below for Section 1.a. is drawn from the Standard IA section; should we simply reference the section or should we repeat the content here? It seems important that each section echo previous sections for coherence and consistency.

Standard IA language to incorporate with Standard IIA, 1.a. (w/thanks to Fred and Rosaleen and their team): ** will need to update as Standard IA is revised **

Description:A. MPC uses several different methods to determine how to address the needs of

its intended student population.


1. MPC determines who its students are, where they live, and the kinds and timing of courses they desire

a.The MPC Profile [IA1.3], developed by the Office of Institutional Research, includes demographic data of our service area in northern Monterey County. [IA1.4]

b.Community needs assessments [IA1.5] determine what kind of courses people in the service area desire. Our most recent community needs assessment was for the MPC Ed Center at Marina. c.Scheduling surveys are administered to students to determine their course scheduling preferences [IA1.6]

2. MPC determines the kinds of courses and services its students need to achieve their educational goals

a.Informed by our Articulation Office, the General Education aspect of our degree requirements for our transfer students are designed to exactly match the GE requirements of UC and CSU campuses.

b. Each of our CTE programs has an industry board that informs the program about desired outcomes of student learning. c. MPC administers placement tests for English and Mathd. Our new course-level SLO assessment form [IA1.7] generates

responses about the academic preparedness of students in our degree and transfer courses. The results will inform our basic skills programs about the kinds of services and /or courses to offer.

B. Institutional Effectiveness, in terms of the alignment of programs and services with MPC student population needs, is assessed in a variety of ways, some of which are quantitative.

1. Assessment of course and program-level SLOs2. Student success and retention data for Program Review 3. Annual updates of Program Reviews4. Persistence rates for Student Success studies5. Transfer data from Kathleen Baker 6. Job placement data for CTE programs 7. Core indicators for CTE [IAI.9] 8. Through self-studies such as for Basic Skills9. Through committee or focus group work such as the Enrollment

Advisory Committee and the Student Success Task Force10. Climate or student satisfaction surveys 11. Ask others for more info on services such as the Library Technology

Center, Reading Center and ESSL Center.12. Through the accreditation self-study process

Evaluation:A. MPC knows it is addressing the needs of its intended students through the

following mechanisms


1. Community needs assessments 2. Transfer rates 3. Job placement of our CTE programs

a.Nursing [IA1.10]b. Others

4. CTE or transfer data that compares our results to others in the state 5. Scheduling surveys [IA1.6]6. Focus Groups--students looking at the look and feel of the MPC

schedule 7. EAC activities

Planning AgendaB. Areas where MPC could improve at aligning its programs with the needs of its

students1. Improving retention for “at-risk” students during their first year and

between their first year and their second year. Data is from the student success task force.[IA1.11]

2. Improving communication between the various student instructional support programs (ESSC, Math Learning Lab, Tutoring, TRIO, etc…) and between these programs and the “traditional” instructional programs. Data is from the BSI self study. [IA1.12]

3. Increase the diversity of the MPC student population to match that of the service area by increasing the number of Latino students from the Marina/Seaside area and increasing the number of African-American students from the Marina area. [IA1.13]

4. Augment or adjust course offerings to better accommodate or meet the needs of the military and their dependents. [IA1.13]

5. From the EAC—Increase training offered to meet local workforce and employer needs [IA1.13]

Based on our current practices, MPC partially meets the standard but will plan to improve as noted above.

See Standard IIA, Section 1.c and Section 2 for more discussion of SLOs -

Section 1.b

The institution utilizes delivery systems and modes of instruction compatible with the objectives of the curriculum and appropriate to the current and future needs of its students.

Description:

Dialog concerning the appropriateness of the delivery method for different courses occurs in department and division meetings, in the curriculum advisory committee, the academic


senate and at Academic Affairs Advisory Committee. Methods of instruction are determined by faculty for all courses and are clearly indicated on the official course outline of record. Various disciplines have worked to identify the diverse needs and learning styles of their students and provide the best method of delivery for instruction. Any course, no matter how it is delivered, must conform to the course content and course objectives in the course outline. The same is true for the student learning outcomes of each course.

Monterey Peninsula College utilizes a variety of strategies and settings to enhance student learning and success. Specific examples include the following:

English and Study Skills Center: In this learning center, students are offered classes and support for writing. Students are supported with instructional aides, computer software, and tutors to help with their learning.English as a Second Language Lab: This center provides a lab centered delivery of materials for the support of instruction in English. A lab coordinator works with faculty using computer aided instruction to support students at a wide range of skill levelsWorld Languages LabBusiness Skills CenterMath LabHigh Tech Lab for Supportive ServicesCooperative Work ExperienceNursing simulators

Distance Education:MPC also provides distance education options to meet the needs of students. All distance education courses are reviewed by the dean responsible for overseeing the distance education program prior to being submitted to the Curriculum Advisory Committee.Each course that is proposed for distance education must submit a distance education form with their course outline which is reviewed and approved by the Curriculum Advisory Committee. Dialog is ongoing concerning distance education issues in the Distance Education Taskforce. This group contains representatives of the college Curriculum Advisory Committee, the Academic Senate, the Instructional Technology department, and Administration. The CTA has also been involved with negotiable issues related to distance education.

Role of Technology:Many courses now integrate technology into their mode of instruction. Most MPC classrooms are now equipped with technology including computers, internet connections, projection equipment and in many cases document cameras. Many departments have developed hybrid courses where up to 49% of the instruction is online. These courses are also reviewed by CAC for the appropriate use of the technology.

The effectiveness of various modes of instruction such as those used in learning labs, open entry/open exit courses, work experience courses, distance education, and others are evaluated in the regular program review process for each division.


Evidence:

IIA. 1.b. 1 Distance EducationRecommendations from the Curriculum Advisory Committee, Spring 2007

Recommendations from the Joint Academic Senate -- MPCTA Committee on Distance Education

http://www.mpcfaculty.net/senate/CAC/CACDistanceEducationRecommends.doc

http://www.mpcfaculty.net/senate/Distance Ed/Senate-MPCTA-DE-Recs07-08.doc

Planning Agenda:

MPC partially meets this standard. As we explore new avenues and options for delivering high quality educational opportunities to our student population, we need to evaluate and update appropriate methods and delivery systems.

Section 1.c

The institution identifies student learning outcomes for courses programs, certificates, and degrees; assesses student achievement of those outcomes; and uses assessment results to make improvements.

Description:(note: text from Fred’s Standard IB draft) Student Learning: Student Achievement and Student Leaning Outcomes

1. Introduction and Definition of Terms

In an effort to clarify our dialog about student learning and to accurately describe our efforts to satisfy the ACCJC standards, MPC has carefully defined the terms related to student learning, which are sometimes used in inconsistent ways in the teaching

http://www.mpc.edu/classes/MPC%20Catalogs/Catalog%2008-09.pdf


http://www.mpcfaculty.net/Accreditation/ProgramReview/Social_Sciences_Program_Review_ExecSum.doc

http://www.mpcfaculty.net/senate/Flex/FLEX_SPRING_07_Schedule.doc


community. In general usage, the terms “student learning outcomes”, student achievement”, and “student learning” are sometimes used interchangeably and sometimes used to describe specific aspects of student learning. For this self study, we have carefully defined these terms to more accurately describe our progress.

Student Learning is a very broad term that refers to any type of student learning or any type of assessment of student learning. It includes student learning outcomes and student achievement, as well as grades and/or informal methods of assessment of student learning.

Student Learning Outcomes is a specific term that refers to “a measurable or evaluable description of what students are expected to be able to ‘do’ as they successfully complete a course.” This definition was endorsed by the Academic Senate in November, 2007, as part of the document, “Articulating Student Learning Outcomes for MPC.” Our endorsed definition continues, “The word ‘do,’ in this context, could mean, for example, ‘perform,’ ‘paint,’ ‘use equipment safely and effectively,’ ‘analyze,’ ‘demonstrate,’ ‘synthesize,’ ‘use the scientific method,’ or any number of verbs appropriate for a particular course. Our definition of SLOs emphasizes student performance as a course is complete; it does not imply any standard of content retention or future abilities on the part of the student.”

At MPC, Student Learning Outcomes refer to both the development of SLOs, i.e., what we expect the students to be able to do, and the evaluation of student attainment of these expectations. They provide more detail than grades because they describe the expectations that provide the basis for the awarding of grades.

Student Achievement is a specific term that refers to data concerning the number of students that finish courses (student retention), the number of students who progress through courses from one semester to the next (student persistence), the grade distributions within a course or program (student success), or any number of data sets that refer to job placement or transfer to other educational institutions. Student achievement implies student learning because students could not progress through our courses and programs without demonstrating their learning of the objectives and SLOs defined for each course and program. In Academic Affairs, the Program Review Process requires each program to analyze this type of data every six years. Much of this data is collected or generated by the Office of Institutional Research.

2. Development of SLOs at MPC: Significant Accomplishments during the Last Six Years

DialogMPC has engaged in dialog about the value of SLOs and how to implement them at MPC for many years. The dialog started in 1999 with task forces, workshops, and off-campus retreats. In recent years, dialog has occurred at flex day events and in shared governance committee meetings (Academic Senate, Academic Affairs Advisory Group, College Council, Curriculum Advisory Committee, Program Review Committee). Much of this


dialog has been captured and recorded on the MPC Academic Senate website. At this time, SLOs are a well-known topic to every person on campus.

Defining SLOs for MPCIn 2007, the MPC Academic Senate approved a definition for SLOs at MPC: “At the course level, an SLO is a measurable or evaluable description of what students are expected to be able to “do” as they successfully complete a course. The word “do,” in this context, could mean, for example, “perform,” “paint,” “use equipment safely and effectively,” “analyze,” “demonstrate,” “discriminate,” “synthesize,” “use the scientific method,” or any number of verbs appropriate for a particular course. Our definition of SLOs emphasizes student performance as a course is completed; it does not imply any standard of content retention or future abilities on the part of the student (Reference = Articulating Student Learning Outcomes for MPC).

Developing SLOs for CoursesSLOs have been developed for the majority of MPC Courses (Reference = SLO Master List). Of the eight instructional divisions, seven have completed SLO development for at least 80% of their courses.

Examples of course SLOs include:

English 1A, Composition and Analytical Reading (this course is a cornerstone of our transfer program, and one of the requirements for our AA degree):1. Demonstrate the ability to form a provable thesis, develop it through factual research

and distinguish between fact and opinion. 2. Demonstrate the ability to be conscious of multiple factors affecting both verbal and

written communication.3. Recognize the nature of persuasion in written, visual and oral argument.

Math 263, Intermediate Algebra (this course is the minimum Math requirement for our AA degree):1. Evaluate and perform operations on algebraic expressions and solve algebraic equations

(polynomial, rational, radical, exponential and logarithmic).2. Use a variety of functions and relations (linear, quadratic, exponential, and logarithmic) and

their graphs to model real world applications.

Developing SLOs for ProgramsInstructional programs at MPC consist of two main types: Transfer, and Career and Technical Education (CTE). These two types of programs have different foci and thus very different types of program SLOs.

The CTE programs consist of series of courses focused on the particular subject matter of the program such as Nursing, Auto Technology, or Medical Assisting. Upon completing these programs, students are ready to enter the workforce and, must demonstrate mastery of the subject matter of their chosen discipline. Thus, the program SLOs for the CTE


programs focus on the subject matter of those disciplines. Most CTE programs have developed program SLOs that have been published in the MPC Catalog.

Examples from the MPC Nursing program include:1. Assess the needs of groups of clients with common, multiple complex altered needs, using a

theoretical knowledge base and clinical data.2. Apply critical thinking skills to diagnose and prioritize client problems to design an

individualized plan of care in collaboration with the client, significant others, and the health care system.

3. Implement the plan of care utilizing a caring approach, while competently performing skills for clients in all stages of the life span.

The Transfer Programs consist of groups of courses that prepare students to transfer to 4-year universities having completed many of their lower division and general education courses. Since it is the general education courses that bind all of these programs together, MPC has determined that the general education SLOs will serve as the program SLOS for each of the transfer programs. Rationale for the development of these general education SLOs is presented in the next section.

Developing General Education SLOs (GEOs)During the 2008-09 academic year, discussions were held about the structure and content of our GEOs. As published in the MPC catalog, the MPC general education pattern consists of three similar patterns of courses. These patterns of courses are designed to satisfy the IGETC, CSU, and MPC AA degree general education requirements. Although not identical, all of the patterns require students to complete courses in subject areas such as natural sciences, social sciences, humanities, and communication.

Through a process of dialog, MPC has decided to develop a single SLO, or GEO, for each of these subject areas. When finished with this process, MPC will have five or six GEOs in total that will comprise the program SLOs for each of the transfer programs.

Examples of currently completed GEOs include:

Natural Sciences: Upon successful completion of this area, students will have demonstrated an ability to use the scientific method to investigate phenomena in the natural world and use concepts, theories and technology to explain them.

Humanities: Upon successful completion of this area, students will have demonstrated an ability to analyze and interpret human thought and achievement relevant to such branches of knowledge as philosophy, literature, language, and/or art.

Each of these GEOs will become a course-level SLO for each of the courses within a given general education area. Assessment of student attainment of the GEOs will be the responsibility of each instructor that teaches a general education course. Decisions about the assessment methods or tools will remain the responsibility of each instructor teaching these courses. As of this writing, development of the GEOs for each of the general


education areas is in process, as is the process of faculty vetting that each GEO is indeed appropriate for all of the courses in a given GE area.

3. Implementing the SLO Process at MPC

Assessing SLOs and Recording the ResultsMPC has established a format for assessing student attainment of course SLOs. Individual instructors assess SLOs using methods or instruments of their choice. Information about SLO assessment is recorded each semester on “The SLO Assessment Form”, available on the Academic Senate website. In addition to recording the SLOs for each course, and the methods of assessment for those SLOs, this form records answers to a series of questions, including:

1. Did the students enrolled in this class appear adequately prepared and/or correctly placed? Please explain.

2. Please evaluate your students’ level of attainment of this course’s SLOs. Use whatever methods are best suited for your course, making sure that the results are comparable from semester to semester.

3. Did you make any substantial pedagogical changes this semester? Please indicate the role that student attainment of your SLOs played in the development of these changes.

4. Do you intend to make any substantial pedagogical changes when teaching this class in future? If so, what changes do you intend to make, and why will you make them?

Once completed, these forms are stored by individual instructors or by department as a record of student attainment of SLOs and potential plans for improvement of student learning.

Using the Results of SLO Assessment to Improve Student Learning at MPCPlans for potential improvement of student learning is an integral part of the SLO Assessment Form described in the last section. The thought process that goes into filling out this form is the basis for developing action plans and/or budget requests aimed at improving student learning. As of this writing, the MPC Academic Affairs Program Review process is undergoing review and revision. A significant aspect of the revisions that will take place involves the recording of discussions that take place in each division or department about student learning. The SLO Assessment Form, or a revised version of it, will form the basis for discussions, the results of which will be recorded as part of the program review process. Although the details of the SLO Assessment Form may change, the broad goals of prompting dialog about improving student learning will remain the same.

Text below (in light blue) from Standard IIA teamThroughout the Monterey Peninsula College program, SLOs are being identified, developed and reviewed. Student achievement of the outcomes is assessed in a variety of ways throughout the MPC college programs and course offerings; the assessment of


student success in achieving the outcomes is typically the basis for faculty and department/program staff review and improvement of college offerings.

The tables provided in the Evidence section provided specific detail on the courses and their current SLOs. The college program SLOs are identified and published in the college catalog, along with the specific SLOs for certificate programs.

SLOs at MPC are created by individual faculty at the course level and reviewed at the department/division level. Strategies for attaining the outcomes in specific courses are established by the faculty designing the courses. MPC Program SLOs have been created by experienced faculty working within the programs, and they are designed to reflect the comprehensive scope of a program. The Program SLOs are regularly reviewed and revised as need indicates and as faculty determine new priorities. The SLOs are assessed by faculty in the appropriate discipline and program, and the outcomes are assessed based on their relevance and application to the course content and purpose. Currently MPC departments and divisions have developed SLO assessment tools to connect the SLOs to student learning and plans for improvement based on the gathered results.

Assessments are in place for measuring SLOs in most MPC courses and programs, and the assessment tools vary, depending on for example, whether the course is a Creative Arts course, which may utilize a performance or portfolio project for assessment, or in a professional certificate course, where the SLOs are partly assessed through student success in passing professional certification exams. All MPC departments have an SLO assessment tool for individual faculty to use in examining their specific course and program offerings.

Evaluation:Because the SLOs are created by qualified and effective faculty at MPC, many of whom are in active communication and professional exchange with colleagues within their discipline and profession throughout the state and nation, MPC is confident that our SLOs are at the collegiate level. Regular review of comparable college documents from the California community college system and participation in state and national professional development events insures that MPC faculty leadership is aiding the MPC community in establishing and maintaining the highest collegiate standards in the SLO process.

The SLO-based assessments have been in place for many years in many of the programs and they have been very effective in strengthening course and program development. The SLO-based assessment approach is still new to other courses and programs, so their effectiveness is still being considered as more and more faculty utilize the SLO form and perspective.

Dialogue, debate, conversation and faculty-led workshops have occurred at MPC around the effective use of assessment tools and results in the improvement of courses and programs. Extensive notes and records from department and division meetings, MPC Senate meetings, and MPC Faculty Flex Day sessions will illustrate the lively discussions


about the assessment topics. Improvement in student learning and teaching methods are detailed in faculty SLO reporting and minutes from faculty discussion.

Evidence:

Student Learning OutcomesGoals, Objectives, and Benchmarks for 2008-2010

http://www.mpcfaculty.net/senate/SLOs/benchmarks_5-08.doc

Student Learning OutcomesExamples of SLOs for a variety of MPC courses

http://www.mpcfaculty.net/senate/SLOs/megatable.doc

Student Learning OutcomesFlex day staff development examples Spring 2007 Flex Day Schedule

Fall 2007 Flex DaySchedule

Spring 2008 Flex Day Schedule

Fall 2008 Flex DaySchedule

SLO Website:http://www.mpcfaculty.net/senate/slo.htm


http://www.mpcfaculty.net/senate/Flex/FALL 2007 FLEX final draft.doc

http://www.mpcfaculty.net/senate/Flex_S08/Flex Days Spring 2008 12-12-07.rtf

http://www.mpcfaculty.net/senate/Flex_F08/FALL_2008__FLEX_Draft_05-21-08.doc

Student Learning OutcomesAcademic Senate Website: More information and evidence of dialog about SLOs

http://www.mpcfaculty.net/senate/slo.htm

Student Learning OutcomesExamples of SLOs for a variety of MPC courses


MPC meets this standard partially.


The institution assures the quality and improvement of all instructional courses and programs offered in the name of the institution, including collegiate, developmental, and pre-collegiate courses and programs, continuing and community education, study abroad, short-term training courses and programs, programs for international students,

http://www.mpcfaculty.net/senate/SLOs/benchmarks_5-08.doc

http://www.mpcfaculty.net/senate/Distance%20Ed/Senate-MPCTA-DE-Recs07-08.doc


http://www.mpcfaculty.net/senate/Flex/FALL%202007%20%20FLEX%20final%20draft.doc


http://www.mpcfaculty.net/senate/Flex_S08/Flex%20Days%20Spring%202008%2012-12-07.rtf

http://www.mpcfaculty.net/Accreditation/ProgramReview/Physical_Sciences_Program_Review_ExecSum.doc


http://www.mpcfaculty.net/Accreditation/ProgramReview/Astronomy%20Program%20Review.doc

http://www.mpc.edu/studentservices/ctrc/Pages/default.aspx



http://www.mpcfaculty.net/Accreditation/ProgramReview/ADMJ%20Program%20Review%20Annual%20Report%204-3-08.doc

http://www.mpcfaculty.net/Accreditation/ProgramReview/ADMJ%20Program%20Review%20Annual%20Report%204-3-08.doc


and contract or other special programs, regardless of type of credit awarded, delivery mode, or location.

Description:

The quality of all Monterey Peninsula College courses and programs is centered in the collegial and professional internal review of all aspects of our instructional development. Individual faculty originators must submit new programs to their department, division, Curriculum Advisory Committee, and the Board of Trustees for approval. A chapter in the Curriculum Basics handbook, which is available to all faculty, describes the process for submitting new programs.

All new credit programs must supply information on appropriateness to the college mission, need, curriculum standards, resources, and compliance with any licensing or accreditation standards prior to being considered for approval. New CTE programs must also submit labor market information, employer surveys, and recommendations from their advisory committee to be considered for approval.

The Curriculum Advisory Committee reviews each course to ensure that it meets the standards of rigor and high quality for the level of course. They also review compliance with Title 5 and Education code, standards for quality for distance education courses, and for the existence of student learning outcomes.

Once approved, all courses and programs are put on the college’s program review schedule and are reviewed every five years. CTE programs are reviewed for the most part every two years. The college’s program review process has been developed to evaluate the quality of all of the college’s programs and includes both quantitative and qualitative measures of both student achievement and an evaluation of student learning.The college’s current program review process was established in ________, revised by a subcommittee of AAAG in ________, and was again reviewed in Fall 2008 to ensure that the process continues to be effective in evaluating the student learning that occurs in all of the college’s programs. The program review process requires that each division establish five year goals for their programs. This establishes the plan for continuous program improvement. Each division also must submit annual program review updates on how they are progressing on their goals. More information on the Program Review process is detailed below in the Standard IIA, 2.a. Description.

If the process is followed, the programs are effectively evaluated for improvement. The annual program review updates are used to develop annual Planning Agendas which are submitted to AAAG as part of the college’s resource allocation system.

Dialog concerning the appropriate credit type, delivery mode, and location of courses and programs occurs at the department and division level initially. Other groups involved in this process include the Academic Affairs Advisory Committee, Curriculum Advisory Committee, Academic Senate, and the college administration through the Dean of Instruction for Economic Development and Off campus programs.


The college currently offers developmental, pre-collegiate, short-term training, and courses through instructional agreements. International students enroll in the same college classes as resident students.

Evidence:

Academic Affairs Program ReviewExplanation and Directions

http://www.mpcfaculty.net/accreditation/ProgramReview/ProgRevSelfStudy10-4-05.doc

Academic AffairsProgram ReviewExamples of Executive Summaries

Creative Arts

Physical Sciences

Social Sciences

http://www.mpcfaculty.net/accreditation/ProgramReview/Creative_Arts_Program_Review_ExecSum.doc

http://www.mpcfaculty.net/accreditation/ProgramReview/Physical_Sciences_Program_Review_ExecSum.doc

http://www.mpcfaculty.net/accreditation/ProgramReview/Social_Sciences_Program_Review_ExecSum.doc

Program ReviewExamples of complete reports

Departments within the Physical Science DivisionAstronomy: http://www.mpcfaculty.net/accreditation/ProgramReview/Astronomy%20Program%20Review.doc

Chemistry: http://www.mpcfaculty.net/accreditation/ProgramReview/Chemistry%20Self%20Study%202006.doc

Evaluation:

See expanded discussion in Standard IIA, 2.a. below.Planning Agenda:




http://www.mpcfaculty.net/Accreditation/ProgramReview/Chemistry%20Self%20Study%202006.doc


http://www.mpcfaculty.net/Accreditation/ProgramReview/Creative_Arts_Program_Review_ExecSum.doc

http://www.mpcfaculty.net/Accreditation/ProgramReview/ProgRevSelfStudy10-4-05.doc

http://www.mpcfaculty.net/Accreditation/ProgramReview/ProgRevSelfStudy10-4-05.doc



http://www.mpcfaculty.net/accreditation/ProgramReview/Creative_Arts_Program_Review_ExecSum.doc

http://www.mpcfaculty.net/Accreditation/ProgramReview/Astronomy%20Program%20Review.doc




MPC partially meets this standard; some areas are in need of updating and stream lining their program review process for the sake of timely input and implementation of changes based on student need and changing circumstances.

Section 2.a.

The institution uses established procedures to design, identify learning outcomes for, approve, administer, deliver, and evaluate courses and programs. The institution recognizes the central role of its faculty for establishing quality and improving instructional courses and programs.

Description:MPC has established procedures to design, approve, administer, deliver, and evaluate courses and programs. It also has implemented procedures to identify student learning outcomes. These procedures are outlined in the college’s “Curriculum Basics: A Curriculum Handbook for Monterey Peninsula College” and in the Program Review Self-Study for Academic Affairs Guide.

MPC’s Curriculum Advisory Committee (CAC) is largely responsible for establishing a clear, consistent process for designing, submitting, receiving approval and reviewing courses and programs in keeping with Title 5 regulations and other legal mandates. The CAC, representing diverse constituencies of the campus community, provides guidance to faculty responsible for designing and evaluating courses and programs, while ensuring that such courses and programs are furthering the college’s mission and student success.

The Program Review Self-Study for Academic Affairs Guide creates a process for faculty to evaluate the vitality and viability of their courses and programs. All aspects of programs are reviewed, including FTES, WSCH, FTE, number of sections, average class size at census, grade distribution, retention, course success, student demographics, student needs assessments, and curriculum review. According to the process, program review (including curriculum review) is to occur every five years.

MPC recognizes and depends on the central and often initiative –taking role of the faculty in establishing and maintaining quality of all instructional courses and programs through MPC’s reliance on faculty-centered committees and review processes.Faculty guide the development and evaluation of virtually all MPC courses and programs. New courses are developed based on student and community needs, as indicated by student surveys, local community and business information and demographic considerations, transfer expectations established by CSU and UC programs, and professional requirements and standards for vocational-based programs. When faculty recognize a need to develop courses, they complete course proposals which include course outlines, course data sheets, advisory and/or prerequisite rationale, and student learning outcomes. Course proposals are reviewed by faculty colleagues,


department and division chairs, and deans; and then submitted to the Curriculum Advisory Committee for assessment and approval. Once approved, courses and programs are then reviewed by faculty when their respective divisions complete the program review process. As part of program review, faculty review virtually all aspects of their programs, including all course outlines and measures of student satisfaction. Thus, faculty are central to both design and review of any course or program.

SLOs have been established for many courses and programs at this time. The SLOs have been formulated by individual faculty, faculty committees, department task forces, and collaborative efforts coordinated through the Academic Senate and the MPC SLO Committee, often as a part of MPC Faculty Flex Day workshops. Program SLOs are established for many programs and are presented in the college catalog and other college publications. The Program SLOs are being continuously reviewed and updated as appropriate and necessary. The “fit” of SLOs to course and program is assessed by faculty within each course, department, discipline and program through regular dialogue and collaborative review processes.

MPC uses a very clear process to approve and administer courses and programs. Once a course is designed and approved by the relevant department, department chair, division chair, and dean, the course or program is submitted to the curriculum advisory committee. This committee, chaired by a member of the faculty and representing the diverse constituencies of the campus community, reviews the course or program to ensure that all curricular issues are resolved and forwards the course or program to the Vice President of Academic Affairs for final review. The course or program is then submitted to the Board of Trustees for approval. Once a course or program is approved, the information regarding the course or program is submitted to the catalog. Only then is the course scheduled or the program offered.

Evaluation:

MPC’s procedures lead to assessment of quality and improvement. MPC has systems in place for course/program content review, faculty performance evaluation, and department review which are grounded in faculty responsibility, autonomy and accountability. SLOs are determined by faculty in the development of courses, in concert with the identification of learning styles, specific course objectives, and overall course content. The MPC SLO committee and coordinator are available as a resource to faculty, department, and program leadership in the SLO formation and reassessment as course proposals are being considered and current course offerings and program components are being evaluated. MPC department and division faculty, through collegial discussion and exchange, review and discuss SLOs to insure they are appropriate to the discipline and MPC standards.

(Evidence: See SLO Committee documents, MPC resource handbook, Division/Dept. meeting minutes, etc.)


Courses and programs are supposed to be evaluated every five years when divisions participate in program review. MPC’s program review process directs those who oversee programs to “review the currency of the documents pertinent to your program.” The directions go on to state,

If your program’s course outlines have not been reviewed in the last five (5) years, review the outlines as listed in the Course Outline Review Process. The Curriculum Package, including the Curriculum Review Check List and Instructions, and the Course Outline Instruction Sheet, can be found on the MPC Intranet site in the Document Library on the Vice President of Academic Affairs page.

Unfortunately, the process is not always followed. The program review self study process is tedious, data is often not presented to faculty in a manner that makes sense to the faculty responsible for the program review self study, and the number of courses to be reviewed is often overwhelming. Even when curriculum is reviewed and paperwork is submitted to the CAC in a timely manner, the CAC may not be able to process it quickly. MPC’s breadth of courses may be valuable to students, but the number of courses in any one division is daunting. MPC’s processes are well designed and are continually reevaluated and enhanced. The CAC’s processes are followed consistently. Unfortunately, the Program Review processes are not. Programs have been completing program review (including curriculum review) processes, but not always in as timely a manner as is expected.

The results of each evaluation process differ according to the need. Courses and programs may remain consistent from one review process to another, or they may be added, modified or discontinued. For example, this year the Humanities Division is undergoing program review. English courses such as ENGL 1A and ENGL 2 are being modified, ENGL 100 is being added, and ENGL ___ is being deleted. The driving forces behind each decision are student need and the vitality of the program.

MPC is working to meet the standard, but is still in the Development Stage on the Rubric for some aspects of SLO integration and use campus-wide.

Section 2.b.

b. The institution relies on faculty expertise and the assistance of advisory committees when appropriate to identify competency levels and measurable student learning outcomes for courses, certificates, programs including general and vocational education, and degrees. The institution regularly assesses student progress towards achieving those outcomes.

Description:Faculty expertise and advisory committees are fully engaged in identification of competency levels and development of student learning outcomes throughout the MPC


instructional program. Instructional faculty have been in the process of determining student learning outcomes for their courses for many years.

The college has selected an SLO coordinator and committee to work with faculty in developing student learning outcomes. There is ongoing dialog in a variety of venues regarding student learning outcomes. This discussion occurs regularly in department and division meetings. The academic senate, academic advisory group, curriculum advisory committee, and the SLO committee also discuss the process of developing SLO’s for courses, programs, and general education. Most Career and Technical Education programs have established student learning outcomes for their courses and programs.

Competency levels are determined by faculty in each program by referencing industry standards in each field . Advisory committees for each Career Technical program provide input on competencies and the effectiveness of student learning. The college is currently working with the local ROP program to establish joint advisory committees to promote career pathways that incorporate the achievement of learning outcomes and industry driven competency levels from high school to college.

Regular program reviews include a review of all curriculum taught in each division. All course outlines and associated paperwork are reviewed every five years and are approved by the curriculum advisory committee. All courses going through this process must have learning outcomes.

Evaluation:

CTE programs undergo a Bi-annual program review to reassess if their programs are continuing to meet regional workforce needs. There is a college wide CTE advisory committee which meets to develop and monitor the five year Carl Perkins CTE plan. Data on student achievement of certificates, degrees, transfer and job placement, in the case of CTE programs, is used in program review to evaluate the effectiveness of learning at each level. All associate degree and certificate programs are clearly delineated in the college catalog. The coursework in each program is reviewed during the regular program review process to validate that by taking those specific courses, the student is obtaining the program outcomes. Many CTE instructors have mapped the courses in their programs to the outcomes of their program. Faculty are in the process of developing assessment methodology to evaluate the student attainment of Student Learning Outcomes.

See Standard IIA, 2.a. and 2.b. for more on SLOS

Planning Agenda:

Continued development and dialogue needs to occur with the college-wide SLO-related efforts. More work on improving connections with Advisory committees needed to sustain and build CTE programs.


MPC partially meets this standard.

Section 2.c.

High-quality instruction and appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning characterize all programs.

Description:

Initial curriculum development occurs at individual faculty and department levels with discussion on program development and quality. Faculty develop all curriculum for consideration and review of departments, divisions and then the Curriculum Advisory Committee. All curriculum is reviewed by the CAC and dialog occurs concerning the rigor of the curriculum. Title 5 standards are an important part of this review. CAC dialog has included discussion of recency of textbooks, college level assignments in courses that transfer, written work for evaluation of achievement of course objectives, and the relationship between course content and objectives.

Faculty in coordination with the college articulation officer work together to ensure that transfer level courses meet the standards of rigor and scholarship necessary for CSU and UC. Faculty have been provided information on using ASSIST to obtain information on courses that have already been articulated. Course sequencing is determined for each program by faculty and departments. Courses are then scheduled so that students can register for them in sequence.

High quality instruction is directly connected with the hiring of highly qualified instructors in each area. All faculty are regularly evaluated. Regular program review evaluates the quality of instruction that occurs in each department/division. Program reviews are then discussed at the Academic Affairs Advisory Group, the College Council and ultimately the Board of Trustees.

.Evaluation:The faculty evaluation process (peer evaluation, student evaluation, self evaluation) is designed to ensure instruction quality in breadth, depth, and rigor.

Course sequencing within programs is SOMETIMES indicated by course levels, and indicates depth and rigor: for example, MATH 20A (calculus I), MATH 20B (calculus II), and MATH 20C (calculus III). However, some of this is not intuitive, as pre-calculus is identified as MATH 13. Pre-Algebra is MATH 351, while Beginning Algebra is MATH 261. This same problem occurs in Human Anatomy, where ANAT 5 is less rigorous than ANAT 1 or 2, and for students the course numbers are not always logical. Clarifying the sequence with a clear numbering system would be an area where we could recommend improvement. However, changing course numbers would probably be a major undertaking. Faculty should be using their syllabus to make further clarifications and/or recommendations regarding which classes should be taken first (regardless of


official pre-requisites).

Prerequisites help ensure that students are adequately prepared for each class.

Many programs such as nursing, dental assisting and auto technology are accredited by outside organizations which mandate high levels of quality and rigor in their programs. The advisory committees for these programs also provide valuable support in maintaining program standards.

Planning Agenda: MPC meets this standard.

Section 2.d.

The institution uses delivery modes and teaching methodologies that reflect the diverse needs and learning styles of its students.

Description:

(See Standard IIA.1.b for more detail on delivery modes and teaching methodologies)

Learning style assessment occurs in a variety of ways, through individual student conferencing with faculty, ESSC Workshops, resources in Student Support Services areas, counseling and advising settings, and with Learning Center staff and professionalsFaculty are cognizant of learning styles and informally assess them in many settings.The Supportive services program provides technology to support the learning of disabled students.

Extensive learning support for students with diverse needs is provided in the college ESSC, Reading Center, Math Lab, Academic Support Center, ENSL lab, World Language Lab, and the High Tech Lab. Faculty, working with counselors and Learning support systems staff, identify concerns through discussion and observation of students and refer students to appropriate service centers.

Basic Skills faculty and staff have ongoing dialog on pedagogy and best practices for learning and meeting the needs of students, based on the recognition of multiple learning styles.

Evaluation:Faculty have attended workshops and trainings on various pedagogical approaches such as BSI summer workshops, reading conference, etc. for continued training in the recognition of students’ diverse learning styles. These faculty have provided extended training to their faculty and staff colleagues during Flex Days sessions, Division and Department meetings.


MPC’s course PERS 50 provides students with information on evaluating their personal learning styles.

Faculty use a variety of diverse methods to assess student learning, reflecting their knowledge of different learning needs and styles. Some examples include the use of portfolios in fashion and graphic art programs, skills demonstrations in fire technology and law enforcement courses, or performance demonstration in drama.

Planning Agenda:

MPC meets this standard

Section 2.e.

The institution evaluates all courses and programs through an ongoing systematic review of their relevance, appropriateness, achievement of learning outcomes, currency, and future needs and plans.

Description:

(See related details in Standard IIA, Sections 2.a., b. c. and d)

All instructional programs undergo regular program review. As a part of this review, the curriculum in each division is reviewed every five years. Once reviewed by the department, all courses are submitted to be reviewed by the curriculum advisory committee. The CAC reviews courses for quality and rigor, compliance with Title 5, appropriateness of delivery mode, relatedness of content and objectives, methods of evaluation, existence of Student Learning Outcomes, and place in the college’s programs.The criteria for program and curricular review are uniform across all instructional programs at all levels.

The program review process requires each department review a variety of data both quantitative and qualitative and to establish goals for the next five years. Data on student achievement is made available from the office of institutional research for use by faculty in their program review. The final program review report includes a section on overarching issues that affect the college wide community. These are discussed at College Council and provide input into the overall resource allocation process.

Program outcomes have been established for most CTE programs. Most CTE courses have student learning outcomes. Some programs have done an assessment of these outcomes and begun to use this information for program improvement.

Evaluation:Program reviews and Annual program review updates are successfully used to develop annual Planning Agendas for each division. These Planning Agendas are submitted each


year by the Academic Affairs Advisory Group and become one of the components of the college’s overall resource allocation process.

Many recommendations developed out of the Program Review process have led to changes and improvements in programs.

Planning Agenda:

MPC meets this standard.

Section 2.f.

The institution engages in ongoing, systematic evaluation and integrated planning to assure currency and measure achievement of its stated student learning outcomes for courses, certificates, programs including general and vocational education, and degrees. The institution systematically strives to improve those outcomes and makes the results available to appropriate constituencies.

Description:

The college does have a planning process in place. It is a yearly process, incorporating information provided through program review and the Planning Agendas. The planning process incorporates the following steps:

1. Mission and Goals: Every three years, the College Council reviews and revises (if necessary) the college’s mission and develops multi-year goals with the input from the entire campus community.

2. Annual Component Goals: Academic Affairs, Administrative Services, and Student Services develop annual operational goals in light of the multi-year goals.

3. Program Review, Updates and Planning Agendas: Faculty and staff of each program or area develop program reviews, annual updates based on program reviews, annual Planning Agendas (including budget implications and feasibility), and mandated increases identified in the Budget Construction Packages, in consultation with the supervising administrator.

4. Advisory Group Reviews: Each advisory group reviews its own program reviews, updates, and Planning Agendas to confirm the feasibility of the recommendations, as well as to establish priorities for actions/resource requests.

5. Determination of Available Funds: The budget committee compiles and provides information on available funding.

6. Institutional Administrative Review: The vice presidents confirm feasibilities of requests, refine priorities from an institutional perspective in respect to annual component goals.

7. Allocation Decisions: College Council reviews the documents from all preceding stages (including the refined institutional priorities in respect to anticipated budget resources) and recommends allocation decisions.

8. Superintendent/President to Board: The president reviews recommendations from


College Council and presents recommendations to the Board of Trustees for approval. If the president disagrees with College Council’s recommended resource allocations, he/she must provide written justification to College Council.

(This process is detailed in the Evidence: see the Planning/Resource Allocation chart)

Institutional data are made available to each program under review. Prior to the beginning of each program’s self-study, the Office of Institutional Research provides data relevant to FTES, FTE, WSCH, overall enrollments, diversity and gender, … The data are analyzed and interpreted, but the ease of understanding has been a concern for all involved. To resolve this concern, the revised program review process will include charts created by the Office of Institutional Research to reflect enrollment, WSCH, FTES, retention, and student success trends; to show full-time and part-time faculty ratios; and to highlight how courses are scheduled.

Assuming the evaluation is focused on improved student learning, strategies are detailed in the Evidence, found primarily in Program Review documents.

Evaluation:The current program review process requests a discussion of retention and student success relevant to grades and pass rates. The program review guidelines are changing, however, to further emphasize student learning and assessment methods.

The college does a fairly good job of embracing the notion of ongoing planning. Academic Affairs oversees a rigorous program review process; programs (budget cost centers) are expected to complete a program review self study every five years. The self study includes a description of the program; an analysis of relevant data clarifying the vitality and success of the program; a discussion of student access, success, and equity; as well as recommendations and goals for coming years. Once the one year cycle of program and curriculum review are complete, each program then completes annual update reports and Planning Agendas. Budget-dependent items on the Planning Agendas are compiled and prioritized by the three major advisory committees (Academic Affairs Advisory Committee—AAAG, Student Services Advisory Committee—SSAG, and Administrative Services Advisory Committee (ASAG), then submitted to College Council, the primary shared governance committee on campus.

Planning Agenda:Currently the college is revising its program review process. The college’s process, though helpful, still needs to be improved. To make program review less onerous and more useful, the current self-study guidelines are being revised.

MPC meets the standard.

Section 2.g.

If an institution uses departmental and/or program examinations, it validates their effectiveness in measuring student learning and minimizes text biases.


MPC does not at this time use departmental and/or program examinations.

Section 2.h.

The institution awards credit based on student achievement of the course’s stated learning outcomes. Units of credit awarded are consistent with institutional policies that reflect generally accepted norms or equivalencies in higher education.

Description:Credit is awarded based on board policy which is consistent with Title 5 standardsCredit is awarded based on the generally accepted standard of the Carnegie unit (three hours of work per week per unit) which is generally considered the accepted norm for higher education. This means that in a lecture class, the student does one hour of in class work and two hours of homework. In a laboratory class, the three hours of work occurs in the laboratory.

Evaluation:Credit is awarded based on student accomplishment of student achievement of course objectives as evaluated by the methods described in the official course outline of record. Grades are given based on the students’ proficiency at meeting the objectives of the course as measured by various methods such as written examinations, performance evaluation, skills demonstration, portfolio presentation, oral presentations or other methods. As student learning outcomes are rooted in the course objectives, credit awarded is directly related to the achievement of learning outcomes.

Planning Agenda:One area of possible deficiency is in the Art Studio classes. In these courses students are awarded a unit of credit for only two hours of work. The course outlines for these courses do not indicate that any homework is required. This seems to be contrary to accepted norms for higher education.

MPC partially meets this standard.

Section 2.i.

The institution awards degrees and certificates based on student achievement of a program’s stated learning outcomes.

Description:Institutional dialog is currently taking place on the development of learning outcomes for college associate degrees and transfer programs. This dialog is occurring in the academic senate, the curriculum advisory committee, the SLO committee, and within individual departments.


Student learning outcomes were established several years ago for the MPC Associate Degree general education requirements. These are currently being reevaluated by the appropriate departments and divisions.

Faculty in the CTE programs have developed learning outcomes for their degrees and certificates. Some linking of course outcomes to program outcomes has occurred in these CTE programs. Therefore, accomplishing course outcomes in these programs can be directly linked to individual program outcomes.

(text below from Fred’s Standard IB document)Developing SLOs for ProgramsInstructional programs at MPC consist of two main types: Transfer, and Career and Technical Education (CTE). These two types of programs have different foci and thus very different types of program SLOs.

The CTE programs consist of series of courses focused on the particular subject matter of the program such as Nursing, Auto Technology, or Medical Assisting. Upon completing these programs, students are ready to enter the workforce and, must demonstrate mastery of the subject matter of their chosen discipline. Thus, the program SLOs for the CTE programs focus on the subject matter of those disciplines. Most CTE programs have developed program SLOs that have been published in the MPC Catalog.

Examples from the MPC Nursing program include:4. Assess the needs of groups of clients with common, multiple complex altered needs, using a

theoretical knowledge base and clinical data.5. Apply critical thinking skills to diagnose and prioritize client problems to design an

individualized plan of care in collaboration with the client, significant others, and the health care system.

6. Implement the plan of care utilizing a caring approach, while competently performing skills for clients in all stages of the life span.

The Transfer Programs consist of groups of courses that prepare students to transfer to 4-year universities having completed many of their lower division and general education courses. Since it is the general education courses that bind all of these programs together, MPC has determined that the general education SLOs will serve as the program SLOS for each of the transfer programs. Rationale for the development of these general education SLOs is presented in the next section.

Developing General Education SLOs (GEOs)During the 2008-09 academic year, discussions were held about the structure and content of our GEOs. As published in the MPC catalog, the MPC general education pattern consists of three similar patterns of courses. These patterns of courses are designed to satisfy the IGETC, CSU, and MPC AA degree general education requirements. Although not identical, all of the patterns require students to complete courses in subject areas such as natural sciences, social sciences, humanities, and communication.


Through a process of dialog, MPC has decided to develop a single SLO, or GEO, for each of these subject areas. When finished with this process, MPC will have five or six GEOs in total that will comprise the program SLOs for each of the transfer programs.

Examples of currently completed GEOs include:

Natural Sciences: Upon successful completion of this area, students will have demonstrated an ability to use the scientific method to investigate phenomena in the natural world and use concepts, theories and technology to explain them.

Humanities: Upon successful completion of this area, students will have demonstrated an ability to analyze and interpret human thought and achievement relevant to such branches of knowledge as philosophy, literature, language, and/or art.

Each of these GEOs will become a course-level SLO for each of the courses within a given general education area. Assessment of student attainment of the GEOs will be the responsibility of each instructor that teaches a general education course. Decisions about the assessment methods or tools will remain the responsibility of each instructor teaching these courses. As of this writing, development of the GEOs for each of the general education areas is in process, as is the process of faculty vetting that each GEO is indeed appropriate for all of the courses in a given GE area.

Evaluation:

MPC is still in the process of directly linking program outcomes to course outcomes.

Planning Agenda:

MPC does not yet meet this standard as delineated: in dialogue and under development. Institution currently awards degrees and certificates based on student achievement of program’s stated objectives and requirements.


The institution requires of all academic and vocational degree programs a component of general education based on a carefully considered philosophy that is clearly stated in its catalogue. The institution, relying on the expertise of its faculty, determines the appropriateness of each course for inclusion in the general education curriculum by examining the stated learning outcomes for the course.

General education has comprehensive learning outcomes for the students who complete it, including the following:

Section 3.a.


An understanding of the basic content and methodology of the major areas of knowledge: areas include the humanities and fine arts, the natural sciences, and the social sciences.

Description:

MPC’s general education requirements for the Associate Degree include learning outcomes for each major area of knowledge: (A) Communication Skills (which includes both English Composition and Communication and Analytical Thinking), (B) Natural Science, (C) Humanities, (D) Social Science, (E) Life-Long Learning and Self Development, and (F) Intercultural Studies. According to the 2008-2009 Catalog, “The MPC General Education program is intended to provide a broad educational foundation for students enrolled in one of the degree programs which terminates with an Associates Degree.” MPC also offers students the opportunity to complete CSU and IGETC general education requirements. As students determine which general education pattern to follow, they gain an understanding of the basic content of the major areas of knowledge.

The comprehensive learning outcomes for each of the general education patterns include the following:

MPC GE Requirements

CSU GE Requirements IGETC GE Requirements

Written Communication A1: English Composition. Upon successful completion of this class, students will have demonstrated an ability to form a provable thesis, develop it through factual research, distinguish between fact and opinion, and make effective rhetorical choices in relation to audience and purpose.

A2: Written Communication. Upon successful completion of this class, students will have demonstrated an ability to form a provable thesis, develop it through factual research, distinguish between fact and opinion, and make effective rhetorical choices in relation to audience and purpose.

Area 1, Group A: English Composition. Upon successful completion of this class, students will have demonstrated an ability to form a provable thesis, develop it through factual research, distinguish between fact and opinion, and make effective rhetorical choices in relation to audience and purpose.

Oral Communication A2: Communication & Analytical Thinking. Upon successful completion of this area, students will have demonstrated the ability to understand, analyze and critically evaluate complex issues or problems; draw reasonable conclusions and/or generate appropriate solutions; and effectively communicate their results.

A1: Oral Communication. Upon successful completion of this area, students will have demonstrated an ability to present information in an engaging manner in relation to audience and purpose.

Area 1, Group C: Oral Communication (CSU requirement only). Upon successful completion of this area, students will have demonstrated an ability to present information in an engaging manner in relation to audience and purpose.


Critical Thinking Included in learning outcome A2 (see above).

A3: Critical Thinking. Upon successful completion of this area, students will have demonstrated an ability to understand, analyze and critically evaluate complex issues or problems; and draw reasonable conclusions and/or generate appropriate solutions.

Area 1, Group B: Critical Thinking – English Composition. Write papers that have demonstrated an ability to practice metacognition, objectively summarize and analyze contending positions on controverted issues, provide evidence and disinterested corroboration for assertions, establish the authenticity, authority, and reliability of sources, and avoid logical fallacies.

Mathematical Concepts Math proficiency MATH 263 or higher

B4: Mathematical Concepts, Quantitative Reasoning and Applications.

Area 2: Mathematical Concepts and Quantitative Reasoning.

Physical & Biological Sciences

B. Natural Science: Upon successful completion of this area, students will have demonstrated an ability to use the scientific method to investigate phenomena in the natural world and use concepts, theories and technology to explain them.

B1: Physical Universe.

B2: Life Forms.

B3: Laboratory Activity.

Area 5, Group A: Physical Science.

Area 5, Group B: Biological Science.

Arts & Humanities B. Humanities: Upon successful completion of this area, students will have demonstrated an ability to analyze and interpret human thought and achievement relevant to such branches of knowledge as philosophy, literature, language, and/or art.

C1: Art, Dance, Drama, Music, Photography.

C2: Literature, Humanities, Philosophy, World Languages.

Area 3, Group A: Art.

Area 3, Group B: Humanities.

Social & Behavioral Sciences

D. Social Science. Upon successful completion of this area, students will have demonstrated…

D. Historical Setting

D. Political Institutions

D. Social, Economic Institutions

Area 4: Social and Behavioral Sciences.


Lifelong Understanding and Self-Development

E. Life-long Learning & Self- DevelopmentE1: Upon successful completion of this area, students will have demonstrated an awareness of how physical, social, emotional, and/or intellectual factors influence their personal development.E2: Upon successful completion of this area, students will have demonstrated an ability to accurately assess knowledge, skills, and abilities in relationship to their educational and career goals.

E. Lifelong Understanding and Self-Development.

Other F. Intercultural Studies: Upon successful completion of this area, students will have demonstrated an ability to analyze differences and similarities between and within cultures.

Information Competency.

Languages other than English (UC requirement only): Any 1A world language course. Upon successful completion of this area, students will have demonstrated the ability to understand basic spoken language (any World Language offered at the 1A level) and respond to it at the novice/low-intermediate level, as established by the ACTFL proficiency guidelines.

CSU graduation requirement in U.S. History, Constitution, and American IdealsGroup 1.

Group 2.

Evaluation:MPC has clearly articulated a philosophy of general education as reflected in the program data offered above.


Section 3.b.


A capability to be a productive individual and life long learner: skills include oral and written communication, information competency, computer literacy, scientific and quantitative reasoning, critical analysis/logical thinking, and the ability to acquire knowledge through a variety of means.

Description and Evaluation:The courses selected to meet the general education requirements offer students the opportunity to explore their options and discover what it means to be productive and life-long learners. Each of the general education tracks, while similar, allow students to determine, explore, and meet their educational needs and interests. Each general track includes written communication, scientific and quantitative reasoning, critical analysis/logical reasoning, and the ability to acquire knowledge through a variety of means (different pedagogy, disciplines, and instructors). Information competency is developed through a variety of courses, but primarily through the written communication requirement for each GE track. The MPC GE pattern also requires students to complete LIBR 50 as a means of helping students to enhance their information competency. Oral communication is addressed through both the MPC and CSU GE requirements; the UCs do not perceive this area as critical.

Computer literacy is not emphasized in the CSU or IGETC GE tracks. It is an area that may be explored by enrolling in a Business Skills Center course under Area E2 in the MPC GE track. Although computer literacy does not appear to be emphasized, it is expected in a variety of disciplines. English and Speech Communication classes, for example, typically require students to hand in work that is typed and appropriately formatted.

Planning Agenda:


Section 3.c.

A recognition of what it means to be an ethical human being and effective citizen: qualities include an appreciation of ethical principles; civility and interpersonal skills; respect for cultural diversity; historical and aesthetic sensitivity; and the willingness to assume civic, political, and social responsibilities locally, nationally, and globally.

Description:

Aspects of what it means to be an ethical human being and effective citizen are woven through the fabric of each GE track. Ethics, discussions of attributes of effective citizens, respect for cultural diversity, and aspects of civic responsibilities are explored in Philosophy, Speech Communication, Women Studies, Ethnic Studies, Political Science, Humanities, Biology, Anthropology, and English courses (to name a few).


Evaluation: It would be impossible to complete any of the GE tracks without being exposed to various perspectives on social values and responsibilities. In all MPC programs there is an opportunity to consider the ethical implications of study and application of skills, and the importance of responsible citizenship is incorporated into workplace standards, encouragement of cooperation and respect in the academic and vocational setting.

Planning Agenda:



All degree programs include focused study in at least one area of inquiry or in an established interdisciplinary core.

Description:All MPC degree programs include focused study in one area of inquiry.All degree programs require students to complete a major or area of emphasis.

Evaluation:The college reviewed all of its university studies programs in2007-08 to comply with current Title 5 standards in this area.The college’s general studies program was also revised to comply with this standard by including focused areas of emphasis.

Planning Agenda:



Students completing vocational and occupational certificates and degrees demonstrate technical and professional competencies that meet employment and other applicable standards and are prepared for external licensure and certification.

Description:

MPC students who complete vocational and occupational degrees and certificates meet employment competencies based on both their passage rate on licensure examinations and on job placement data obtained by some programs.

Evidence:

Administration of Justice 08:http://www.mpcfaculty.net/accreditation/ProgramReview/ADMJ Program Review Annual Report 4-3-08.doc




Auto Tech 08:http://www.mpcfaculty.net/accreditation/ProgramReview/AUTO Program Review Annual Report 08.doc

Evaluation:

Nursing and Dental Assisting programs have very high rates in both licensure exams and job placement. Other CTE programs such as Fire Technology, the Police Academy, and Graphic Arts have varying levels of evidence to support the placement of their graduates in jobs.

Planning Agenda:



The institution assures that students and prospective students receive clear and accurate information about educational courses and programs and transfer policies. The institution describes its degrees and certificates in terms of their purpose, content, course requirements, and expected student learning outcomes. In every class section students receive a course syllabus that specifies learning objectives consistent with those in the institution’s officially approved course outline.

Section 6.a.

The institution makes available to its students clearly stated transfer-of-credit policies in order to facilitate the mobility of students without penalty. In accepting transfer credits to fulfill degree requirements, the institution certifies that the expected learning outcomes for transferred courses are comparable to the learning outcomes of its own courses. Where patterns of student enrollment between institutions are identified, the institution develops articulation agreements as appropriate to its mission.

Description

TRANSFER-OF-CREDIT POLICIESStudents transferring to MPC from another college or university who intend to complete a degree or certification, or to receive Veteran’s education benefits, are required for have official transcripts of their work at all colleges attended sent to the MPC Admission and Records Office. (MPC Catalog, p. 12) The MPC catalog should also prompt students of the necessity to have transcripts sent if they intend to meet transfer requirements without completing a degree or certificate program at MPC.

Upon receipt, a transcript is evaluated for accreditation and the number of freshman or sophomore level units completed. A new GPA is calculated, is necessary, for all

http://www.mpcfaculty.net/accreditation/ProgramReview/AUTO%20Program%20Review%20Annual%20Report%2008.doc

http://www.mpcfaculty.net/accreditation/ProgramReview/AUTO%20Program%20Review%20Annual%20Report%2008.doc


accepted units. This information is posted to the student’s master record of those students applying for Financial Aid and for athletes.

Counselors perform course content evaluations of coursework taken at other institutions to determine which courses can be used to fulfill certificate, degree, and/or transfer requirements. Course content evaluation is not done until a student meets with a counselor. Evaluations are performed by comparing MPC course descriptions with catalog descriptions for courses taken at other institutions. Counselors occasionally document evaluations in the counselor’s notes area on Santa Rosa system. More typically the information is noted on advising sheets placed in the student’s Matriculation file. These files are usually purged after a student has a break in attendance of at least one year. Evaluations can be lost when files are purged.

Evaluation

There is no standardized formal evaluation process and no record of course evaluations kept in the A&R office. Historically there was an evaluator position in A&R. That position was eliminated due to budget constraints. Reinstating the evaluator position would establish a process for evaluating transcripts, retaining that information, and ensuring students receive consistent and accurate information.

Description

ARTICULATION AGREEMENTSArticulation agreements are establish in response to new course work and curriculum established by the campus, in response faculty requests, and in response to requests from other institutions. The Articulation Officer is a member of the Curriculum Advisory and General Education Requirements committees. As new courses, program and GE requirements are approved appropriate articulation is requested. A major tool in developing new articulation is provided by the ASSIST Information website’s Maintenance Reports. This website is invaluable in helping to identify appropriate articulation with four year institutions. It also allows the Articulation Officer to assist faculty to develop or revise courses to best meet articulation requirements.

The Articulation Officer reviews existing curriculum at least three times a year as required in order to report curriculum changes to the ASSIST coordination site. An additional review is undertaken when preparing the required annual Summary of Curricular Changes Transferable Courses which is distributed to all two and four year public institutions in California. In turn, reviewing summaries of curricular changes from the four year institutions helps to identify necessary and possible articulation changes.

Currently articulation exists and is kept current with twenty-two CSU campuses (the California Maritime Academy has established articulation with only one community college) and eleven UC campuses (including UC Davis School of Veterinary Medicine, UCSF’s School of Dentistry, and UCSF’s School of Pharmacy). The campus is also involved in the process or articulating courses with the new CSU Lower Division


Transfer Patterns (LDTP). Historically the two most significant impediments to articulation have been the lack of up-to-date course outlines for some MPC courses and, on the part of receiving institutions, the limited time and resources available for four year campuses to spend on articulation with community colleges not deemed to be “feeder” schools.

Evaluation

Articulation between MPC and other institutions is developed in support of the college’s mission to provide, for students wishing to pursue a Baccalaureate degree, transferable courses and programs of equivalent content and rigor to lower division programs in four year colleges and universities. Extensive articulation has been established and maintained over the last several decades with all institutions identified as primary transfer institutions.

Evidence:Career Transfer resource center


Transfer Admission Agreements (TAAs)


MPC Catalog http://www.mpc.edu/classes/MPC%20Catalogs/Catalog%2008-09.pdf

Section 6.b.

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.

Description:The college does have a program discontinuance policy that provides for students in programs that are to be eliminated. As of this date, the college has not had to use this policy for any program.

Evaluation:

The MPC Policy ensures that enrolled students will not have significant disruptions in completion of their educational programs.

Planning Agenda:


Section 6.c.





The institution represents itself clearly, accurately, and consistently to prospective and current students, the public, and its personnel through its catalogs, statements, and publications, including those presented in electronic formats. It regularly reviews institutional policies, procedures, and publications to assure integrity in all representations about its mission, programs, and services.

Description:The College regularly reviews its catalogs and schedules prior to publication. A comprehensive system has been developed that ensures that each department responsible for specific content in the catalog and/or schedule has ample opportunity to review the content. For the catalog, each department is sent copies of the pages they are responsible for the fall previous to the catalog’s summer publication. A detailed calendar of due dates is established and the various departments must return their input to the Office of Academic Affairs on schedule. A draft is then put together and then reviewed by a committee made up of the Vice President of Academic Affairs, Vice President of Student Services, the Deans, the Public Information Officer, and the Curriculum/Scheduling/Catalog Technician. They examine the draft to insure not only accuracy but formatting for easy student readability. Prior to publication, the catalog goes through several drafts which are checked over again each time for accuracy.

A similar process is followed in developing each schedule of classes. A separate calendar of deadlines is developed and distributed to all departments. The various instructional divisions submit class lists and drafts are reviewed by the dean responsible for that area. Again, several drafts are reviewed at various levels with the deans and the Vice President of Academic Affairs having final sign off before publication.

Other publications are regularly reviewed by the campus office of Public Information. This office has developed a template for the creation of brochures for staff to use. When brochures are published, the department involved is directly involved in proofing the final document.

The college website is maintained by the college’s Information Technology department. However, individual departments and offices are responsible for the accuracy and currency of information posted. Individual faculty and staff also maintain their own websites which can be accessed through myMPC. These sites contain a variety of useful and important information related to classes and other college activities. Again these sites are developed and maintained with the assistance of the college’s Information Technology Department. However, content is managed by the individual faculty or staff.

The College provides information on student achievement to the public in several manners. Each year, the institution participates in the Accountability Report for Community Colleges with all other public community colleges in California. This document is made available state wide to the public. The information in this report covers a variety of areas related to student achievement such as student success,


persistence, degree and certificate completion, transfer rates, and job placement among many others. Completion and transfer rates are also published in each college catalog.

Evidence:

MPC Catalog http://www.mpc.edu/classes/MPC%20Catalogs/Catalog%2008-09.pdf

Evaluation:MPC effectively represents its program and mission through various venues.

Planning Agenda:



In order to assure the academic integrity of the teaching-learning process, the institution uses and makes public governing board-adopted policies on academic freedom and responsibility, student academic honesty, and specific institutional beliefs or world views. These policies make clear the institution’s commitment to the free pursuit and dissemination of knowledge.

Description

At its May 27, 2008 regular meeting, the Monterey Peninsula Community College District Governing Board of Trustees approved a revision to Board Policy 3000 on Academic Freedom. This revised policy was the product of work by the Academic Senate Committee on Academic Freedom, careful discussion and revision by the Academic Senate, and discussion in a faculty and student forum.

The college’s policy on academic honesty is published in the college catalog.

Evaluation

The Academic Senate has actively promoted widespread awareness and discussion of the academic freedoms and responsibilities of faculty and students. The college and individual instructors put a high priority on inculcating principles of academic honesty in students.


Section 7.a.

Faculty distinguishes between personal conviction and professionally accepted views in a discipline. They present data and information fairly and objectively.



Description

Paragraph 4 of the board-approved policy on academic freedom states, “MPC promotes robust intellectual pluralism practiced in an atmosphere of objectivity, respect, and civility,” and “Students have a right to courses that are not misused to advance professors’ personal social or political agendas or their subsidiary interests…” Paragraph 8 states, “Inside the classroom, by training and experience, teachers are experts in their disciplines, not advocates. In controversial matters, they should be able to differentiate between fact and interpretation and to summarize salient alternative interpretations of facts while keeping their own sentiments behind a veil of professionalism.” Instructors, nevertheless, are the ultimate arbiters of appropriate course content within the standards of their particular disciplines.

Evaluation

The college’s board-approved academic freedom policy was developed by faculty members and was widely discussed. The Academic Senate Committee on Academic Freedom consisted of faculty members from the Humanities Division and Physical Science Division, with considerable input from the Creative Arts Division and a representative of the Associated Students. The committee’s proposed wording was extensively debated in the Academic Senate. A forum concerning the revised policy was held for faculty and students in Fall 2007.

A survey of faculty and staff conducted in Fall 2008 showed that over two-thirds of faculty to whom the Academic Freedom policy applied were aware of the policy and understood its application to their work and role at Monterey Peninsula College.

Planning Agenda:


Section 7.b.

The institution establishes and publishes clear expectations concerning student academic honesty and consequences for dishonesty.

Description

The college’s policy on academic honesty is published on pages 21 and 22 of the 2008-2009 college catalog. It defines plagiarism and cheating, and describes the range of remedies available to individual instructors. Instructors are allowed broad discretion in dealing with individual cases within the guidelines set by the college.

Evaluation


The survey of teaching faculty and staff conducted during Fall 2008 indicates that over 90% understand and communicate clear guidelines for academic honesty in their courses.


Section 7.c.

Institutions that require conformity to specific codes of conduct of staff, faculty, administrators, or students, or that seek to instill specific beliefs or world views, give clear prior notice of such policies, including statements in the catalog and/or appropriate faculty or student handbooks.

Description

There is no evidence that the college promotes specific beliefs or world views. It does provide students with standards of conduct. These are described on pages 7 and 8 of the 2008-2009 catalog, which summarize the college’s smoking policy, sexual harassment policy, and status as a drug-free campus.

Standards for faculty conduct are described in the Faculty Handbook and reviewed as part of every new faculty member’s initial orientation.

Evaluation

As a public institution specializing in teaching, the college is dedicated to promoting intellectual pluralism and non-dogmatism. The college clearly states its policies concerning student and faculty conduct.



Institutions offering curricula in foreign locations to students other than U.S. nationals operate in conformity with standards and applicable Commission policies.

MPC does not offer curricula in foreign locations to students other than U.S. nationals.


Standard IIA Documents: Evidence

Academic Freedom PolicyAdvisory Committee Agendas / MinutesAdvisory Committee MembershipAnnual State Distance Learning ReportsARCC ReportAssessment Data from Individual CoursesAssessment Test Validation StudiesBSI NewsletterCAC Meeting NotesCollege CatalogCollege Council MinutesCollege Council Resource Allocation PlanCourse OutlinesCTE Core Indicator DataCurriculum Basics HandbookData Mining SpreadsheetsDistance Ed HandbookEnglish Assessment DataENSL Assessment DataGER Committee Meeting NotesHumanities Division Meeting NotesIPASS English Meeting NotesIPASS Math Meeting NotesMath Assessment DataMoodle Meeting MinutesPlanning and Resource Allocation Process Flow ChartProgram Discontinuance PolicyProgram Review - BusinessProgram Review - Creative ArtsProgram Review - HumanitiesProgram Review - NursingProgram Review - Physical ScienceProgram Review - Social ScienceProgram Review DataProgram Review ProceduresProgram Reviews from all college programs as neededSLO / Assessment WorksheetsSLO HandbookSLO InventorySLO Task Force MinutesSLO WorkshopSocial Science Division Meeting Notes


Student Academic Honesty policy and discipline procedures