The Standard IV team choose to do its work by establishing a web accessable, colaborative workspace called a WIKI.  This site served as the central point to share all reference documents, meeting minutes, agendas and updates.  Collectively (both online and in workshop format) we compleated the templates for each area under study and have begun our first report draft.  Because of the nature of our standard, and the timeline for our class, we have focused our efforts primarily on the leadership and governance (section A) of the standard.  Key sources of evidence for this standard are the campus climate survey (staff and faculty) populations and the newly revised strategic plan.   A survey to college leadesrship will be distributed in the next few weeks as well as the boards annual self evaluation and response to the accreditation standards.  What follows is the Teams initial reactions to the standards, informed by sources of evidence but still demanding analysis and dialog.  The involvement of the cohort and two Board members will further inform the report responses.  The draft of the first section will then be distributed to a wider group including a Board of trustee member, the College Council president and other shared governance constituant groups.   The editing team will further refine this report over the summer into complete document to be shared campus wide before it is submitted to WASC in November of 2007.  The Site visit is scheduled for Spring of 2008.

 

Standard IV: Leadership and Governance

 

The institution recognizes and utilizes the contributions of leadership throughout the organization for continuous improvement of the institution. Governance roles are designed to facilitate decisions that support student learning programs and services and improve institutional effectiveness, while acknowledging the designated responsibilities of the governing board and the chief administrator.

 

A. Decision-Making Roles and Processes

The institution recognizes that ethical and effective leadership throughout the organization enables the institution to identify institutional values, set and achieve goals, learn, and improve.

 

1. Institutional leaders create an environment for empowerment, innovation, and institutional excellence. They encourage staff, faculty, administrators, and students, no matter what their official titles, to take initiative in improving the practices, programs, and services in which they are involved. When ideas for improvement have policy or significant institution-wide implications, systematic participative processes are used to assure effective discussion, planning, and implementation.

 

2. The institution establishes and implements a written policy providing for faculty, staff, administrator, and student participation in decision-making processes. The policy specifies the manner in which individuals bring forward ideas from their constituencies and work together on appropriate policy, planning, and special-purpose bodies.

 

   a. Faculty and administrators have a substantive and clearly defined role in institutional governance and exercise a substantial voice in   

      institutional policies, planning, and budget that relate to their areas of responsibility and expertise. Students and staff also have

      established mechanisms or organizations for providing input into Institutional decisions.

 

   b. The institution relies on faculty, its academic senate or other appropriate faculty structures, the curriculum committee, and academic administrators for recommendations about student learning programs and services.

 

3. Through established governance structures, processes, and practices, the governing board, administrators, faculty, staff, and students work together for the good of the institution. These processes facilitate discussion of ideas and effective communication among the institution’s constituencies.

 

5. The role of leadership and the institution’s governance and decision-making structures and processes are regularly evaluated to assure their integrity and effectiveness. The institution widely communicates the results of these evaluations and uses them as the basis for improvement.

 

Shared Governance and leadership have gone through a unique and organic transition over the last 4 to 5 years.  Under the direction of President Doug Treadway, the College has been engaged in numerous campus conversations regarding its shared priorities and culture.  Embracing the concepts of becoming a learning college, this process has not been imposed, but has evolved into a new sense of involvement, innovation and discovery that has helped to reshape the campus culture in support of what is seen as the sprit behind this standard.  The nest result is the development of an integrated planning and shard governance system withing this learning college paradigm. Because this shift has been systemic vs. specific in nature, we will respond to Standard IV a 1, 2, 3 and 5 in the following narrative.  Standard IV, A 4 regarding Integrity will be addressed as a separate item.

 

 

Response to IV A 1,2,3,5:

 

In 2003, a campus forum was held that included the entire campus community in a brainstorming effort on developing, and focusing upon multiple priorities.  This effort resulted in the revision and revitalization of the campus mission statement and core values.  These values were then articulated into a new statement of at first 7 and then 8 core values.  At the same time, a new shared governance structure was proposed by the President and implemented over the course of a year.  Existing committee and task force structures were examined and reviewed with the idea of developing a representative group reviewing all committee efforts and recommendations.  All suggested changes including administrative decisions still flow through the Faculty Senate, College council and Board of Trustees. The college council is actually the reporting structure for all strategic planning and also serves as the campus budget committee and approval body.

 

This new structure established a College Council with broad and representative membership of faculty, staff, and administration with the dual role of serving as the overarching budget committee and conduit for all major work of campus committees.   Campus committees were aligned with the The College Council, co- chaired by a campus representative and the President of the College were included in the Board of Trustees (as extended Board member). 

 

 

The following chart shows how the major goals of the college have been activated through a campus committee structure, how that committee structure has produced measureable outcomes and then how that structure may be informed by the responses to the faculty and staff survey results.

 

Jo and JOJO-  Now that I am looking at this- I am not sure that the surveys responses linbe up with the goals in quite the same way as we first thought.  See what you think but I am tempted to list these out in the following manner- and hve you add your narrative to the executive summary from that list.  You might want to add your observations and comments following each survey question or reference the survey question in the narative.  

maybe title this chart

 

If Joe you have repeated information in both the list and chart, I still like the idea of only listing the questions, initially, then demonstrating the links, with results, in the chart. I also think there could be a few more questions that we'd want to add in, which I've listed and added to the chart. We have a big hole in the survey on community service. The one on facilities is not a big issue, but perhaps community service is.  I'm not sure I follow you Ron, on your suggestion (above) - Jo

 

 

Jo and Ron, ok I will follow Jo's suggestion - will work on next hour. Be back soon, Joe

 

JO and Ron, I wrote a brief comment (blue text) on every survey question on the staff survey. Also wrote short remark on the chart (goals chart). I edited few spellings and format on the whole draft. Let me know if you need some clarification from me. I will check tomorrow afternoon (Sunday). 

 

Staff and faculty survey questions that relate directly to accreditation standards:

 

 

 

Staff Survey -
	IVA	IVB
The administrative structure at the college is effective in supporting college programs.	x	x
I have significant opportunities to be involved in institutional decision making.	x	x
Budget priorities are determined by systematic planning.	x	x
Institutional planning decisions are based on research data.	x	x
Search and selection processes are likely to result in hiring personnel who will effectively advance the mission of Ohlone College.	x	x
Evaluation processes help improve the quality of employees' job performance.	x	x
I have experienced good relationships with the administration at Ohlone.	x	x
The college's policies and practices demonstrate appropriate concern for issues of equity and diversity.	x	x
The College Council is an effective channel for staff ideas regarding institutional decision making and budget prioritization.	x
I am annually involved in professional development.	x
There are sufficient numbers of qualified staff to support college services.	x
Ohlone provides sufficient opportunities for professional advancement.	x
I have found Ohlone to be a positive and supportive environment in which to work.	x
College programs and services reflect the mission of Ohlone College.		x
The work of the Ohlone College Foundation supports the goals of the College's mission.		x
Add above questions: The program and services review process is effective in the evaluation of support services. I clearly understand how my support staff role contributes to student success. There are sufficient numbers of qualified staff to support college services. I am satisfied with the quality and services provided by Information Technology. I feel safe on campus. Campus facilities are well maintained and provide a comfortable environment. The college has adequate accommodations for people with disabilities. Ohlone College upholds academic freedom. I would recommend taking classes at Ohlone College.
Faculty Survey
	IVA	IVB
The administrative structure at the college is effective in supporting college programs.	x	x
I have significant opportunities to be involved in institutional decision making.	x	x
Budget priorities are determined by systematic planning.	x	x
Institutional planning decisions are based on research data.	x	x
I have experienced good relationships with the administration at Ohlone.	x	x
The college's policies and practices demonstrate appropriate concern for issues of equity and diversity.	x	x
Ohlone College upholds academic freedom.	x	x
I would recommend taking classes at Ohlone College.	x	x
There are sufficient numbers of qualified faculty to support college programs.	x
The College Council is an effective channel for faculty ideas regarding institutional decision making and budget prioritization.	x
The Faculty Senate effectively represents the views of the faculty in shared governance matters.	x
I am annually involved in professional development.	x
There are sufficient numbers of qualified staff to support college services to the faculty.	x
I have found Ohlone to be a positive and supportive environment in which to work.	x
College programs and services reflect the mission of Ohlone College.		x
The work of the Ohlone College Foundation supports the goals of the College's mission.		x

 

 I would add these questions, as well. I think they also speak to leadership issues.

 

The program review process is effective in the evaluation of instructional programs.

 The program review process is effective in the evaluation of student services.

The information gathered during program review is integrated into my department's planning process.

Ohlone offers an adequate number and variety of courses and programs

I feel safe on campus

Search and selection processes are likely to result in hiring personnel who will effectively advance the mission of Ohlone College.

Ohlone provides sufficient opportunities for professional advancement.

 

 

 

Goal	Committee	Measureable Objective- (Strategic Plan)	Staff Survey - The staff group represents 71% of the classified staff and 27% of management.	Faculty Survey
Goal 1: Cultural Diversity Promote appreciation for and understanding of diverse races and culture by expanding the diversity of college personnel, international education offerings and exchanges, cross cultural curriculum and ethnic/cultural events.	International Committee Study broad International club	Expand International Education Institute a world forum series Develop Sister city program with pacific rim and South America Increase campus based cultural activities Increase the percentage of employees who are from underrepresented populations develop cultural perspectives accross curriculum	Q32 - Search and selection processes are likely to result in hiring personnel who will effectively advance the mission of Ohlone College. The staff (52%) agreed that hiring results reflect and advance the mission of Ohlone College. While 31% of the staff did not agree with this. Overall the staff (91%) expressed that this statement was very important.   Q39 - The college's policies and practices demonstrate appropriate concern for issues of equity and diversity. The staff (64%) expressed the college’s policies and practices show appropriate concern for issues of equity and diversity. Of this statement, 91% of the staff view it as very important.	Q38. Search and selection processes are likely to result in hiring personnel who will effectively advance the mission of Ohlone College.57% of full time staff and 38% of adjuncts agree.37% of adjuncts expressed no opinion.   Q 45.  The college's policies and practices demonstrate appropriate concern for issues of equity and diversity. 75% of faculty agree.
Goal 2:  Learning College Develop across the curriculum the Learning College Model, utilizing methods and technologies that hold the most promise for improving student course and program completion success rates.	Learning College Task Force	Increase # of faculty trained in collaborative methods Increase the # of faculty trained in technology assisted learning Improve accuracy of course placements Incease student satisfaction with availability of courses	Q1 - There are sufficient numbers of qualified staff to support college services. 62% of the staff expressed there are insufficient numbers of qualified staff to support college programs and they (96%) felt that this area is very important to the college.       Q2 - College programs and services reflect the mission of Ohlone College. The staff (79%) stated that these college programs and services do reflect the mission of Ohlone College.       Q6 - The administrative structure at the college is effective in supporting college programs. The staff (55%) felt the administrative structure is effective in supporting college programs. 92% of the staff felt this is very important.     Q9 -  Institutional planning decisions are based on research data. 39% of the staff represented no opinion.  35% of the staff voted yes on planning decisions based on research data. The majority staff (76%) felt using research data to help with planning decisions was important.	Q1. There are sufficient numbers of qualified faculty to support college programs. Although both groups agreed that this is an important issue, while 66% of full time faculty agreed that there are a sufficient number of qualified faculty, only 46% of adjuncts agreed, 28% disagreed and 26% had no opinion.   Q2. College programs and services reflect the mission of Ohlone College. Faculty agree,overwhelmingly, that the college reflects its mission.   Q3. The program review process is effective in the evaluation of instructional programs.63% of full time faculty see value in the program review process, while only 42% of adjuncts agree (49% voiced no opinion).   Q5. The information gathered during program review is integrated into my department's planning process.66% of full time faculty agree, while 51% of adjuncts voiced no opinion.   Q.6  The administrative structure at the college is effective in supporting college programs. A majority of full time and adjunct faculty (70%) agree that that administrative structure supports college programs.   Q. 9 I have significant opportunities to be involved in institutional decision making. 69% of full time faculty agreed that they are involved, while 67% adjuncts felt that they are not given significant opportuntities to be involved in decision making.   Q 11.Institutional planning decisions are based on research data. While a majority of faculty felt that this was an important issue, only 27% agreed to this statement.  50% had no opinion on this subject.
Goal 3:  Student Success Develop strategies to increase the proportion of full time students including learning communities, cohort groups, enhanced facilities, and improved course availability.		Increase the % of students taking 6.5 units  or more in block courses Increase the accuracy of student course placements in basic Skills Increase the number of students developing web based portfolios increase # of Full time students Increase the persistance rates of ESL and Basic Skills stuents	Q4. - The program and services review process is effective in the evaluation of support services. 42% of the staff felt the program and services review process (student services) is effective.   Q 11- Ohlone offers an adequate number and variety of courses and programs. 79% of the staff agree.   Q14 - I clearly understand how my support staff role contributes to student success. 89% of the staff agree.   Q41 - I would recommend taking classes at Ohlone College. The staff (94%) agreed.	Q4.The program review process is effective in the evaluation of student services. 50% of full time faculty see a link between program review and an assessment of student services, while 60% of adjuncts voiced no opinion.   Q. 13 Ohlone offers an adequate number and variety of courses and programs. 86% of faculty agree.   47. I would recommend taking classes at Ohlone College. Over 90% of faculty agreed.
Goal 4:  Staff Development Provide continuous learning for all personnel associated with the District and promote an organizational structure that is adaptable, collegial, and supportive of the Learning College Model.	Staff Developmemt	Increase the # of staff compleating the contiuous quality improvemnet training Integrate the student satisfaction surveys with quality improvement upgrade campus technology plan upgrade software complete training program to build self relience in terms of IT Achieve  a 75% administration, staff and faculty rating for college council	Q7 -  I have significant opportunities to be involved in institutional decision making. 54% of the staff did not have significant opportunities to be involved in decision making; however they (80%) view this area as being very important.       Q13 - I am annually involved in professional development. 50% of the staff felt they had been involved in their professional development. The other 42% showed no satisfaction. Overall, 80% of the staff view this area as being very important.   Q16 - there are sufficient numbers of qualified staff to support college services. 71% of the staff expressed there are insufficient numbers of qualified staff to support college services.   Q19 - I am satisfied with the quality and services provided by Information Technology. 52% of the staff agreed and 43% disagreed.       Q33 - Evaluation processes help improve the quality of employees' job performance. There was a balance between “yes” and “no” groups. However 88% of the staff agreed that evaluation procedures improve the employee’s job performance.       Q34 - Ohlone provides sufficient opportunities for professional advancement. 49% of the staff felt that the Ohlone College did not provide sufficient opportunites for professional advancement. On the other hand, 38% of the staff showed satisfication.   Q37 - I have experienced good relationships with the administration at Ohlone. 76% of the staff experienced good relationships with the administration.     Q40 - Ohlone College upholds academic freedom. 78% of the staff agreed.	Q7.The College Council is an effective channel for faculty ideas regarding institutional decision making and budget prioritization. 76% of full time faculty agreed, compared to 29% of adjuncts. 57% of adjuncts, who have no representation on College Council, had no opinion on its effectiveness.   Q8. The Faculty Senate effectively represents the views of the faculty in shared governance matters 78% of full time faculty agreed, with 11% voicing no opinion, compared to a split in adjunct voting, 32% yes, 32% no and 37% with no opinion.   Q19.I am annually involved in professional development. All full time faculty and 54% of adjuncts agree. 34% of adjuncts do not feel that they are involved in professional development.   Q24. There are sufficient numbers of qualified staff to support college services to the faculty. 48% of full time faculty disagreed (43% agreed), while 40% of adjuncts agreed, with 23% voicing no opinion.      Q.40 Ohlone provides sufficient opportunities for professional advancement.53% of full time faculty agree. 46% of adjuncts disagree, with 29% expressing no opinion.   Q.44 I have found Ohlone to be a positive and supportive environment in which to work. 84% of faculty agree, with 17% of adjuncts disagreeing.   46. Ohlone College upholds academic freedom. 84% of faculty agree with this statement, although, among adjuncts, 29% expessed no opinion on this statement.
Goal 5:  Community Service Promote the health, environmental, cultural, and economic vitality of the communities served by the District through programs of outreach, community services, and partnership ventures.		Increase satisfaction of employees with one stop training center Increase empoyee involvement with training and community service programs achieve a 75% satisfaction rating from Latino community groups
Goal 6:  College Environment Promote and maintain an accessible, clean, safe, and healthy college environment through continuous engagement of students and college personnel in campus preparedness, wellness, beautification, and environmental sustainability.		Revise master plan Expand campus wellness programs Complete Fremont campus upgrades Leeds certification for two new buildings Revise and update emergency preparadness plan Appoint a Director of Aset management Appoint a coordinator of Environmental programs Improve student opinion of safety on campus	#38 - I have found Ohlone to be a positive and supportive environment in which to work. 71% of the staff found Ohlone a very positive and supportive environment to work at.       #27 - I fee safe on campus. 92% of the staff felt safe on campus.	Q33.. I feel safe on campus. 83% of faculty feel safe on campus. Only full time staff expressed some concern for safety.
Goal 7: Resource Development Increase public and private funds for educational programs, equipment, and facilities through entrepreneurial activities, grants, and the College Foundation.		Increase foundation endownment Establish full time grants development position develop long range asset management plan Increase annual revenue from asset management	Q5 - The College Council is an effective channel for staff ideas regarding institutional decision making and budget prioritization. 42% of the staff see the college council as a very effective way for staff to be involved in the decision making and budget prioritization. On the other hand, 28% of the staff shared no opinion and 30% of the staff expressed dissatisfaction.       Q8 - Budget priorities are determined by systematic planning. The staff (38%) showed no opinion on budget priorities to be determined by systematic planning.  87% of the staff felt this was an important area.       Q10 - The work of the Ohlone College Foundation supports the goals of the College's mission. The staff (39%) chose no opinion along and 18% of the group voted no on Ohlone College Foundation supporting the College’s goals. On the other hand 44% of the staff agreed that the foundation supports the college’s goals. 75% of the staff view important Foundation supporting the college’s goals to be very important.	Q. 10 Budget priorities are determined by systematic planning. only 41% of faculty, overall, agreed, with 60% of adjuncts expressing no opinion.   Q12. The work of the Ohlone College Foundation supports the goals of the College's mission. Although faculty agreed that this is an important issue, 40% of full time faculty and 60% of adjuncts expressed no opinion on this subject. Of faculty that did express an opinion, only 39% agreed.
Goal 8: Facilities Design and Construction Develop and implement a District wide plan that encompasses the design, construction (including furnishings and equipment), renovation and major scheduled maintenance of College facilities that support programs and enhance student and employee success.		Identify funding sources for campus improvements/renovations Approve a capital project priority list Request bids for Frontage property development Consider land exchange Develop proposal to construct parking decks Develop alternative energy systems and conservation measures Improve student satisfaction with campus maintenence	Q28 - Campus facilities are well maintained and provide a comfortable environment.  51% of the staff agree while 47% disagreed.   Q31 _ the college has adequate accommodations for people with disabilites. 46% of the staff agree while 46 % disagreed.

 

 

Some examples of the effectiveness of this shift in structure are apparent in some of the accomplishments made over the past few years which have been highlighted as “Ohlone Stories”.  These narratives represent the quality and depth of interaction among the college community in support of the following areas:

• The institutionalization of a web based, common curriculum review process (Curricunet)
• The campus wide shift to a 16 week semester following a nearly unanimous vote from faculty
• The development and expansion of on-line course offering, across the curriculum.
• The support and implementation of two major building projects.
• The (still in progress) planning and development of the colleges frontage property as a means of enhancing both the academic environment and additional revenue streams.
•  

The 2007 Spring survey of the Faculty and Classified staff showed areas of both support and concern in regard to both the college goals and the accreditation standards.  Specifically; 38% of the faculty shared no opinion when asked about the effectiveness of the college council.  ...

 

Other examples of how the college has taken action on it values includes the support of an on campus doctoral program in Community College leadership,  The collaborative support of  unions and administration in restructuring its workforce, the development of experimental classrooms and a faculty technology center, and the advancements that are supported through a title III grant. 

 

Because the development of this structure has been both dynamic and ongoing over the past few years it is clear that the decision making process needs to be more clearly delineated, and included as part of faculty and staff handbooks and orientation.  Work has already begun to clearly align all campus committees and membership under the formalized goal and committee structure. 

 

 

            4. The institution advocates and demonstrates honesty and integrity in its relationships with external agencies. It agrees to comply with Accrediting Commission standards, policies, and guidelines, and Commission requirements for public disclosure, self study and other reports, team visits, and prior approval of substantive changes. The institution moves expeditiously to respond to recommendations made by the Commission.

 

The College has open involvement with outside agencies in terms of auditors, public agencies (OCR,  EPA, police, fire water district,  Bond Campaign, and Bond Review committees).  The college has benefited from the input of these groups and incorporated suggestions into policies and practice. The colleges decision to support an environmentally sensitive and sustainable campus as the additional eighth goal is evidence of this effort.  The college has maintained  complience with all external agencies both state and federal regarding changing laws, accountability reporting and  funding.  Most recent fiscal, apportionment and accoutability audits have all produced reports without comment.

In regard to the accrediting commission, all reports on the college, including recommendations from the last report have been made available to the public on the college website.  The 2005  progress report submitted to the accrediting commission responded to the 2 previous recommendations and provided evidence that the college had made significant progress toward meeting the suggestions of developing a more finite set of goals and establishing specific  learning  outcomes, and integrating those outcomes into both the academic and student service programs.  Much of the response to this Standard provides additional evidence on the effectiveness and expansion upon these efforts.

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B. Board and Administrative Organization

 

In addition to the leadership of individuals and constituencies, institutions recognize the designated responsibilities of the governing board for setting policies and of the chief administrator for the effective operation of the institution. Multi-college districts/systems clearly define the organizational roles of the district/system and the colleges.

 

1. The institution has a governing board that is responsible for establishing policies to assure the quality, integrity, and effectiveness of the student learning programs and services and the financial stability of the institution. The governing board adheres to a clearly defined policy for selecting and evaluating the chief

Administrator for the college or the district/system.

 

     a. The governing board is an independent policy-making body that reflects the public interest in board activities and decisions. Once the board 

         reaches a decision, it acts as a whole. It advocates for and defends the institution and protects it from undue influence or pressure.

 

     b. The governing board establishes policies consistent with the mission statement to ensure the quality, integrity, and improvement of student  

         learning programs and services and the resources necessary to support them.

 

     c. The governing board has ultimate responsibility for educational quality, legal matters, and financial integrity.

 

     d. The institution or the governing board publishes the board bylaws and policies specifying the board’s size, duties, responsibilities, structure, and

         operating procedures.

 

     e. The governing board acts in a manner consistent with its policies and bylaws. The board regularly evaluates its policies and practices and revises

         them as necessary.

 

     f. The governing board has a program for board development and new member orientation. It has a mechanism for providing for continuity of board

        membership and staggered terms of office.

 

    g. The governing board’s self-evaluation processes for assessing board performance are clearly defined, implemented, and published in its policies   

        or bylaws.

 

    h. The governing board has a code of ethics that includes a clearly defined policy for dealing with behavior that violates its code.

 

    i. The governing board is informed about and involved in the accreditation process.

 

    j. The governing board has the responsibility for selecting and evaluating the district/system chief administrator (most often known as the chancellor)

       in a multi-college district/system or the college chief administrator (most often known as the president) in the case of a single college. The 

       governing board delegates full responsibility and authority to him/her to implement and administer board policies without board interference and

       holds him/her accountable for the operation of the district/system or college, respectively.

 

2. The president has primary responsibility for the quality of the institution he/she leads. He/she provides effective leadership in planning, organizing, budgeting, selecting and developing personnel, and assessing institutional effectiveness.

 

    a. The president plans, oversees, and evaluates an administrative structure organized and staffed to reflect the institution's purposes, size, and 

       complexity. He/she delegates authority to administrators and others consistent with their responsibilities, as appropriate.

 

    b. The president guides institutional improvement of the teaching and learning environment by the following:

 

       • establishing a collegial process that sets values, goals, and priorities;

 

       • ensuring that evaluation and planning rely on high quality research and analysis on external and internal conditions;

 

       • ensuring that educational planning is integrated with resource planning and distribution to achieve student learning outcomes; and

 

       • establishing procedures to evaluate overall institutional planning and implementation efforts.

 

   c. The president assures the implementation of statutes, regulations, and governing board policies and assures that institutional practices are

       consistent with institutional mission and policies.

 

   d. The president effectively controls budget and expenditures.

 

   e. The president works and communicates effectively with the communities served by the institution.