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EL CAMINO COLLEGEACCREDITATION SELF-EVALUATION 2014Accreditation Liaison Officer (ALO): Dr. Jeanie NishimeAccreditation Self-Evaluation Co-Chairs: Dr. Jean Shankweiler, Matt Cheung (ECCHumanities), Holly Schumacher (CEC Counseling)SELF-EVALUATION TIMELINESeptember 2012Select team leaders for Accreditation Standards I, IIA,IIB, IIC, IIIA, IIIB, IIIC, IIID, IVOct/Nov 2012Provide Training for team leaders (Oct. 30 for CEC,Nov. 1 for ECC)Nov. 21, 2012Populate all standards with team membersDec. 21, 2012Each team will: Assign sub-standards to team members Outline the topics to be covered in theDescriptive Summary Outline the evidence need to support thenarrativeMarch 21, 2013Complete the descriptive narrative for all parts of eachstandardComplete Introduction and address 21 EligibilityRequirementsApril 30, 2013Complete the Findings and Evidence section foreach standardMay 31, 2013Complete Self-evaluation section for each standardSummer 2013Editors integrate El Camino and Compton selfevaluations into one cohesive documentAugust 22 & 23, 2013FLEX Accreditation workshops at both locationsSeptember 1, 2013Post first draft of Self-Evaluation on the webOctober 2013Open Forum9 of 48

October 31, 2013All teams review first draft for accuracy andprovide additional edits. Identify sources of evidenceto link within document; identify ImprovementPlans to include in report; finalize reportNovember 30, 2013Editors complete second draft of self-evaluationDecember 10, 2013Post second draft of Self-Evaluation on webFeb. 11, & Feb. 20, 2014Hold accreditation forums at both locationsApril 30, 2014Complete consultation process for Self-EvaluationReportMay 30, 2014Final editing of Self-Evaluation ReportJune 2014Board Approves Self-Evaluation ReportJuly 2014Self-Evaluation Report copied and boundAugust 2014Mail Self-Evaluation Report to ACCJCSeptember 2014Prepare for team visit (reserve meeting rooms, makehotel reservations)October/November 2014Accreditation Team VisitJanuary 18, 201310 of 48

Environmental Technologything about it is “meant to be a visual aid for horticulture,construction technology, and architecture students.”Industry and Technology is moving forward on excitingnew plans to fulfill Strategic Initiative G – making collegeprocesses and policies sustainable and environmentallysensitive. The division is moving in three areas that willculminate in a new Environmental Technology Programand a Sustainable Learning Resource Center (SLRC). Currently in process in Plan Builder is to purchase resourcesrelated to solar energy and sustainable building materials. These will augment the solar cells and the Skystreamwind turbine that were donated and bought with agrant, respectively, to be used in the Resource Center.All of these new materials allow for the expansion of thegreen technology curriculum. The first course to teachstudents about green technologies and sustainablebuilding, Environmental Technology 101, is making itsway through the curriculum committee. ET 101 is thefirst in a sequence of classes designed to teach studentsabout the history of environmentalism and how to applymaterials and technology to create sustainable buildingsand structures. By the time students learn about materials and technology, they won’t just read about it in a textbook. They can go to the Sustainable Learning ResourceCenter to see and experience it.This “temporary evolving lab,” as Professor Stalling calls it,will be a place where students can see green technologyintegrated and applied into an existing but modifiablestructure. The SLRC hopes to feature a bamboo trellis thatcan hold lectures and receptions for the different divisions on campus and be built with sustainable materials.Permeable paving materials will help reduce runoff andthe structure will be adorned with native and droughtresistant plants. Architecture professor Greg George alsonoted that since the SLRC will produce its own powerthrough the previously mentioned solar cells and Skystream wind turbine, it will help take El Camino College“off the grid” and be a “model for a building typologythat’s energy efficient.”Strategic Initiative GreenThe SLRC is still in the design stages, but when completed, will be a remarkable example of environmentalsustainability. The SLRC will not be like an averageclassroom in either construction or purpose. Mike Stallings, Architecture professor, explains that the “buildingwill showcase green technology and alternative energysystems.” The construction materials, the design, every-The Environmental Technology students won’t be theonly ones to learn from or contribute to this structure.Professor Stallings intends for the structure to be “studentdesigned and student built” and to utilize students indisciplines including Horticulture, Architecture, and Construction. Also contributing will be El Camino College’sDeveloping Energy Efficient Professionals (DEEP) interns.The DEEP interns are on the forefront for sustainabilityawareness not just on campus but in the state. DEEPintern Neal Ryke summed up the purpose of the SLRCquite succinctly. The SLRC isn’t just for students to gainskills for jobs, but it’s also a way for them and the community to adopt a greener lifestyle. According to Ryke,with a visit to the SLRC “the common person can walk up,and take some of it home, and apply it to everyday life.”The Mission and Strategic Initiatives guidedecision-making and planning at all levels.E L C AMINO C OLLEGEAnnual PlanEl Camino College: MissionEl Camino College offers quality, comprehensive educational programs and services to ensure the educationalsuccess of students from our diverse community.El Camino College: Strategic InitiativesThe Strategic Initiatives stem from the college’s missionstatement and values. They guide decision-making andplanning at all levels and help the college achieve itsgoals in serving the community.Strategic Initiative AEnhance teaching to support student learning usinga variety of instructional methods and services.Strategic Initiative BStrengthen quality educational and support servicesto promote student success.Strategic Initiative CFoster a positive learning environment and senseof community and cooperation through an effectiveprocess of collaboration and collegial consultation.NEWSLETTERFall 2012Each of the 142 plans submitted for review this year addressed one, if not multiple, strategic initiatives. In 201112, 35 million dollars in plans were requested by college faculty and managers. Even in a time of decliningrevenues and shrinking budgets, the college was able tofund approximately 3 million dollars of those plans.2011-12 El Camino College Plan BuilderSIABCDEFG# Used in Plan7415240437511619 Amount Requested 5,930,085 12,951,865 680,107 5,209,234 2,316,637 10,461,183 502,401Strategic Initiative DDevelop and enhance partnerships with schools,colleges, universities, businesses, and community-basedorganizations to respond to the workforce training andeconomic development needs of the community.Strategic Initiative EImprove processes, programs, and services throughthe effective use of assessment, program review,planning, and resource allocation.El Camino College AdministrationThomas M. Fallo – PresidentFrancisco Arce – Vice President, Academic AffairsJo Ann Higdon – Vice President, Administrative AffairsLinda Beam – Vice President, Human ResourcesJeanie Nishime – Vice President, Student and Community AdvancementStrategic Initiative FSupport facility and technology improvements to meetthe needs of students, employees, and the community.Strategic Initiative GPromote processes and policies that move the Collegetoward sustainable, environmentally sensitive practices.2011/2012 Annual Report: Editor/Editorial Writer - Matt Cheung11 of 48

ECC’s Annual Planning ProcessThe chart below illustrates the process it takes for a plan to become reality. El Camino College uses software calledPlan Builder to record plans and track their progress. These plans are updated with status reports twice a year. ThePlan Development Cycle begins in September as departments begin developing their program plans and updatingtheir planning goals. The process concludes in June when the Planning and Budgeting Committee submits theirendorsements for the President to consider.Plan Development Cycle Departments review and update recommendationsto create a Program Plan. Division Deans review prioritized goals from Program Plans and with their Division Councils todecide what to incorporate into a Unit Plan. Vice Presidents review the prioritized goals fromtheir Unit Plans to create Area Plans. All of the Vice Presidents review priorities arisingfrom their areas and collaborate to determine theinstitution’s top priorities. These prioritized fundingrequests are then presented to the Planning andBudgeting Committee. Planning and Budgeting Committee reviews funding requests submitted by the Vice Presidents foralignment with the College mission and strategicinitiatives and forwards its endorsements to thePresident. Plans meeting presidential approval are forwardedto the Board of Trustees for final budget approval.funded through Enrollment Management and the Officeof Outreach and School Relations. Both offices deemedthe program a priority in their 2009-2010 program plans.That year also saw the ambassadors increase their numbers from five ambassadors to thirty-two. When Enrollment Management and Outreach and School Relationscould not fund them anymore, the El Camino CollegeFoundation provided 25,000 to sustain the program.The Foundation’s support has allowed the program tocontinue over the last two years. Finally, federal workstudy money helps too. Ortiz maximizes the federalwork study grants of her Ambassadors, which furtheraugments and stretches the Foundation’s funding. Theseefforts by so many areas of the college clearly show howbeneficial this program is. A program that facilitates entryinto the college and helps prepare ECC students to befuture leaders is certainly worth the investment.Compressed CoursesStudent AmbassadorsExperimental Courses Speed Studentsto English 1AAmbassadors: Reaching In andReaching OutThe Student Ambassadors Program has been a growingpresence on and off-campus since its inception in the fallof 2007. They help realize El Camino College’s StrategicInitiative D, which seeks to develop relationships withother schools, colleges, and other community organizations. On campus, they act as tour guides for prospectivestudents and answer questions at various informationdesks. Off campus, they represent ECC at high schools,college fairs, and community events. According to theOffice of Outreach and School Relations, through theseevents the Ambassadors have met with nearly 50% of theprospective El Camino students in the area– that’s over4,000 students. This is quite impressive considering thatthere are only 32 ambassadors on staff.The 32 Ambassadors are a very special group of students,and working in the program has a transformative effecton them as well. Coordinator Julieta Ortiz enjoys watching the students “grow and truly become leaders” oncampus. Janelle Miller, a recent graduate and an ambassador for two years, said that the program was more thanjust a job but an opportunity to learn “organizational skillsand responsibility, how to better manage my time, andhow to be a good employee.” Ambassadors like Jannelledevelop practical skills such as public speaking, networking, and interpersonal skills during their tenure in theprogram and many become leaders in clubs and in ASO.In fact, the last three ASO presidents and the current andformer Student Trustee have been Ambassadors.The Ambassadors have had many sources of funding over the last five years. The program was originally12 of 48This fall the English department and the First Year Experience Program are piloting two experimental courses– English 50WW and English 50RR. English 50WWcombines English A and B into one class while 50RRcombines English 82 and 84 together. The two classesare being offered as a learning community, so studentsare enrolled simultaneously in both classes and attendclass everyday for four hours. The professors of the twoclasses collaborate on assignments to create a learningcommunity that reinforces content from both classes.This gives students the exciting prospect of finishing allof their English prerequisites in one semester, a processthat can normally take a student two to four semestersto complete.This bold experiment began two years ago when Professor Pete Marcoux piloted an accelerated learning community in the First Year Experience program. His effortsyielded a 100% retention rate. The successful studentswent on to complete English 1A with a 71% success rate,a rate almost 10% higher than the control group. Therewere two more accelerated cohorts that followed and allyielded promising results. Because of this potential, FYEmade increasing the number of compressed learningcommunities one of their goals in their 2011-2012 Annual Plan. They intend to gather data on success, retention and persistence from six or seven more acceleratedlearning communities to determine the effectiveness ofthese classes.Funding for projects noted in Annual Plans come from avariety of sources. In this case, the compressed learningcommunities are being supported and funded by theTitle V, Graduation Initiative grant. Money from the grantis helping both faculty and students. The grant compensates faculty members for their collaboration with theirlink partners to create new lesson plans. For the students,the grant has provided money for their textbooks. TheGraduation Initiative is also providing funding to take thestudents on field trips to build camaraderie and teambuilding within the learning community.The next three semesters will determine if more courseslike these will be offered in the future. With willing faculty, innovative ideas, and Title V funding, it appears thatmany factors are in place for success, and ECC will haveone more way to fulfill Strategic Initiative A’s directive ofusing a variety of instructional methods to serve students. Hopefully, compressed courses will be adoptedinto the curriculum so students will have a fast and innovative way to complete the developmental track.

ECC’s Annual Planning ProcessThe chart below illustrates the process it takes for a plan to become reality. El Camino College uses software calledPlan Builder to record plans and track their progress. These plans are updated with status reports twice a year. ThePlan Development Cycle begins in September as departments begin developing their program plans and updatingtheir planning goals. The process concludes in June when the Planning and Budgeting Committee submits theirendorsements for the President to consider.Plan Development Cycle Departments review and update recommendationsto create a Program Plan. Division Deans review prioritized goals from Program Plans and with their Division Councils todecide what to incorporate into a Unit Plan. Vice Presidents review the prioritized goals fromtheir Unit Plans to create Area Plans. All of the Vice Presidents review priorities arisingfrom their areas and collaborate to determine theinstitution’s top priorities. These prioritized fundingrequests are then presented to the Planning andBudgeting Committee. Planning and Budgeting Committee reviews funding requests submitted by the Vice Presidents foralignment with the College mission and strategicinitiatives and forwards its endorsements to thePresident. Plans meeting presidential approval are forwardedto the Board of Trustees for final budget approval.Student AmbassadorsAmbassadors: Reaching In andReaching OutThe Student Ambassadors Program has been a growingpresence on and off-campus since its inception in the fallof 2007. They help realize El Camino College’s StrategicInitiative D, which seeks to develop relationships withother schools, colleges, and other community organizations. On campus, they act as tour guides for prospectivestudents and answer questions at various informationdesks. Off campus, they represent ECC at high schools,college fairs, and community events. According to theOffice of Outreach and School Relations, through theseevents the Ambassadors have met with nearly 50% of theprospective El Camino students in the area– that’s over4,000 students. This is quite impressive considering thatthere are only 32 ambassadors on staff.The 32 Ambassadors are a very special group of students,and working in the program has a transformative effecton them as well. Coordinator Julieta Ortiz enjoys watching the students “grow and truly become leaders” oncampus. Janelle Miller, a recent graduate and an ambassador for two years, said that the program was more thanjust a job but an opportunity to learn “organizational skillsand responsibility, how to better manage my time, andhow to be a good employee.” Ambassadors like Jannelledevelop practical skills such as public speaking, networking, and interpersonal skills during their tenure in theprogram and many become leaders in clubs and in ASO.In fact, the last three ASO presidents and the current andformer Student Trustee have been Ambassadors.The Ambassadors have had many sources of funding over the last five years. The program was originallyfunded through Enrollment Management and the Officeof Outreach and School Relations. Both offices deemedthe program a priority in their 2009-2010 program plans.That year also saw the ambassadors increase their numbers from five ambassadors to thirty-two. When Enrollment Management and Outreach and School Relationscould not fund them anymore, the El Camino CollegeFoundation provided 25,000 to sustain the program.The Foundation’s support has allowed the program tocontinue over the last two years. Finally, federal workstudy money helps too. Ortiz maximizes the federalwork study grants of her Ambassadors, which furtheraugments and stretches the Foundation’s funding. Theseefforts by so many areas of the college clearly show howbeneficial this program is. A program that facilitates entryinto the college and helps prepare ECC students to befuture leaders is certainly worth the investment.Title V, Graduation Initiative grant. Money from the grantis helping both faculty and students. The grant co

Executive Program later this year. William Garcia most recently served as the associate dean of student services at the College of the Sequoias in Visalia, where he also worked as director of student services and as the EOPS & CARE director. In addition, Garcia held admissions positions at Santa Clara University.