DOCUMENT RESUME ED 318 497 JC 900 205 The

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DOCUMENT RESUMEJC 900 205ED 318 497TITLEINSTITUTIONPUB DATENOTEPUB TYPEEDRS PRICEDESCRIPTORSThe Accreditation Self Study Report of Los AngelesValley College. Presented to the AccreditingCommission for Community and Junior Colleges inSupport of Application for Reaffirmation ofAccreditation.Los Angeles Valley Coll., Van Nuys, Calif.89133p.Reports - Evaluative/Feasibility (142)MFO1 /PCO6 Plus Postage.*Accreditation (Institutions); *College Planning;Community Colleges; Educational Improvement;Formative Evaluation; Needs Assessment;Organizational Objectives; *School Effectiveness;*Self Evaluation (Groups); Two Year CollegesABSTRACTThis accreditation self-study report was prepared byLos Angeles Valley College in support of its application forreaffirmation of accreditation. Introductory sections describemethods used in organization for the self-study, describe the collegeand its demographic make-up, and review responses to previousaccreditation team recommendations. The remainder of the report isdivided into 10 sections corresponding to accreditation standards.The standards focus on: (1) goals and objectives, including anoverview and appraisal of institutional mission, goals, andobjectives; (2) educational programs, focusing on goals andinnovations; (3) staff development and staff divyersity; (4) studentservices, such as articulation, counseling, financial aid, andgeneral campus services; (5) community education and services; (6)on-campus learning resources; (7) physical resources; (8) financialresources and college funding; (9) governance and administration; and(10) district relationships. Plans of action that respond to problemscited in the self-study are identified in each section. Specificcollege responses to such needs as better vocational educationtraining, a more updated faculty handbook, a more formal reviewprocess for community service courses, and more planning of facultyand staff development activities fully involving colleges in thedistrict are detailed. *************************Reproductions supplied by EDRS are the best that can be madefrom the original *************************x****

dior)7-1akThe Accreditation Self Study ReportofLos Angeles Valley CollegePresented to the Accrediting Commission forCommvnity and Junior Colleges in support ofApplication for Reaffirmation of Accreditation-PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYM.Spring 1989E. LeeU.S. DEPARTMENT OF EDUCATIONOR.re of EducationalResearch and improvementEGUCATIONAL RESOURCESINFORMATIONCENTER (ERIC)1ims document NIS been reproduced aseco.ved from the person or organizationoriginating itC Minor changes have beenreproduction (luso. lyTO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).-made to ,m0rovePonts of new or opinions Slated in this dOCumen1 do not neCeSSarity represent &boatOE RI pos.t.on or poliCYLos Angeles Valley College5800 Fulton AvenueVan Nuys, California 91401BEST COPY AVAILABLE

LOS ANGELES COMMUNITY COLLEGE DISTRICTBOARD OF TRUSTEESHarold W. Garvin, PresidentLindsay Conner, Vice-PresidentWallace AlbertsonArthur BronsonWallace B. KnoxDavid Lopez-Lee, Ph.D.Julia L. WuEnrique Hernandez, Student MemberCHANCELLORDonald G. Phelps, Ed.D.COLLEGE PRESIDENTMary E. Lee, Ph.D.

111Certification of the Institutional Self Study ReportTo:Accrediting Commission for Community and Junior CollegesFrom: Los Angeles Valley College5800 Fulton AvenueVan Nuys, California 91401This Institutional Self Study Report is submitted for the purpose of assisting In the determination of the accreditation status of Los Angeles Valley College. We certify that there was broad participation by the collegecommunity, and we believe the: the Self Study Report accurately reflects the nature and substance of this institution.Harold W. Garvin, PresidentBoard of TrusteesV) strictLos Angeles CoPh Ips. Ed ., ChancellorWaldLos Angeles Community College DistrnaryLos4, Ph.D., Presidentgales Valley CollegeSusan Canso, Ph.D , ChairAcademic SenatePat Blakeslee. Ph.D . Chapter ChairAFT Faculty Guildter ChairIrene Jusko,AFT Sta Guild/1,144,DouglAsMaentugisha, Pd Student Union. Spar, Cha'Accreditation Steering CommitteecS2.g o S-3111a, Dean, Academic AffairsAccreditation Liaison Officer

STANDARD COMMITTEE CHAIRS?t/tS 21/4AkermanStandard One: Goals and ObjectivesMarvin S.//-Robert -C. SpragueStandard Two: Educational Progr,tkl,,C1 lati 1 1r;i0(1 111(o.,Elizbeth S. Friedman, Ph D.Standard Three: Institutional Staff(11Ann B. MorrisStandard Four: Student ServicesLip//(7L./176Barbara C. Pottharst, Ph.DStandard Five: Community Education and ServicesJeanne E. Polakandard Six: Learning ResourcesFrank A. SinsheimerStandard Seven. Physical Resourceshilip S. ClarkeStandard Eight. Financial Resources44-1,41.4 )3C.Sylvia B. LubowStandard Nine: Governance and Administration4ef.1aryamber S. VillaStandar Ten: District Relationships

Table of ContentsCertification of the Self Study Report1Abstracts3Organization for the Self Study9College Description and Demographics13Progress in Responding to Previous TeamRecommendations16List of Common Documents25Standard One: Goals and Objectives1.1Standard Two: Educational Programs2.1Standard Three: Institutional Staff3.1Standard Four: Student Services4.1Standard Five: Community Education and Services5.1Standard Six: Learning Resources6.1Standard Seven: Physical Resources7.1Standard Eight: Financial Resources8.1Standard Nine: Governance and Administration9.1Standard Ten: District Relationships10.1

ABSTRACTSStandard Two: Educational ProgramsStandard One: Goals and ObjectivesThe goals of Los Angeles Valley College(LAVC) are in keeping with the missionstatement adopted by the Los AngelesCommunity College District Board of Trustees--to provide comprehensive lowerdivision general education, occupationaleducation, transfer education, remedialeducation, counseling and guidance, community services, and continuing educationprograms.The college has developed new advisementmaterials and recruitment techniqUesdirected specifically at high-school studentsand faculties, Sequenced course offeringsenable students to transfer in two years. Anhonors program and an enhanced Englishas a Second Language program have beendeveloped.The matriculation program is beingdeveloped. in addition, in 1986 the Centerfor Advancement of Business, Labor andEducation was formed to work closely withindustry in training employees.Layoffs, transfers, and reassignments thatoccurred in spring 1986 strongly affectedthe college's program offerings. Programreviews initiated at the district level haveresulted in college needs not being met.Lack of institutional research staff has affected the ongoing evaluation of thestudents' educational needs.The objectives of the college's educationalprogram are met through the requirementsfor each major program, through degreeand certificate requirements, and throughgeneral education courses.A major goal of recruitment has been to increase the number of full-time students andenhance the transfer program. Program articulation has included the development ofthe honors program for high-school students planning to transfer to four-year institutions and the hosting of a series ofplanned luncheons for faculty from feederhigh schools and neighboring four-year institutions.Even though LAVC is the most productivecollege in the district, it cannot adequatelyfund regular certificated and classified positions, hourly rate requests, and equipmentrequests for instructional programs. Because of the decrease in district funds andthe district formula used to allocate funds toeach college, the college has not been adequately funded in proportion to weekly student contact hours and enrollment.The college has been involved in innovativeeducational training programs and courseswith business, industry, and labor organizations in recent years. These programs- Employment Training Panel and EmployerBased Training--provide off-campus training to local industries and adhere to collegeregulations governing such courses.

While procedures and criteria for classifiedand certificated personnel appointment.Standard Three: Institutional Staffevaluation, retention, advancement, and dueprocess are explicitly stated and readily available. all planning is controlled at the districtlevel. As a result, lack of appropriate job clas-The procedures for hiring full-time staff--ad-sifications and the limitations of hiring applicants "qualified" by district standardizedtests have created problems. Decentralizedministrative, teaching, and classified--areappropriate and specific. However, a moreuniform policy for hiring part-time facultyshould be instituted. The number of stu-dents completing vocational certificateprograms, earning two-year degrees,policies and procedures would be appropriate.Standard Four: Student Servicesand/or transferring to other institutions attests to the excellent instruction that thefaculty provides.Staff problems include serious proportionate overstaffing of some departmentswith part-time faculty. During spring 1989,50% of the classes offered in the EnglishDepartment and 44% of the mathematicscourses will be taught by part-time personnel. In addition, improvements in the conditions for hourly rate instructors would domuch to raise the morale and improve thequality of education.The administration of student services is fragmented. Services are provided from multiplelocations and are split among several administrators. There are no policies for initiating new programs. Administrative staffingappears adequate. However, underfundingfor the last five years has had negative effectson educational programs and student services. Services, particularly in the library,Learning Center, and counseling, havetaining high levels of instruction, asdeteriorated due to lack of funding for certificated and classified positions as well as forequipment. The Job Placement Office wasalmost eliminated until a certificated instruc-reflected in a recent survey about individualactivities beyond classroom and office hourthere.Faculty is committed to achieving and sus-commitments since 1983. There areprovisions that encourage professionalgrowth for faculty and classified staff.These include funds for tuition reimbursement, conference attendance, sabbaticalleave, retraining leaves, and careerdevelopment. However, more staffdevelopment programs are needed for cer-tificated and classified staff.Fundsprovided for staff development by AB 1725will provide additional opportunities. AnEmployee Assistance Program was estabIshed to provide professional and confidential help in resolving personal or job-relatedproblems.tor volunteered to assume partial dutiesSince 1987 the system for storing and retriev-ing data about student interests and needswas changed to the Assessment, Placementand Management System which also scoresassessment instruments. English and mathplacement testing is overseen by a collegewide committee. Much effort has been expended over the last five years to improveplacement and thus retention for student::these classes. Tests and scoring equipmenthave been changed to provide morethorough evaluation, computerized scoring,and data storage for research purposesLast year an essay for class placement was

5added to the English portion of the test asfunds became available to pay readers.The college has well-developed articulationagreements with many major four-year colleges and universities, so students can becertain that courses will transfc. and meetgeneral education and major requirements.While the Counseling Department has astrong commitment to help students withacademic, career, and personal counselingneeds, a number of factors prevents thecounselors from functioning adequately inmany areas. These factors include the lossof several positions, inadequate facilities,and lack of equipment.The Financial Aid Program has undergonedramatic changes in the last five years as aresult of going from a ccAege-based operation to a centralized processing system andthen back to a decentralized college operation. External agencies which regulateeligibility and processing procedures havealso created pressures. However, the staffmaintains an up-to-date and professionalsystem so that all students receive the maximum a:,.iistance to which they are entitled.organization of the Community Servicesprogram is to be noted.The Community Services personnelbelieves that its classes are an integral partof trio educational program, with the goalof offering a variety of programs to troc:acommunity people whose educational andrecreational goals do not necessarily require college credit. Community Servicespersonnel believes that only suitable andwell-received programs are offered;management and support staff do notproliferate beyond available income, andthe community's needs are being met.The college faculty believes that the college would be better represented to thecommunity if the Community Servicesprogram were returned to academic supervision and subjected to an approvalrirocess similar to the credit curriculum.Staff that teaches Community Servicesclasses should be carefully screened forsubject competence, nut appear to be partof the regular college faculty, and not offercourses that conflict with the credit curriculum. Efforts to create a formal reviewprocess have had little administrativeresponse to date.Standard Five: Community Educationand ServicesStandard Six: Learning ResourcesThe Community Services program offersclasses in a wide variety of subject areasdesigned to meet the interests and needs ofthe community; it is often the main contactwith the college for those who enroll.The staff is classified personnel under the supervision of the Office of Administrative Ser-vices, and attempts are made to avoidduplication of classes with LAVC credit courses. A stron difference of opinion about theIn fall 1986 seven vocational departmentscombined resources from the VocationalEducation Act to create the Center forComputer Assisted Instruction in Vocational Education (CCAIVE), a networkedmicrocomputer facility to serve itsstudents' needs.The project's majorgoals were state-of-the-art training and access to tutorial software. Once CCAIVEwas in operationi its use expanded rapid-

6ly. No organized structure or chain of com-Some physical improvements have oc-mand is in place to handle issues orproblems that may develop, becausecurred in the last five years although air con-CCAIVE is not part of the departmental structure.The condition of many of the learning resources is currently inadequate in staffing, level ofservice, accessibility and currency of equipment, and physical space, yet these resour-ces continue to experience increased use.Especially serious problems exist in theLearning Center and in Instructional MediaServices (IMS).The Learning Centerprovides a wide variety of individualized instructional media materials recommended orrequired for coursework. IMS is ail instructional resource intended to support classroom teaching with films, videos, slides, andother media materials. Massive cuts in itsbudget have reduced it to a shell, and the ad-ministration needs to recognize the importance of IMS to the goals of the college. Thelibrary has experienced a reduction in personnel and periodicals, and there are manycollections older than ten years in areaswhere technology has changed significantly.ditioning, which has been a major priority,has not been funded.An inordinate quantity of equipment is obsolete or in disrepair. Little or no funding isavailable for new purchases or maintenance. Security for equipment has beena college issue with no significant alarmsystem installed despite recommendationsfor one. Purchases are often made withoutcoordinating the needs of the users with theresources of the maintenance staff. As aresult, the choice may not be simultaneously beneficial to both maintenance and instruction.Standard Eight: Financial ResourcesThe Los Angeles Community College District receives funding at a state-establishedlevel using a formula dependent largely onweekly student contact hours (WSCH)generated by the district over a three-yearperiod. At the college level, the budget isdeveloped after a series of meetings involving administrators and department repre-Standard Seven: Physical ResourcesThe forty-year-old campus covers an expan-sive area of 106 acres, with 26 permanentstructures and 34 temporary buildings. It isa reasonably safe, generally pleasant, andwell-landscaped environment. Mostsentatives., Within a limited scope, theBudget Review and Program EvaluationCommittee recommends budget prioritiesand policy for the coming year. The operational plan is written and submitted to thedistrict in a two-component format. Afterdiscussions between the college and district, the college's final budget is adjustedand established.academic departments have adequatespace; however, laboratory prcgrams infered a major decline in average daily atten-areas where curriculum is constantly chang-dance which eroded its funding base.ing, because of advances in technology,Significant dissatisfactir'n at the ccillegeneed more space. Because the college is theage that it is, future emergency repairs will increase while tanned maintenance is limited.results from its lack of autonomy in th 9During the last five years, the district suf-

7budgetary process and from the seeminglyinequitable allocations from the districtBudget Branch.The controls for budget, expenditures,record-keeping, and reporting currentlyused by the college have usually resulted inexpenditures being kept well within thebudget. LAVC's effective financial management is illustrated by the fact that it was theonly large college in the district to improve itsinstructional efficiency from fall 1982 throughfall 1987. However, according to the collegepresident, the college has been "consistently and relatively underfunded for its WSCHand enrollment. As a resi .It of the cumulativeeffect of underfunding, the 1988/89 allocation will leave many of the immediate collegeneeds underfunded and will provide nomeans for repairing long-term needs."157 full-time certificated faculty and the termination of 26 classified staff.With the election in spring 1987, the Boardof Trustees was reconstituted, and somechanges occurred, including (1) a boarddirective to develop recommendations foradministrative reorganization anddecentralization, (2) the resignation of thechancellor, and (3) the appointment ',f anew chancellor. With changes in districtwide councils and committees, it seemsthat a movement away from a highlycentralized organizational structure hasbegun.In the last year, the Board of Trustees,aided by the new chancellor, has begun tomove some decision-making power backto the campuses. Presidents and collegesnow have increased responsibility in hiringand program decisions. The classified ser-vice is currently undergoing a study todetermine possible restructuring.Standard Nine: Governance and AdministrationStandard Ten: District RelationshipsTheoretically, the district and college haveformal and well-enunciated policies regarding curriculum development, graduation requirements, special classes and services,instructional and academic standards, andpersonnel services. However, the districtand college have operated quite differentlyfrom those policies. No regular governancesystem has ever been institutionalized norhas a process for consultation and decisionrnaking been developed which operates asformally stated. Curriculum planning andThe relationships between the Los Angelesdevelopment, staffing, and budgetarypolicies and procedures have all beenCommunity College District and the individual colleges are in flux, and the rolesof the Board of Trustees and the district inrelation to the colleges are changing. Following the layoff of classified and certificated staff in

(LAVC) are in keeping with the. mission. statement adopted by the. Los Angeles. Community College District Board of Trus-tees--to provide comprehensive. lower-division general education, occupational. education, transfer education, remedial education, counseling and guidance