Joseph Bielanski, Peralta/ Berkeley City College Marie Boyd, Chaffey College

1. Hot Topics in Accreditation Joseph Bielanski, Peralta/ Berkeley City College Marie Boyd, Chaffey College Julie Bruno, Sierra College David Grossman, Barstow College Cheryl O’Donnell, Hartnell College with a Special Appearance by Jane Patton

2. ACCJC Update:A Conversation with Jane Patton

3. Consultation Council’s 7 Recommendations to ACCJC • Develop a means for colleges to provide periodic feedback to ACCJC. • Strengthen standards-based training of both visiting-team members and ALOs. • Review the ACCJC visiting-team selection process and consider means to involve a wider cross-section of the individuals.

4. Recommendations to ACCJC • Scale accreditation expectations to benchmarks of best practices documented in all of the accrediting regions in the country. • Consider lengthening the cycle of accreditation to 8 -10 years.

5. Recommendations to ACCJC • Employ cooperative ways to have accreditation result in improvement rather than just compliance. Also, develop more non-public ways to communicate to campuses their need for improvement. • Avoid recommendations that encroach on negotiable issues.

6. Recommendations from ACCJC for the Board of Trustees ACCJC Accreditation Standard IV 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.

7. BoT Recommendations • In order to meet the Standards, the teamrecommends the District clarify the role of the board members with respect to the work ofthe District managers. This would include a review of reporting structures, methods forboard inquiries, distinction between board policy setting and oversight, andmanagement, leadership, and operational responsibilities for the District. (Standards IV.B.1.d, IV.B.1.j)

8. BoT Recommendations • In order to meet the Standards, the teamrecommends the board consider regular review of the code of ethics to assure thoroughunderstanding and application of its intent. (Standard IV.B.1,e; IV.B.1.h)

9. BoT Recommendations • The team recommends the Board of Trustees andDistrict adhere to their appropriate roles. The District must serve the colleges as liaisonbetween the colleges and the Board of Trustees while assuring that the college presidentscan operate their institutions effectively. Meanwhile, the Board must not interfere withthe operations of the four colleges of the district and allow the Chancellor to take fullresponsibility and authority for the areas assigned to district oversight. (Standards IV.B.3.a-g)

10. SLO Proficiency by 2012: A Short Quiz

11. True or False? • By 2012, every college must be assessing every outcome in every course. • Informal assessments are not appropriate for student learning outcomes.

12. True or False? • It’s a good idea to link your program learning outcomes to program review, but it is not required by ACCJC. • ACCJC requires student learning outcomes to be part of the course syllabus.

13. True or False • It is not necessary to burden students with the learning outcomes process. • No where on the SLO rubric does it mention the “loops must be closed.”

14. Multiple Choice • Results of SLO assessment must be incorporated into: • Program Review • Budget Planning • Strategic Planning • Resource Allocation • All of the above

15. SLO Proficiency in 2012

16. Questions, Comments, or Concerns?

17. Thank You!