Cerritos College - California Competes

Transcription

EVALUATION REPORT
CERRITOS COLLEGE
Norwalk, California
A Confidential Report Prepared for
The Accrediting Commission for Community and Junior Colleges
Western Association of Schools and Colleges
This report represents the findings ofthe evaluation team's visit to
Cerritos College, March 3-6, 2008
William T. Scroggins, Chair
ACCREDITATION EVALUATION TEAM
Bill Scroggins (Chair)
President
College of the Sequoias
Elaine Ader
Dean, Infonnation Technology
Sacramento City College
Mary Ann Breckell
Consultant
Los Angeles CCD
Kathleen Flynn
Professor of Credit ESL & Planning Director
Glendale Community College
Julie Hanks
Reading Instructor
Cabrillo College
Roger Schultz
Vice President, Student Services
Mt. San Jacinto College
Cheryl Stewart
Associate Professor Library Science
Coastline Community College
Ann Tomlinson
Vice President of Administrative Services
Los Angeles Harbor College
Donnetta Webb
Dean, Advanced Technology
Sacramento City College
Linda Fontanilla (Team Assistant)
Dean of Student Services
College of the Sequoias
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SUMMARY OF EVALUATION REPORT
DATES OF VISIT: March 3-6, 2008
INSTITUTION:
Cerritos College
TEAM CHAIR:
William T. Scroggins
President/Superintendent, College of the Sequoias
Cerritos College is a comprehensive college with its main campus in Norwalk, California, serving the
cities of Artesia, Bellflower, Cerritos, Downey, Hawaiian Gardens, Lakewood, La Mirada and
Norwalk and parts of the City of Southgate. Founded in 1955, the college serves 23,000 students with
50 administrators, 292 full-time faculty, 500 part-time faculty, and 318 classified. The college has
approximately 70% of its instructional hours taught by full-time faculty.
The evauation visit was held from Monday, March 3, to Thursday, March 6, 2008. The nine-member
team, supplemented with a team assistant, conducted a comprehensive evaluation to review evidence
that Cerritos College meets the accreditation standards of ACCJC. The team reviewed past evaluation
reports as well as the midtenn report, received and analyzed the Self Study, requested and reviewed
additional evidence provided by the college, and extensively viewed infonnation provided by the
college on its web site.
The previous evaluation report of March, 2002 made major recommendations in the areas of the
Mission Statement; Planning Processes; Student Learning Outcomes; Program Review; Student
Understanding of Programs, Services, and Requirements; Decision Making; and Resource Allocation.
The team found that the college had revised its mission statement, created a new planning and resource
allocation process, extensively established student learning outcomes for courses, and created a shared
governance handbook. The team observed that progress in the newly created processes for planning,
resource allocation, program review, shared governance, and assessing student learning outcomes was
delayed and incomplete.The team found a campus that is dedicated to diversity, committed to
professional development, and fiscally sound.
The team found the Self Study to be refreshingly frank in the discussion of the challeges the campus
faces. The team had less time than usual to review the Self Study in advance of the visit. Initially, the
college did not provide supporting evidence in electronic fonnat-an essential function given the need
to base conclusions on documentation. However, the college responded to the team's requests and
posted infonnation on its web site. Even so, an excessive amount of time and enery was expended by
team members during the visit in seeking out documented evidence on the extent ofCemtos College's
compliance with the standards. Much of the evidence cited in this report-the majority of which
supported the college's compliance with standards-was not cited in the report, and in fact, was not
known to many of those in senior leadership positions.
The administrators, faculty, staff and students of Cerritos College were gracious hosts. The staff
assigned to facilitate the work of the team were friendly, knowledgeable, and accommodating. All
materials and appointments requested were fulfilled quickly and amicably. Those interviewed
responded with openness and candor.
3
The following recommendations are advanced with the purpose of assisting Cerritos College is further
strengthening its operations and outcomes.
Recommendation 1: Mission Statement
The team recommends that the college further develop the statement of its mission to include a
description of its student population and to state its commitment to student learning and to the value of
diversity. (IA.l )(IA.3)(I.A.4)(IIIA.4.b)
Recommendation 2: Leadership: Communication and Participation
In order to improve, the team recommends that the college, under the leadership of the president,
establish effective methods of communication leading to the participation of all constituencies of the
campus community in an on-going collegial dialogue regarding continuous improvement of student
learning and institutional processes. (lB. 1)(IVA.2.a)(IVB.2.e)
Recommendation 3: Planning, Resource Allocation, and Evaluation
Because the college has not met Recommendation 2 from the 2002 Evaluation Team Report, that
recommendation is repeated here with additions relevant to the college's current deficiency with the
standards cited.
To meet the standards, the team recommends that the college make full use of the Office of Research
and Planning to complete the development of a comprehensive planning and evaluation process that is
guided by the college mission statement and integrates strategic, master, and operational planning; unit
planning based on appropriate program review; and the allocation of institutional resources. Both the
planning process and a delineation ofresponsibilities for the implementation of the process· should be
communicated clearly to the entire campus community. (IA.3, IB.4)(IVB.2.b)
The team further recommends that
• the college complete the initial cycle of planning and resource allocation and evaluate the process
so that each review cycle is complete and the resulting data and research can be fed back to provide
continuous improvement (ffi.6),
• the college provide adequate staffing and resources to the Office of Research and Planning so that
data, research, and analysis can be provided sufficient for the college to implement integrated
planning, resource allocation, and evaluation; to identify student learning needs; and to assess
progress toward achieving stated learning outcomes (IB.3)(IIA.l.a)(IIA2)(IVA.2.b)(IVB.2.b),
• data used to produce reports that contribute to the college's on-going self-assessment include both
quantitative and qualitative infonnation (IB.3),
• the college state its objectives in measurable tenns in all its planning documents including the
strategic plan and the unit plans (IB.2), and
• the college integrate planning for human resources, facilities, technology, and finances into the
college plan and use the results ofthis evaluation to improve human resource processes, facilities
utilization, the effective use of technology, and the distribution of financial resources.
(IIIA.6)(IIIB.2.b)(IIIC.2)(IIID.l.a)
4
Recommendation 4: Student Learning Outcomes
The team recommends that the college identify student learning outcomes for programs, certificates,
and degrees; the team also recommends that the college assess student achievement of outcomes
recently identified for courses and extend that assessment to outcomes for programs, certificates, and
degrees; and the team further recommends that the college use these assessment results to make
improvements. Finally, the team recommends that the college fully achieve the Development Level on
the Rubric for Evaluating Institutional Effectiveness-Part III Student Learning Outcomes and begin
movement to the Proficiency Level. (IIA.I.c.)(IIA.2.a,b,f,i)(IIA.3)
Recommendation 5: Accurate Catalog Infonnation
In order to meet the standards, the team recommends that the college implement procedures and
practices to ensure that catalog infonnation is consistent and accurate regardless of how publications
and infonnation are made available. (IIA.6.c)(IIB.2)
Recommendation 6: Program Review
recommendation is repeated here.
In order to meet the standards, the team recommends that the college extend the new program review
process, recently revised for instruction, to other non-instructional areas of the campus with
appropriate accommodation to address the unique nature of each service area. Further, it should be
clear to the campus community how the process of program review is connected to the planning and
budgeting process, and, ultimately, to program improvement. (IB.3)(IIA.I.a)(IIB.I )(IIB.3)
Recommendation 7: Human Resources Policies and Procedures
In order to improve, the team recommends that the college update policies, procedures, fonns, and
guidelines in all areas under the purview of human resources to· assure that those employed are
appropriately qualified, hiring criteria are clear and relevant, criteria for prioritizing faculty and staff
positions to be hired are in place and are followed, and fairness in all practices is clearly stated.
(IIIJ\.1)(IIIJ\.I.a)(IIIJ\.2)(IIIJ\.3.a)
Recommendation 8: Leadership: Empowerment, Innovation, Collaboration, and Decision-Making
In order to meet the standards, the team recommends that the college, through the leadership of the
president, establish a climate of empowennent, innovation and collaboration resulting in a decisionmaking process that provides for a substantial voice for faculty and middle managers and meaningful
input for students and staff in areas that reflect their responsibility. The team further recommends that
processes for decision-making be regularly evaluated to assure their integrity and effectiveness.
(IVA.I )(IVA.2.a) (IVA.5)(IVB.2.a)(IVB.2.b)
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Eligibility Requirements
1.
AUTHORITY
The team verified that Cerritos College receives the California Community College's approval
of its programs and services and is accredited by the Accrediting Commission for Community
and Junior Colleges of the Western Association for Schools and Colleges. The college is
authorized to operate as an educational institution and to offer undergraduate education to
transfer to four-year institutions.
2.
MISSION
The team verified that Cerritos College has a mission statement that was revised and adopted
by the Board of Trustees in January 2005. The college also has vision and philosophy
statements· published in its catalog and began a process to update the vision statement-although
this effort was not completed. The college mission statement is included in both print and
electronic publications. The mission statement does not define the constituency the college
seeks to serve nor does it state the college's commitment to student learning. The team found
that the mission statement, missing these components, is not sufficient drive the college's
planning and decision-making practices. This is addressed in Recommendation #1.
3.
GOVERNING BOARD
The team verified that Cerritos College has a functioning governing board responsible for the
quality, integrity, and fiscal stability of the institution. The Board is composed of seven elected
members from the geographical area that comprises the District. In addition, the Board has one
student representative and is sufficient in size and composition to fulfill all of its
responsibilities. The Board is an independent policy-making body that reflects the constituent
groups and public interest in its decisions.
4.
CHIEF EXECUTIVE OFFICER
The team verified that Cerritos College has a chief executive officer who was appointed by the
governing board. The chief executive officer is responsible for administering the policies
adopted by the Board and executing all Board decisions.
5.
ADMINISTRATIVE CAPACITY
The team verified that Cerritos College has the administrative staff to support its mission and
purpose, programs, and services. All administrative personal meet or exceed the minimum
qualifications for the positions they hold.
6.
OPERATIONAL STATUS
The team verified that Cerritos College is operational and offers courses at the main campus
and at various locations throughout the District.
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7.
DEGREES
The team verified that Cerritos College offers a variety of Associate of Arts/Science
degree and vocational certificate programs in 87 areas of study.
8.
EDUCATIONAL PROGRAMS
The team verified that Cerritos College degree programs are compatible with its mission,
are based on recognized postsecondary fields of study, and have sufficient content and
rigor.. The institution is currently working on incorporating student learning outcomes at
the course and program levels.
9.
ACADEMIC CREDIT
The team verified that Cerritos College awards credit for coursework using the Carnegie
Standards as defined in Title 5 of the California Code of Regulations.
10..
STUDENT LEARNING AND ACHIEVEMENT
The team verified that Cerritos College is in the process of developing student learning
outcomes for all its courses and programs as well as fonnulating assessment tools that
would measure these outcomes..
11.
GENERAL EDUCATION
The team verified that Cerritos College degree programs require the completion of 18
units of general education courses in oral and written communications, analytical
thinking and computational skills, natural science, humanities, and social and behavioral
sciences.. These courses are designed to ensure breadth of knowledge and to promote
intellectual inquiry.
12..
ACADEMIC FREEDOM
The team verified that Cerritos College faculty and students are free to examine and test
all knowledge appropriate to their discipline or area ofmajor study as judged by the
academic and educational community in general.
13.
FACULTY
The team verified that Cerritos College employs 295 full-time faculty members. The
faculty members are qualified to conduct the institution's programs and meet state
mandated minimum requirements.
14.
STUDENT SERVICES
The team verified that Cerritos College provides adequate student services for all main campus
students.
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15.
ADMISSIONS
The team verified that Cerritos College has adopted and adheres to admissions policies
and procedures consistent with its mission that specify the qualifications of students
appropriate for its programs.
16.
INFORMATION AND LEARNING RESOURCES
The team verified that Cerritos College provides specific long term access to sufficient
information, learning resources, and services to support its mission and all of its
educational programs.
17.
FINANCIAL RESOURCES
The team verified that Cerritos College documents a funding base, financial resources,
and plans for financial development adequate to support student learning programs and
services, to improve institutional effectiveness, and to assure financial stability.
18.
FINANCIAL ACCOUNTABILITY
The team verified that Cerritos College annually undergoes and makes available an
external financial audit by a certified public account.
19.
INSTITUTIONAL PLANNING AND EVALUATION
The team verified that Cerritos College provides basic planning for the development of
the institution.
20.
PUBLIC INFORMATION
The team verified that Cerritos College publishes infonnation, in print and electronic
format, in its catalog, class schedule, and other publications, concerning the college's
purposes and objectives, admission requirements and procedures, rules and regulations
affecting students, degrees offered, and degree requirements. In addition, the college
distributes annual publications that focus on program accomplishments and student
graduates.
21.
RELATIONS WITH THE ACCREDITING COMMISSION
The team verified that Cerritos College adheres to the eligibility requirements, standards
and policies ofACCJC, describes itself in identical terms to all of its accrediting
agencies, communicates any changes in its accreditation status in a timely manner, and
agrees to disclose information required by ACCJC to carry out its accrediting
responsibilities.
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EVALUATION OF THE COLLEGE USING ACCJC STANDARDS
TEAM RECOMMENDATIONS
CERRITOS COLLEGE ACCREDITATION SITE VISIT
MARCH 3-6, 2008
INTRODUCTION
Cerritos College is a comprehensive college with its main campus in Norwalk, California,
serving the cities of Artesia, Bellflower, Cerritos, Downey, Hawaiian Gardens, Lakewood, La
Mirada and Norwalk and parts of the City of Southgate. Founded in 1955; the college serves
23,000 students with 50 administrators, 292 full-time faculty, 500 part-time faculty, and 318
classified. The college has approximately 70% of its instructional hours taught by full-time
faculty.
Self-Study and Site Visit Evaluation
The evauation visit was held from Monday, March 3, to Thursday, March 6, 2008. The ninemember team, supplemented with a team assistant, conducted a comprehensive evaluation to
review evidence that Cerritos College meets the accreditation standards of ACCJC. The team
reviewed past evaluation reports as w~ll as the midtenn report, received and analyzed the Self
Study, requested and reviewed additional evidence provided by the college, and extensively
viewed infonnation provided by the college on its web site.
The previous evaluation report of March, 2002 made major recommendations in the areas of the
Mission Statement; Planning Processes; Student Learning Outcomes; Program Review; Student
Understanding of Programs, Services, and Requirements; Decision Making; and Resource
Allocation. The team found that the college had revised its mission statement, created a new
planning and resource allocation process, extensively established student learning outcomes for
courses, and created a shared governance handbook. The team observed that progress in the
newly created processes for planning, resource allocation, program review, shared governance,
and assessing student learning outcomes was delayed and incomplete.The teanl found a campus
that is dedicated to diversity, committed to professional development, and fiscally sound.
The team found the Self Study to be refreshingly frank in the discussion of the challeges the
campus faces. The team had less time than usual to review the Self Study in advance of the visit.
Initially, the college did not provide supporting evidence in electronic fonnat-an essential
function given the need to base conclusions on documentation. However, the college responded
to the team's requests and posted infonnation on its web site. Even so, an excessive amount of
time and enery was expended by team members during the visit in seeking out documented
evidence on the extent of Cerritos College's compliance with the standards. Much of the
evidence cited in this report-the majority of which supported the college's compliance with
standards-was not cited in the report, and in fact, was not known to many of those in senior
leadership positions..
9
The administrators, faculty, staff and students of Cerritos College were gracious hosts. The staff
assigned to facilitate the work of the team were friendly, knowledgeable, and accommodating.
All materials and appointments requested were fulfilled quickly and amicably. Those
interviewed responded with openness and candor.
General Observations
The team found the faculty and staff of Cerritos College to be outstanding professionals
dedicated to the service of students. We observed many functions of the college to be exemplary
and the individuals responsible for those servcies to be talented and innovative. The
commendations below reflect just a few of the areas of excellence.
The team also came to understand that transitions in leadership over the past ten years have
hindered progress on many initiatives that are key to assuring that the college is in compliance
with accreditation standards. Given the strong message from the Commission to colleges in the
region over the last decade regarding program review and the planning cycle, the fact that
Cerritos College has only recently begun changes in these areas is a serious shortcoming. Despite
the series of changes in senior management, the governing board would have been well advised
to see that these deficiencies were remedied. The team is emphasizing this matter by repeating
the two recommendations from the 2002 Evaluation Report that addressed these two issues,
Recommendations 3 and 6 below.
The team was aware of a potential problem in the areas of program review and the planning
cycle by reviewing the Self Study in advance of the visit. As a result, the team made a concerted
effort to detennine the extent to which the college used infonnation, planned its activities,
evaluated the results, and made changes as well as investigating the specific areas of deficiency
that led to the college not making progress on these standards. We found a surprising amount of
grass roots effort. Many programs and departments were creating their own sources of
information and using them to make significant improvements. In many cases, senior managers
were not aware of these efforts even when specifically asked in follow up interviews. The Self
Study contained several references to lack of data and infonnation, often citing the change to
PeopleSoft as the cause. The team found that PeopleSoft had been adequately implemented and
that a data warehouse was in place. The team also found that the Office of Research and
Planning, tasked with disseminating infonnation from the data warehouse, doing research on key
institutional challenges, and analyzing this data and research, was not in a position to perform
these tasks. Consequently, Recommendation 3 makes a strong point about the Office of Research
and Planning-which was also one of the points made in Recommendation 2 from the 2002
Evaluation Report.
In reviewing the Self Study, the team was alerted to potential problems in the leadership of the
college. Consequently, the team devoted a concentrated effort to interviewing an extensive
number of groups and individuals-including all seven governing board members-and
reviewing all available documents and committee minutes. The team concluded that the
leadership issue reflected two primary concerns: poor communication and lack ofparticipation in
decision making. Recommendations 2 and 8 deal with these matters as they relate to the
standards. The team found that communication between the president and members of the
10
governing board was poor. Several governing board members were not well infonned about
issues facing the college, particularly some of the major issues involving compliance with
accreditation standards, and that vehicles for communication, such as study sessions, retreats,
and updates from the president, did not occur with sufficient frequency or depth. Communication
with middle managers and faculty leaders was worse. Previously established mechanisms for
communication, such as all-managers meetings with the president, had been discontinued with
no effective means of communication taking their place. Requests by faculty leaders for more
communication with the president had not resulted in improved interaction. Improvement in this
area is critical for the college to meet the accreditation standards cited in Recommendation 2.
The team fOllnd newly constructed mechanisms for the planning-and-budgeting process and for
collaborative governance. Interviews and review of documents and minutes confinned that much
of what is designed in these documents has either not yet taken place or not been carried out as
stated. In analyzing this problem, the team concluded that there is a serious lack of opportunity
for meaningful participation in the decision making process at the college. Several practices have
contributed to this situation. Occasionally-or even often-meetings are not widely noticed in
advance, agendas and supporting documents are not made available in a timely fashion, and
meetings are conducted primarily as infonnation dissemination. The resulting climate on campus
seriously compromises the college's ability to meet several accreditation standards, especially
Standard IV. This area is addressed througout the report but particularly in Recommendations 2
and 8.
COMMENDATIONS
Commendation 1: Library and Learning Resource Center
The college is commended for the breadth, depth, and numbers of tutorials and guides the
librarians have created in response to faculty requests and student needs. Librarians and learning
support professionals were early adopters in developing program level student learning outcomes
and unit and annual division plans. Cerritos College is further commended for demonstrating its
commitment to student learning and to student success by supporting and funding the Library
and Learning Resource Center to a degree that has enabled these essential support institutions to
flourish and students, faculty and community to benefit over the years.
Commendation 2: Professional Development
The college is commended for its commitment to staff development in providing outstanding and
ongoing professional development opportunities. The Staff Development Office, the Academic
Support Center, and the Innovation Center work collaboratively to provide programs like the
Teaching Assistant Program and TalonNet to mentor and train staffwith contemporary
technology instructional training which should be a model for other community colleges.
Commendation 3: Infonnation Technology
The college is commended for its focus of the Infonnation Technology initiative, particularly the
emphasis on infrastructure, hardware, institutionalized software, disaster recovery, and security.
Commendation 4: Capital Outlay Process
11
The college is commended on awarding funding for capital outlay projects using the new capital
outlay allocation process. The process consists of thirteen steps linking the request to strategic
plan goals with the selection and approval process involving unit members, shared governance
committees, college administration, the president and the governing board.
Commendation 5: Counseling Student Learning Outcomes
The counseling department is commended for its leadership in the area of student learning
outcomes development and assessment, as well as for its regular and ongoing qualitative
discussions about improving services to students and its commitment to continual improvement.
Commendation 6: Diversity
The college is commended for its efforts that regularly afford students an opportunity to gain a
better understanding and an appreciation for diversity. These efforts penneate the entire campus
and are evident in many programs, events and services, as well as within the instructional
offerings of the college.
Commendation 7: Partnerships
The college is commended on its many, superlative programs, entrepreneurships, partnerships,
internships, and articulation agreements with high schools and universities. The college has
worked hard to pursue diverse and unique learning opportunities for its students, faculty, staff,
and community.
MAJOR RECOMMEDATIONS
Recommendation. 1: Mission Statement
The team recommends· that the college further develop the statement of its mission to include a
description of its student population and to state its commitment to student learning and to the
value of diversity. (IA.l )(IA.3)(I.A.4)(IIIA.4.b)
Recommendation 2: Leadership: Communication and Participation
establish effective methods of communication leading to the participation of all constituencies of
the campus comn1unity in an on-going collegial dialogue regarding continuous improvement of
student learning and institutional processes. (IB.l)(IVA.2.a)(NB.2.e)
Recommendation 3: Planning, Resource Allocation, and Evaluation
recommendation is repeated here with additions relevant to the college's current deficiency with
the standards cited.
In order to meet the standards, the team recommends that the college make full use of the Office
of Research and Planning to complete the development of a comprehensive planning and
evaluation process that is guided by the college mission statement and integrates strategic,
master, and operational planning; unit planning based on appropriate program review; and the
allocation of institutional resources. Both the planning process and a delineation of
12
responsibilities for the implementation of the process should be communicated clearly to the
entire campus community. (IA.3, IB.4)(IVB.2.b)
• the college complete the initial cycle of planning and resource allocation and evaluate the
process so that each review cycle is complete and the resulting data and research can be fed
back to provide continuous improvement (IB.6),
• the college provide adequate staffing and resources to the Office of Research and Planning so
that data, research, and analysis can be provided sufficient for the college to implement
integrated planning, resource allocation, and evaluation; to identify student learning needs;
and to assess progress toward achieving stated learning outcomes
(IB.3)(IIA.l.a)(II.A.2)(IVA.2.b)(IVB.2.b),
• data used to produce reports that contribute to the college's on-going self-assessment include
both quantitative and qualitative infonnation (IB.3),
• the college state its objectives in measurable tenns in all its planning docu.ments including
the strategicp~an and the unit plans (IB.2), and
• the college integrate planning for human resources, facilities, technology, and finances into
the college plan and use the results of this evaluation to improve human resource processes,
facilities utilization, the effective use of technology, and the distribution of financial
resources. (IIIA.6)(IIIB.2.b)(IIIC.2)(IIID.l.a)
Recommendation 4: Student Learning Outcomes
The team recommends that the college identify student learning outcomes for programs,
certificates, and degrees; the team also recommends that the college assess student achievement
of outcomes recently identified for courses and extend that assessment to outcomes for programs,
certificates, and degrees; and the team further recommends that the college use these assessment
results to make improvements. Finally, the team recommends that the college fully achieve the
Development Level on the Rubric for Evaluating Institutional Effectiveness-Part III Student
Learning Outcomes and begin movement to the Proficiency Level. (IIA.l.c.)(IIA.2.a,b,f,i)(IIA.3)
Recommendation 5: Accurate Catalog Infonnation
practicesto ensure that catalog infonnation is consistent and accurate regardless of how
publications and infonnation are made available. (IIA.6.c)(IIB.2)
Recommendation 6: Program Review
In order to meet the standards, the team recommends that the college extend the new program
review process, recently revised for instruction, to other non-instructional areas of the campus
with appropriate accommodation to address the unique nature of each service area. Further, it
should be clear to the campus community how the process ofprogram review is connected to the
planning and budgeting process, and, ultimately, to program improvement.
(113.3)(IIA.l.a)(III3.1)(III3.3)
Recommendation 7: Human Resources Policies and Procedures
13
In order to improve, the team recommends that the college update policies, procedures, forms,
and guidelines in all areas under the purview of human resources to assure that those employed
are appropriately qualified, hiring criteria are clear and relevant, criteria for prioritizing faculty
and staff positions to be hired are in place and are followed, and fairness in all practices is clearly
stated. (IlIA. 1)(IIIA.l.a)(IIIA.2)(IIIA.3.a)
Recommendation 8: Leadership: Empowerment, Innovation, Collaboration, and DecisionMaking
In order to meet the standards, the team recommends that the college, through the leadership of
the president, establish a climate of empowennent, innovation and collaboration resulting in a
decision-making process that provides for a substantial voice for faculty and middle managers
and meaningful input for students and staff in areas that reflect their responsibility. The team
further recommends that processes for decision-making be regularly evaluated to assure their
integrity and effectiveness. (IVA.I )(IVA.2.a) (IVA.5)(IVB.2.a)(IVB.2.b)
14
Responses to Previous Team's Recommendations
Recommendation 1: Create a clear timeline and well defined process to revise its mission
statement to ensure it continues to address current trends and issues affecting Cerritos College
and its community.
Cerritos College revised its mission statement in 2005. The new statement reads as follows:
"The Cerritos College mission is to serve the community by building futures through learning."
This new mission statement appears on many campus documents. The college now has a
strategic plan. This plan includes a timeline and a process for regular review of the mission
statement. The strategic planning committee is specified as the group which is required to meet
on a regular basis to develop a vision and goals. This recommendation has been addressed.
Recommendation 2: Makefull use ofthe Office ofResearch and Planning to cOlnplete the
development ofa comprehensive planning and evaluation process that is guided by the college
mission statement and integrates strategic lnaster, and operational planning; unit planning
based on appropriate program review; and the allocation of institutional resources. Both the
planning process and a delineation ofresponsibilities for the implelnentation ofthe process
should be communicated clearly to the entire campus community.
7
The college created a model that links planning and budgeting and this process is activated at the
academic unit planning level and progresses through administrative levels, review by the
president, and to the Board. Program-driven priorities of the strategic plan are locally based at
the department level and therefore do not respond to the larger picture. Many of the unit plans
resemble wish lists rather than planning documents. This process was implemented for capital
outlay in 2007-08 and is being used for the development of the 2008-09 college budget. The
college continues to use the historical budget as a base, however, when positions or funds
become available, the need is evaluated,using current program data contained in the unit plans.
There is a concern that the data and infonnation contained in the unit plans varies from plan to
plan.
The college does not have a clear process in place for evaluating the efficiency and effectiveness
ofprograms and services. Instructional expenditures comprise much of the college budget, yet
there is no means that can be used to phase out obsolete programs, assist struggling programs, or
expand successful programs.
The Board developed goals in 2002-03 and in 2004-05 to integrate a model to link planning and
budgeting. The Office of Research and Planning provides the qualitative and quantitative data
needed to assist in this planning process. The planning process includes the strategic planning
committee (active only in developing the strategic plan), the program review committee, the
management leadership council, and the budget and planning committee.
This recommendation has not been adequately addressed (see 2008 Recommendation 3).
15
Recommendation 3: Place greater attention on institutional outcomes assessment, in particular
student learning outcomes, as they relate to institutional effectiveness and accountability.
The college has begun the process of developing and assessing student learning outcomes
(SLOs). In 2005, the curriculum committee required that every new and revised course define at
least one SLO and a way in which to measure it. The basic skills committee has recommended
that departments pay particular attention to teaching methods that help students achieve learning
outcomes in basic skill courses. Multiple workshops were offered to provide training on best
practices, and some faculty received grants for their work in this area.
Using Carnegie Grant funding, the college began the Visual Knowledge Project which supports
faculty research in student learning. A second grant from the Hewlett-Packard Foundation
supports a faculty development program that is focused on increasing student success and
retention.
The college reported in 2007 that all courses are now reviewed on a three-year cycle and that at
least 93% of the 1,600 courses now include SLOs. Two faculty consultants were appointed to
organize and promote the SLO initiative for the entire campus. A model for SLO assessment
and a timeline was developed and agreed upon that takes the college through 2011. The college
reports that vocational programs are more advanced in documenting the results of their SLO
process than general education and transfer classes.
Two noteworthy college-wide efforts were the two guiding principles and the four-step Student
Learning Outcomes Assessment Cycle (SLOAC). The two guiding principles were that: 1) the
process must be manageable, sustainable, and meaningful; and 2) the process must be
documented in a deliberate, collaborative, and methodical way. Even though the process is in
the early stages, it was reported that about 20 groups have initiated the SLOAC cycle. The
evaluation of this process needs further elaboration.
The college also has created and organized about 20 faculty inquiry groups (FIGs). These
groups have been organized to dialogue about improving learning by reviewing and analyzing
student work. Cerritos has a long history of scholarship in teaching and learning demonstrated
by the receipt of a Carnegie grant and the establishment of the Innovation Center.
The college has established an institutional framework for the definition of student learning
outcomes (SLOs) as evidenced by: 1) a curriculum committee requirement that all new courses
or revised courses include SLOs; 2) program review campus leadership for SLOs established in
.spring 2005 and Student Learning Outcomes Assessment Cycle (SLOAC) program for campuswide development and implementation; 3) the five year plan of action and fonnal timeline for
SLO development, training and coaching for faculty; 4) the SLO website with materials and
reports to support faculty development of SLOs and to provide ongoing communication
regarding progress and activities of SLOAC, faculty development programs and workshops
conducted.
The "Annual Survey of Assessment Activities for Course Level Student Learning Outcomes"
and the "Annual Survey of Assessment Activities for Program-level and Service Area Student
16
Level Outcomes" are distributed to department chairs and program coordinators each fall to
assess progress. Detailed information is collected on the progress ofSLOAC activities and
published on a website and distributed to faculty_ An annual survey is provided to all faculty
members to assess individual faculty understanding of student learning outcomes and assessment
and unit/departmental activities and support for the institutional program. In meetings and
discussions with administration and faculty, numerous positive comments were made regarding
SLOAC, SLOAC coordinators, and student learning outcomes. Faculty comments indicate that
this is a positive for the institution and educational quality.
The college is at the beginning stage of assessing student learning outcomes at the course level,
and of developing student learning outcomes at the program level as evidenced by interviews
with administration, program review committee members, SLOAC coordinators, curriculum
committee members, and faculty. The document "Evolution of Student Learning Outcomes
Assessment Activities," December 2007, acknowledges this level of progress. Program review
committee members reported nine departments included SLOs in their program reviews.
Existing organizational structures, e.g., faculty senate, curriculum committee, are supporting
strategies for student learning outcomes definition and assessment. Leadership groups accept
respo.nsibility for student learning outcomes implementation as evidenced by the curricUltlrn
committee requirement that new and revised courses must have student learning outcomes. Also,
leadership approves and supports the implementation ofSLOAC and the appointment of two part
time faculty coordinators. This was confinned in meetings with program review and curriculum
committee members that verified the development of plans to work closely together to support
the implementation of the full cycle ofSLOAC. SLOAC is a faculty driven program. Faculty
surveys indicate support for the program and for student learning outcomes.
Resources are being allocated to StIpport student learning outcomes and assessment. Additional
technology resources are needed to manage paperwork, provide and analyze research and data.
This conclusion is supported by information on the SLOAC website consisting of materials and
reports. Two faculty coordinators with 30% release time each provide mentoring and leadership
for the program. Interviews with faculty indicate that the institutional capacity and support for
research is not sufficient for current and future needs. This resource is essential for the college to
continue to develop and to assess COllrse, program and institutional student learning outcomes
which are research and evidence based.
Faculty and staff are engaged in student learning outcomes development as evidenced by
SLOAC survey results, faculty participation in workshops, and faculty inquiry groups for
development of student learning outcomes. Interviews with faculty and administrators indicate
support and enthusiasm for student learning outcomes and SLOAC.
The college has complied with the recommendation to place greater attention on student learning
outcomes at the course level. The college must place greater emphasis on designing and
implementing outcomes assessment at the program and institutional level.
As this recommendation relates to the student support services division, considerable progress
has been made in relation to the student learning outcome (SLO) effort. It is clear from the
extensive SLO documentation evidence ofmeeting minutes, SLO lists and rubrics, that each of
17
the student services programs at a minimum has identified SLOs for their area while others have
progressed to some level of the assessment phase.
This recommendation has been addressed.
Recommendation 4: Extend the new program review process, recently revisedfor instruction,
to other non-instructional areas ofthe campus with appropriate accommodation to address the
unique nature ofeach service area. Further, it should be clear to the campus community how
the process ofprogram review is connected to the planning and budgeting process, .and,
ultimately, to program improvement..
While the instructional program review process is in its sixth year, the non-instructional program
review process needs attention.. More work must be done to get the non-instructional areas to
complete their program review documents and to stay on a regular cycle of submitting reports.
Business services has developed unit plans for all units within the division. The schedule for
program review for business services is on a six-year cycle.. The cycle will begin this year with
program review for one unit in each division. Additional units in each division will be scheduled
every two years.
While it is acknowledged that the institution and the student services division has had a change
in leadership and addressed many other institutional priorities since the 2002 recommendation,
the division has not addressed program review in a significant manner.. There is a concern that
the implementation of program review still has not progressed in a meaningful way since the
2002 visit. The evidence reflects that there is a schedule that has two programs per year
completing the process over the next five years, starting in 2006-07; however, it has been
delayed by one year. A pilot model is being utilized presently by the first two programs to go
through the process, CalWORKs and Student Health Services. Although not completed and the
model is only a pilot, they are underway with a viable model and plan for completion. The
college has made considerable progress in recent months to integrate this emerging program
review process with a fonnal planning process that connects with budgeting and allocation.
This recommendation has not been fully addressed (see 2008 Recommendation" 6).
Recommendation 5: Develop campus-wide strategies to increase its effectiveness in assisting
students to better understand college programs, services, and transfer requirements.
Interviews with students and staff indicated that the college orientation process provides students
with a good understanding of programs, services, and degree and transfer requirements. This
infonnation is expanded and reinforced through the provision of counseling services. Counseling
services are evident in many service programs including Career Services, Puente, First Year
Experience, Scholars Honors Program, International Students, EOPS, DSP&S, Athletics,
Transfer Center, CalWORKs, Project Hope, Learning Communities, Teach TRAC and General
Counseling.
18
The college is particularly effective in providing infonnation to students of diverse backgrounds.
A review of the college's program offerings, calendar of events, and interviews of faculty and
staff demonstrates that the college provides not only programs and services, but a wealth of
opportunities for students to be exposed to and enhance their understanding and appreciation of
diversity.
This recommendation has been addressed.
Recommendation 6: The leadership ofthe college governance groups, including the Board of
Trustees, work together to clarify, document, and communicate the processes usedfor campus
decision-making, especially in such areas as planning and the allocation ofresources. The
documentation should include a clear delineation for responsibility for decision-making at each
step in each process.
Despite the passage of the Shared Governance: Purpose, Structure, and Process handbook
approved by the Board in July of 2007, and although faculty and staff serve on a variety of
committees, it is clear from extensive interviews with a wide range.of groups and individuals that
facu.lty, staff, students, and middle managers do not have a significant voice in decision-making.
The college developed a draft of the planning and resource allocation process in spring of2007.
This doeu,ment has been approved by the faculty senate and the planning and budget committee.
The new process combines program review, unit planning, and capital outlay requests. The guide
to planning and resource allocation has not completed its first two-year cycle, but it is a
comprehensive and integrated plan which is in progress. The document reflects much planning
and forethought. Because the process has been initiated but the cycle is not complete, it is still
too early to evaluate the impact.
The college has not fully addressed this recommendation.
19
Standard I - Institutional Mission And Effectiveness
Standard IA. Mission
The College has made progress in addressing strategic planning goals, creating a timeline, and
reviewing the mission statement. The new mission statement of "btlilding futures through
learning" is one that the entire college community can embrace. The mission statement is now
on every business card. This practice keeps the mission visible and shows students the power of
keeping focused on a core idea.
Findings and Evidence
The revised mission statement and the Cerritos College Strategic Plan 2005-2008 indicate that
the institution is focused on providing programs and services that align with student learning and
community needs. There are over 200 programs to serve this highly-diverse community. The
weekend college and the first-year experience Program for entering freshmen are indicators that
the college has taken seriously its mandate to serve the community. (IAI)
As reported in the self-study, the three key expectations in this standard are: 1) the infusion of
student learning outcomes (SLOs), 2) the use of data for the analysis of student perfonnance
and institutional effectiveness based on these outcomes, and 3) improvement. This type of
improvement is expected to take place as part of a collegial and reflective dialogue and this
dialogue should be conducted on an on-going basis. There has been dialogue, and training on
continuous improvement in student learning, but it is unclear if the training has resulted in a
campus-wide programmatic improvement of student learning. The instructional area has shown
great improvement in electronic unit planning and program review. The Board of Trustees
approved the new mission statement in January, 2005. The mission statement is published
directly on many college documents and the mission statement appears both on business cards
and on the walls of many offices on campus. (IA.2)
In 2002-03 and 2003-04, the college engaged in an analysis and discussion of the issues facing
the Cerritos College of the future. The president and the strategic planning committee worked
with faculty, staff, and students to create a new mission statement. The college uses the mission
statement to guide planning and decision making as it provides student learning in the
community. The review and revision process was extended to the college community tlrrough
campus forums and electronic feedback during the 2004-05 review. The strategic plan includes a
timeline for the revision of the mission statement. As observed by team members and reported by
faculty and staft: the new mission statement is widely seen on campus, and its impact is felt in
many areas. One staff member who was interviewed likened the process of selecting the current
mission statement to the process of selecting a sales promotion slogan or radio commercial. The
concept was that a catchy (concise) one-line mission statement would appeal to future students
when these students were viewed as consumers. Interviews with another staff member and a
member of the faculty yielded comments that questioned the academic relevance of having a
one-line mission statement. The faculty member expressed the view that the mission statement
20
did not "emphasize academics" enough. Review of evidence provided and the web page for the
Office of Research and Planning indicate that the college worked on a new vision statenlent, but
the process was not completed. (IA3)
The college developed a draft of the planning and resource allocation process document in spring
of2007. This dOCllment has been approved by the faculty senate and the planning and budget
committee. The new process combines program review, unit planning, and capital outlay
requests. The institution's mission is central to the work done by the planning and resource
allocation process and by faculty and staffwho produced the documents required for the program
review process. (IA4)
Conclusions
The college needs to further develop its stated mission to define the student population and state
its commitment to student learning. Given that the current mission statement seems well
accepted, the more complete statement of mission could be developed through an expanded
version of the current mission statement or some other means. The Strategic Plan includes a
timeline for the revision of the mission statement. (IA 1) The plan for the revision and
dissemination of the 2005 mission statement was completed successfully. The effort was
organized and included many constituents of the campus community. (IA.2) The college should
strengthen its statement so that it conveys the mission of the college to all constituencies. (IA.3)
The college needs to use the processes outlined in the strategic plan to revise the 2005 mission
statement. The revisions should further define the mission statement so that it can be used as a
more integral part of institutional planning and decision-making. (IA4) The college meets most
of the components of Standard IA.
Recommendation #1
The team recommends that the college further develop the statement of its mission to include a
description of its student population and to state its commitment to student learning and to the
value of diversity. (IA.l )(IA.3)(I.A.4)(IIIA.4.b)
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Standard lB. Institutional Effectiveness
The college has a wide variety of programs aimed at students whose goals are quite varied.
Programs range from traditional transfer-oriented programs to vocational programs which
support the needs of the local community.
The self-study describes a college with an ongoing and systematic cycle of program review and
evaluation on the instructional side of the house. The student services areas are conducting their
state-mandated annual reviews. There is a problem with substituting these annual reviews for
the program review reports since the state reports do not evaluate institutional effectiveness or
result in program improvement or student learning. In this regard, the student services areas
have not yet fully-developed an equivalent process of evaluating student service programs. The
same need exists in the administrative services area. The vacancy in the vice president of
administrative services area delayed the implementation of a program review process on this side
of the house.
The college has not completed program reviews in student support programs and business
services. There has been progress in instructional program unit planning and program review. It
must be noted that the annual review is more a budget/resource request than a continuous
improvement report on student learning outcomes and student achievement. This lack of
coordination hinders the college in its ability to serve students.
Dialogue about student learning outcomes has occurred primarily among faculty at the
department level. There has been dialogue and training on the development of course level
outcomes. Based on faculty interviews and on documents submitted, the instructional area has
shown improvement in unit planning and program review which includes·course-level SLOs.
The college SLOAC effort incorporates the philosophy of "developing communities of practice."
This philosophy is a culture of inquiry based on practices which aim to improve instruction. The
SLOAC Documents Workbook is a rich resource of evidence of the SLO assessment process
activities. (IB 1)
The institution demonstrated that goals and objectives were stated and made public when the
2005-2008 Cerritos College Strategic Plan articulated the Board priorities and goals. The four
Board priorities are: 1) institutional effectiveness, 2) being a learning-centered institution, 3)
resource management, and 4) governance and leadership. The college adopted a guide to
resource allocation as a way of assuring that capital resources are associated with Board
priorities. In addition, the college has assigned responsibilities, activities, and completion dates
to each strategic goal. (IB2)
The college has developed a strategic plan and a timeline of completion. The goals are published
and should be integrated in all unit plans. Based on a review of the available documents as well
as interviews with faculty and staft: the college has made progress in responding to the 2002
22
recommendations on planning and timelines. Based on a review of available documents both in
print and on-line, student learning outcomes seem to be more focused on success and completion
data rather than addressing program improvement. The complete SLOAC cycle, especially as it
appears on the Taskstream website, needs to be reviewed so that continuous program
improvement is truly taking place. (IB2, IB4)
Based on interviews and sample documents, the college has begun to use the unit plan as a
means of evaluating department needs and goals. Based on a review of the available documents
and conversations with faculty and administrators, progress has been uneven since some units
use data provided to them while other units gather their own data. This disparity results in many
units producing reports that cannot be systematically compared. (IB.3)
The self-study describes the participation by faculty, staff, and administration in the development
of the strategic plan, and a college-wide planning and resource allocation process. The college's
planning process offers broad-based opportunities for input with four planning committees: the
strategic planning committee, the program review committee, the management leadership
council, and the planning and budget committee. The allocation and improvement cycles have
not yet been implemented. (IB.. 4)
The self-study states that data is used to evaluate enrollment trends and student success, but it
does not describe how the use of this data has an impact on student learning or continuous
program improvement results.. Also, the self-study indicates that the college should have a better
mechanism for communicating student success to the public. Based on interviews with faculty,
staff, and administrators, the college needs a better and more efficient mechanism for
communicating the available programs and services offered on campus to the greater Cerritos
community. (IB.5)
The draft Enrollment Managenlent Plan 2007-2010 and the Guide to Planning and Resource
Allocation Plan have been developed. Based on conversations with faculty, staff, and
administrators, these plans still have not yet been fully implemented. (Some of the strategies
have been implemented or are in process, such as increased and more focused marketing
emphasis; events such as Senior Preview Day and College Night; recruiting and training peer
counselors as a college outreach force; implementing SARS' Call; increasing the use of the
TalonNet Announcement tool; and staff development activities on customer service.) Given this
early stage of implementation, the college cannot yet draw any conclusion about the success of
such efforts. A program review year-end report (delivered to the faculty senate and the
coordinating committee) is developed by the program review committee. This report does not
include evaluation of the program review process. (IB.6)
As documented in the self-study the college's program review process has an annual cycle of
recruiting faculty during the fall to participate in validating the program self-studies of program
review. The review cycle finishes during the spring semester, and an annual report is given to
the faculty senate and coordinating committee. (IB.7)
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Conclusion
The college has a strong philosophy and informal process for improving learning. It is a
structured model, but the results need to be articulated to the entire college community on a more
regular and systematic basis. The evidence that has been presented indicates that continuous
improvement is easier to document in the instructional areas. There is evidence that faculty and
staff engage in dialogue on SLOs and unit plans. Faculty and staff reported that they also have
meetings with the deans in their respective areas to discuss the outcomes of their unit plans.
(IB.l)
The college has data produced by the Office of Research and Planning and many reports
produced at the individual unit level. The college needs to examine the data that it already has,
and the college should utilize this data to measure perfonnance rather than simply producing
more reports. (IB.2) The self-study states that data is used to evaluate enrollment trends and
student success, but it does not describe how the use of this data has an impact on student
learning or on continuous program improvement results. (IB.3)
While the college has made the commitment to have two faculty members work on the SLO
cycle until 2011, the foci of the SLO process (the themes of evaluation, planning, and
improvement) are not fully-developed in all areas of the college. The college recognizes a
greater need to communicate program effectiveness and student success to the general public and
community. The college needs a plan to accomplish this task. The program improvement results
generated since the last 2002 self study need to be examined in light of the recent evidence on
SLOACs. It needs to be made clear whether there is a link between the instructional unit plans
and program review documents and how the use of these documents has improved student
learning. The college should also demonstrate that the resource allocation is linked to these
plans. (IB.4)
The college has some mechanisms in place for communicating the available programs and
services to the greater Cerritos community. The college should increase its efforts to include a
wider group of potential students. There are many well-planned programs on campus which
serve a community need. The college needs to better advertise these courses to the students in
the surrounding communities who have the ability to benefit from this coursework. The college
should continue to strengthen the work that it is already doing in areas such as counseling and
outreach. It is only when potential students are made aware of the opportunities available on
campus, that they can become Cerritos College students and, in tum, stronger and betterprepared citizens. (IB5)
There is a lack of planning in both of the ~trategic planning and program review areas.
Additional planning and training are required to allow faculty, staff: and administrators to more
effectively produce the required reports. After this planning and training have taken place, these
individuals will be better able to use this data for continuous program improvement. (IB.6)
Requests for personnel, facilities, and technology are made in this program review report. The
student services areas intend to complete the regular program review document. Student
learning outcomes need to be better aligned with the program review process. (IB.7)
24
The college does not completely meet Standard lB.
25
Recommendation #2
establish effective methods of communication leading to the participation of all constituencies of
the campus community in an on-going collegial dialogue regarding continuous improvement of
student learning and institutional processes. (lB. 1)(IVA.2.a)(IVB.2.e)
Recommendation #3
recommendation is repeated here with additions relevant to the college's current deficiency with
the standards cited.
In order to meet the standards, the team recommends that the college make full use of the Office
of Research and Planning to complete the development of a comprehensive planning and
evaluation process that is guided by the college mission statement and integrates strategic,
master, and operational planning; unit planning based on appropriate program review; and the
allocation of institutional resources. Both the planning process and a delineation of
responsibilities for the implementation of the process should be communicated clearly to the
entire campus community. (IA.3, IB.4) (IVB.2.b)
• the college complete the initial cycle of planning and resource allocation and evaluate the
process so that each review cycle is complete and the resulting data and research can be fed
back to provide continuous improvement (IB.6),
• the college provide adequate staffing and resources to the Office of Research and Planning so
that data, research, and analysis can be provided sufficient for the college to implement
integrated planning, resource allocation, and evaluation; to identify student learning needs;
and to assess progress toward achieving stated learning outcomes
(IB.3)(IIA.I.a)(II.A.2)(IVA.2.b)(IVB.2.b),
• data used to produce reports that contribute to the college's on-going self-assessment include
both quantitative and qualitative infonnation (IB.3),
• the college state its objectives in measurable terms in all its planning documents including
the strategic plan and the unit plans (IB.2), and
• the college integrate planning for human resources, facilities, technology, and finances into
the college plan and use the results of this evaluation to improve human resource processes,
facilities utilization, the effective use of technology, and the distribution of financial
resources (IIIA.6)(IIIB.2.b)(IIIC.2)(IIID.l.a).
26
Standard IIA. Student Learning Programs and Services
The college's instructional programs are organized through the office of academic affairs under
the leadership of a vice president and nine instructional division deans. The college offers
certificates and associate degrees in 87 areas of study. Academic affairs also includes contract
and community education, as well as library and support services. Enrollment is approximately
21,000 students with 295 full-time faculty. The college has a sound reputation for its academic
and career technical programs.
The institution offers high-quality instructional programs, student support services, and library
and learning support services that facilitate and demonstrate the achievement of stated 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.
The 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.
Appropriateness to mission without regard to mode of delivery or location is considered by the
curriculum committee for all courses proposed and revised. Courses are reviewed on a three-year
cycle as is evident by reviewing the curriculum committee handbook and the faculty handbook
as well as through discussions with faculty and committee members. (IIA.l)
The college offers a variety of programs, certificates and degrees-academic and vocational.
Community education and non-credit, contract courses are also offered. Distance education
courses are also offered, as well as a flexible schedule for classes (7AM - IIPM). The college
offers services to assist students such as the child development center, counseling center,
academic support center as evidenced by college catalog, website, print and on-line schedules.
The system office reports indicate that the college is meeting its expected student transfer rate.
As indicated in the self study, the college depends primarily upon the college application data for
student educational goals. Student preparation is detennined though the college's
assessment/placement process. Discussions with faculty members and administration point to
difficulties in the area of research and analysis relative to assessing student progress. While
progress has been made in developing student learning outcomes at the course level, the
assessment of those learning outcomes has not begun, nor have program level outcomes been
developed. This makes the reliance on research and analysis for the identification and assessment
of student progress problematic. Additionally, it has been documented in the self study and in
27
discussions with faculty and administration that the Office of Research and Planning is
significantly understaffed, and this is impeding the research, analysis, and assessment essential to
developing a culture of evidence and research-based learning outcomes for students. Faculty and
administrators provided examples of requesting research and data from the Office of Research
and Planning, and those requests being denied for lack of personnel to complete the task or
because of a significant backlog of research requests. Some faculty and administrators admitted
to no longer using or requesting assistance from the Office of Research and Planning since they
expected the request to be denied or to be postponed to a point where the report would not be
useful. When the team asked for reports or data which might readily be available to faculty and
administrators, the reply was often that the individuals did have access to those. Faculty and
administrators also admitted to 'doing it myself as the only way to accomplish the task, despite
the additional effort and time required to do so. There were no admonishments from the faculty
and administration in regard to the capabilities and expertise of the research and planning staff,
or of the willingness of the staff to meet the requests. These comments were offered in support of
the importance of this function to the college and the need for additional staff in this area. One
administrator told the team that the dean level prioritization of requests for faculty positions
placed the request for an additional staff member for the Office of Research and Planning as the
number one priority. The SLOAC coordinators explained to the team that the future work of
assessing student learning outcomes, and of further development of program and general
education outcomes, was heavily reliant on assistance from the Office of Planning and Research
and technology and administrative support, and that the lack of this support could jeopardize the
success of the SLOAC program going forward. (IIA.I.a)
Modes ·of delivery and instruction are reviewed and approved by the curriculum committee on a
three-year cycle as stated in the curriculum committee handbook. Delivery systems and modes of
instruction distance education, e-classrooms, and online courses are increasing as evidenced by
discussions with faculty and the college Strategic Plan 2005-08. (IIA.I.b)
The college SLOAC process bas led the way in developing course level student learning
outcomes'" Program, general education, and institutional student learning outcomes have not been
developed. Assessment of course level outcomes is in the beginning stages based on evidence
from the self study, SLOAC timeline, SLOAC progress charts, and discussions with faculty and
administration. (IIA.I ~c)
Procedures of the curriculum committee and the program review committee ensure the institution
recognizes the role of faculty for establishing and improving instructional courses and programs,
and SLOAC consultants continue to meet with faculty to assist in the development and
evaluation of course level student learning outcomes. Evidence for these findings is based on
reviewing the curriculum committee handbook, program review committee website, SLOAC
website, and interviews with key faculty. (IIA.2.a)
Faculty are primarily responsible for the development of student learning outcomes. All college
courses are reviewed by the curriculum committee on a three-year cycle. Externally accredited
programs (nursing, dental hygiene, paralegal, etc.) rely upon programmatic accrediting agencies,
and vocational programs rely heavily on advisory committees to identify competency levels and
outcomes. SLOs have been developed for 93% of courses at the college, but the assessment
28
process is in the beginning stages as evidenced by the SLOAC time line and project plan, and the
results of the comprehensive progress reports administered and compiled by the SLOAC
committee. This was also confirmed in group and individual discussions with faculty and
administration. (IIA.2.b) It can be said that the college is in some measure at the Development
Level of the Commission's Rubric on Evaluating Institutional Effectiveness-Part III Student
Learning Outcomes.
Noel Levitz survey data on instructional effectiveness show that students rated the quality,
variety and experience of intellectual growth between 'satisfied' and 'somewhat satisfied,' and
67% said they would enroll again at Cerritos. Faculty selection processes, peer review process of
faculty, and the process for student evaluations of faculty are established procedures which
support high quality of instruction. The ongoing and systematic review of courses by the
curriculum committee and the program review process support this standard.. Evidence for these
findings can be found in the curriculum committee handbook, faculty handbook, program review
documents posted on program review website, discussions with administrators regarding
ongoing evaluations of full tilne and adjunct faculty, review of curriculum committee meeting
minutes, and documents for preparation of outlines for curriculum committee presentations..
(IIA.2.c)
The college population is diverse. Faculty develop course outlines of record which list a variety
of teaching methods which might be used for a specific course. Course developers provide a
multicultural statement for the course proposal. Course outlines also include writing, problem
solving, and critical thinking assignments. In reviewing the college catalog, it is evident that a
variety of programs are available to students to meet diverse student needs. (IIA.2.d)
The curriculum committee evaluates and reviews all courses on a three-year cycle. Program
review is conducted on a six-year cycle. These are standing committees, faculty driven.. The
curriculum committee handbook, program review website, program review documents posted on
website, minutes of curriculum committee meetings and agendas and schedules for courses to be
reviewed. SLOAC documents, benchmark reports, and timelines referencing collaborative work
with curriculum committee in development and review of course outlines all support that these
processes are followed consistently. (IIA.2.e)
As evidenced by SLOAC progress charts and timelines, discussions with faclllty and
administration, course-level student learning outcomes have been developed, but have not been
assessed, analyzed, or evaluated.. Development of institutional outcomes, program level student
learning outcomes, and general education student learning outcomes has not begun. (IIA.2.f)
Department or program examinations are not used. (IIA.2.g) Credit is awarded based on
established Title 5 criteria.. Discussions with members of the curriculum committee and review
of course outlines and the technical review process demonstrate that comparable courses
presented at the time of curriculum committee approval aid the committee in assuring that
courses are awarding college credit based on college level work. Discussions with
administrators, faculty and students indicate that all students receive a course syllabus in every
class. Administrators did indicate that they individually have a process to check within their own
instructional divisions for the distribution of syllabi, but there was no college level method for
29
lensuring this. (IIA.2.h) Student learning outcomes have been completed at the course level but
rot at the program level. Course level SLOs have completed the first step of development, but
[have not completed the assessment and evaluation cycle. (IIA.2.i)
Student learning outcomes have not been developed for general education courses. (1IA.3) The
college catalog confinns that all degree programs include focused study in at least one area of
inquiry. (IIA.4) Discussions with deans and administrators regarding employment and regulatory
testing for professional and technical competencies indicate that students are prepared. The
program and institutional compliance and good standing with regulatory and licensing agencies,
as well as large grants confirm this. (IIA.5)
Educational courses and programs, transfer policies, degree and certificate descriptions are
defined in the college catalog and on the college website. Discussions with administrators,
faculty and students indicate that all students receive a course syllabus in every class.
Administrators did indicate that they individually have a process to check within their own
instructional divisions for the distribution of syllabi. However, there is no systematic or
consistent process or procedure for ensuring that the distribution of syllabi does occur. (IIA.6)
Policies and procedures are outlined in the college catalog for transfer of credit. Review of
college practices for transfer and articulation reveal that the college consistently follows these
established practices. (IIA.6.a) The college has not discontinued programs, at least in recent
times, but the college does not have an established policy or procedure for the elimination of
programs or significant changes in programs. (IIA.6.b)
A review of the catalog shows it is a comprehensive document that is a source of essential
institutional infonnation. As evidenced by the document itself, the contents meet all of the
required elements outlined in the standard including General Infonnation, Requirements, Major
Policies Affecting Students, and Locations Where Other Policies May be Found. As noted in the
self-study and found through further investigation, the accuracy of the current 2007-2008 catalog
is an area of concern. Investigation of this issue found that although the general text infonnation
of the catalog was accurate, there were a number of differences between the printed c"atalog and
the official electronic PeopleSoft catalog in relation to course information. This resulted in a
limited, but significant number of courses that had incongruent data between the two versions
relating to: differing course descriptions, grading options, prerequisites, variable unit courses,
type of course related hours, i.e., lecture, lab versus studio, quiz, and in a limited number of
cases, even the course number itself: Staff are in the process ofmaking the corrections to the
printed catalog and to reconcile it with the official and accurate electronic version. There does
not appear to be any evidence of an adverse impact on students due to the cooperation,
understanding and hard work of staff to mitigate these issues as they have emerged. (IIA.6.c)
Note that these same findings are repeated in Standard (IIB.2)
Policies and statements regarding academic freedom and responsibility and student honesty can
be found in the college's general catalog. The college does not require its start: faculty,
administrators, or students to conform to a specific code of conduct, belief system or worldview.
(IIA.7) Conversations with many faculty and students revealed a high degree of professionalism
and integrity of Cerritos College faculty. (IIA.7.a) Expectations for student academic honesty are
30
defined and explained in the college catalog, student conduct policy and statement of student
rights and responsibilities. (1IA.7.b)
Cerritos College does not offer curricula in foreign locations to students other than US nationals.
(1IA.8)
Conclusion
Instructional programs address and meet the mission of the institution. (IIA.I) The college
identifies and meets 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's lack of capacity for research and analysis to identify student
learning needs and to assess progress toward achieving stated learning outcomes is critical and
jeopardizes maintaining the current status of the college in meeting this standard. (IIA.I.a) 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. (1IA.l.b)
The institution has developed course level student learning outcomes. These SLOs have not been
assessed relative to student achievement of those outcomes and therefore improvements have not
been made. The institution has not developed program level student learning outcomes, general
education student learning outcomes, or institutionalleaming outcomes. (1IA.I.c)
The institution uses established procedures to design, identify learning outcomes for, approve,
administer, deliver, and evaluate courses. The college has not yet done so at the program level.
The institution recognizes the central role of its faculty for establishing quality and improving
instruction. (1IA.2.a)
The college relies on faculty expertise and the assistance of advisory committees when
appropriate to identify competency levels and measurable student learning outcomes for courses
in both general and vocational education. It has not yet done so for programs, certificates, and
degrees. Student progress in achieving student learning outcomes has not been assessed.
(IIA.2.b) Established processes support high-quality instruction and appropriate breadth, depth,
rigor, sequencing, time to completion, and synthesis ofleaming. (IIA.2.c) The college uses
delivery modes and teaching methodologies to meet the diverse needs of students. (IIA.2.d) All
courses and programs are evaluated through ongoing systematic review processes. (IIA.2.e)
Course level student learning outcomes have not been assessed, analyzed or evaluated, and
outcomes above the course level have not been addressed. (1IA.2.f)
Credit is awarded based on established Title 5 criteria and comparison of comparable California
community college courses" There is no systematic or consistent process or procedure for
ensuring that the distribution of syllabi does occur" It is suggested that the college develop a
campus wide process for ensuring that a syllabus is distributed to each student for each class.
(IIA.2.h)
Those completing occupational programs are well prepared for employment. (IIA.5) The team
suggests that the college develop a campus wide process for ensuring that a syllabus is
31
distributed to each student for each class. (IIA.6) The team suggests that a formal policy be
developed and adopted for the elimination of programs. (IIA.6.b) Inaccurate course information
exists in the 2007-08 print and online versions of the catalog. (IIA.6.c)
The college provides the public with infonnation on its policies regarding academic freedom and
student academic honesty. (IIA.7) Faculty are fair and objective in the presentation of
infonnation and views in the classroom. (IIA.7.a) The college handles issues of student
dishonesty in a clear and straightforward manner. (IIA.7.b)
The college does not meet all subsections of Standard IIA.
Recommendation #4
The team recommends that the college identify student learning outcomes for programs,
certificates, and degrees; the team also recommends that the college assess student achievement
of outcomes recently identified for courses and extend that assessment to outcomes for programs,
certificates, and degrees; and the team further recommends that the college use these assessment
results to make improvements. (IIA.l.c.)(IIA.2.a,b,f:i)(IIA.3)
Recommendation #5
practices to ensure that catalog infonnation is consistent and accurate regardless of how
publications and infonnation are made available. (IIA.6.c)(IIB.2)
32
Standard lIB. Student Support Services
The Standard JIB section of the self-study report describes the scope and reflects the status of a
comprehensive array of student services that helps support the success of students and their
learning.. These services under the direction of the vice president of students services includes:
admissions, records and services; veterans affairs; assessment services; counseling services;
matriculation; transfer center; career services; CaIWORKs; financial aid; disabled students
programs and services; extended opportunities programs and services; cooperative agency
resources for education; student health services; international student services; student activities;
and campus police. The college should be proud of its extensive services and opportunities for
students to connect with the college outside of the classroom. Clearly there was broad input from
a variety of staff within the student services division. The report was comprehensive and
provided evidence to support the assertions and evaluation..
The staff and administration were wann, welcoming, open and very personable. It was clear that
they are dedicated to the success of their students, their programs, and the college as a whole.
Many talked about their pride in their work, and their enthusiasm could be seen in their
.interactions. Staff that were interviewed were cooperative, candid, and very accommodating of
requests made for demonstrations and additional evidence. Each request was met with a smile,
and all were completed in a timely manner..
The college provides a broad and comprehensive array of student support services and programs
that serve the diverse needs of the students as evidenced by the sixteen departments identified in
the self study report and reviewed or observed during the visit. Many of the key services are
centrally located in the one-stop center. A review of the Cerritos College website showed that
extensive online infonnation and services are available for all programs. Enrollment services,
financial aid and counseling have extensive infonnation and services available.. Counseling is
provided, generally and specialized, in a variety of the support programs. Financial aid offers a
variety of aid programs, ranging from the Board of Governors Fee Waiver to Federal Pell Grant,
to assist students to meet their educational goals.. Documents provided show that the assessment
that assures the quality, effectiveness, and improvement of these programs and services in
support of student learning is at varying stages.
A review of area SLO documentation shows that student learning outcomes have been identified
and adopted throughout all of the student services programs. Assessment of these SLOs is at
different stages.. The counseling program is in an assessment phase of both their courses and
services. The assessment of other program SLOs is integrated with the emerging student services
program review process and associated survey instrument. This process is currently being piloted
by the CalWORKs and student health services programs.. Rubrics have been established for
many of the SLOs. Program review has not been fully implemented in student services, but a
pilot model and schedule has been developed, and documentation was shared through the
interview process. The provided documentation shows that the CalWORKs program is in the
33
latter stages of this inaugural process, while health services is at an early phase due to recent
program leadership transitions, and the student activities department is pilot testing its new
assessment instrument. Though several interviews, it was found that, although not systematic,
the departments do engage in regular and consistent dialogue and qualitative analysis of the
effectiveness of their services through departmental and committee meetings, analysis of
available reports (primarily counts of student traffic and types of services sought), and trend
analysis from anecdotal experiences of staft: faculty, and managers. It is clear from their
examples, such as financial aid outreach efforts to counter a downward trending in this area and
the new online service for students to look up their student identification number, that there is a
focus on continuous improvement. (lIB. 1)
A review of the catalog shows it is a comprehensive document that is a source of essential
institutional information. As evidenced by the document itself, the contents meet all of the
required elements outlined in the standard including General Infonnation, Requirements, Major
Policies Affecting Students, and Locations Where Other Policies May be Found. As noted in- the
self-study and found through further investigation, the accuracy of the current 2007-08 catalog is
an area of concern. Investigation of this issue found that although the general text information of
the catalog was accurate, there were a number of differences between the printed catalog and the
official electronic PeopleSoft catalog in relation to course infonnation. This resulted in a limited
but significant number of courses that had incongruent data between the two versions relating to
differing course descriptions, grading options, prerequisites, variable unit courses, type of course
related hours, i.e., lecture, lab versus studio, quiz, and in a limited number of cases, even the
course number itself. Staff are in the process of making the corrections to the printed catalog and
to reconcile it with the official and accurate electronic version. There does not appear to be any
evidence of an adverse impact on students due to the cooperation, understanding and hard work
of staff to mitigate these issues as they have emerged. (11B.2) Note that these same findings are
repeated in Standard IIA.6.c.
Although the college presently does not have a comprehensive and systematic approach to
identify student learning needs, that does not mean that this activity is not taking place. From
several interviews with a variety of departments, it is evident that student needs data is being
used to anticipate and modify services that support student learning. Student application data,
assessment score data, demographic data, student registration behavior data, program
participation data, financial aid awards data, tailored report queries from super-users of the
PeopleSoft system, and even additional work such as the Primary Language Assessment of
Current Students have been used to analyze and plan for student needs. In addition, qualitative
issues are gathered through observation and shared with supervisors and others at meetings to be
addressed. This infonnation has resulted in dialogue and actions being initiated to better meet
student needs. Some examples of this can be seen with the financial aid office taking steps to
increase awareness and communication with students to help with financial support when it was
- recognized that the number of students in this program had begun to decline, and the counseling
and admissions and records offices are working on enrollment issues to address a trend of
increasing AB 540 students and "Summer Connections," a new summer bridge program for 2008
offered by the counseling department. (IIB.3)
34
As evidenced through the self-study report and follow-up interviews, the college provides
equitable access to the college and its services through a variety of means, regardless of location
or delivery method. The college has developed a number of vehicles to provide infonnation to
the community about the college, how to enroll, and how to access the benefits from its
comprehensives services and extensive instructional offerings. A review of outreach efforts,
publications, and even the web information and services all support this standard. The college
has made great strides to better understand the needs of its student population through surveys
and other data. This is demonstrated by the staff which has begun to assess the needs of their
students and community through a variety of means available, including student application data,
assessment score data, demographic data, student registration behavior data, program
participation data, tailored report queries from super-users of the PeopleSoft system, and even
external surveys such as the Primary Language Needs Assessment survey. Qualitative input
regarding students' needs and trends has also been provided to programs, such as at the DSPS
advisory committee meetings. The college has key fonns such as the application and BOG fee
waiver which are available in Spanish as well as Spanish versions- of flyers, financial aid
resources, programs for parents of middle school students, all of which are distributed through
the outreach office. A review of the website shows that the college has the ability to translate its
comprehensive information into Spanish, Chinese, and Korean for students that click on the
appropriate tab. The website also provides effective service and infonnation to students enrolled
in distance learning. To better meet specific student needs, the counseling departnlent has
developed a staff specialty resource guide that provides infonnation about the advising and
counseling specialties and languages spoken by each of the respective counseling faculty
members. (IIB.3.a)
The college should be proud of its efforts in relation to the programming and opportunities that
support personal development in aesthetic and intellectual areas, as well as civic and personal
responsibility. Through interviews and review of event calendars and program flyers, it is
evident that the institution affords students a wide variety of programming experiences and
opportunities that expose and support the above student development dimensions. Of particular
note is the extensive and diverse opportunities that the forty student clubs offer students through
both personal affiliation·and the programming that they propose and in \vhich· they participate.
The Associated Students of Cerritos College (ASCC) initiate and also provide programming
support for these initiatives both organizationally and financially. This includes educational
speakers for Black History Month and Women's History Month. In addition, the arts are also
supported. The ASCC provides workshops, training and experiences that help students develop
leadership, team-building, and organizational skills. This program has a relatively new
·assessment instrument that it is utilizing for the first time to assess program effectiveness. This
new survey queries the understanding of the campus resources as students come into the ASCC
program and then again at the end of their year of service. The first pre-test was administered to
the Fall 2007 student cohort, so they are still in the middle of their data collection phase. A
review of the programming and a visit to the Academic Support Center demonstrate that students
gain key skills by attending tutoring and faculty workshops. A review of departments and
interviews with department faculty and staff show that programs such as counseling and career
services also support this initiative by providing resources and workshops that contribute to the
further development of students. (IIB3.b)
35
Through observation, interviews and review ofmaterials, it is evident that the college
demonstrates that it provides students with a comprehensive set of counseling services and
programs that support student development, success, and achievement of their educational goals.
Counseling services are evident in many service programs including Career Services, Puente,
First Year Experience, Scholars Honors Program, International Students, EOPS, DSP&S,
Athletics, Transfer Center, CaIWORKs, Project Hope, Learning Communities, Teach TRAC and
General Counseling. Meeting minutes and interviews show that the counseling department is
represented in key campus committees such as the Coordinating Committee, Cuniculum
Committee, Program Review, Matriculation Advisory, Academic Standards and Developmental
Education Committee. This broad involvement provides counselors the ability to interact and
engage in dialogue across the institution regarding institutional improvement and student success
as evidenced in meeting agendas and minutes. A review of program review documents shows
that the counseling department completed an instructional program review for their counseling
guidance courses in 2005. Counseling meeting minutes show that the service side of the
counseling program is actively engaged in qualitatively assessing itself through an ongoing
weekly dialogue at their departmental meetings where issues, observations, and strategies for
improvement to better serve students are shared and discussed. SLO documents show that the
program is presently active in the assessment of their SLOs as they refine rubrics and nonn their
measures. (IIB.3.c)
A review of the college's program offerings, calendar of events, and interviews of faculty and
staff demonstrates that the college provides not only programs and services, but a wealth of
opportunities for students to be exposed to and enhance their understanding and appreciation of
diversity. One prominent program that supports this effort to enhance student understanding and
appreciation of diversity is the student activities program. This program supports a dynamic and
diverse calendar of events and programming in conjunction with the Associated Students of
Cerritos College. These programs initiate and provide support for student clubs, college
programs, and faculty to conduct programs that expose students to new ideas and cultures.
Examples include speakers for Black History Month, Women's History Month, Lunar New
Year, Dia de Los Muertos, and the Muslim Student Association's Ramadan event. In addition to
the above efforts, international student services provides programming through a number of
events as reflected in flyers, pictures and calendars. These include the International Student
Getaway, the Spring Festival, Muslim Student Association's Ramadan Dinner, and participation
in other events such as homecoming. The Global Consortium, which is led by a Cerritos College
history professor, invites an average of six prominent speakers to campus annually, either inperson or through satellite teleconferences, on such topics as genocide, terrorism, war, sand the
mid-East conflict. According to multiple interviews with staff and students, these events are very
popular and well attended. In addition to these extracurricular opportunities for diversity
understanding and appreciation, the college curriculum recently passed the 18 unit Contemporary
World Cultures Certificate that will become effective in the fall of2008; this will compliment
the associate degree in global studies. (IIB.3.d)
Interviews with faculty and staff as well as review of the matriculation advisory minutes and the
2007-08 Assessment Test Validation Study demonstrate the college reviews admissions and
assessment practices to ensure their effectiveness. The college uses chancellor's office-approved
and validated second-party assessment instruments. These instruments are valid and reliable, and
36
cut scores are examined with faculty every two to three years. The college relies on the testing
instrument company to ensure that the tests do not have any bias. (IIB.3.e)
Through interviews, observation, and review of Board Policies 3300 and 3310, administrative
procedures 3300 and 3310, and practices, the college demonstrates that it securely and
confidentially maintains student records. The dean of admissions records diligently monitors
access to student records and the ability to modify records to ensure the confidentiality and
integrity of academic records. The policies and practices address the release of student records
and infonnation. The college backs the student infonnation up on a weekly basis, and these
records are shipped off site in a secure manner to an established, Board-approved storage facility
to protect the records in the event ofa catastrophic disaster. (IIB.3.t)
The documents provided and interviews with staff show that the assessment that assures the
quality and effectiveness of these programs and services in support of student learning is at
varying stages. i\ review of area SLO documentation shows that student learning outcomes have
been identified and adopted throughout all of the student services programs. Assessment of these
SLOs is at different stages. The counseling program is in the assessment phase of both their
courses and services. The assessment of other program SLOs is integrated with the emerging
student services program review process and associated survey instrument. This process is
currently being piloted by the CalWORKs and student health services programs. The student
activities department is pilot-testing a new survey instrument. Rubrics have been established for
many of the SLOs. Program review has not been fully implemented in student services, but a
pilot model and schedule has been developed, and documentation was shared through the
interview process. The documentation shows that the CalWORKs program is in the latter stages
of this inaugural process while health services is at an early phase due to recent program
leadership transitions. Through several interviews, it was found that, although not systematic, the
departments do engage in regular and consistent dialogue and qualitative analysis of the
effectiveness of their services through departmental and committee meetings, analysis of
available reports (primarily counts of student traffic and types of services sought), and trend
analysis from anecdotal experiences of staff: faculty, and managers. It is clear from their
examples, such as..financial aid outreach, efforts to counter a do\vnward trending in this area, and
the new online service for students to look up their student ID when they forget it, that there is a
focus on continuous improvement from these efforts. (IIB.4)
Conclusion
The college does not meet all subparts of Standard lIB. The student services division lacks a
systematic analysis of program effectiveness and has begun implementation of a program review
process that assures the quality of programs and services to students. It should be noted that there
is a focus on continuous quality improvement and actions that support this effort. (lIB. 1)
Inaccurate course infonnation exists in the 2007-08 catalog. (1IB.2)
Review of available data and actions of the departments demonstrate a commitment to
anticipating and being responsive to the needs of students through the use of the numerous tools
that they have available to them. There is a concern that there is not a structured, systematic
model that has been adopted to ensure that this practice is consistent in continuing to anticipate
37
student needs. In addition, without an implemented program review or SLO assessment model, it
is difficult to assess how well the college is meeting student needs. It is suggested that the
college implement a tracking system for student needs. (IIB.3)
The college provides its diverse student population equitable access to its comprehensive and
reliable services through traditional, campus-based services and programs as well as its online
services and infonnation. It is suggested that the college implement a more fonna} assessment
mechanism, such as program review, to provide insights regarding the appropriateness and
effectiveness of such services. (IIB.3.a) The college creates an environment that provides
opportunities and Sl.lpports students in their personal and civic responsibility as well as their
intellectual and aesthetic personal development. (IIB3.b)
The counseling and advising activities of the school have been designed and implemented in a
comprehensive manner to support student learning and success as evidenced by the numbers of
programs that have an active counseling component. The program is-actively engaged in the
regular assessment of their efforts through both the SLO process as well as ongoing and frequent
qualitative inter- and intra-departmental dialogue on issues and improvement. (IIB.3.c)
The college is commended for its efforts that regularly afford students an opportunity to gain a
better understanding and appreciation for diversity. These efforts penneate the entire campus and
are evident in many programs and services as well as within the instructional offerings of the
college. (IIB.3.d)
The college demonstrates that it routinely reviews and evaluates admissions and assessment data
to ensure that they are appropriate and effective and minimize biases. It is suggested that the
college regularly examine the potential for any biases that may exist in its assessment and
placement instruments and processes. IIB.3.e
The college's policies, procedures, and practices demonstrate that student records are retained
and stored in a secure manner which mai~tains student confidentiality and is in compliance with
relevant federal privacy laws. Board Poli~y and Procedures exist and are followed in regards to
the disclosure and release of student records. (lIB.3.f)
For a variety ofreasons the student services area lacks a systematic analysis of program
effectiveness and has begun initial implementation of a program review process. Even without
fonnal processes, the student services area maintains a focus on continuous quality improvement
and takes actions that support this effort. There is a significant concern that, given the amount of
time that has passed, there has not been more substantial progress in relation to implementing
program review within the area. (IlB.4)
Recommendation #6
38
In order to meet the standards, the team recommends that the college extend the new program
review process, recently revised for instruction, to other non-instructional areas of the campus
with appropriate accommodation to address the unique nature of each service area. Further, it
should be clear to the campus community how the process of program review is connected to the
planning and budgeting process, and, ultimately, to program improvement.
(IB.3)(IIA.l.a)(IIB.l )(IIB.3)
39
Standard IIC. Library and Learning Support Services
The library and learning support services provide learning resources and services for Cerritos
students and faculty. As the school develops more online courses, both the library and the
learning support centers will need to address the needs of students who may never come to
campus. For the time being, remote access to online databases and e-books provides off-campus
students with adequate support. The library provides a student-centered environment that
encourages students to use its space, resources, and services. Located in the center of the
campus, library staff have designed, furnished, arranged, and staffed the space to meet the needs
of Cerritos' diverse student population. Leadership in the library has been stable for a number of
years. Collaboration between librarians and instructors has resulted in a large number of guides,
programs, orientations, and workshops that support a variety of coursework. In the past, the
library has been well funded enabling it to develop a large, current book collection, maintain a
comprehensive periodicals collection, and finance a very strong collection of subscription online
databases. The book, periodical, and online database budgets have all been scaled back within
the past two years. With the state's financial crisis, further reductions are anticipated. The
Learning Resource Center is comprised of an appropriate number of support services and Jabs.
The centers are not as physically inviting as the library. They are heavily used, and available data
indicate that the services are improving student learning. The library has developed student
learning outcomes (SLOs) for its infonnation competency course and for its orientations and
workshops. Librarians are ready to develop assessment methods for the SLOs which "have
already been developed. Development and assessment of program and division SLOs still needs
to occur.
Based on a visit, interviews with librarians and staff, and the 2006 library program review
document, the library provides sufficient support for instructional pro"grams and intellectual,
aesthetic, and cultural activities for both onsite and off-campus students. The eight separate
learning support centers, each with a qualified staff who have experience in a broad range of
subject areas, are in the process of preparing program review reports for each unit. Based on
review of locally collected data and observation of activities in the centers, it is evident that the
support services are providing sufficient support for academic instructional programs. Review of
the annual division plan indicates that the college demonstrates a commitment to student learning
by providing many training opportunities in the use of the library and is in the process of
developing new approaches to delivering these opportunities. Observation of the learning support
centers and computer laboratories affirms that they have been designed to be effectively and
efficiently used by students. When students need it, qualified faculty or support personnel are
available to assist. (IIC.!)
Interviews indIcate that the college selects and maintains educational equipment and materials to
support student learning and enhance the achievement of the mission of the institution.
Librarians, learning support services professionals, and faculty work together in selecting
resources and developing services. The 2006 program review describes the library's collection
40
development program that guarantees a current, accessible, relevant book and periodicals
collection. Interviews confinn that many of the support centers function either as classrooms,
classroom support, or self-study labs depending upon the needs of the students and instructors.
(IIC.I.a)
The 2006 library program review provides evidence that the library provides a wide variety of
support services so that students are able to develop infonnation competency skills. Instruction
is available through the English 100 course, over two hundred library research guides-including
subject specific guides, research workshops, online multi-media tutorials-including subject
specific tutorials, and library orientations. The librarians provide individual instruction during
reference interviews. The 2007-08 annual division plan lists ways that librarians are exploring
how to provide instruction that makes use of mobile technology and social networking software.
(1Ie.I.b)
The library and student learning support centers provide students, faculty, and others access to
the library. Hours of operation, remote access directions, and special accommodations are
articulated in the schedule of classes, on the web site, and through a variety of infonnational
handouts such as flyers and bookmarks. The library is open over fifty-nine hours per week
during the fall and spring semesters. Work assignment schedules confinn that a librarian is
available at the reference desk during all open hours. Observation confinns that the library
provides adaptive technology and equipment to assist students with special needs. The library
and support centers are in compliance with the Americans with Disabilities Act. The learning
support centers are open at hours that are generally convenient for students. (lIe. I.e)
A visit to the library and learning support centers indicates that they are effectively maintained.
New carpet was recently installed in the library and most of the support centers; replacement of
carpet in the remaining centers is already scheduled. Interviews confinn that the facilities staff
provide regular adequate maintenance to all library and support center spaces. Interviews and
observations indicate that the library has installed adequate safety features to inhibit common
minor crimes such as theft of unattended property, vandalism, and theft of library property.
Should an incident-develop, the campus police station, staffed by sworn police officers, is
located nearby. Campus police have demonstrated a rapid response time. Cerritos College is a
low crime campus, and the library is a safe, secure and comfortable environment that nurtures
learning and personal enrichment. (1Ie.I.d)
Review ofthe self-study supporting evidence shows that the college has a fonnal agreement with
California State University Long Beach that gives students access, use, and borrowing privileges
at CSULB. The college is a member of the Community College Library Consortium and the
Online Computer Library Centers. These memberships provide discounts on collection purchases
and subscriptions and support services such as workshops and seminars at little or no cost.
Interviews indicate that the college has established a reciprocal agreement with Cerritos Public
Library so that students, even those who live outside the city, have free access to a broader range
of materials and services. (IIC.I.e)
Interviews and locally collected data indicate that the library and learning support services
evaluate their adequacy in meeting identified student needs. Each program uses a combination of
41
•
sllrveys, suggestion box input, and collection of use data as a basis for evaluation of services
provided. The librarians and support services faculty are developing contemporary measures by
which to evaluate perfonnance. The library and support service centers use the results of the data
to prepare program review, unit plans, division plans, and budget requests. Minutes from the
library SLO planning meeting confirm librarians and support service faculty are using current
data to infonn their development of SLOs which in tum will direct the type of data they will
need to collect in the future. (1IC.2)
Conclusions
The Cerritos College Library and Learning Resource Center provides high quality learning
support services and resources. Traditional data, such as seat counts, circulation numbers, and
user satisfaction surveys, are collected, collated, and evaluated on a regular basis and are then
used as a basis for planning and budgeting. Student learning outcomes at the program and
department level have not )7et been developed. Unit and division plans were completed in a
timely fashion. (1IC.I)
The budget for the library and learning support centers has been reduced in two ways: not being
adjusted for inflation in over ten years and actually reducing the allocation in some areas. The
library collection development policies and procedures are well developed and enable the
librarians to maximize the book budget while building the collection. The acquisition of
additional publications has been requested by faculty to support curriculum and student needs.
(IIe.l.a)
Library and learning support services have developed many different delivery modes to provide
information competency instruction for students. Methods for evaluating the effectiveness of
these modes and for measuring student learning outcomes have yet to be developed. (IIC.l.b)
Services and resources are currently adequate for students taking distance learning courses.
(IIC.I.c) Library and learning support center maintenance and security is adequate. (IIe.l.d)
Collaboration with other institutions is well established and documented. These services are
appropriate and easily accessible by students. (IIe.I.e)
The library is to be commended for the breadth, depth, and nUDlbers of tutorials and guides the
librarians have created in response to faculty requests or student needs. Librarians and learning
support professionals were early adopters in developing SLOs and annual unit and division
plans. The college is to be commended for demonstrating its commitment to student learning and
to student success by supporting and funding the library and learning resource center to a degree
that has enabled these essential support institutions to flourish and students, faculty and
community to benefit over the years. Data collection is still based on old measures in both the
library and learning support centers. A commitment to developing measurable SLOs, data
analysis, assessment and continuous improvement will enable library and support center
personnel to maximize funding by applying it where it will do the most good, anticipate the
needs of diverse and possibly changing student populations, contribute meaningfully to the
institutional SLO process, and demonstrate accountability to students, faculty, administrators,
trustees, and local community members. (IIC.2)
42
•
The college meets Standard II.C.
Recommendations
None
43
Standard III. Resources
Standard IlIA. Human Resources
The staff in human resources provides professional and comprehensive services to the college.
The staff work effectively with the Office of Staff Development in providing training
opportunities for faculty, staft: and management in the areas of diversity, sexual harasslnent, and
legislative updates through programs. Examples of training include secretarial training called
STARS, a two year monthly mentoring workshop program for new faculty called TAP, and the
Human Resource Consortium for Managers by Liebert, Cassidy and Whitmore. Last year the
college offered four classes on customer service training for classified staff called Cerritos
CARES. The college serves 23,000 students with 50 administrators, 292 full-time faculty, 500
part-time faculty, and 318 classified. The college has approximately 700/0 of its instructional
hours taught by full-time faculty.
In an interview with the staffmembers of human resources, it is concluded that the college
employs personnel that meet state minimum qualifications and program requirements. The
evidence provided defined the faculty selection committees as being comprised of three faculty
and two managers. Evaluation of evidence indicated that degrees must be from accredited
institutions, and official transcripts and employment documentation must also be submitted.
Interviews described that the selection process prioritizes at the executive level in which each
vice president evaluates the need for personnel in that area and identifies the need for additional
staffbased on enrollment and productivity factors. Interviews and evaluation of evidence
indicated that the human resources office maintains official transcripts, job descriptions, and
other documents in support of the hiring process. The self-study reported and investigation
confinned that the current hiring procedures were last updated in the 1990s, and thus the policies
are seriously out of date. While the self-study does identify the state chancellor's website
infonnation as their standard, it is imperative to keep the faculty handbook and the college
human resources website current and updated. Those interviewed made reference to current
reviews and current updates of Board Policies and Administrative Procedures that are in progress
and a classification and compensation study. There is no reference as to when this important task
will be completed. (IlIA. I)
As reported in the self-study, the selection committee-three faculty members and two managers
for faculty-evaluates candidates based on application materials, exams, and skills testing when
appropriate. The college human resources mission statement on the website identifies a
commitment to equal opportunity and diversity. As stated in the report, all qualified faculty
candidates must possess subject matter expertise and demonstrate the ability to teach in the
discipline. The college has a committee, a formal process, and a fonn for evaluating equivalency
for minimum qualifications for emergency hires. Interviews and references indicate that the
selection ofpersonnel follows human resource criteria and state mandates. (IIIA.I.a)
44
According to the self-study and confirmed by investigation all employees are evaluated during
probation and annually, except tenured faculty who are evaluated once every three years. Parttime faculty are evaluated during their first term and follow the tenure track schedule thereafter.
The human resource staff maintain these records in a PeopleSoft data warehouse that keeps an
evaluation schedule up to date and secure. The evaluation fonns were available in the documents
to review. (IIIA.l.b)
Documentation which the team reviewed cited faculty evaluations as a means for demonstrating
responsibility for student learning and achievement, yet the evaluation form does not make
reference to any measure on student learning outcomes. The college SLOAC guide defines the
four-step student learning assessment process, but it is unclear how faculty responsibility is
reflected in the evaluation process. (IlIA. I.e)
The college has some 23,000 students and serves them with 50 administrators, 292 full-time
faculty (70% of instruction provided by full-time faculty), over 500 part-time faculty, and 318 .classified staff. The vice presidents and the human resource director annually review their staff
needs as part of the unit planning process. Each area determines need based on efficiency and
service infonnation and then takes their priorities to the senior staff where the college priorities
are determined for filling vacant or new positions. This process is described as part of the guide
to planning and resource allocation. (IIIA.2)
A review of existing policies indicates that the college has not updated human resources
procedures during the last ten years. The Board policies are being reviewed currently, but there is
no completion date noted. The Cerritos College Faculty Union was certified on November 22,
2002 and presented its first proposal on February 1, 2004. Negotiations took place during 200406. A short fonn agreement was signed on May 3, 2006. The agreement was limited in scope and
expired on June 30 2007. The classified bargaining unit employees are represented by the
California School Employees Association. Management employees are represented by the
Association of Cerritos College Management Employees. (IIIA.3.a)
Interviews indicated that employee data is locked in the human resource office aIld also entered
into PeopleSoft which is restricted to those who have security clearance. The personnel files are
secured in the human resource· office and are periodically sent to an off-site, Board-approved
location for pennanent storage. (IIIA.3.b)
The campus identifies more than thirty-five countries representing over twenty languages as
evidence of a college that is diverse. A review of the college's equal employment opportunity
plan found it to be incomplete. A student equity plan dated March 2005 is cited in the
documents. However, although 2007 equity data was found on the college web site, it took a
Google search to find this infonnation. In observing the college, many cultural opportunities and
activities are apparent in banners and announcements such as Black History Month, Cinco de
Mayo, and Chinese New Year celebrations banners around campus. The diversity plans are
complete, but the equity plan did not assess the outcomes of these activities. It was also observed
that many languages are recognized, and translations are available. Cerritos College has a
nondiscrimination policy. The student grievances documentation indicated equity is applied in
the college's process. The college completed an Affinnative ActionIFaculty StaffDiversity
45
Report approved by the Board of Trustees in September 1994. Current infonnation was
unavailable. (IIIA.4, IIIA.4.a, IIIA.4.b)
The college cites its ethics statement in multiple publications-employee handbook, schedule of
classes, and general catalog. The college conducted the Noel-Levitz Satisfaction Survey in 2007
which rated the campus climate within the national average. This survey has a great deal of
valuable outcome infonnation. A review of minutes and interviews with key individuals revealed
that there has been no dialogue about the climate survey. (IIIA.4.c)
Interviews revealed that staff development activities occur primarily in three areas, the Office of
Human Resources, SLOAC's Communities of Practice, and the Staff Development
Office/Innovation Center~ First, interviews and program training material indicated that the
Office of Human Resources offers mandated and professional training throughout the year. In
2006 Cerritos College joined the Southern California Community College/Employee Relations
Consortium that provides training to administrators on employment related issues as reported by
the self study. The human resources staff also provides sexual harassment workshops. Secondly,
the SLOAC notebook and SLOAC coordinators describe their process for training sessions with
departments on SLO assessment and work on improving learning in faculty inquiry groups
(FIGs). FIGs review student projects to discuss criteria for improving the process of teaching and
learning with Communities of Practice. The program is an initiative of the Carnegie grant work
at the college and is a grass roots approach to assessment is slowly building a successful
following on campus. Third, interviews reinforced the reference material that the college has
benefited from a Carnegie grant that supports the staff development office activities like
TalonNet website. The staff development office works with the Innovation Center to provide
technical training to enhance instruction. This training material is well documented in the
SLOAC documents notebook. (IIIA.5)
An analysis of many references of calendars, announcements, and events indicated the college
has ongoing professional development activities, and the college has a financial commitment to
staff development. The college has a flex week, financial support for professional conferences
like TechEd, a Teaching Assistance Program (TAP), and a mentoting program for new facult)T.
Reference material and interviews demonstrate the Innovation Center schedules sessions on
office automation, consultations, and web design. The college has implemented Sakai, an open
source learning environment for all courses, including web courses and projects. Faculty and
staffmay participate in educational certificate programs through the Innovation Center as cited
by the self study and verified by interviews. Interviews indicate that the college has maintained a
commitment to professional development by making funds a priority. (IIIA.5.a)
The college schedules a calendar of training and development opportunities which are evaluated
infonnally, particularly in the faculty inquiry groups that directly impact the teaching/learning
process. As reported by interviews, this evaluation of student learning projects is topically
organized by departmental courses. Interviews reported that faculty experience the benefit and
become assessment converts after participating in these activities. The participation is growing,
and slowly the faculty participant numbers are increasing as documented by the SLOAC
document workbook. (IIIA.5.b)
46
The guide to planning and resource allocation model is designed to integrate human resource unit
planning into the budget allocation process as noted by the unit plan and program review format
including staffing needs. Because the process has been initiated but the cycle is not complete, it
is still too early to evaluate the impact. The guide to planning and resource allocation has not
completed its first two-year cycle, but it is a comprehensive and integrated plan which is in
progress. The document reflects much planning and forethought. (IIIA.6)
Conclusion
The college employs personnel who are qualified by appropriate education, training, and
experience. Documentation of the hiring process and standards in the faculty handbook and in
published policies and procedures are not current and need to be updated. (IlIA. I) The human
resource processes are developed and practiced as evidenced by the interviews and a review of
college publications. The team found that the college employed consistent, fair and equitable
hiring practices but did not ha\Te current documentation of these practices. It is suggested that
more of the written policies and procedures of being hired as well as being a participant
evaluator be included on the website. (IIIA.I.a) The evaluation process is defined and sample
forms were available for review as evidence that the college has a systematic evaluation process
based on written criteria. (IIIA.l.b) The team suggests that the college evaluation process include
means for faculty and staff development that leads to improved student learning. (IlIA. I.e)
The college maintains sufficient faculty, staff, and administrators. A review of policies and
procedures discovered no stated criteria for prioritizing faculty and staff hiring. It is suggested
that written policies and procedures define the college criteria for making personnel and staffing
decisions and that the college follow the defined process. (IIIA.2)
After reviewing the employee contract documents, no evidence was found that fairness of
employment procedures was addressed. The board policies are out of date and should be updated
to address all employment procedures and policies. (1IIA.3.a) The college provides for the
security and confidentiality of records. (IIIA.3.b)
The college has an equity plan, but the latest document in the reference file is from 2004 when
2007 data is available. The plan does not give an analysis of data. It is suggested that the equity
plan be updated and expanded to give more analytic and evaluative assessment that verifies the
value of diversity. (IIIA.4) The college provides an appropriate array of programs and services
for its diverse population. (IIIA.4.a) The diversity report should be updated and analyzed on a
regular basis. Because the mission statement does not define the population served, it is not
possible to evaluate whether equity and diversity are consistent with the mission. (IIIA.4.b) The
college shows integrity in its treatment of all employees. It is suggested that the Noel-Levitz
Satisfaction Survey outcome data be distributed to departments and appropriate campus groups
so that the information can be discussed and used as the basis for improving the campus climate.
(IIIA.4.c)
The college provides excellent professional development programs, particularly through SLOAC
and the Innovation Center, that directly improve the teaching learning process. Both of these
programs should be recognized as models for other community colleges. (IIIA.5) The college
47
provides excellent professional development activities. The college should be commended for its
commitment to staff development in providing outstanding and ongoing professional
development opportunities. The Staff Development Office and the Innovation Center work
collaboratively to provide programs like the Teaching Assistant Program (TAP) and TalonNet (a
Sakai learning environment) to mentor and train staffwith contemporary technology which
should be a model for other colleges. (IIIA.5.a) The college systematically evaluates professional
development activities. (IIIA.5.b)
The newly adopted planning and resource allocation model is still in the first cycle of
implementation. Consequently, there is as yet no evaluative information on the integration of
human resources planning into college planning nor is there information on the use of assessment
in improving hllman reso'urces processes. (IIIA.6)
The college does not fully meet the intent of Standard IlIA.
Recommendation #7
In order to improve, the team recommends that the college update policies, procedures, forms,
and guidelines in all areas under the purview of human resources to assure that those employed
are appropriately qualified, hiring criteria are clear and relevant, criteria for prioritizing faculty
and staff positions to be hired are in place and are followed, and fairness in all practices is clearly
stated. (IlIA. 1)(IIIA.l.a)(IIIA.2)(IIIA.3.a)
Also see Recommendation #1 under Standard IA. (IIIA.4.b)
Also see Recommendation #3 under Standard lB. (IIIA.6)
48
Standard IIIB. Physical Resources
The maintenance and cleanliness of the buildings and grounds are the responsibility of the
facilities department. The facilities department reports to the vice president, business services.
The department has two units, maintenance and custodial. Both units have managers who report
to the physical plant director. Facilities performs small projects and contracts out for larger
projects.
Interviews with key individuals detennined that the college has a safety committee which meets
quarterly. The main issues the committee addresses are safety concerns that have come to the
attention of the members, updates by the physical plant director on safety issues from previous
meetings, review of monthly campus police crime statistics reports, review of the third-party
annual safety reports, facilities committee recommendations, and the college emergency
operations plan. The college's emergency operations plan is about 900/0 complete, and last spring
the college had a disaster drill. The facilities committee makes recommendations regarding
upgrades to the college facilities assuring the safety and sufficiency of the facilities and
equipment. The college does not have off-site facilities. (III.B.!)
The college passed a bond measure referred to as a general obligation bond in 2004. The text of
the Bond included:
• Repair, renovate and/or replace obsolete classrooms, labs, instructional facilities and
utilities.
• Improve emergency access and evacuation routes.
• Upgrade, repair, equip, construct and/or expand classroom buildings, facilities and sites.
• Repair, replace and renovate electrical and mechanical systems to reduce energy
consumption.
• Reduce earthquake risk.
• Improve parking conditions.
• Science building.
• Refinance existing lease obligations related to classrooms, laboratories and equipment
which will lower interest rates and save taxpayers money.
• Technology upgrades/computer centers.
The college has developed a master plan and implementation plan which cross references the
five-year capital construction plan projects with the general obligation bond projects. The cross
reference list is divided into four categories: building renovations, new construction, site
projects, and campus-wide projects. All the projects in the five-year capital construction plan are
included in the master plan and implementation plan. The college has completed construction on
four buildings-health occupations, public affairs, classroom, and science-and the
corresponding infrastructure, a seismic retrofit of the metals and woodworking buildings as well
as the completion of a new track, football field and track throwing areas. There are immediate
49
plans for new construction or renovation of seven additional buildings-theatre, fine arts/media
complex, swimming pool, central plant, classroom/lab/office complex, physical science,
technology, math (these are to be located in the classroom/lab/office complex), auto tech, and
liberal arts-plus a state funded seismic retrofit of the physical education building. Currently
facilities is using a paper system to accept work and repair requests. They are beta testing
Mainsaver software to replace the paper system. The installation of Mainsaver is 75% complete.
(III.B.l.a)
The college contracted for an ADA audit of the facilities resulting in a room-by-room transition
plan. The plan is located in the facilities office in a series of binders. The college has begun the
work to implement the transition plan. Prior to contracting for the ADA. audit, the college
completed an architectural barrier removal project funded by the state. This project brought the
restrooms into compliance. Recently the college purchased a van that is equipped to provide
service for disabled people. All new and renovated buildings must be ADA compliant. (1II.B.l.b)
The college uses R 25 software to schedule·its facilities. This provides instant evaluation for the
availability of rooms and is on-going each semester. The unit plans also include an assessment of
unit needs for space. The space inventory coupled with the five-year capital construction plan
provide an annual global view of space utilization. (1II.B.2)
As cited in the self study, long-range capital projects are linked to institutional planning through
the educational master plan and the unit plans. Both the facilities committee (long-range capital
planning and day-to-day operations) and the campus transformation committee-for general
obligation bond and funding-have input into the budget and planning committee. The passage
of the bond, the five-year capital construction plan, and the master plan and implementation plan
provide a clear view of long-range facilities planning. (III.B.2.a)
The total cost of ownership has been discussed, and the director of physical plant is looking at a
custodial software product called CAPS that details custodial needs at several levels of cleaning.
This software will allow the college to determine a level of cleaning that they can afford and
what the expectations for custodial service will be at that level. Facilities has completed a unit
plan for both the trades and custodial units. The facilities department works with the curriculum
office to provide the space needed to forecast growth areas for future course offerings. The
program review document provides for departments to identify future space needs. The facilities
department maintains records of equipment for maintenance, longevity and productive use.
(1II.B.2.b)
Conclusions
The college has a number of instructional programs that are equipment intensive. In order to
protect the students and maintain these programs, the college has placed an emphasis on safety.
This emphasis is evidenced by the safety committee's regular meeting schedule and regular
updates on the status of safety issues from the physical plant director.
The college has been aggres~ive in the solving their facilities problems. They have passed a
bond, built four new buildings, planned for seven additional new buildings and seven major
50
renovations, and are installing new infrastructure and a new central plant. They created a master
plan and implementation plan to better coordinate the projects in the capital construction plan
and the bond.
The college is exploring computer software in two areas. The first area is to better track work
requests and-the second is to assist the college in making-choices regarding balancing the cost of
custodial services and the level of services received for that cost.
The college is to be commended on awarding funding for capital outlay projects using the new
capital outlay allocation process. The process has thirteen steps which link strategic plan goals
and Board goals to the request with the selection and approval process involving unit members,
shared governance committees, college administration, the president and the Board of Trustees.
The college does not fully meet Standard III.B.
Recommendations
See Recommendation #3 under Standard lB.
51
Standard IIIC. Technology Resources
Over the past several years, the college has been committed to technology infrastructure and
management. There is an ongoing commitment to physical infrastructure, including creating
appropriate facilities; attention to new development in hardware and networking, such as
creating a wireless environment and embracing virtualization as a server strategy; and strategies
for dealing with disaster recovery and security. Extensive systems have been developed to
support student interaction with college systems, including the MyCerritos portal (to PeopleSoft)
and TalonNet (learning management system). Systems and dedicated staff are in place to support
students with disabilities. There are published standards in place for hardware, software, and
electronic classrooms that are reviewed by a shared governance committee and updated
regularly. A replacement cycle has been in place for classroom technology. Recently the
replacement cycle has been expanded to include faculty and staff computers. User needs are
addressed through a helpdesk system. Training and ongoing support is provided for both
students-through the Academic Support Center-and faculty-through the Innovation Center,
including certificates issued to faculty and staff for completing training programs.
The 2005-08 institutional strategic plan addressed four goals related to infonnation technology:
1) clarifying standards and decision making processes for technical services, hardware, and
software; 2) enhancing infonnation technology to support developmental education; 3)
developing an infonnation technology disaster recovery plan; and 4) developing a
faculty/staff/administrator computer replacement cycle.
These goals were set in 2005 and have either spring 2006 or spring 2007 completion dates. The
infonnation technology standards committee was authorized as a fonnal committee in May 2007
and began to develop an infonn'ation technology plan in September 2007. A copy of the plan was
made available during the site visit. Prior infonnation technology plans were developed by the
infonnation technology director and remained the purview of the infonnation technology
department. From its inception, the information technology standards committee focused on
providing standards for hardware, electronic classrooms, and desktop software. These planning
activities demonstrate a link between planning for information technology and strategic planning
at the college level. Technology issues are incorporated into department or division unit plans
and program reviews, but those issues are not part of the information technology plan.
The capital outlay process was implemented in the 2005-06 fiscal year as a pilot using
institutional one-time funds. In its first year it funded the first phase in the replacement cycle for
faculty/staff computers. In the second year of implementation, the capital outlay process was
funded in part by reducing the department equipment budgets.
The conversion to PeopleSoft was completed. An upgrade to version 9 that has additional
functionality will occur in April 2008. The PeopleSoft implementation involves human resources
and student administration modules. The PeopleSoft financial module is contracted out to Los
Angeles County Office of Education.
52
There are a number of web based systems that have been developed. The individual who has
developed a number of these systems works for the public infonnation office. There is discussion
about how to maintain these systems on an ongoing basis and how to address issues of continued
development given the demand for web based systems.
The information technology director receives direction from the vice presidents on strategic
development of new programs and then leads a technical assessment of program specifications
and development timelines.
Support staff is assigned based on workload and expertise. Technicians are assigned to specific
areas so that expertise on specific setups and applications is maximized.
Over two hundred courses are offered online. Decisions about what courses to offer online rest
with individual faculty. Courses that are to be offered online have to be first offered on campus.
The faculty member \vho \vants to teach a course online submits the course to the curriculum
committee where it is evaluated according to eight standards. Student learning outcomes are
developed for all online courses. The SLOs for online courses are the same as the SLOs for
sections offered on campus. Faculty who teach online receive training from the Innovation
Center. The Academic Support Center provides training and support to students.
The self study outlines the commitment that the college has made to maintain its infrastructure,
hardware, and software in a reliable and consistent manner. The college has over 2200 workstations to
support faculty, staff, and students, including over 50 student labs, 50 servers, high speed networks, and
wireless networks. Visits to the server room and interviews with the director and staff confirm
statements made in the self study about technology resources and services. Site visits confirm the
physical housing for their server and technology resources as well as redundancy that has been built into
both network and server resources. Reports are provided on software that monitors the performance and
age of server resources, implemented to ensure that server resources are available. Desktops receive
updated virus protection through a nightly download process. A copy of the survey of infonnation
security sponsored by the chancellor's office was provided. Results from this survey led to changes in'
infonnation practices. This level of attention and foresight ensures the availability of technology
resources to the college community. The self study references a wide range of applications that have
been developed by the infonnation technology department, as well as the PeopleSoft implementation
and upgrade to version 9. The applications include "bolt-ODS" that were developed to support the
operations of student services programs that utilize PeopleSoft for management infonnation system
reporting - including EOPS, DSPS, Matriculation, and CaIWORKs. Other applications are developed as
a result of requests from the college leadership, including an automated capital budget outlay process
and now the unit planning process. The infonnation technology director maintains a list of projects and
assigns department resources to complete project requests based on college priorities and available
technical staff. Project teams are developed to include both technical and program staft: Interviews with
managers indicate that infonnation technology projects are developed collaboratively. In a number of
cases, departments have gone to the college's webmaster, who reports to the Director of Public and
Governmental Relations, and he has developed systems for units such as the library and counseling.
However, over time this individual has not been able to maintain these applications, and the applications
53
are now supported by the infonnation technology department. Technical staff are scheduled to provide
user support between 5:30 a.m. and 10:00 p.m. weekdays. Server maintenance is scheduled for times
that minimize the impact to the user community. (IIIC.1.a)
Training is conducted for faculty and staff through the Innovation Center and for students through the
Academic Support Center. The websites for both centers provide training schedll1es and materials. The
TalonNet web site provides an online orientation to the college's distance education program. Faculty
who are planning on teaching online are reqllired to complete training on teaching techniques as well as
on the college's TalonNet system. In the case of web development, the college's webmaster provides
training to the people responsible for webpage maintenance. Discussions with the infonnation
technology director and student services groups indicate that training is provided at the department level
to support the PeopleSoft implementation. (IIIC.1.b)
Plans are in place to address issues of technology infrastructure and equipment. The information
technology standards committee has been involved in discussions on infrastructure and equipment
acquisition, management, maintenance, and replacement. Thereis an infonnation technology plan as
well as Board presentations on the replacement cycle. The capital outlay process that was undertaken in
2005-06 showed considerable support for replacement cycles. The funding for replacement of both lab,
faculty, and staff computers has been incorporated into the capital outlay budget. An assessment of the
2008-09 capital outlay proposal demonstrates that base funding has been designated for half of the
proposed infonnation technology expenditure (that for classroom and lab computers) while the balance
of the proposal (that for employee computers) has been prioritized at the senior staff level. Hours and
staffing for systems maintenance reflect the requirement to support institutional needs. Technology to
support individuals with disabilities has been implemented, and staff resources are assigned to manage
this resource. (IIIC.l.c)
The self study indicates that there are a number of processes available to replace, support, and protect
the college's technology resources based on a published process and analysis ofperfonnance.
Automated virus protection, a staff of computer technicians, and computer replacement cycles based on
age are cited as evidence of how technology supports college programs and services. Programming staff
are assigned to departments and projects to ensure continuity and expertise in both the development and
maintenance of programs that support college services. The proposed infonnation technology plan does
not include a process for reviewing unit plans to determine emerging priorities for technology resources.
Review of the proposed infonnation technology plan and interviews with both infonnation technology
and Innovation Center staffindicate that emerging technologies are evaluated on an ad hoc basis, with
the Innovation Center staffreviewing the functionality of the new technology and the infonnation
technology staff evaluating any technical requirements. The distribution of technology throughout the
organization, including e-classrooms and student labs as discussed in the information technology plan
for 2008-10 provides evidence of support for learners. Technology and server support are distributed
throughout faculty and staff offices. In the case of the data warehouse, review of the data dictionary and
table structure indicates that the structure is in place for data analysis. These resources are not in use at
this time. (IIIC.l.d)
The infonnation technology department has developed a unit plan as well as a three-year strategic plan.
There is significant overlap between the two plans in terms of the data presented and a focus on
hardware and infrastructure. The information technology unit plan provides input for the capital outlay
54
process, which impacts infonnation technology planning and funding because of the nature and scope of
the requests. Additionally, the infonnation technology department has been asked to develop an
automated process to support the unit planning system in addition to the work that it completed on the
capital outlay system. In the first year of the capital outlay process and system, 2005-06, significant
information technology expendihlres were funded. Discussions with managers indicate that decisions
about funding decisions are made by the Executive Cou.ncil (president and vice presidents) and that
middle managers were granted "viewing" capabilities into the system. There is limited evidence of
evaluation and use of evaluation for technology planning. The evaluation that has been done uses
analysis of help desk tickets, survey satisfaction results, and server performance monitoring. There is no
evaluation of the impact of the computer replacement cycle on student, faculty, and staffprocesses.
There is no mention of a program review for infonnation technology. (IIIC.2)
Conclusions
The focus of the infonnation technology initiative at Cerritos College is on infrastructure, hardware,
institutionalized software, disaster recovery, and security. Replacement cycles are cited for both
classrooms/labs and faculty/staff/administrative computing although the college is just in the beginning
phases of the replacement process of employee computers. It has replaced lab and classroom computers
during each of the last four years. Committees with constituent membership participate in planning for
college infrastructure and infonnation technology standards. Consistent processes are not defined for
development and support of web based applications. The attention given to hardware and software
standards, reliability, redundancy, and service is commended. (IIIC.I.a) In looking at the evidence cited
on the websites for the Innovation Center, Academic Support Center, and staff development site, it is
clear that quality training is available to both students and personneL The college is commended on the
availability and quality of support for faculty and students in this area. (IIIC.I.b) There is a systematic
plan for replacing computers, servers, and infrastructure. Attention is paid to maintenance of facilities.
The number of staff assigned and service hours are developed with an understanding of the need for
constant availability of technology resources. (IIIC.I.c)
Technology resources are distributed throughout the college serving students, faculty, and staff.
Applications reflect support for instruction, student services, finances, student learning, distance
education, and students with disabilities. Practices are in place to maintain hardware, network, and
software systems. The replacement cycle enhances college programs and services. The college must
make use of the data warehouse to support college research and planning efforts, including those needed
for program review, unit planning, and SLO development. (IIIC.l.d)
There are a number of planning processes that involve infonnation technology such as the capital outlay
process, college strategic plan, and unit plans. There must be a clear connection among these planning
processes that is both followed by and known to the college community. (IIIC.2)
The college does not fully comply with. Standard IIIC.
Recommendations
55
Standard IIID: Financial Resources
Fiscal Services is under the direction of the vice president of business services. The division
consists of three departments: payroll, accounting, and budget. They are responsible for all the
fiscal services at the college and use the Los Angeles County Office of Education as their service
provider. The college complies with the requirement for an annual independent audit. The staff
interviewed in business services and facilities areas were very dedicated to the college and
indicated how much they liked working at Cerritos College.
Financial resources are managed well as evidenced by 1) maintenance of at least a five percent
reserve, 2) ending balances for the last three years ranging from $6.8 million to $9.4 million, 3)
annually increasing the fund for long-tenn financial needs, 4) creating and modernizing
computer classrooms and increasing support for on-line classes, 5) increasing student access to
library services, and 6) implementing software that allows students to register, receive their
grades, and make payments on-line. The college passed a bond that will provide new buildings,
retrofits and remodeling of existing buildings, new equipment, and new infrastructure. (IIID)
The college has adopted a process-Guide to Planning and Resource Allocation-which links
planning to resource allocation. The process begins at the unit level with input from unit
members to create unit plans. The unit plans are submitted to the department level where
supervisors and managers prioritize the requests and then submit them to the area level where
managers and the vice president prioritize the requests. The president, the vice presidents and the
human resources director, which constitute the Executive Council, meet and prioritize all the
requests. The total college prioritized list is submitted to the planning and budget committee.
Once approved by the planning and budget committee, the'list is submitted to the coordinating
committee and then to the Board of Trustees for approval. The process was implemented in
2005-06 as a pilot with one-time funds and in 2006-07 with the awarding of capital outlay funds
and is being used to prepare the 2008-09 budget. In an interview with key personnel, it was
detennined that the college uses the historical budget as a base then, when vacancies occur or
when additional funds become available, the new budget process is used to determine funding.
The 2008-09 planning and budget development calendar required the unit plans to be submitted
to the division in November of 2007, to the area in December of2007, to the Executive Council
in February of 2008, and to the planning and budget committee in March of2008. (IIID)
The college has developed a strategic plan and board goals. (IIID.!; IIID.l a) Business Services
annually prepares the Cerritos College draft preliminary budget assumptions which is a
projection of expected income to be used for preparation of the next year's budget. This year the
expected revenue from the state is uncertain, due to an expected state shortfall, resulting in
business services basing their projection on expenditures rather than anticipated income. Review
of the college's financial practices, policies, and guidelines indicate that the college is financially
sound and has provided a stable financial environment. The college has developed innovative
partnerships and received grants. (IIID.l.b)
56
As cited in the independent audit submitted June 30, 2006, the college has identified long-range
financial obligations and has provided financial stability for these obligations in the following
ways.
• Retirees are provided with a modified health benefit plan in which the retiree pays a
monthly premium. The college has budgeted approximately $175,000 more this year than
last year's expenditures.
• The college is self insured to a limit and participates in four joint powers authority
agreements to financially protect itself in the following situations. 1) The Statewide
Association of Community College protects for property and liability, 2) the Southern
California Community College District-Joint Powers Agency provides for workers
compensation and retiree health insurance protection, 3) the School Excess Liability Fund
protects for excess liability for self insured districts, and 4) the Southern California
Delinquent Tax Financial Authority purchases tax delinquent properties from school
agencies. In 2005-06 the district received $56,809 from this JPA. (IIID.l.c)
The college has instituted a new model for allocation of resources. The guide to planning and
resource allocation describes the new process. The college followed the process for capital outlay
allocations in 2005-07 and is using the entire new process to prepare the 2008-09 budget.
.(IIID.l.d)
The independent audit showed no unaddressed findings, verified the college's financial stability
with an unrestricted reserve. ranging from 8.29% to 13.55% as a percent of expenditures over the
last four years, and declared the district as a "low-risk audit district." (IIID.2.a) The district uses
the Los Angeles County Office of Education for financial services. Once budget transactions are
posted by LACOE, the data is available all employees. LACOE uses PeopleSoft computer
software, LACOE provides training in PeopleSoft, and employees have been trained in the·
application of PeopleSoft. Fiscal services also prepares quarterly reports and budget transfers
which are presented to the Board of Trustees. The quarterly reports are also presented to the
budget and planning committee and the coordinating committee. (IIID.2.b) In an interview with
key personnel it was found that the college has not experienced cash flow problems and therefore
has not had to use any of the funding mechanisms available to community colleges to maintain
cash flow. The college began last year with a five percent reserve, has met all emergencies, and
ended the year with an ending balance of$10,751.749. (IIID.2.c)
The college uses LACOE to provide oversight of their financial investments. The independent
audit, as well as required program reports, shows the college managing all programs without
financial problems. (IIID.2.d; IIID.2.e) All fund-raising activities are subject to the annual
independent audit. The foundation costs to the college in 2005-06 were $267,408; and the
foundation donated $567,508, plus a carry over amount of$971,188. This is a typical of the
pattern for the last four years. (IIID.2.d)
In an interview with college personnel it was detennined that the purchasing department's
responsibility is to procure all supplies and equipment and to process all contracts for both
facilities and the college departments. They are aware of the purchasing restrictions and quote
and bidding requirements and operate accordingly. For large purchases and contracts, requests
57
for purchases are processed through the respective vice president, approved by purchasing,
approved by the vice president of business services, and then the contract or the purchase order is
issued. The integrity of the contracts and purchasing process is further controlled by the Board of
Trustees through limiting signatory authority to the president and vice president of business
services. On an annual basis the district seeks Board approval for additional signature authority
to other key individuals for specific documents. The district participates in a number of
purchasing consortiums to increase its purchasing power. (IIID2.f)
Evaluation of financial management practices is through comparative year to year data, audit
findings, and the Los Angeles County Office of Education trial balance sheet. Assessment of
effective use of financial resources is provided by controls on expenditures and transfers of funds
which are presented to the Board of Trustees bi-monthly. Assessment of financial resources is on
an annual basis with the preparation of the budget for the upcoming year and the independent
audit. In this budget cycle the college has made two major changes in the budget preparation.
The first is to use the new allocation model and the second, due to the uncertainty of the state
budget, is to use expenditures as a base for preparing next year's budget. (IIID.2.g; IIID.3)
Conclusions
The 18 items in the accrediting commission guidelines for financial resources review were
satisfactorily addressed with details included in the Findings and Evidence section. The business
services department has implemented the new budget model, having prepared and submitted unit
and department plans. They are just beginning the program review cycle. The college is
commended on the design of the capital outlay process and for the design of the new planning
and resource allocation model detailed in the publication "Guide to Planning and Resource
Allocation."
The college has a strong financial foundation, operates with good financial practices, has strong
internal controls, manages its finances well, makes the budget transparent, and is financially
stable. The college has made progress in designing a system which links assessment to planning
and resource allocation. The college has implemented the planning to resource allocation link in
the preparation of the 2008-09 budget. According to the budget calendar, the college is at the
midway point in the budget preparation cycle with unit plans having been approved, prioritized,
and presented to the planning and budget committee. The link connecting assessment to
planning- program review-has not been completed throughout the college and has not been
included in the preparation of the 2008-09 budget.
Therefore, the college does not completely meet Standard IIID.
Recommendations
58
Standard IV. Leadership and Governance
Throughout the last eight years of rotating senior administration, the faculty and staffhave
remained committed to excellence. Fine instruction, excellent programs, and strong support areas
are found throughout the Cerritos College campus. However, according to the self study,
extensive interviews by the team, emails, and an open forum with deans and managers, the
faculty and staff do not see the Board and administration practicing policies of effective
leadership that enable the institution to identify institutional values, set and achieve goals, learn,
and improve. The team interviewed and reviewed those carrying out ongoing programs, and the
faculty and staff are maintaining a superlative institute of learning. However, through team
interviews and a deans/managers' open forum, faculty and managers described an environment
in which lack of infonnation; lack of input from managers, faculty, and staff into decisionmaking; and lack of support from the Board were persistent problems. These conditions have
created a climate that is not conducive to identifying institutional values, goals, and improvement
throughout the school. The effort to create and carry out an effective strategic plan to achieve
college goals is hampered by the lack of systematic effort and the lack of input by faculty and
staff.
Standard IVA. Decision-Making Roles and Processes
It was apparent to the team through interviews and review of documents that Cerritos College
has a history of encouraging innovation and institutional excellence. Though managers and
faculty currently feel unable to be supported for new innovations, Cerritos College continues to
have an ongoing variety of strong programs through grants, numerous entrepreneurial
partnerships, and partnerships with universities. These programs include but are not limited to
educational opportunities with Kaiser Foundations, the Boeing Corporation, and Angeles County
Workforce Develgpment. In addition, the college has pursued many creative endeavors such as
the construction of Avalon at Cerritos, a long-tenn care facility for seniors; development of a
partnership with the Southland Motorcar Dealers Association that will result in a new campus
building; and the offices ofNorthwood University that provides a four-year degree to students
who complete three years of articulated coursework at Cerritos College. In the 2006-07 academic
year Cerritos received nearly $1.5 million in grant funds and was awarded funding for 80% of
applied grants. Other grants are Carnegie Foundation Grants and Hewlett Packard. Many
departments are to be complimented on their outstanding commitment to student learning. In
addition to these grants and partnerships, Cerritos College can boast about the successful General
Obligation Bond that passed in March 2004 of $21 0 million to renovate and build structures.
This bond passed successfully because all of the constituents of the college supported the effort
to pass the bond. Another program with exceptional qualities is the Cerritos College Culinary
Arts Program. This program has an internship with Ritz Carlton in Marina del Rey, a articulation
agreement with California High School Culinary Department, and the a trail of success: many
students have graduated and gone off to successful jobs at the Grand California Hotel in
Disneyland and the main restaurant at the Venetian in Las Vegas. (IVA.l)
59
Interviews with management and faculty confinned the statement in the self study that "many
employees do not perceive the current campus environment to be supportive of empowerment or
innovation." This condition exists despite Board Policy 2510 which clearly states the process of
"shared governance" at the college. Some faculty and managers/deans expressed the concern
that the allocation of funds and support is unevenly distributed. Others felt that the concept of
participatory governance is recognized but not practiced-especially in the areas of committee
and planning input. Despite the passage of the Shared Governance: Purpose, Structure, and
Process handbook approved by the Board in July of 2007, and although faculty and staff serve on
a variety of committees, it is clear from extensive interviews with a wide range of groups and
individuals that faculty, staff, students, and middle managers do not have a significant voice in
decision-making. This view is widely held and was confinned through team interviews with over
sixty individuals including members of the faculty senate, faculty, staff, students, middle
managers, and union leadership. This concern is reinforced by the self study's statement that "the
college should continue to work for a smooth transition between former and changing models of
leadership." A Noel Levitz survey was administered by the research office and published in the
self study. Results of this survey reflected similar concerns. Results and comments in an
unsolicited survey as well as a vote of no confidence in the president are further evidence that
constituent groups are not empowered nor are their voices heard, that processes for the
involvement of constituent groups are not effective, and that communication by senior
management to those on campus is not at a sufficient level to meet the standards. (IVA.2.a)
The Office of Research and Planning and its·staff are overwhelmed with administrative and
faculty requests. Several programs reported to the team that they were unable to obtain necessary
data. In 2006-07 in a series of emails, all copied to the vice president of instruction, requests
were made by a program for data and later by the chairs of the committee overseeing program
planning. All requests were denied. Without this statistical data, these instructors/deans are
unable to make optimal decisions on their SLOs and program/unit planning. (IVA.2.b)
The self study references a number of policies, practices, and initiatives that demonstrate that
constituent groups at the college are working together. In areas where this cooperation and other·
practices of collegiality are evident, the college campus has maintained an atmosphere of
friendliness and collaboration. Students are enthusiastic and involved in academic learning. This
is certainly a strong indicator of staff working together for the good of the institution. However,
in an open team meeting with deans and managers, several people brought up the concern about
the status of agreements for contract education and community partnerships that are necessary to
maintain their programs' effectiveness and viability. Reviewing and renewing these agreements
by the administration has been slow, and, although this is a necessary step, deans and managers
stated that the necessary input from administration to maintain these contracts and purchase
equipment is often not forthcoming. These managers and deans expressed concern for the quality
of ongoing programs and instruction because of this lack. Although the self study lists numerous
publications at large as well as college web sites for dissemination of information, the faculty
and staff feel that these lines of communication are not frequently updated, do not contain
sufficient infonnation, are not used in a manner that allows input, and are not an adequate
substitute for collegial dialog in committee meetings, staffnleetings, and other fonns of dialog.
Recently, a request by several members of the Board was made regarding lack ofinfonnation
60
from the president, and a biweekly report from the president was begun in early January 2008
and has continued. As per records as far back as 1997, newsletters have been routinely sent to the
Board with the Board packet. (IVA.3)
Much time and effort went into the institution's self study. The team felt that the self study
reflected a high level of introspection and forthright comment on conditions at the college. The
lack of progress on previous recommendations is a serious concern. (IVA.4)
Although the shared governance handbook is up to date, there are not regular systematic
processes to evaluate the implementation of decision-making at all levels of the college. At best,
all that exist are infonnal evaluations of processes and decisions. According to faculty and staff
interviews and the self study, though present at many of the committees, faculty and staff
continue to feel they have no real voice. (IVA.5)
Conclusion
Cerritos College leaders have not created a climate of empowennent. Considerable innovation
and creative thinking is evident at the department and program level, but the team found that
processes where not in place for ideas with institutional level impact to be implemented through
dialog and planning. The college has a policy for shared governance which was recently adopted
by the Board. The team found that this process was not being carried out in a manner that
allowed ideas to be regularly brought forward and that the process had not produced groups that
worked together on policy, planning, and other decision-making activities. The team found that
faculty and middle managers had a clearly defined role in decision-making but that the manner in
which the college decision-making process was implemented often did not provide for those
roles to be carried out as defined. Most importantly, committees charged with significant input
into decisions-through adopted college policies and procedures--on several occasions received
short notice of issues and inadequate material to review. Rather than soliciting input from these
committees, the nonn was for administration to provide infonnational updates.
While the process for developing student learning outcomes was faculty-driven and implemented
. in an open and collegial manner, the team did not find that constituents were regularly working
together for the good of the institution. Cerritos College shows honesty and integrity in working
with outside organizations, but it was of concern that the college had delayed so long to begin
implementing recommendations from the 2002 Evaluation Report. The current governance
structure of the college is too recent to determine if evaluation will be done.
The college does not fully meet Standard IVA.
Recommendation #8
In order to meet the standards, the team recommends that the college, through the leadership of
the president, establish a climate of empowennent, innovation and collaboration resulting in a
decision-making process that provides for a substantial voice for faculty and middle managers
and meaningful input for students and staff in areas that reflect their responsibility. The team
61
further recommends that processes for decision-making be regularly evaluated to assure their
integrity and effectiveness. (IVA.I )(IVA.2.a) (IVA.5)(IVB.2.a)(IVB.2.b)
See also Recommendation #2 under Standard lB.
62
Standard !VB. Board and Administrative Organization
When some Board members brought up questions to the team about planning, they were referred
to the many workshops available by the Chancellor's Office to learn more about this process.
While some members of the Board were very knowledgeable about policy regarding program
planning and strategic planning, other members were not as familiar with all areas of Board
policy and practice. In spring 2007 when the Board selected to survey the staff and faculty (40%
response) about their response to the Board and the president, the Board selected the Noel-Levitz
institutional priority survey. The results were on a 7 point Likert scale rating of I(low) to
7(high). The Board assessed in the 4.29 - 4.72 range with a standard deviation as high as 1.65 1.78. The Board's policy for selecting a chief administrator is outlined in Board Policy 2003.
(IVB.I)
Reviews of Board minutes, interviews with Board members, and direct observation of a Board
meeting substantiate that the Board acts as a whole in the best interests of the institution.
(lVB.I.a) Review of Board policies and procedures as well as minutes of Board meetings
indicate that the Board is in the process of updating this infonnation. With the exception of the
area of human resources discussed in Standard IlIA and reflected in Recommendation 7, these
documents appear complete and appropriate. (IVB.I.b)
Although the ultimate responsibility for educational quality lies with the governing board, based
on interviews with individual Board members, several of the governing board are not well
infonned about the educational programs of the college. Though other areas of the college may
entail some concerns, the financial integrity of the college is good with a five percent reserve in
place. (IVB.I.c)
The Board's policies and minutes are readily accessible. (IVB.I.d) The Board has recently
revised most of its policies and follows those policies and its well-established meeting practices.
(IVB.I.e)
The Board does not have a systematic program for Board development and new-member
orientation. The president held several orientation meetings with newly elected Board members.
Board members attended a variety of workshops, conferences, and meetings, yet a few displayed
a general lack of infonnation about program and strategic planning. The Board holds occasional
study sessions, but their last retreat was held in 2006--an issue that was raised by some Board
members interviewed. (IVB.I.f)
A self-evaluation process is specified in Board Policy 2745. The process requires the Board to
adopt an appropriate instrument to evaluate its annual perfonnance. The Board has twice used a
Noel-Levitz survey instrument for this purpose. The past practice of the Board conducting
meetings with all constituent groups regarding fulfillment of college goals and objectives was
discontinued in 2001. Representatives of constituent groups interviewed felt strongly that input
from the field is a critical component of a thorough evaluation of institutional goals and
objectives and thus ofthe Board. (IYB.1.g) Board Policy 2715 includes provisions for dealing
63
with Board members whose behavior violated its code. At this time this policy has never had to
be used. (IVB.I.h) The Board is infonned about and involved in the accreditation process.
(IVB.l.i) The Board has met the responsibility of hiring the president. The most recent
evaluation of the president by the Board was completed in June of 2007. (IVB.l.j)
While Board policy states that all management employees have the responsibility as specified in
the Board approved job descriptions to plan, organize and administer the activities of a their
department, office, or division efficiently, based on comments in the self study and in open
forum meetings, managers and deans stated that they do not have this autonomy and authority.
Examples ranged from lack of authority to manage contract education agreements to lack of
sufficient input on such important decisions as expenditure of technology funds and prioritization
of building projects. The consensus of middle managers is that delegation of authority is not
practiced in tandem with expectations of responsibility. (IVB.2.a)
The statements made in the self study regarding Standard IVB.2.b are in direct conflict with
evidence compiled through team interviews, printed emails, and open forums. Though it is true
that there is an Office of Planning and Research, as cited earlier in interviews and emails copied
to the vice president of instruction, not all campus areas are privy to its data-even when
attempting to complete their program planning which should be data driven. This deficiency is
particularly noteworthy as an oversight of Board and administrative leadership given that
Recommendation 2 in the 2002 Evaluation Report specifically targeted improvements in this
function in stating, "Make full use of the Office of Research and Planning to complete the
development of a comprehensive planning and evaluation process that is guided by the college
mission statement and integrates strategic, master and operational planning; unit planning based
on appropriate program review; and the allocation of institutional resources." The strategic plan,
though impressive in its printed fonn, is not integrated into program level unit plans and program
reviews and is unknown to many staff and faculty. (IVB.2.b)
The implementation of policies according to the strategic plan is not supported according to
some Board members and academic senate merrlbers. The college has made some progress on
the strategic plan, but for some objectives did not meet the deadlines and the tasks as prescribed
in the plan. (IVB.2.c)
The president effectively controls budget and expenditures. The college is in excellent fiscal
shape. Based on interviews and input from open forums, some contracts and expenditures are not
renewed or dealt with in a timely or effective manner. Concerns were expressed that
centralization of the resource allocation process may decrease effective and timely response to
needs at the unit/division level. (IVB.2.d) The president works and communicates effectively
with the communities served by the institution. This is evidenced in the many outstanding
programs on the campus as well as the successful passage of the general obligation bond.
(IVB.2.e)
64
Conclusion
The Board is appropriately responsible for college policies and also hires and evaluates the
college president. The Board acts as a whole and is independent from outside agencies. Board
policies are consistent with the stated college mission, but that statement alone does not identify
the population served nor does it reflect commitment to student learning. This issue was
addressed in the Eligibility Requirements, Standard lA, and Recommendation 1. The Board has
ultimate authority over educational quality as well as legal and financial matters. However, not
all of the members of the Board seemed well informed about college programs and their quality.
A fonnal new-member orientation did not seem to be in place. It is suggested that the Board
enhance its system of study sessions and retreats so that Board members are better informed
about the college's programs and better able to ensure the quality, integrity, and accountability of
the college. The operating procedures of the Board are specified in its policies, and it acts in
accord with those policies and evaluates them regularly. Prior to 2007, the Board's policies and
procedures had not been reviewed and updated for more than a decade. The policies with respect
to human resources have not as yet been updated. The Board regularly evaluates itself and has a
code of ethics. Several of the Board members were quite well infonned about the accreditation
process.
The Board appropriately delegates authority to the college president. Effectiveness of the
president's leadership was discussed in Standard IVA and is reflected in Recommendations 2
and 8. The team concluded that constituent groups do not see the Board as acknowledging the
campus's low morale and are looking to the Board to ensure that the president provides the
leadership for the college to resolve issues of comm"unication. and collegiality. The team suggests
that the Board take a strong role to ensure that all parties on campus affinn the integrity of the
college and its leadership and act quickly and effectively-particularly on Recommendations 2
and 8.
The college does not fully meet Standard IVB.
Recommendations
See Recommendation #1
under Standard IA.
under Standard lB.
under Standard lB.
under Standard IlIA.
u.nder Standard IVA.
65

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