RESPONSES TO RECOMMENDATIONS FROM THE LAST EVALUATION
Because our Midterm Report was submitted to the commission only fourteen months ago, our responses now will not be measurably different in some instances. For this reason, and in the interest of coherence, we have given first the Midterm response, followed by the contemporary, comprehensive one. Please click on the links to go directly to the standard of your selection
STANDARD ONE: GOALS AND OBJECTIVES
that the administration and staff review the statement of goals and realistically revise timelines to achieve stated objectives
The previous college master plan, A Strategic Plan for Los Angeles Mission College: 1989-94, concluded in 1989, defined four categories of goals that established a general course of planning and action for this institution. The four categories of goals comprise fifteen specific goals, twelve strategies, and seventy-seven objectives. This Strategic Plan has been superseded by the Comprehensive Master Plan: 1990-1995 which reflects the following revisions: of the seventy-seven original objectives, thirty-five were moved forward in time; fifteen were met within the prescribed time; twenty were discarded; twenty-six new ones were added (dictated by the needs of the new campus); and several others were merged into broader objectives.
In late fall of 1993, the accreditation editor met individually with the former vice-president of academic affairs, with the chair of the Information Technology Committee, and with the dean of student services to determine which goals and objectives had been met, which were in progress, and which needed revision, in themselves and in respect to timelines.
In December, 1993, at a retreat, a large cross-section of the college met and developed a new mission statement and a new list of goals and objectives. These, however, were not incorporated into the master plan. In fact, work on the master plan ceased. As work began on the accreditation report, it became apparent that program review and the master plan had to be in place in order to respond adequately to so many of the accreditation standards. So in early August 1994, the editor met with a small group of faculty and administrators to appraise our standing at that time. The specific purpose of the appraisal was to determine which objectives were most important for us and which were very likely to be met through the year 1995. It was known then that a new master planning process was being developed and would be presented to the college for ratification in fall of 1994. Most signs indicated strong chance of adoption, as it ultimately was, and therefore the design of new goals and objectives from 1995 to 2000 has been left to the new master plan council.
The specific results of those meetings were that the objectives, as listed in the Comprehensive Master Plan 1990-1995, revised in August of l994, were reduced from ninety-one to fifty-five, including the addition of seventeen new ones that emerged from the December 1993 retreat. The Master Plan was revised to reflect those and other minor changes.
One of the primary principles to which the members of the new planning council adhere is to frame strategies, goals, objectives, and timelines that are attainable. Working within the construct of a five-year master plan, the college will be evaluating the whole and revising as necessary every year in order to harmonize the ideals of the Plan with the realities of daily operations.
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STANDARD TWO: EDUCATIONAL PROGRAMS
that Mission College reexamine and develop a position statement regarding the cluster concept
Mission College carefully reexamined its cluster concept. In the fall of 1992, it renamed Clusters A and B and added a third: Cluster A is now Arts and Letters; Cluster B is Math and Science; and the new cluster is Professional and Interdisciplinary Studies. Grouped by academic affinity, these clusters provide basic organization for conducting academic business (2.1). They also promote intellectual and social interaction of faculty who would rarely meet under more traditional organizations.
In November of 1994, the accreditation editor developed and presented to the faculty a nine-page memorandum reviewing the history, from 1977, of the commissions concern with the cluster concept (Res.1). At the 1 December meeting of the Academic Senate, an anonymous position paper supporting the cluster concept was presented (Res.2). The Senate voted seven in favor of keeping the clusters, four against, with two abstentions.
that the college implement the academic program evaluation process that was developed
We have. For spring 1993, seven programs were evaluated: art, music, photography, computer science, information technology, chemical dependency, and business.
The editor wishes to apologize to the commission for erroneously reporting in the Midterm that seven programs were evaluated in spring of 1993, only three or four were begun before the reviews were halted for want of a workable form. This error is especially confusing in view of the fact that the Midterm was not submitted until late fall of 1993, by which time facts of this nature should have been clear. No explanation is known nor proffered.
After a number of visions and revisions, however, the college now has developed an academic program evaluation form and the beginning of a process. During the spring 1994 semester, eleven of the academic disciplines were reviewed: English, math, photography, art, music, computer science, drafting, engineering, accounting, business, and supervision. Care was taken in the revision of the form to include questions that centered on compliance issues and that compel attention to the relationship between the discipline and the master plan, that is, the mission, the goals, and the objectives of the college. In the hands of the new planning council, program reviews will form the foundation of the new master plan and will be used continuously in a neverending, five-year cycle to improve programs and revise the master plan.
What remains undone and is on the general agenda of the master planning council is
to refine the review form even more
to create forms for all the other components of the college
to develop a means of communicating program review data to the faculty in a manner that is easily understood
to develop an evaluation procedure so that the reviews will serve the college to the highest degree possible.
The college is implementing a new master planning process and will include all aspects of the college in this process. Some changes in the evaluation process will occur. It is expected that these changes will result in a more comprehensive master planning process.
STANDARD THREE: INSTITUTIONAL STAFF
that criteria for faculty selection, including minimum qualifications and Faculty Service Areas (FSAs), be clearly stated and available at the college for information and review purposes
A new, faculty hiring policy was developed and published. A copy of this policy and a copy of the district policy are maintained and available for review at the office of the vice-president of Academic Affairs, the cluster chairs offices, the Academic Senate's files, and in the library (3.1; 3.2). Informational flyers that outline procedures and direct prospective employees to the appropriate district office for additional information are available at the local personnel office.
There has been no change on this topic since the Midterm except that a meeting was held and agreement reached that the college needs to write a new part-time hiring policy (Res.3). Until that is done, the college is free to follow previous practice, the problem with which is that different people have had different practices.
STANDARD FOUR: STUDENT SERVICES
that the college review the need for additional athletics, especially programs for women
The college has reviewed its master plan in light of the recommendations emanating from the 1989 accreditation visit. The Master Plan Committee has recommended that athletics in general be upgraded and include facilities such as a baseball and a soccer field. In addition, an athletic trainer is also recommended to be added. Among the recommended sports for women are softball and soccer. With one exception, none of these recommendations has been visited. Budget shortfalls have precluded initiating any of these major women's sports. The Athletic Department currently includes four men's sports: soccer, cross-country, golf and baseball; and one women's sport, cross-country. The athletic budget was increased from $55,000 to nearly $90,000 since budget year 1991-92.
The college has recently added womens golf and will add other sports as soon as possible.
that the college clarify the role of Counseling in relation to the Student Services functions within the organizational structure
The Counseling Department reviewed its role with regard to the Student Services function. A position paper describing the merits of remaining within the Academic Affairs organizational structure was an outcome of this review. The Paper clarified the role of the Counseling Department and its services. The review also weighed the benefits to students in offering its counseling services under the auspices of the Student Services organizational structure.
The Paper was presented to the Academic Senate in February 1993, which, with a majority vote, supported the Counseling Department's decision to remain under the Academic Affairs organizational structure.
The only change is the fact that with our growth in enrollment and number of programs, the Counseling Department has had to integrate more closely with academic disciplines and has included the implementation of bimonthly Counseling meetings in which in-service training is presented to all counselors. As part of the plan, it has been determined that the testing center, which is expected to be established soon, should fall under the auspices of Matriculation specifically, and Counseling in general.
that a formal process of program review and evaluation of all student services be instituted and progress monitored on an annual basis
An annual process providing for formal program review is not in place. Nevertheless, evaluation of programs is carried out regularly in relation to annual budget planning. As mentioned in the Self-Study, Matriculation, EONS, and DIPS programs are reviewed annually by external agencies, and field visits are conducted periodically. A field visit for Matriculation was conducted this past year. Testing 4instruments used for Matriculation are evaluated regularly by the district Matriculation Committee and the mathematics and English districtwide discipline committees.
As indicated elsewhere in this document, program review is still being developed, but Student Services has completed seven reviews as of fall 1994. The dean of Student Services, as a member of the new planning council, is working closely with others in the college to collect and evaluate model forms and processes before settling on one of our own.
STANDARD FIVE: COMMUNITY SERVICES
that a systematic method of planning be developed and implemented for community services that includes short- and long-term goals, specific and measurable actions and regular evaluation of the process and goal achievement
Through the five-year master planning process, the Community Extension Program plans both short- and long-term goals which include both specific and measurable actions. The Annual Report and Administrators' Performance Appraisal provide for regular evaluation of the process and goal achievement.
The master plan and program review processes will ensure that the Community Extension Program participates fully in the planning and evaluation procedure.
STANDARD SIX: LEARNING RESOURCES
that specific activities be developed and implemented to actively encourage faculty participation in acquisition and collection development of learning resources
At the beginning of the year, a memorandum outlining library services and inviting participation in acquisition and collection is sent to each full- and part-time faculty. This is complemented throughout the year when librarians send out blurbs and notes to instructors about new and forthcoming materials related to their disciplines and interests. Instructors who give library assignments or who take advantage of library orientations are also encouraged to develop book lists and make suggestions for acquisitions.
Ideally, more could be done to encourage participation in acquisitions and collection development, but a number of factors, not undesirable in themselves, prevent this from occurring. The move to the new campus has dramatically increased student enrollment and student use of the library, now that the library is in the center of the campus. Faculty also are using the library more, giving more library assignments, requesting more orientations. Library staffing, however, has not increased.
Another factor militating against strengthening efforts to encourage faculty in acquisitions is an inadequate materials budget: the state library materials augmentation ceased two years ago; the reference collection cannot be updated; and periodical subscriptions cannot be maintained. A significant number of faculty members await increased funding that would make possible the improvement of the reference and scholarly journal collections.
The librarians are encouraging faculty to request funds for library support in any grant applications that they submit and will continue to work with the Master Plan Committee to ensure that specific objectives relevant to acquisitions are updated regularly. When funding approaches adequacy, faculty help in acquisitions will be more actively cultivated.
STANDARD SEVEN: PHYSICAL RESOURCES
that the college develop a facilities plan which is consistent with its master plan to become a fully comprehensive college
Because of extraordinary budget restrictions, the college has developed a facilities plan comprising immediate and remote objectives. Consistent with the Master Plan of 1989-94, Strategy 11, Objective 11.03, which called for the completion of a Preliminary Planning Package for the construction of a new Learning Resources Center, the college has secured state funding for a permanent Library and Learning Resources Center.
Less immediate objectives include procuring more land and the constructing of facilities to accommodate 15,000 students, expected by the year 2000.
Because the facilities plan is an integral part of the college master plan, revised regularly, the college attends continuously to both the facilities objectives and the ever-changing needs of the college.
that the college address the proper use, handling, storage, and disposal of hazardous materials
Since the opening of the campus in September 1991, the following steps have been taken in the handling of hazardous materials:
1. Storage cabinets for hazardous materials have been purchased for the chemistry and life science labs and for Plant Facilities.
2. Metal drums for hazardous materials storage have been placed in Plant Facilities, along with a special hazardous materials overflow, metal pallet.
3. A two-day seminar was conducted on the proper procedures for handling of hazardous materials. It was well attended by the public and fully attended by campus police and plant facilities personnel.
Four spill-control units have been established: at the receiving dock, in the chemistry lab, the life sciences lab, and at the off-campus Plant Facilities location.
The actions taken to address the use, handling, storage, and disposal of hazardous materials are appropriate. The staff has been made aware of the proper methods of handling these materials.
STANDARD EIGHT: FINANCIAL RESOURCES
that Mission College aggressively pursue alternate sources of revenue to broaden its funding base to effectively support and maintain its programs
The college has aggressively pursued alternate sources of revenue to reduce dependence on program 100 budget to support new instructional programs in:
A. Culinary Arts Institute
Students in the Food Production Laboratory sell food to students and staff. The revenue generated has provided supplemental income to the college by offsetting the supply costs.
Additionally, the CAI anticipates generating revenues for 1993-1994 in excess of $44,740. This amount will offset the supply costs and fully fund one classified staff position, (Instructional Assistant), to support this instructional program.
The first advertising revenue in the amount of $150 has been collected. An increase in advertising revenue is expected. This revenue will help support the journalism instructional program.
The Legal Research section sells materials to law students. The money generated ($1,200 to $1,500 per school year) pays 100% of the WestLaw contract and 100% of the cost of producing the materials. Excess funds are returned to the college general fund. The law discipline is expanding this program and anticipates the 1993-1994 increase will generate enough money to double the program as well as purchase additional equipment.
Alternate sources of revenue have also reduced dependence on program 100 budget to maintain its existing programs in:
A. Physical Education
The Baseball Club is composed mostly of baseball players. Their fund-raising activities include the Christmas tree sale and advertising banners in the baseball field. The funds generated have supplemented the baseball team's equipment needs.
The Engineering Club sells computers at a discount. The commissions the club receives are used to buy supplies and equipment for the Engineering department's computer laboratory.
C. Special Education
The Special Education Department had a fund-raiser called the Chili Cook-off which generated funds for use in the department's special needs.
Other alternate sources of funding:
The college began the Parking Fund in the fall of 1991. Most of the funds are derived from the sale of parking permits to students at the permanent campus. The second method of raising funds is through the issuance of parking and moving violations on the permanent campus.
The funds are used to offset parking-related expenditures such as salaries for campus police officers and police cadets, supplies, and utilities. The balance is placed into a reserve for capital projects like refurbishing the parking lot. As of the end of the first fiscal year ending, June 30, 1993, the balance in the fund was $6,365.
A film company approached the college in the fall of 1991 about using the campus as a site for a family type film. The company contracted with the college through the district for a flat rate of $10,000 plus incidentals. The total collected was $17,611.
Special Funded Programs
The campus received $2,202,197 in specially funded programs. This amount represents an increase of $258,752 over the 1991-1992 amount. Of the total, $968,558 came from California Community Colleges Chancellor's Office and $1,233,639 came from various grants: (Title III, Contract Education, Bilingual Professional Expressway, VATEA, etc.
In addition to the amounts above, the Amnesty program increased $214,051 over their 1991-1992 amount of $890,609.
All sources of revenue to garner programs and funds that support its purpose the college aggressively pursues. The former president and a professor of political science have maintained active and broad contact with local and state political leaders designed to further the interests of the college and enhance its ability to gain supplemental funding. The college has been successful in attracting millions of dollars of categorical, outside funding each year for the last three years which, after program expenses, have contributed significantly to the colleges ability to support itself.
The college Foundation has begun a major long-term transition that will lead to increased community and private donor support to the college. At this point, the effort is beginning and shows promise of gradually increasing success.
The problem of funding has not been completely solved. It is, however, being diligently addressed and holds promise that in future years the financial position of the college will be significantly improved.
that the college analyze and define its committee structure and clarify committee functions, more directly linking evaluation, planning, and budgeting processes
The structure and definition of all the committees have been expanded, formally published, and distributed in the Faculty Handbook.
A two-day conference was held in the spring of 1992 to define the function of the Mission Planning and Advisory Committee (MPAC), to formalize an agreement as to its membership, structure, and procedures. A thirteen-page Community College Accounting Overview was prepared, and classes have been held to educate the campus in the budgeting process.
The college agrees with the commission that it has been wanting a unifying assembly of faculty, staff, and administrators that can see clearly the broad range of needs, plans, and obligations and by careful planning synthesize evaluation, planning, and budgeting. Seeing this need, the college ratified in November 1994 a newly constituted planning council, Improvement: Continuous and Neverending (ICAN). It comprises representatives from major committees and offices: the president, Academic Affairs, Academic Senate, Accreditation, Administrative Services, Associated Students Organization, Budget, Campus Development, Classified Senate, Curriculum, Information Technology, Staff Development, Student Equity, and Student Services (CD.6).
Through ICAN, all campuswide committees will participate in an evaluation process. Specifically, the evaluation of the committees will include aspects of committee definition and purpose, operation, composition, and effectiveness. This will enable the committee structure to be evaluated and developed in concert with the master planning process, which may lead to validation, or better integration, or changes in campuswide committees.
STANDARD NINE: GOVERNANCE AND ADMINISTRATION
STANDARD TEN: DISTRICT RELATIONSHIPS
that district-college communication be strengthened, especially through active participation of Mission College staff on district committees and district staff members' participation in Mission College's activities
Mission sends representatives to the District Curriculum Committee, District PAC, District ESL Council, District English Council, and District Mathematics Council. The board of trustees has been meeting at a different campus each month.
There has been no change in this recommendation since the Midterm.