The achievement and maintenance of high quality programs in an environment conducive to study and learning are the primary responsibilities of every accredited institution; hence, the evaluation of educational programs and their continuous improvement is an ongoing responsibility. As it analyzes its goals and discovers how conditions and needs change, the institution continually redefines for itself the elements that will result in programs of high quality.

DESCRIPTION: Program review and the annual evaluation of master plan objectives and goals are the primary vehicles through which this standard is met at Los Angeles Mission College. Program review has as one of its goals the ongoing analysis, evaluation, and assessment of all academic programs. A major component in the development of the current master plan was an analysis and updating of collegewide goals and objectives, in particular, instructional programs. The decisions made as a result of the information acquired through the self-study in program review help create and maintain programs of high quality.

2A.1 The institution seeks to meet the diverse educational needs of all its students.

DESCRIPTION: Meeting the diverse educational needs of all students is the heart of our mission statement:

The mission of Los Angeles Mission College is to improve the quality of life in a diverse society by providing educational opportunities and services, promoting educational excellence, and increasing access and success for every member of our community able to benefit from higher education. To this end, we will promote an understanding of diversity in order to foster unity in a safe, inviting, and supportive environment.

Los Angeles Mission College offers comprehensive programs in the arts and sciences, technical-vocational areas, basic skills, personal growth, physical fitness, and job-related skills. Within this broad curricular framework, we adjust our section offerings to meet student demand as stand-by lists indicate and insofar as space and budget provide. Additionally, the college is developing a Student Equity Plan which delineates the specific areas that the college will respond to in providing constituent groups increased access and success to all instructional programs.

EVALUATION: From its founding in 1975, the college has served the needs of its diverse service area population, evidenced by the many special programs and the number of courses offered to meet particular needs. Programs such as Amnesty, the Bilingual Expressway, and New Horizons, in addition to the standard ESL and ENL basic skills coursework have constituted individual efforts to meet these different needs. Recently the college has begun a formal student equity study which indicates that the achievement levels of males and females are virtually identical; older students perform better than younger ones; there is a high degree of variation in the success rates of the students who are members of different ethnic groups; and students who registered with the Office of Handicapped Services showed lower rates of course completion and success than the student population as a whole. The issues identified by this study are being addressed to provide access and to present programs and coursework that enable all students the fullest opportunity to succeed at the college. Equity issues need to be prioritized; specific activities to address the priorities are being determined and will be holistically integrated in the college's master plan.

In addition to the wide range of vocational programs already available, three new programs have been put into place this last year: administration of justice, interior design, and culinary arts have been initiated and have received grants. The culinary arts program has been identified as a Tech-Prep state model and has received the statewide California Economic Hospitality Occupation Professional Development grant to establish a statewide team of Consumer Home Economics (CHE) faculty and hospitality industry representatives to integrate academic and vocational course work in the hospitality occupations.

Los Angeles Mission College also offers a variety of direct support services to vocational students via grants like the Step-Up program which trains special populations in the construction industry. Administration of Justice is developing a statewide consortium to standardize public safety and law enforcement curriculum. Interior Design, the newest program, is an innovative approach to an interdisciplinary team, combining engineering, computer assisted drafting, and art. These programs are designed to meet certification requirements.

Additionally, to meet diverse needs, the college offers programs in a wide variety of time slots and delivery systems, from 7:00 a.m. to 10:00 p.m., on Saturday, off campus, and the PACE program.

PLAN: The Student Equity Plan, in order to achieve the objectives listed above, will use focus groups composed of a cross section of the campus to discuss and analyze equity issues in order to suggest alternative responses to student needs. Research will continue into student success indicators. There will be an analysis of the degree to which faculty and staff are representative of the community they serve and the instructional styles and biases that might influence the achievement levels of students of different ethnic backgrounds. There will be an analysis of the impact of budget allocation on equity issues. These activities will produce a strategy and specify the funding to ensure its implementation.

More remotely, because the details have yet to be forged, the college will be working with the district office in pursuit of the chancellor’s declaration that we shift perspective from the menacing specter of a skeletal budget so that we might once again see clearly our fundamental mission of serving our community. Specific plans to implement this vision are forthcoming (CD.7).

2A.2 Sufficient resources are provided to meet the educational needs of the students.

DESCRIPTION: The resources available to meet the needs in the manner described above have been extremely limited for the last several years. Budget cutbacks have resulted in the loss of some classes taught by full-time faculty in the regular program in 1993-94. The fiscal year 1994-95 will result in a fifty percent reduction in hourly rate courses if spending stays within current budget projections. Many programs and disciplines are staffed completely by hourly instructors. These programs will be reduced or eliminated as a result of the drastic reduction in funding.

Nonetheless, the college offers a wide range of programs and services. The credit program contains twenty-five associate of arts degrees, three associate in science degrees and twenty-five certificate programs. Each semester Los Angeles Mission College offers approximately 500 credit course sections, eighteen noncredit classes, and 130 community extension classes. The noncredit courses include English as a second language offered to nonnative speakers of English. Thirty-three sections of basic skills courses are offered in the regular program, in addition to those in the Learning Assistance Center and the Disabled Student Programs and Services.

EVALUATION: That the college may have entered a downward spiral as a result of the recent round of budget cuts has been the discussion of every campus constituency. The insufficient resources are seen as the responsibility, primarily, of the central district administration, and yet it is known that the state has cut, the federal government has cut, the recession has cut. The college has done everything possible to trim in areas other than class offerings. The cuts that remain have crippled some programs, particularly those without full-time faculty.

PLAN: In the face of the budgetary constraints, the college will continue to seek alternative funds, principally in the form of grants and collaborative programs with business and industry. Currently, several FIPSE grants are being sought to ensure that the students who do attend the college do achieve their goals. Additionally, innovative approaches to instructional delivery, such as distance education and increased use of TV classrooms, have been explored and are being developed.

2A.3 The institution demonstrates its commitment to high standards of teaching. Effective procedures and adequate resources exist to evaluate and improve the quality of instruction.

DESCRIPTION: Los Angeles Mission College demonstrates its commitment to high standards of teaching in a variety of ways. It follows the terms of the Agreement Between the Los Angeles Community College District and the American Federation of Teachers College Guild (CD.1) which calls for a regular procedure that evaluates the performance of all instructors including knowledge of subject area, effectiveness, and performance of responsibilities. Instructors are evaluated by peers and students on forms (2.1) which have the following criteria: demonstrates knowledge of subject matter, informs students of course objectives, informs students of grading policies, conducts self-evaluation and student evaluation, meets individual student needs, and motivates and directs students’ learning activities. The contract also contains the procedure for probation and tenure review, now a four-year process. Additionally, the college has instituted program review, which has as one of its components, professional standards and growth that addresses curriculum, academic standards, and critical thinking (2.2). Staff development offers a variety of opportunities for classified staff, faculty, and administration in the areas of professional development, teaching methodology, and new technologies. These opportunities have been enhanced greatly by funding from a Title III grant. There is a committee made up of representatives from most aspects of the campus community that oversees professional development in its monthly meetings.

The Agreement also contains the procedures for probation and tenure review, which of course are designed to provide still another level of control of the quality of instruction.

Through the matriculation process Mission College has evaluated the adequacy of its teaching effectiveness in relationship to the outcomes of students placed in English, Math, and ESL classes. Key problems to effective overall teaching, such as instructor grading variability have been studied. As a result of this work, in the large English discipline, standardized texts and instructional content were adapted as the core of all courses through the first year UC transferable, English 101. Evidencing the quality of research on assessment, Los Angeles Mission College's ESL essay exam was the first in the state to receive full approval for use in placement. Ongoing research on pre- and corequisites attempts to ensure that instruction can be pursued at the appropriate level.

EVALUATION: Instructor evaluation has been a part of the Agreement from the beginning of the college. Each contract has included new language to make it more effective. The evaluation process is funded adequately and built into the Agreement.

Unfortunately, the cluster system militates against authentic peer evaluation to some degree. For example, part B.1. of the Instructor Peer Evaluation Form requires the evaluator to certify the degree to which the evaluee "demonstrates knowledge of subject matter." This standard is fairly reasonable among members of the same discipline, but practically impossible to ascertain otherwise. How does a chair with professional degrees in music evaluate the expertise of one in Chicano studies or photography?

Beyond these requirements, the college has sought new approaches to the process of instructional evaluation in general. DATA (Design a Task Analysis) panels, in which representatives of industries and services for which we offer certificate programs, were convened for three program areas in 1993-94. These panels established the minimal competencies expected of students leaving particular courses that we offer. These findings, checked by broad mail surveys to 100 industry representatives in the area, are then compared to the competencies taught in the program coursework. There has been discussion among several disciplines to use this method to develop competencies for their courses, and as time permits, this will be done.

PLAN: Instructors will continue evaluating one another, and the college will continue supporting staff development, aimed at improving standards of teaching.

2A.4 Educational programs are structured to be consistent with institutional purposes, the demographics and economics of the service area, and the student constituency.

DESCRIPTION: Educational programs are structured to be consistent with the mission statement, goals, and objectives as stated in the Master Plan, and the college has developed a Student Equity Plan in response to the student equity review which delineates specific issues that the college will respond to in order to provide greater access to programs by diverse constituent groups. The Master Plan incorporates several objectives appropriate to educational program planning that describe current programs or programs being developed that are close enough to implementation to have specific target dates for completion.

Master Plan Objectives 3.03, and 6.05, for example, call for the development of a pilot, computer-assisted, multimedia lab and faculty development center that will begin offering tutorials in basic skills, ESL, English, foreign languages, and mathematics (CD.19). The college will also offer selected courses for Police Officer Standards and Training (POST).

Objectives 1.19 and 1.20 include the adoption of an American cultures and a computer literacy graduation requirement. The new program review forms encourage the establishment of competency based requirements for all courses. English, mathematics, and foreign languages have agreed to develop such competencies within the year.

Objectives 1.13 and 1.14 require accurate assessment and placement for English, mathematics, and ESL. Also required are the validation and enforcement of pre-, co-, and advisory requisites. We view these two objectives as very important for student success because historically our students have not placed themselves at the best levels. Objective 3.04 broadens this opportunity by promising to expand developmental programs in English, ESL, and mathematics.

Similarly, objectives 5.06 and 5.07 address the intention to offer Community Extension courses responsive to service area needs; the offering of noncredit courses depending upon demand and resources; the negotiation of partnership agreements with industry for internships and apprenticeships; the establishment of a citizenship center; holding meetings with feeder high school principals; and the development of a plan for community program development.

Our commitment to plan, provide, and evaluate comprehensive courses, programs, and services responsive to the needs of the culturally diverse populations served by the college informs the college objectives in general. Thus, we offer a comprehensive schedule of general education courses to meet the associate of arts degree and transfer requirements; the conducting of educational program review; the revision of curriculum to incorporate multimedia, cultural components in each discipline; the offering, on a rotating basis, of vocational and technical courses in specified disciplines required for completion of AA, transfer, and certificate programs; the offering of basic skills courses in mathematics, English, VESL, and ESL equal to the demand; the development of a plan to recruit students from areas identified as underrepresented by the Student Equity Plan ; and the development of a plan for the retention of historically underrepresented students (CD.5).

EVALUATION: Although access to the college in general has not until recently been a problem at Mission College, it is clear from the student equity research that traditionally underrepresented groups do not undertake all programs equally. As is the case nationally, Hispanics and Blacks are not as representative of our transfer population as they could be. The continuing work on the Student Equity Plan has revealed the need to recruit students into programs that they traditionally have avoided.

Nevertheless, the college is continuously trying to improve its programs and instruction to keep pace with its constituency. For example, Master Plan objective 1.17 calls for innovative instructional strategies. Such strategies are being planned, implemented, and will be completed by the time of the team visit. The PACE program incorporated collaborative learning, paired courses, and the use of multimedia during the last two academic years. Other programs are also involved in planning such strategies. Objective l.19 is to adopt an American cultures requirement for graduation. Such a requirement was introduced to the Curriculum Committee in the fall of 1993, reviewed and accepted in the spring of 1994, and courses are being designed in the 1994-95 academic year to enable students to meet the requirement when it becomes policy in fall of 1995. The beginning of accurate assessment and placement for English should contribute immensely to student success now that they will be in sections commensurate with their skills. This has been successfully institutionalized in fall, 1994.

The community extension manager currently uses instructor evaluation forms to assess whether or not the classes offered meet community needs. In addition, a new advisory committee is currently being formed.

PLAN: The college will intensify its work on the relation between instructional programs and its constituency. Preliminary research and shrinking budget suggest that we will need to change. The exact direction that change will take is not yet known.

2A.5 Program and course objectives clearly specify the subject matter to be covered, the intellectual skills to be acquired and learning methods used, the affective and creative capabilities to be developed, and the specific occupational skills to be mastered.

DESCRIPTION: Each course outline and syllabi clearly specify the subject matter to be covered in the course. All course objectives are stated in behavioral terms so that the intellectual skills to be acquired, and, where appropriate, the affective and creative capabilities to be developed, and the specific occupational skills to be mastered are uniformly accountable. EVALUATION: As a result of Title 5 mandates, all course objectives were revised and rewritten to be measurable. All new courses are required to meet the same standards.

PLAN: Title III staff have as one of their objectives assisting teaching faculty to develop specific competencies for courses. To date, ESL, foreign languages, mathematics, and English have expressed interest in this project. As soon as the Title III schedule permits, the project will begin.

2A.6 Programs and courses are offered in a manner which ensures students the opportunity to complete the entire program as announced, within a reasonable period of time.

DESCRIPTION: With the exception of English, art, philosophy, accounting, and Spanish, all majors can now be completed in an appropriate and timely manner. The exceptions are under review by the disciplines.

EVALUATION: Because of budget cuts and resulting cuts in hourly offerings, some programs will take longer to complete. Some sequences may not be available until more funding can be created. The problem is not simply one of deciding to offer or not to offer particular, low enrolled sections. Rather, it becomes a matter of deciding whether we will cancel a transfer level section in which there are fewer than fifteen enrolled in order to open one at nontransfer level for which there are frequently several hundred on the waiting list.

Solomonic situations of this sort have tested us for the past decade and still no easy solution has been found.

PLAN: Students will be informed of programs that will require more than five semesters to complete.

2A.7 The institution has an administrative structure responsible for the overall coordination and administration of instruction.

DESCRIPTION: Responsibility for the coordination and administration of instruction falls upon the Office of Academic Affairs and the three cluster chairs. Faculty from the different disciplines submit program and schedule plans to the cluster chairs who may make changes before submitting them to the vice-president of academic affairs. The cluster chairs have been initially responsible for hiring hourly-rate instructors and making room changes, subject to revision by the academic vice-president.

With regard to broad curriculum planning, the line of decision-making has run from the faculty through the cluster chairs to the Academic Senate and the Office of Academic Affairs.

EVALUATION: The administrative structure is clearly defined with each role having a purpose and function in the coordination and administration of instruction.

PLAN: No plan is indicated by the evaluation.


Curriculum planning is designed to achieve the aims of the institution. Curriculum planning considers current and future needs for human, financial, and physical resources. This systematic planning is based on continuing institutional self-evaluation and assessment of the needs of the institution's constituencies. All appropriate segments of the institution are involved in planning.

2B.1 The responsibility for design, approval, implementation, and revision of the curriculum is vested in designated bodies with clearly established channels of communication and control. The faculty has a major role in such processes.

DESCRIPTION: The Educational Master Plan and the Student Equity Plan define the aims of the college. They contain goals and objectives designed to meet the mission statement. Curriculum planning is driven by these goals and objectives. They provide the rationale by which resource and allocation decisions are made. Institutionally, the curriculum planning process at the college involves the Curriculum Committee, the Academic Senate, the Council of Instruction, and the Mission College Planning and Advisory Committee (MPAC). All four bodies meet monthly to continually evaluate the needs of the college.

All courses and programs, including credit and noncredit, are developed, approved, and administered through defined institutional procedures (Board Rules: E65). They are initiated by faculty in consultation with the cluster chairs, discussed and evaluated in the Council of Instruction, approved by the Curriculum Committee, and administered by the vice-president of academic affairs. Prerequisite validation is addressed by the program review process.

EVALUATION: The Curriculum Committee, through which the faculty maintains a major role in the curriculum process, functions well insofar as its policy and procedures are well-defined and smooth. The committee is not a primary source for new programs and courses, however; those incentives tend to originate with individual faculty and administrators. Because the composition of the committee changes over time, there is a need for training all faculty on Title 5 requirements and pre-, and corequisite validation.

Additionally, the curriculum committee could assume a greater leadership role in exploring, proposing, and initiating new programs and in the maintenance and strengthening of academic standards, to which the new committee chair is committed.

PLAN: The Staff Development Committee will conduct workshops on pre-, and corequisite validation and on Title 5. The Curriculum Committee will share results from program review on effectiveness of programs and courses with faculty in an effort to maintain and improve academic standards. There is a proposal to have the committee meet twice a month. One meeting would be procedural, the other a brainstorming session dedicated to the discussion of issues in an effort to provide leadership in maintaining program vitality and in developing new programs.

2B.2 The institution engages in periodic review of program and departmental quality and effectiveness under clearly specified and demonstrably implemented procedures. The process is based on current qualitative and quantitative data which are used to assess strengths and weaknesses in achieving program purposes and projected outcomes.

DESCRIPTION: Only recently has program review been instituted at Los Angeles Mission College. Nine academic and vocational disciplines and seven components of Student Services were reviewed in 1993-94. Priority is being given to the Child Development Center, Financial Aid, EOP&S, DSP&S, Admissions, and Health Services.

The current program review process includes a self-study that evaluates the following: program function in accordance with the Master Plan, program vitality; grading, curriculum, prerequisite validation, staff preparedness and professional growth, student outcomes, and overall academic standards. Some disciplines, such as English, have taken advantage of student outcome information provided by Mission College's Student Information and Tracking System to study the impact of grading variability on student success and transition to successively higher levels of English instruction.

The review process occasioned the realization that the college needed a system to evaluate and implement the results of the reviews. Such a system, a master plan council and process known as ICAN (Improvement: Continuous and Neverending), was ratified by the college's Academic Senate and the MPAC in November.

EVALUATION: Program review is still an evolving process. The first time through, it proved unwieldy and had to be revised. In April of 1994, the chair of the accreditation steering committee revised the form to include compliance issues and student competencies. The form was approved by the Academic Senate and implemented. Individuals who were listed by the cluster chairs as having been involved in the review process were asked in August of 1994 to submit recommended changes to the form and the review process. Given that Los Angeles Mission College has only an incipient student information and tracking system and further that it is not well understood by most faculty, the fullest use of existing quantitative data was not realized in this first review. The absence of a comprehensive campus climate survey also accounts for meager inclusion of qualitative program review elements.

PLAN: The program review process will constantly be evaluated and refined. A five-year cycle of discipline review has been implemented. The results and recommendations from the self-studies will be shared with the Curriculum Committee, the Academic Senate, and MPAC.

Two activities will strengthen the ability of all college disciplines and services to perform program review. One is the completion of the Title III sponsored Student Information and Tracking system. Semester by semester this system will allow discipline and cluster chairs to evaluate the academic outcomes of their students in relation to a wide range of categorical variables. Access to such information will enable them to evaluate the degree to which their program is successful in general and as well its success in meeting the specific objectives of the master and student equity plans.

The other projected activity is the campus climate survey, mandated by Student Equity, which will provide a broad picture of the college's institutional life and enable each discipline to evaluate how and what it contributes and how it is synergistically related to the overall institution.

2B.3 Policies and procedures for additions and deletions of programs or courses are carefully developed and administered, are based on curriculum planning, and are consistent with the resources of the institution, the capabilities of faculty, and the needs of the community served by the institution.

DESCRIPTION: A curriculum procedures handbook which describes the normative process for proposing new curriculum has been written and distributed to the faculty (2.3). New programs are developed according to this process. When all needed changes are made and the Curriculum Committee is satisfied that Los Angeles Mission College requirements and Title 5 standards have been met and the program fits the Master Plan and Student Equity Plan, it is submitted to the MPAC subcommittee on budget for fiscal consideration. When resources are available, the program is implemented by the vice-president of academic affairs. Programs and courses to be deleted proceed in a similar fashion. In all cases the Master Plan offers the criteria by which decisions are made.

EVALUATION: By virtue of the small size of the college and its service area, the faculty tends to be very much in tune with the educational concerns of the students and residents of the service area. Programs in computer-assisted design, culinary arts, and interior design, have all sprung from the faculty's perception of vocational tracks with an educational potential of significant future growth for the students. Similarly, the general education curriculum is responding to the increasingly Hispanic component of our student enrollment with increased offerings in ESL and pre-collegiate ENL, as well as specific culture-oriented courses such as Latin American Literature.

PLAN: No planning is indicated by the evaluation.


The educational program is designed to give students a comprehensive, substantial, and coherent exposure to the major broad domains of higher education. All programs leading to the Associate degree include a major area and a general education component.

DESCRIPTION: The general education philosophy at Los Angeles Mission College is clearly stated in the college Catalog under Graduation Requirements:

The awarding of an associate degree symbolizes a successful attempt on the part of the college to lead students through patterns of learning experiences designed to develop certain capabilities and insights. Among these are the ability to think and to communicate clearly and effectively both orally and in writing; to use mathematics; to understand the modes of inquiry of the major disciplines; to be aware of other cultures and times; to achieve insights gained through experience in thinking about ethical problems; and to develop the capacity for self-understanding.

The requirements in each category are clearly listed in the same part of the Catalog.

2C.1 The general education segment of all educational programs is based on a philosophy and rationale that are clearly stated and provides the criteria by which the appropriateness of each course in the general education component is evaluated.

DESCRIPTION: The philosophy and rationale for the general education segment is based on Title 5 guidelines. Courses in the general education curriculum are evaluated according to Title 5 guidelines as outlined in the Curriculum Handbook which has been recently developed by the Curriculum Committee.

EVALUATION: The general education statement is adequate. The courses are evaluated effectively. The Curriculum Subcommittee on revising general education has completed its work and the revisions are in place. The Curriculum Subcommittee as a whole needs to be trained in the area of general education.

PLAN: The Staff Development Committee will conduct workshops for faculty on general education.

2C.2 The plan for general education is cooperatively developed by faculty and administrative staff and approved by the governing bo�at governs the district curriculum approval process.

EVALUATION: The general education revision process has been completed in an appropriately cooperative manner between faculty and administration, and approval by the board of trustees is expected.

PLAN: No planning is indicated by the evaluation.

2C.3 The general education program introduces the content and methodology of the major areas of knowledge--the humanities, the fine arts, the natural sciences, and the social sciences--and helps students to develop the intellectual skills and social attitudes that will make them effective learners and citizens.

DESCRIPTION: The breadth and depth of general education curriculum is reflected in the college Catalog as described in the opening paragraph of Standard 2C.

EVALUATION: The content of the general education program has been adequately studied, and after its recent revision, its breadth and depth have been determined to be adequate.

PLAN: No planning is indicated by the evaluation.

Standard 2D Special Programs Offering Courses for Credit

All special courses and programs which include courses for credit whether conducted on-or off-campus [sic] are integral parts of the institution; their functions, goals and objectives are consistent with other elements of the institution; they maintain the same academic standards as regular campus programs; and they are planned and evaluated by the same processes as the regular educational program.

The college is solely responsible for the academic and fiscal integrity of all instructional programs and courses which bear the institution's name.

DESCRIPTION: Special courses and programs including courses for credit conducted both on and off campus such as PACE, Instructional Television, outreach transfer classes, International Education, Cooperative Education, and Addiction Studies, are offered as they are requested by businesses, community agencies, and groups with special needs.

Full-time faculty in the curriculum review process determine the goals and objectives, prepare course outlines, and assist in the selection of texts to be used by full-time and part-time faculty in all special programs. The criteria for the evaluation of instructors are the same whether they teach on or off campus. Students are informed about the classes and their locations in the Schedule of Classes which includes maps, course descriptions, times of class meetings, explanations of programs, and course standards and procedures. The ICAN Council will schedule program reviews for all special programs, seeing that they adhere to collegewide standards and objectives.

The provisions of Standard 2D apply to:

Courses taught by nontraditional delivery systems such as television, correspondence, newspaper, video or audio tape, radio, modularized instruction, and computer-assisted learning.

PACE is a program designed to allow adults employed full time to attend college as full-time students. The delivery system consists of lectures one evening per week, two hours of instructional television per week, and eight all-day Saturday conferences per semester. The program emphasizes collaborative learning centered in the study group and interdisciplinary studies through paired courses. PACE is offered both on and off campus to make the program as convenient to working people as possible. All services provided for regular on-campus students are provided for PACE students, including counseling.

Contract education courses taught for credit.

Contract education is offered through the Business and Professional Development Center which is under the auspices of the vice-president of academic affairs who ensures that educational and fiscal responsibility and control remain with the college. Through contract education and credit and noncredit programs, the center offers to business personnel opportunities to have workshops, seminars, and courses that are specifically designed for their individual employees. Locations are at the college or business sites, depending on the needs of the employees to be served, the time factor, the availability of transportation, and other requirements of the particular offering, such as facilities and equipment.

All international education programs.

Instructional Television and International Education are offered to Mission College students through programs administered by the district. Televised courses are approved by district discipline committees on which Mission College instructors serve. Study abroad opportunities are led by district faculty, and Mission College instructors have the opportunity to be involved. Students are informed about both programs in Mission College publications.

Work experience and cooperative education courses.

Cooperative Education allows students to receive credit at their workplace for supervised job-related study toward their majors. Outreach sites chosen for their relevance to the curriculum in addiction studies include Panorama City Community Hospital and the National Council For Alcoholism.

EVALUATION: Special and off-campus programs and courses are governed by the same goals, objectives, and standards as those in the regular offerings on campus. The process of selecting and evaluating instructors is part of the regular on-campus procedure and adheres to institutional policies. Because the faculty and administrators plan, approve, and evaluate all programs and courses through the curriculum process, the standards remain the same.

The directors of PACE, addiction studies, instructional television, and cooperative education are full-time, tenured faculty members who are experienced in nontraditional programs and provide continuity between campus and off-campus facilities and staff.

PACE is currently diversifying its curriculum to include a business emphasis and a multiple-subject teaching credential emphasis to offer more choice. Other areas such as administration of justice are being explored to meet the needs of the diverse constituency the college serves. The only impediment to increasing the flexibility in planning curriculum is that created by the televised portion of PACE instruction. There is a need to move away from the fixed districtwide broadcast of this material and use cassettes instead. In this way, PACE can offer the same wide range of curriculum available in the regular college offerings.

Special programs, although functioning well, are still subject to program review. Refinement and expansion of programs is ongoing.

PLAN: Special programs will participate in program review. PACE will develop a cassette method of delivering the televised portion of its instruction. The result will be a diversification of the curriculum. Opportunities to increase contract education will be explored by the directors of all special programs.

Standard 2E Credit for Student Achievement

Evaluation of student learning or achievement and the award of credit are based upon clearly stated and distinguishable criteria.

2E.1 Student performance is evaluated in terms of defined and published course requirements.

DESCRIPTION: The Catalog on pages D-5 and D-6, the Schedule of Classes, and the faculty Attendance Accounting and Grading Procedures Manual (CD. 8) define the general criteria for awarding grades and credits.

EVALUATION: The evaluation of student performance is standard and used by other institutions. The Attendance Accounting and Grading Procedures Manual has been updated in 1993-94 for the entire district. Students are adequately informed by means of all college publications on grading standards and the awarding of credit.

PLAN: Standards 2E.1 through 2E.6 require no planning as indicated by the evaluation.

2E.2 Criteria for evaluating student performance or achievement, i.e., grades (A, B, C, etc.) are clearly established, stated in college publications, and are generally understood by faculty and students.

DESCRIPTION: At the beginning of each semester, the instructor must give each student a syllabus and a course outline that establish the specific criteria determining the student's grade and attendance regulations. The course outlines and syllabi are on file in the Office of Academic Affairs. Syllabi are also on file in each cluster office.

EVALUATION: The Attendance Accounting and Grading Procedures Manual and the college Catalog clearly define the criteria for awarding grades.

PLAN: No plan is needed.

2E.3 Credit awarded is consistent with student learning or achievement and based upon generally accepted norms or equivalencies.

DESCRIPTION: In many disciplines, course outlines are constant throughout the district, and the level of student achievement necessary in each course is established through the district discipline committees. Advanced placement is governed by a policy specific to Los Angeles Mission College. Every discipline reviewed its courses and established a list of equivalencies. That list is available in admissions, counseling, and the Office of Academic Affairs. Through the Curriculum Committee and the Academic Senate, a poll was conducted of all faculty in all disciplines to determine for which disciplines credit could be given by exam. A few disciplines authorized specific courses. The list is available in the Counseling Office, the Office of Academic Affairs, and Admissions.

EVALUATION: The function of the District Discipline Committees in determining the level of student achievement necessary in each course has been successful. By meeting regularly, the faculty of all nine colleges carefully consider the content of course outlines, and there are many that are constant throughout the district.

PLAN: No plan is needed.

2E.4 The degree, certificate, or diploma awarded upon successful completion of an educational program is appropriate to the demonstrated achievement of the graduate.

DESCRIPTION: The graduation requirements are clearly stated in the college Catalog: "The awarding of an associate degree symbolizes a successful attempt on the part of the college to lead students through patterns of learning experiences designed to develop certain capabilities and insights" (p. E-l). The statement continues with specific areas of required achievements. Certificate programs are listed along with degree programs, and the requirements to be fulfilled are clearly stated.

EVALUATION: The associate of arts degree, the associate of science degree, and certificates awarded to successful students at Mission College are appropriate to the requirements as stated in the college Catalog.

PLAN: No plan is needed.

2E.5 Clear and well-publicized distinctions are made between courses which offer degree and non degree credit.

DESCRIPTION: Each course is listed in college publications as to its degree applicability. Both the Schedule of Classes and the college Catalog contain this information.

EVALUATION: The distinctions between degree and nondegree credit courses are clearly made in all college publications.

PLAN: No plan is needed.

2E.6 Any credit for prior experiential learning is awarded and limited in accordance with Commission policy.

DESCRIPTION: The college does not grant credit for prior experiential learning.


The institution has a systematic procedure for articulating its programs with secondary schools, baccalaureate institutions, and with employers who hire occupational students.

2F.1 The curriculum planning process involves liaison with secondary schools, particularly in sequence courses. Where articulation agreements exist, high schools of origin receive reports on student performance.

DESCRIPTION: Articulation with high schools, Regional Occupational Programs (ROP), and adult schools is coordinated by one of the Los Angeles Mission College counselors and the college's Business and Professional Center. Primarily, the counselor's portion of this activity centers on service to local feeder high schools by way of participation in high school transfer days and other such activities. Local high school counselors are kept abreast of entry requirements, and high school students are provided with opportunities to begin the matriculation process while still in high school. A Tech Prep Consortium at the college involves three feeder high schools. The program is in its second year and includes three 2+2 programs in their second year of implementation: culinary arts, engineering CADD, and child development-intergenerational care providers. The most recent of the 2+2 arrangements is culinary arts, developed jointly with industry, high school, and college advisors. This program involved development of a student operated food-service program for the college. The five existing 2+2 programs involve three high schools and approximately 200 students. Advisory committees are on-going. Fourteen CADD students out of the twenty-five participants have already signed up for the up-coming summer program. At-risk students comprise well over half of the participants in 2+2 programs.

High schools of origin do not receive reports on student performance, but with completion of the student information system, that data will be available to college personnel.

EVALUATION: There is a need to develop more 2+2 programs. As 2+2 programs are developed and the agreements are implemented, feedback with feeder schools regarding the performance of their graduates will be needed.

PLAN: Discussions are underway regarding the development of 2+2 programs in administration of justice and business disciplines. As these agreements are implemented, feedback with feeder schools regarding the performance of their graduates will be specifically called for.

2F.2 The curriculum planning process involves coordination with baccalaureate institutions, particularly with respect to major and general education requirements. Data about the number, performance, satisfaction, and adequacy of preparation of transfer students are systematically collected and reviewed.

DESCRIPTION: Articulation agreements with baccalaureate institutions are coordinated by a dean of academic affairs who also serves as the college's Articulation Officer. The Articulation Officer serves as a nonvoting member of the Curriculum Committee. The college maintains updated agreements with local universities and with some more distant universities, especially when called for by a specific discipline. Individual faculty members can initiate articulation agreements, exemplified most recently by requests from English, engineering, and food services management. The most recent articulation updates have come from CSUN and USC. The college maintains active coordination for the update of IGETC, CAN, and ASSIST articulation programs. The curriculum committee provides much of the initiative to maintain current university transfer agreements and accurate participation in IGETC and CAN. A general education subcommittee of the Curriculum Committee is currently reviewing all of the portions of the college Catalog having to do with graduation and transfer requirements and requirements for occupational programs.

Data from California State University, Northridge about transfer students is supplied and reviewed regularly, but from the University of California it is sketchy at best.

EVALUATION: The curriculum planning process should be strengthened and integrated with other key objectives.

PLAN: The new Curriculum Committee plans to develop proactive strategies to improve program offerings and articulation.

2F.3 The relevance of courses to job requirements is ensured by a systematic analysis of specific job requirements and curriculum review.

DESCRIPTION: Relevance to job requirements is ensured primarily by way of occupational advisory committees and special ad hoc committees pertaining to the development of new offerings and agreements. Advisory committee minutes are a source for monitoring occupational programs. Needs analyses are built into specially funded programs. EVALUATION: Based on current methods of needs analysis, the college is offering courses relevant to job requirements.

PLAN: The college plans to keep informed of the ever-changing job market and job requirements within its service area.

2F.4 Follow-up studies of transfer and occupational students are conducted regularly to evaluate the level of performance or job placement.

DESCRIPTION: Mission College does informal follow-up studies related to the requirements of various funded programs. Major transfer profiles are provided by the district's Research Office and are reflected in the Annual Report.

EVALUATION: A regular program of follow-up of transfer and occupational students is needed to maintain quality.

PLAN: The development of a student data base by personnel working under the Title III grant will provide the data necessary for the regular follow-up of students.

Standard 2G Non Credit Courses and Programs

Non credit courses and programs, whether offered on- or off-campus [sic], are integral to the educational mission of the institution.

The Los Angeles Mission College mission statement includes reference to providing educational opportunities and services for "every member of our community able to benefit from higher education." To that end, noncredit instruction is an integral part of the curriculum at the college. Noncredit courses and programs offer opportunities to the diverse community served by the college both for entrance into higher education and for self-development.

2G.1 Planning for and evaluation of non credit courses and programs is comparable to planning and evaluation for other programs of the institution.

2G.2 Policies governing non credit courses and programs are described in appropriate institutional publications.

2G.3 Institutional policies and procedures establish conditions under which college facilities may be used by the public.

DESCRIPTION: The planning for, evaluation of, and policies governing noncredit courses and programs are accomplished through the Curriculum Committee and the Academic Senate, just as are credit courses, according to criteria in Title 5. The policies are published in the Curriculum Handbook and described in the college Catalog, the Schedule of Classes, and the Community Extension Bulletin, and administered under policies established by the district (E65) and the Academic Senate.

EVALUATION: 2G.1-2G.3 Noncredit programs are well coordinated with the credit program.

PLAN: 2G.1-2G.3 Noncredit programs will continue as an integral part of the college mission.

Standard 2H Community Education and Services

Community Education and Services, if recognized as an institutional objective, respond to local needs for lifelong learning by providing avocational classes, classes for the business and professional community, non credit contract education courses, cultural events, and community and civic functions.

DESCRIPTION: Community Education is recognized as an institutional objective in the college's Master Plan. The Community Extension program offers over 130 workshops, seminars, and courses related to a variety of topics. Programs, courses, and workshops are offered in art, floral design, performing arts, travel, cooking, money and business, careers, language, College for Kids, computers, photography, dance, consumer information, health and safety, real estate, personal development, and tours and travel. For the 1992-93 fiscal year there were over 5,000 students enrolled in Community Extension Program offerings.

Contract education has developed at a steady rate during the last three years. Programs have been developed with Price-Pfister to teach classes in workplace literacy and basic skills, and with Valley Todeco, to teach workplace job-specific training in machine operation. An Educational Training Panel (ETP) contract was acquired to provide instruction in basic skills, computers, typing, business communications, and total quality management to fifty students.

Community Extension coordinates with the county's Century Art Gallery managed by the college. Areas of coordination include publicizing the schedules of Gallery Art exhibits as well as serving as gallery hosts.

The back cover of the Community Extension Catalog is devoted to publicizing various college programs and special events such as the PACE Program, Career Days, Women's Health Fair, new credit course offerings, and Business and Professional Center programs.

2H.1 Community education classes are part of the educational program and are coordinated with the credit and non credit program.

Community Extension classes are part of the college's educational program and are coordinated with the credit and noncredit program. When new Community Extension courses are proposed or developed, they are reviewed by the instructor and cluster chair in the course-related discipline and subsequently presented to the Curriculum Committee for final review. Community Extension is also represented on the Council of Instruction which considers matters of collegewide significance. Credit program faculty from the engineering, family and consumer studies, math, art, physical education, and real estate disciplines have taught for the Community Extension program. For the summer 1994 session, additional faculty from the photography, music, and electronics disciplines are scheduled to teach community extension courses and workshops. Beginning in the summer of 1993 the Community Extension program coordinated with the credit real estate program and began to offer a real estate program for continuing education. In the fall of 1993, the program coordinated with the noncredit English as a second language (ESL) program and began to offer ESL classes to the community. In the area of contract education, state approved, credit course outlines are followed.

EVALUATION: Coordinating with the credit and noncredit programs has proved to be very effective. The Community Extension program offerings have been enhanced because of this cooperative working relationship with the credit and noncredit programs.

PLAN: No plan is needed.

2H.2 Community liaison is effectively developed and maintained in order to determine community interests and needs and to evaluate offerings.

DESCRIPTION: The primary method of determining community interests and needs and evaluating offerings is by evaluating the input received on the instructor evaluation forms completed by community members who enroll in Community Extension workshops, courses, and programs; by speaking directly with community members from all walks of life, be they housewives, business persons, youth or senior citizens; and by reading and keeping abreast of contemporary economic, social, recreational, and educational trends. The Community Extension director is a member of the North Valley Advisory Arts Council as well as the Sylmar Youth Services Committee. Contacts with the Sylmar, San Fernando, Pacoima, Mission Hills and Granada Hills chambers of commerce have been made to promote and publicize the Community Extension offerings in the community. For contract education development, linkages are maintained with chambers of commerce, community-based organizations and local educational training and funding institutions.

EVALUATION: Program development and becoming a self-supporting operation are two main areas of focus for Community Extension during the next five years. More widespread, methodical, and systematic methods of determining community interests and needs are planned.

PLAN: A Community Extension advisory committee will be formed. It will be made up of community representatives to provide insight and make recommendations on community needs and interests. Additionally, pending budget, a mass community survey by mail will be done to assess interests and needs.

Planning is now taking place for more systematic and aggressive research and marketing activities in the area of contract education. The manager will contact area firms in order to focus on strengths in the type of training offered and to educate area business and industry in methods for obtaining funds for training through ETP, JTPA, and other outside sources.

2H.3 Institutional policies and procedures establish conditions under which college facilities may be used by the public.

DESCRIPTION: Article II of the Board Rules outlines procedures for use of college facilities and grounds under civic center permits. The Office of the President and the Office of Academic Affairs coordinate the use of facilities by the public. The public can request use of available college facilities by completing a Civic Center Application. The facilities available for community use include classrooms and a 700 person capacity conference facility in the Campus Center.

EVALUATION: The procedures for use of college facilities function adequately. The public regularly uses the facilities without significant problems.

PLAN: No plan is needed.

Works Cited

2.1 Peer Evaluation Form

2.2 Program Review Form

2.3 Curriculum Process Handbook