Iiia human resources

EVALUATION This standard is met. PLAN

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This standard is met.


None is needed.


The institution assures the integrity and quality of its programs and services by employing personnel who are qualified by appropriate education, training, and experience to provide and support these programs and services.

III.A.1.c. Faculty and others directly responsible for student progress toward achieving stated student learning outcomes have, as a component of their evaluation, effectiveness in producing those learning outcomes.
IIIA.1.c Narrative


What are the roles of faculty, tutors, and others in producing student learning outcomes?

Each course offered at MVC is subjected to three-stage process that, briefly, involves: (1) Creating the SLOs and aligning them with GE and program learning outcomes, (2) Delivering instruction and offering student support, such as tutoring, (3) Measuring student learning and making adaptations to teaching/support to help students achieve the stated SLOs.

As the individual course is being developed, faculty from a given discipline is involved in preparing student learning outcomes (SLOs). The course together with its SLOs is then evaluated on the departmental and discipline levels by the faculty before it is approved for submission to CurricUNET (the master documents for that purpose).(esp on policies how courses are developed). For the existing courses, the faculty at Moreno Valley College have aligned their specific course SLOs with appropriate general education (GE) SLOs using the course outlines of record in CurricUNET. (evidence – 1 or 2 examples on new CORs). Revisions of all Course Outlines of Record (COR) were a required exercise for Comprehensive Program Review in 2012, and through this process, the district encouraged the inclusion of SLOs into all CORs. The SLOs are communicated to students in a course syllabus distributed at the beginning of classes each semester.

Student learning at Moreno Valley College is enriched by Student Services such as tutoring. Tutors are appropriately qualified, trained, and supported in their professional development. The Tutoring program assist students in achieving academic success by focusing on study skills and strategies to assist them in becoming more independent and active learners. The tutor's role is never to do students' assignments for them, but to help students learn the concepts and methods needed to do their assignments themselves. The purpose of tutoring is not to raise students' grades, but to help them learn. If tutoring results in a student getting a higher grade without learning, the student/tutor relationship has failed.
Faculty, staff and students work collaboratively to ensure student learning. Student Services value the individual relationship between student and faculty as central to the learning process and recognize the contributions of staff in providing the necessary support to meet student goals. Together, faculty and staff are committed to creating opportunities for all our students to achieve success beyond their own expectations within an environment that cultivates tolerance, civility, and respect. In addition, faculty can utilize facilities and resources to classroom instruction and/or have the lab staff/ peer tutors provide basic skills instruction to their students either individually or by classroom lecture.
What methods has the institution developed to evaluate effectiveness in producing student learning outcomes? Are these methods yielding meaningful and useful results?

The College is engaged in the evaluation process of the effectiveness of producing SLOs. The campus has one full-time equivalent faculty reassignment for assessment coordinator(s) and an part-time Outcomes Assessment Specialist who works on grant funded projects. A number of tools to measure students learning outcomes have been created and developed, such as assessment project templates, graduation surveys, student engagement surveys and reports on success and retention. CTE faculty have mapped and aligned their course SLOs with program SLOs. Measures are not different for DE/CE students. In addition, prior to teaching either DE or CE courses faculty must complete the RCCD Online Blackboard Academy. In addition to basic Blackboard instruction, the Blackboard Academy covers administrative policies and procedures for online instruction as well as additional district services available to distance education instructors. Trained faculty is selected by the departmental chair to ensure proper ratio of on-line courses to face-to-face courses.

The institution has developed surveys to measure students' self-reported achievement in degree outcomes. In fall of 2011 college conducted a broad survey where students rated how SLOs were achieved (evid. provide sample of survey) The district has engaged in phone surveys for CTE certificate earners. The district produces the ARCC report annually that measures student achievement in basic skills courses. Institutional Research has also prepared Excel spreadsheets with student success rates and retention rates for use in Instructional Program Review. Student Services conducts a student engagement survey that reports on students' satisfaction with support services and also on instructional matters. The findings of two surveys are summarized in the power point presentation delivered by Dean David Torres from the Institutional Research Riverside Community College District (evidence will be the presentation itself). The Student Services surveys provide information on how a sample of students perceive the delivery of college programs. Surveys address demographics, importance, campus climate, services and general satisfaction. The highlights include the affordability, programs offered, class scheduling, academic reputation and financial assistance. The campus climate showed that students felt the campus commitment to diversity (ethnicity, religion, gender, etc.). Furthermore with services satisfaction, the students very satisfied with tutorial services, the library, writing and reading center, DSPS, EOPS, Math Learning Center, financial aid and student government. Students also acknowledged that instructors cared about their progress in their courses. In the area of improvement, students ranked parking availability and study areas as lacking.

What in-depth thinking have faculty, as individuals and collectively, engaged in about how well students are learning in their courses and programs? What measures have they, again as individuals and collectively, created or selected to measure that learning? Are these measures different for DE/CE students?

Faculty measure student learning in their courses through tests, exams, and also through assessment projects. Programs that have external licensing exams report student success on these measures. Some Basic Skills projects have been assessed to measure student learning, such as JumpStart. Assessment of course-level SLOs began in 2008. Since 2010 faculty assess courses as on-going projects. In spring 2010 the student graduation survey was conducted. The survey was developed by the District Assessment Committee (DAC) and includes six General Education SLOs (GESLOs) that reflect the skills and competencies all Riverside Community College District (RCCD) A.A./A.S. graduates should have obtained. Surveys were passed out during the Spring 2012 graduation rehearsal. A total of 181 surveys were received.

From 2008 to 2010 under their leadership, a total of 76 out of 503 courses, or 15 percent, completed the first cycle of course-level SLOs assessment. Prior to Spring 2011, 15 percent of courses offered in a spring or fall semester, or 502 courses, had been through one cycle of assessment, and the College had made a shift from the “Awareness” to the “Development” level of implementation as defined by the ACCJC rubric. In Spring 2011 the SLO Assessment Steering Committee revised the SLO assessment template to make it easy-to-use. The revised template was incorporated into the annual Program Review document with the result that faculty reports of direct assessment reached 40 percent, and they were submitted more systematically as part of that process. By Fall 2011 the level of direct assessment had risen to 45 percent. As of December 2011, 80 percent of courses taught have had either direct or indirect assessment. (get new data from MVCSLO Implementation Report).

What discussions have faculty had about how to improve learning? What plans have been made?

What changes have faculty made in teaching methodologies to improve learning? (Ask Cheryl Honore for data here) What changes in course content or sequencing have resulted from analyses of how well students are mastering course content in both DE/CE and face-to-face instructional formats?

Since all faculty participate in the discipline-based, district-wide Comprehensive Instructional Program Review process within a four-year cycle and Annual Program Reviews, the Moreno Valley College faculty have engaged in formal and informal discussions within their discipline and/or department about using assessment to improve teaching and learning that resulted in the increasing number of assessed courses, as indicated above. Moreover, since Moreno Valley College Assessment Committee (MVCAC) consists of the Faculty Assessment Coordinator and liaisons with each of the five college departments, these faculty liaisons regularly discuss assessment at their department meetings. The Basic Skills Initiative committee discusses student learning in these courses as well and they have developed projects to address problems, most notably that of completing sequences of basic skills prerequisite courses in Math and English. The Student Equity committee is another that addresses student learning issues, primarily for underrepresented student populations.

Many disciplines (such as English, mathematics, geography, administration of justice, and fire technology) are utilizing assessment projects and program review to develop teaching techniques adjusted to the needs of particular groups and even individual learners.

For example, the English discipline meets regularly to discuss assessment of outcomes and common courses in an effort to increase student success rates and to align multiple sections of the same course taught by different instructors. They have involved faculty in writing and reading in their deliberations as they acknowledge the close relationships among those fields. The English faculty have developed the English 80 course that shortens the path to transfer -level English.
Similarly, the mathematics faculty at the College have worked collaboratively to develop a common final exam and to determine the effectiveness of the on-campus mathematics laboratory. During the 2011-2012 academic year, two Moreno Valley College mathematics faculty participated in the California Acceleration Project, sponsored by the California Community College Success Network. This project brought together eight colleges to design a pre-statistics course that would allow students to shorten their path to a transfer-level math course by as much as nine units (three courses). A new Algebra for Statistics course is being offered in Spring 2012 in a pilot program. Assessment of the SLOs for this course and the effectiveness of the course in meeting the stated goal was be determined in Summer 2012. The goal of the mathematics course design, and of the plan for a similar course in English, is to shorten the remedial pipeline and eliminate exit points in the curriculum where many students are lost, thereby resulting in increased numbers of students completing transfer-level math and English. There is also a reading apprenticeship group that has been formed to look at reading across the curriculum. In addition, the institution recently offered a workshop on teaching under-resourced students (evidence flyer from Krodel presentation).

The Dental Hygiene, Dental Assisting, Emergency Medical Services, and Fire Technology programs formed their advisory groups to provide on-going platform for discussions of student learning (http://mvcsp.com/loa/2012-2013%20SLO%20Implementation%20Report/Forms/AllItems.aspx?RootFolder=%2floa%2f2012%2d2013%20SLO%20Implementation%20Report%2fSLO%20Implementation%20Report%2fSLO%20Implementation%20Report%20Evidence%2fRubic%20Statement%206%2f6%2e4%20CTE%20licensure%20or%20advisory%20group%20discussions&FolderCTID=&View=%7bBF9A406E%2d997D%2d49F2%2d9B2B%2d7F72358BE11D%7d).

How does the institution use analysis of the results of assessment to improve student learning outcomes?

The results of the assessment projects are implemented into teaching on multiple levels. The survey results are incorporated into the planning process for future events such as workshops and shared with the college community. In addition, in spring 2010, a new GESLO statement was added to the survey: “Understanding environmental issues and their importance to our society.”

How has professional development supported faculty performance in satisfactory development and assessment of student learning outcomes?

Faculty Development Workshops are being scheduled on a monthly basis that are offered as FLEX credit . In addition, assessment coordinators also meet with instructors one-on-one to offer training, if needed. After each event, the Coordinator conducts a survey of the participants. The ACCJC rubric for evaluating SLOs has been shared with faculty. In December 2011 the Faculty Assessment Coordinator and the Professional Development Coordinator held an “Assessment and Program Review Attack.” The event drew fifteen eager members of the faculty who collaborated, discussed, and completed course-level assessments or updated their discipline Program Reviews. The results of this event were positive and several course assessments were completed. The Moreno Valley Assessment Committee is identifying specific SLO projects to be made into FLEX workshops to discuss specific learning issues that are relevant across disciplines (evidence the list of FLEX workshops in 2012-2013).

Is there professional development for faculty using DE/CE modes of instructions?

Professional development towards development and assessment of SLOs using DE/CE modes of instruction includes use of SharePoint, Blackboard Learn workshops and CurricUNET trainings.

SharePoint (SP) is used for communication and collaboration on assessment. Completed assessment reports and resource documents for assessment are posted to a SP site regularly. Faculty use the site to find models of best practices and to post their own reports. Blackboard Learn Workshops, semi-monthly workshops assist faculty with teaching online courses through RCCD’s Open Campus. CurricUNET training for faculty is designed to assist faculty in curriculum planning, revisions, and approvals.

There is an online training for faculty in Blackboard. There are identified faculty mentors on campus to assist other faculty with blackboard problems. There is a newly created Online Task Force whose intent is to 1. Improve student learning in online courses; and 2. Meet the accreditation standards that deal with online courses. There have been some FLEX workshops on Blackboard and DE.


This standard is met. However, as the assessment projects are yielding more results, college will be able to utilize these data, together with the revised program review analyses, to further improve SLOs.


None is needed.

III A.1.d

The institution assures the integrity and quality of its programs and services by employing personnel who are qualified by appropriate education, training, and experience to provide and support these programs and services.

III.A.1. d. The institution upholds a written code of professional ethics for all of its personnel.
IIIA.1.d Narrative

Does the institution have a written code of professional ethics for all its personnel?

A number of district policies and statements govern codes of conduct and ethical treatment of employees and students. Board Policy 2715 and AP 2715 (Code of Ethics/Standards of Practice) arethe Board of Trustees Standards of Good Practice to promote a healthy working relationship among its members and its Chancellor. esp According to BP 3050 (Institutional Code of Professional Ethics) and AP 3050 all employees shall be committed to the principles of honesty and equity.esp

The District Academic Senate established a Code of Ethics for faculty that was adapted from the American Association of University Professors (AAUP) Statement on Professional Ethics (1987) and from the California Teachers Association (CTA) Code of Ethics of the Education Profession (1968)esp27. Similarly, RCCD Management Association provides the code of ethics for the management team. A variety of board policies covering all employees deal with fair and ethical treatment of personnel and students:

The following board policies and related administrative procedures bearing the same numbers, also apply:

  • BP 2710 Conflict of Interest

  • BP 2712 Conflict of Interest Code

  • BP 3410 Nondiscrimination

  • BP 3430 Prohibition of Harassment and Retaliation

• BP 3435 Handling Complaints of Unlawful Discrimination, Harassment or Retaliation

  • BP 4030 Academic Freedom

  • BP 5500 Standards of Student Conduct

  • BP 7120 Recruitment and Hiring

  • BP 7700 Whistleblower Protection.

How does the institution foster ethical behavior in its employees?

The DHR/DEC office has offered workshops on various aspects of harassment, including sexual harassment, hostile workplace, and discrimination. Some are for FLEX credit for faculty, some are mandatory for all supervisory employees. Faculty and staff are, moreover, trained in ethics as part of their training before serving on hiring committees.

DEC has held workshops on Complaint Procedure, Faculty Recruitment and Retention Strategies, EEO and Interview Protocol, Sexual Harassment/Supervisory, Procedures for Handling Complaints of Unlawful Discrimination, Harassment, and Retaliation, and Student Presentations, training a total of 384 district members. The improvement of instruction process—governed by the District/ Faculty Association Agreement—provides a way to address student grievances related to the faculty Code of Ethics. However, the agreement lacks provisions for grievances between faculty members. There have long been discussions in the district Academic Senate about whether the Academic Standards Subcommittee should take a role in ethics grievances between faculty members. The Senate Code of Ethics does not address this issue.


This standard is met.


None is needed.


Standard III A.2

The institution maintains a sufficient number of qualified faculty with full-time responsibility to the institution. The institution has a sufficient number of staff and administrators with appropriate preparation and experience to provide the administrative services necessary to support the institution's mission and purposes.

(program review/ APC)
How does the institution decide on the organization of administrative and support staffing? (program review)
How effectively does the number and organization of the institution's personnel work to support its programs and services? How does the institution evaluate this effectiveness? (?departmental surveys ex IMC, Student Services)

III A.2 Narrative


Moreno Valley College employs 75 full-time faculty, including one full-time librarian and eight full-time counselors. All full-time faculty meet or exceed-minimum qualifications as determined by the state chancellor’s office, or by a college-based equivalency committee, and are selected by a rigorous process described above in III.A.1.a

Faculty hiring occurs in three modes: tenure track full-time, part-time, and temporary full-time. (For a detailed account of faculty hiring processes see III.A.1.a.) Tenure-track hiring processes are the most rigorous. All full-time faculty members hired into tenure-track positions will be hired in accordance AP7120c which defines the means to determine the appropriate hiring of full-time faculty(evidence AP7120c). Procedures for initial hiring of part-time faculty, are less stringent. AP7120d outlines the process. Temporary full-time faculty are hired by process that falls in between the full-time and part-time processes in its level of rigor. These faculty are typically hired in emergency situations such as the sudden inability of a full-time faculty member to fulfill a teaching assignment. AP7120e outlines the process.

By what means does the institution determine appropriate staffing levels for each program and service?

Program reviews allow all constituencies at the college and in the district to compare full-time and part-time faculty loads, to assess the effect of loads on programs, and to determine rationally which new hires should be given the greatest priority. Through annual program review each discipline puts forth its requests for positions and has the opportunity to support its requests with statistical data and a narrative that takes into account the college’s mission and goals. These requests are reviewed by departments, the Academic Planning Council, and the Academic Senate. Requests are then forwarded to the appropriate Strategic Planning committees before review and action by the Moreno Valley Strategic Planning Committee and, later, approval by the President’s cabinet.


Moreno Valley College currently has the following 10 full-time academic administrative positions:

  • President

  • Vice President of Academic Affairs

  • Vice President of Student Services

  • Dean of Instruction

  • Dean of Technology and Instructional Support Services

  • Dean of Public Safety Education and Training

  • Dean of Student Services

  • Associate Dean of Grants and College Support Programs

  • Director, Health Services

  • Director, Public Safety Education and Training

And 10 classified management positions:

  • Vice President Business Services

  • Director, Facilities

  • Director, Enrollment Services

  • Director, Communication and Web Development

  • Director, Student Financial Services

  • Director, Middle College High School

  • Director, Student Support Services Grant (.75%)

  • Outcome Assessment Specialist (50%)

  • Assistant Manager Food Services

  • Assistant Custodial Manger

Support Staff

Moreno Valley College currently employs approximately 69 full-time and 23 part-time support staff. They are hired in every program area of the college. Their help in keeping programs and services going is critical to the institution’s successes in serving students’ needs.

The determination of sufficient support staff is addressed in both the departmental program review and the administrative program review. In the departmental program review faculty asked to identify the number of full-time and part-time classified staff department employs and then to justify the need for more staff, if necessary. Both departmental and administrative program reviews rank needed positions and forward their program review requests through the strategic planning process. (III.A.6 explains in further detail the process that links human resources planning with budget and institutional needs.)


Need the information from program review to determine if this standard is met.

Approximately 58% of classes are being taught by part-time faculty (associate faculty). A large portion of these classes are in career and technical education programs, specifically Administration of Justice (law enforcement) and Fire Technology. The associate faculty who teach in these programs are professionals in their fields who have specialized training, expertise and work experience that make the exceptionally prepared to teach these specialized classes.

Additionally, Moreno Valley College has committed to increasing the full-time to part-time ratio by hiring an additional two full-time faculty members by the fall of 2013. It is noteworthy to mention that by deducting the law enforcement and fire technology classes from the total teaching load and adding the additional two full-time faculty members the ratio will be closer to 50% of classes taught by full-time faculty by the fall of 2013 (excluding ADJ & FIT).

Fall 2012






Total Load


Full-Time Teaching Load




Total ADJ Load




Total FIT Load




Total Load Taught by Full-Time Faculty Less ADJ & FIT




Additional 2 New Full-Time Faculty hired by Fall 2013 Less ADJ & FIT





Continue to increase the full-time to part-time faculty ratio. Hire two full time faculty by 2013-14 academic year.

III.A.3.a The institution establishes and adheres to written policies ensuring fairness in all employment procedures.

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