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					STANDARD II:
STUDENT LEARNING PROGRAMS AND SERVICES
The institution offers high-quality instructional programs, student support services, and library
and learning support services that facilitate and demonstrate the achievement of stated student
learning outcomes. The institution provides an environment that supports learning, enhances
student understanding and appreciation of diversity, and encourages personal and civic
responsibility as well as intellectual, aesthetic, and personal development for all of its students.

A. Instructional Programs

The institution offers high-quality instructional programs in recognized and emerging fields of
study that culminate in identified student outcomes leading to degrees, certificates, employment,
or transfer to other higher education institutions or programs consistent with its mission.
Instructional programs are systematically assessed in order to assure currency, improve teaching
and learning strategies, and achieve stated student learning outcomes. The provisions of this
standard are broadly applicable to all instructional activities offered in the name of the
institution.

Standard II A 1. The Institution                       learning needs and to assess progress
demonstrates that all instructional                    toward achieving stated learning
programs, regardless of location or means              outcomes.
of delivery, address and meet the mission
of the institution and uphold its integrity.           Victor Valley College serves the
                                                       communities of Victorville, Hesperia, Apple
Regardless of the location or means of                 Valley, Adelanto, Lucerne Valley, Oak
delivery, all programs and courses offered             Hills, Phelan, P           , and Helendale in
by Victor Valley College have gone through             the High Desert. As detailed in the
the curriculum process to ensure that they             FactBook 2004, many factors, such as
meet various requirements, including the               affordable housing, have spurred an influx
mission of the institution. In December                of residents into the Victor Valley area.
2004, the Curriculum Committee submitted
an updated curriculum form to the Faculty              Victor Valley College recognizes and
Senate that includes a space for new courses,          welcomes diversity in the community and is
courses being revised under Title V, and               committed to meeting the wide array of
student learning outcomes for each course.             educational needs of its increasingly diverse
                                                       constituents as indicated in the Student
Standard II A 1a. The institution                      Equity Plan (Student Equity Plan).
identifies and seeks to meet the varied                However, due to limited resources and
educational needs of its students through              continuing budgetary cutbacks, the College
programs consistent with their                         may not be able to address all the
educational preparation and the diversity,             educational needs of the fast-growing
demographics, and economy of its                       community. In October 2004, the college
communities. The institution relies upon               was awarded a five-year, $2,753,357
research and analysis to identify student              Hispanic Serving Institution grant.

Standard II                                                                                        121
Students may enroll in general education         appropriate to their educational and
requirements, transfer oriented programs,        employment goals.
and/or vocational and employment-oriented
programs. Many courses of studies                Standard II A 1c. The institution
culminate in graduation, a degree, or a          identifies student learning outcomes for
certificate of achievement. Educational          courses, programs, certificates, and
programs are offered in conjunction with the     degrees; assesses student achievement of
community college and the Victor Valley          those outcomes; and uses assessment
College mission and in response to               results to make improvements.
identified community needs.
                                                 All courses have defined objectives that
The College, in responding to community          focus on the course content. Vocational
needs in recent years has expanded the           courses include performance-based
following programs: Agriculture and              competencies and/or exit skill competencies.
Natural Resources; Automotive Technology;        The College utilizes data compiled and
Chemistry; Construction Technology;              maintained by the Office of Institutional
English; Fire Technology; Heating and Air        Research and Planning and from the
Conditioning; Life Sciences; Math; and           Cha ce r’ ff ce. The data         rete t ,
Nursing. In addition, the following new          completion, transfer, and persistence allow
programs were established: Biotechnology;        the College to identify trends and establish
Commercial Photography; Digital Media            appropriate planning guidelines pertaining to
Arts; Forensics; GIS; Graphics Design;           curricular improvements and changes.
Honors; and Teacher Education.

Standard II A 1b. The institution utilizes
delivery systems and modes of instruction
compatible with the objectives of the
curriculum and appropriate to the
current and future needs of its students.

Victor Valley College offers classes on
campus and off campus at various
community sites. The instructional delivery
format may be the traditional lecture; lecture
and lab; online via the Internet; hybrid
(combination of online and traditional
modalities); or through Interactive Televised
Video. All classes offered in online or
hybrid online format are of the same quality
and rigor as those offered in the traditional
classroom. All courses offered have defined
objectives, and have gone through the
curriculum approval process. Victor Valley
College has a strong Counseling staff to
assist students in selecting courses that are


Standard II                                                                               122
Standard II A 2. The institution assures       Committee then reviews the proposal and
the quality and improvement of all             makes recommendations for any changes
instructional courses and programs             that may be required. When the final
offered in the name of the institution,        version of the Course Outline has been
including collegiate, developmental, and       approved by the Curriculum Committee, the
pre-collegiate courses and programs,           course is added to the College Catalog and
continuing and community education,            may be scheduled. A copy of the Course
study abroad, short-term training courses      Outline is kept on file in the Office of
and programs, programs for                     Instruction and is forwarded to the
international students, and contract or        Chancellor's Office of the California
other special programs, regardless of type     Community Colleges.
of credit awarded, delivery mode, or
location.1, 2                                  Non-credit instruction at Victor Valley
                                               College is offered through two different
Standard II A 2a. The institution uses         programs. To identify, design learning
established procedures to design, identify     outcomes for, and approve new or revised
learning outcomes for, approve,                curriculum for Adult Continuing Education,
administer, deliver, and evaluate courses      the College follows a pattern parallel to that
and programs. The institution recognizes       established for credit courses. Proposals are
the central role of its faculty for            submitted by faculty members to the
establishing quality and improving             department chair and area dean for approval,
instructional courses and programs.            and then to the Curriculum Committee for
                                               critique and approval. When the Curriculum
Standard II A 2a Descriptive Summary           Committee has approved a new or revised
                                               course outline, the college must then submit
Through the Curriculum Committee and in        it to the Chancellor's Office of the California
accordance with Title 5 regulations, faculty   Community Colleges for final approval.
members identify and design learning           Adult Continuing Education courses are
outcomes for courses and programs. The         state-apportionment-funded. With approval
Curriculum Committee, a standing               from the state, the course is added to the
committee of the Academic Senate, has an       College Catalogue and may be offered to
established process by which it makes          students.
recommendations on all matters related to
credit curriculum at Victor Valley College.    The other program of non-credit offerings,
The Curriculum Committee must approve          Community Service, consists classes that
all proposals for new courses and/or           are not-for-credit and are self-supporting
programs and approve all updates or            through user fees. Faculty members design
revisions of established courses and           these and write the curriculum for these
programs. To propose a new course or           courses. The courses are reviewed and
program or to propose an update to an          approved by the appropriate dean. In the
existing one, a faculty member must            case that any not-for-credit class relates to a
complete a Course Outline form, gain           credit class, the area department dean
approval from the department chair and area    consults with the appropriate department
dean, and verify with the library that the     chairperson regarding course content in
College has or can obtain appropriate          order to avoid duplication or conflict with
support materials. The Curriculum              credit courses.

Standard II                                                                                123
The chief instructional officer and area dean    measure for evaluation during the
are responsible for the administration of        subsequent six-year cycle.
courses and programs. They work with
department chairs, who establish, with           Faculty members are fully engaged in the
department members and in accordance with        design, approval, delivery, and evaluation of
statewide regulations and transfer               courses and programs through channels
agreements where applicable, two year,           established by the Curriculum Committee
semester by semester schedules for the           and Program Review guidelines.
delivery of courses and programs. Faculty
members deliver courses and programs             Standard II A 2a Self-Evaluation
according to Curriculum Committee and
statewide guidelines.                            Standard II A 2a Planning Agenda

Faculty members evaluate courses and             Standard II A 2b. The institution relies on
programs periodically by measuring them          faculty expertise and the assistance of
against established Course Outline               advisory committees when appropriate to
guidelines and by updating the Course            identify competency levels and
Outlines according to Curriculum                 measurable student learning outcomes for
Committee standards. In addition, faculty        courses, certificates, programs including
members evaluate courses and programs as a       general and vocational education, and
part of the Victor Valley College Program        degrees. The institution regularly
Review policy and procedures. A detailed         assesses student progress towards
Program Review is conducted by                   achieving those outcomes.
departments and program every six years or
more frequently (as required by outside          Standard II A 2b Descriptive Summary
accrediting and/or regulatory agencies), and
a shorter program update is required             The current practice at Victor Valley
annually. This Program Review process            College is for department faculty to submit a
requires that each department or program         comprehensive list of learning objectives for
evaluation includes the following according      each course. The course outline is reviewed
to the needs of the institution, the student     by the Curriculum Committee when
body, and the local community: its course        submitted to it for initial approval. Course
offerings; degree or certificate requirements;   outlines, including course objectives, are
articulation agreements; methods of              also reviewed by the advisory committees of
delivery; competency levels; measurable          some vocational programs (e.g., Child
student outcomes; instructional support          Development, Biotechnology, and Fire
materials; and integration with other            Science). Beginning with the Fall 2004
departments or programs. A required              semester all proposals for new and revised
component of the Program Review process          curriculum were required to include not only
is that department and program leaders           general course objectives but also specific
identify, research, and predict what changes     student learning outcomes developed from
may be necessary for improvement and             those course objectives.
describe the resources and methods that
would be required to implement the               Instructors of individual course sections,
changes. The information provided in the         following departmental practices and
Program Review may then be used as a             policies, conduct direct assessments of

Standard II                                                                                   124
student learning at the course level, and       mandated that new occupational programs
records f each tude t’ ach eveme t are          requiring eighteen or more units of
submitted along with course grades. In          coursework develop and submit program
addition, institutional research data on        goals and objectives as part of the
course completion are an indirect indicator     application for approval. All new vocational
of student learning on the course level. The    programs at Victor Valley College since
Victor Valley College FactBook 2004             1999 have required fewer than eighteen
reports the following student success rates:    units, and thus it has not been necessary to
                                                identify program-level learning outcomes
    For the Fall 2003 term, the success rate   f r ubm         t the Cha ce r’ ff ce.
     ranged from 17.7% for Basic Skills to      The Curriculum Committee at Victor Valley
     92.3% for Respiratory Therapy. The         College reviews and approves required
     institutional average for this term was    courses for each certificate, but this process
     60.4%, while the statewide average for     does not involve the identification, review,
     the same term was 67.2%.                   or approval of program-level learning
    During the period of Fall 1997 through     outcomes. Victor Valley College faculty
     Spring 2004, annual successful course      have not identified program-level learning
     completion rates declined from 63.8%       outcomes for the established non-vocational
     to 59.0%. (These figures do not include    majors in Liberal Arts, Fine Arts, and
     work cooperation)                          Math/Science.
    Vocational and Technical Education Act
     Core Indicator Information (2004-2005)     In March of 2003, all departments that offer
     demonstrate that Victor Valley College     certificate programs at Victor Valley
     vocational students are significantly      College were contacted and asked to provide
     higher than the "State Negotiated Level"   information about the identification and
     for completions (+ 24.9%) but below        assessment of program learning outcomes.
     the "State Negotiated Level" for           The following is a summary of information
     achievement (-3.5%).                       received from the five responding
                                                departments.
Student success data for each discipline is
available thr ugh V ct r Va ey C ege’                 There are no identified program
Instructional Research Query Builder and               outcomes for Fire Technology and
the California Community College                       Business Administration.
Chancellor's Office Datamart. The review              Program outcomes for the
and description of this information is a               Respiratory Therapy program are
required part of each instructional                    published in the Respiratory Therapy
departme t’ pr gram rev ew.                            Student Handbook and are reviewed
                                                       regularly by the Program Director,
There is considerable variation among                  Clinical Director, and accrediting
Victor Valley College departments with                 agency. Achievement of Respiratory
regard to the identification of student                Therapy program objectives is
learning outcomes for programs and                     measured by surveys of clinical
certificates. Since September 2001 the                 affiliates, graduate employers, and
Program and Course Approval Handbook                   students as well as by review of
issued by the Chancellor's Office of the               licensure exam and registry exam
California Community Colleges has

Standard II                                                                               125
        results and the employment record of        The ability to think and to communicate
        recent graduates.                            clearly and effectively both orally and in
       Program outcomes are identified and          writing;
        reported by the Victor Valley               To use mathematics;
        College Nursing Program in Self-            To understand the modes of inquiry of
        Study Report for Continued                   the major disciplines;
        Approval Submitted to: State of             To be aware of other cultures and times;
        California Department of Consumer           To achieve insights gained through
        Affairs Board of Registered Nursing          experience in thinking about ethical
        (December 2001). Student                     problems;
        achievement of Nursing program              To develop the capacity for self-
        outcomes is measured by National             understanding.
        Council Licensure Examination pass          Possession of sufficient depth in some
        rates and by survey responses from           field of knowledge to contribute to
        alumni and their employers.                  lifetime interest.
       Three general goals are published in        Possession of certain basic principles,
        the brochure for the Victor Valley           concepts and methodologies both unique
        College Biotechnology program.               to and shared by the various disciplines.
        Discipline faculty and the program
                                                    Ability to use this knowledge when
        Advisory Committee review them               evaluating and appreciating the physical
        annually. Student achievement of             environment, the culture, and the society
        program outcomes is measured by              in which one lives.
        the placement/employment of
        graduates.                               There is no separate assessment at Victor
       The program objectives for each          Valley College of general education
        Child Development certificate            objectives as such. However, student
        consist of completion of the required    achievement of certain of these objectives
        courses. Achievement of learning         (e.g., “t u e mathemat c ,” “t be aware f
        objectives for this program is             ther cu ture a d t me ”) mea ured by
        measured by the success rates in         assessments conducted within individual
        individual courses and the number of     courses. Moreover, the success of Victor
        Child Development certificates and       Valley College graduates indirectly
        degrees earned.                          measures student achievement of general
                                                 education outcomes. Vocational and
Indirect measures of program-level student       Technical Education Act reports show that
learning such as program completion,             Victor Valley College vocational students
graduation, and transfer rates are reported in   are be w the “State Neg t ated Leve ” f r
the Victor Valley College FactBook.              employment (-8.7%) and employment
                                                 retention (-1.8%). As reported in the Victor
The Victor Valley College Philosophy of          Valley College FactBook 2004, three
General Education (Board Policy 4025) is         hundred and twenty-three Victor Valley
taken from Title 5, Section 55805 of             College students transferred in 2002-2003 to
California Code of Regulations and includes      either a CSU or UC school. The average
the following general education objectives       number of California State University
for the associate degree.                        transfer students from 1998-2002 who re-
                                                 enrolled one year after transfer was 85%.

Standard II                                                                                 126
The average university grade point average     important for all faculty, advisory committee
for the same group of students during this     members, and others involved in the
time period was 3.06.                          development and revision of curriculum to
                                               work toward a clearer and commonly shared
Standard II A 2b Self-Evaluation               understanding of the nature of and
                                               re at   h p betwee “c ur e bject ve ”
Current curriculum approval procedures at      a d “mea urab e tude t ear g
Victor Valley College guarantee that            utc me .”
appropriate members of the faculty identify
course objectives for all courses. In          As noted in the summary above, there are no
addition, chairs of some vocational            identified learning outcomes for some
departments report that advisory committees    vocational certificates and for non-
regularly assist in the identification of      vocational majors. Moreover, some
course objectives. Curriculum approval         department chairs and other faculty confuse
procedures do not, however, include a          measures of student learning such as test
formal documentation of the participation of   scores and course completion with learning
advisory committees.                           outcomes. In certain vocational programs
                                               (e.g., Nursing, Respiratory Therapy, and
The mea g f “c ur e bject ve” at V ct r        Welding) program-level outcomes exist in
Valley College is similar to the meaning of    the form of established professional and
“mea urab e tude t ear g utc me”               industry standards. Because there is no
the Accrediting Commission for Community       formal process at Victor Valley College for
and Junior Colleges Accreditation              the reporting, reviewing, and approving of
Standards. However, some differences are       learning outcomes for certificates, however,
apparent in a sample of eleven course          there is no incentive for faculty to identify
outlines-- including credit, noncredit,        these outcomes or to document their
vocational, and academic courses—that          existence systematically. The development
were approved by the Victor Valley College     of such a process, along with faculty training
Curriculum Committee during the period         in the subject of program-level outcomes, is
November 2002 through September 2003.          needed in order to make progress toward
Objectives written for these course outlines   meeting accreditation expectations. It will
tend to be concise, collective, and general,   also be important for faculty to begin
and thus they do not convey the scope or       discussion of whether and how program-
specificity of the individual learning         level learning outcomes should be
outcomes that are intended to be achieved in   developed for non-vocational majors.
the courses. Moreover, stated course
objectives sometimes include non-              Discussion of a philosophy of general
operational terms ("know," "understand"),      education and of general education course
over-emphasize elementary levels of            requirements began in Spring 2003 during
learning ("recognize," "describe"), and give   meetings of the Faculty Senate Graduation
insufficient attention to performance where    Requirements Committee. The approach of
the mastery of observable skills is the        this committee has centered on aligning
primary objective. Finally, stated course      Victor Valley College practice with the
objectives generally do not consistently       philosophy, unit, and distribution
indicate a standard for demonstrating          requirements identified for the Associate
achievement of the objectives. It will be      Degree in Title 5 of the California Code of

Standard II                                                                              127
Regulations. In the future there should be      provided in such a way as to elicit the active
must broader discussion among members of        participation of all faculty.
the faculty of the meaning and purposes of      2. Measurable student learning outcomes
“ge era educat ,” ead g t agreeme t             must be identified, reported, reviewed, and
on a comprehensive set of learning              approved for all courses, including
outcomes for general education. In              certificates, non-vocational majors, and
addition, a process must be established to      general education requirements.
review the identified learning outcomes for     3. A formal procedure must be created to
individual courses prior to assignment of       document, where appropriate, advisory
these courses to general education categories   committee review and approval of student
for the Associate Degree.                       learning outcomes for courses and
                                                certificates.
Traditional evaluation and grading              4. Curriculum Committee procedures will be
procedures are widely used by faculty to        amended to include a separate review of
measure student achievement of identified       each course proposed to meet one or more
course objectives. Once specific learning       general education requirements. This
outcomes are identified for each course,        review will include a comparison of
faculty members of each department will be      identified learning outcomes for the course
expected to give special attention to the       with the identified learning outcomes for the
selection and implementation of direct and      general education requirement that the
reliable methods for assessing student          course is proposed to satisfy.
learning. For many vocational certificate       5. The institution must create a formal
programs and non-vocational majors,             procedure for documenting the regular
students complete units or designated           assessment of student progress toward
courses without the formal attention to the     achieving course, program, and general
assessment of program-level learning            education learning outcomes.
outcomes. For each program, a process is
needed by which achievement of program-         Standard II A 2c. High-quality
level outcomes, once identified, is             instruction and appropriate breadth,
systematically assessed. Presumably,            depth, rigor, sequencing, time to
informal assessments of general education       completion, and synthesis of learning
outcomes, as stated in the Victor Valley        characterize all programs.
College Philosophy of General Education
(summarized above), occur within general        Standard II A 2c Descriptive Summary
education courses. Victor Valley College,
however, lacks a process for ensuring that      The quality of instruction is the main gauge
student achievement of associate degree           f the t tut ’ ucce . The depth,
objectives is systematically and directly       breadth and vigor with which a college
assessed in these courses.                      teaches demonstrate what an institution of
                                                higher education truly is. Victor Valley
Standard II A 2b Planning Agenda                College has several methods of ensuring
                                                high quality education. The first is through
1. Competent training aiming at a shared        the Curriculum Committee, which oversees
understanding of the main components of         all matters of teaching content. The
learning outcomes assessment should be          Curriculum Committee works continuously
                                                t expa d the breadth f the c ege’

Standard II                                                                               128
teaching. This committee forms the                 and, in the natural process of discussion,
facu ty’ pr mary re urce f r        vat            issues that start in the classroom are
and input on college wide content. The             discussed further and come to policy in the
majority of the committee is faculty, and          Curriculum Committee. Faculty are a vital
only faculty members have voting rights.           part of the process through their
The Curriculum Committee ensures that              participation at the committee level, their
standards established in the College mission       maintenance of standards with the classroom
statement are met in the curricula.                context, and their ongoing attention to the
                                                   needs of transfer institutions.
At the individual class level, it is the faculty
member who ensures standards of quality            Standard II A 2c Self-Evaluation
and alignment with the College mission
statement. Faculty draws their expectations        Standard II A 2c Planning Agenda
first from the College mission statement
and, in turn, from the Curriculum                  Standard II A 2d. The institution uses
Committee. The faculty draws their                 delivery modes and teaching
classroom expectations from their                  methodologies that reflect the diverse
knowledge of the topics and skills that            needs and learning styles of its students
students will need while in and after leaving
the class.                                         Standard II A 2d Descriptive Summary

The point these students need to reach by the      Presently Victor Valley College has no
end of class is governed by the C ege’             institution-wide method by which to assess
place in the educational system. Some              various learning styles of students or to
classes are entities unto themselves. Other        advise faculty about integrating learning
classes are part of sequences necessary for        needs and outcomes through pedagogical
transfer to and eventual graduation from the       approaches. Counselors occasionally offer
university. The UC and CSU systems                 optional flex-day workshops for faculty and
determine standards and expectations for           staff to address this issue; however,
sequencing of classes such as freshman level       presently the institution does not offer flex
math and English. Students passing these           day activities. The counseling staff also
classes have reached at least minimum              teaches guidance classes for students in
competency for junior level status at              which students may participate in learning
universities that articulate their curriculum      style assessments.
with Victor Valley College.
                                                   Victor Valley College continues to develop
The college uses each of these mechanisms          and diversify delivery modes and teaching
to advance student outcomes, which is the          methodologies to reflect the diverse needs of
central goal of the institution. The               its students. Recently, the institution has
Curriculum Committee forms the locus of            made considerable progress with integrating
most discussion about standards, while             the use of computer technology to work
many of the topics that come before the            toward accomplishing this goal.
committee germinate in passing dialogue
between instructors. Questions arise from          In November 2000 the institution received a
specific instructional issues and successes.       grant from the Chancellor's Office of the
Faculty mulls these over with colleagues,          California Community Colleges to create the

Standard II                                                                                  129
Teacher Learning Center, enabling faculty to    projector; wall interface box; smart lectern,
demonstrate the effective integration of        PC with network and internet connections;
technology into classrooms and curriculum       DVD, VCR, document camera, and speaker
to students who plan to make a career in        system interfaced with all equipment; and
education. Students design and present their    microphones. Some of this equipment can
own projects modeled after instructor           be made available to other classrooms by
demonstrations.                                 means of five smart carts and four semi-
                                                smart carts. Trained faculty may make use
The Learning Resource Center provides           of this equipment to vary methods of
opportunities to use traditional research       presentation. The Humanities Center also
methods and to research online using both       has one computer classroom used for
databases and the World Wide Web.               English as a Second Language, Journalism,
Librarians offer lectures, demonstrations and   English, and Business classes.
assistance to individual students and classes
that are learning various research skills.      In addition, the college has one fully
                                                equipped compressed video classroom with
Increasing numbers of faculty have              live, interactive capabilities to network with
incorporated various audio-visual materials     remote classrooms in delivering instruction
and software programs into their                simultaneously to the main campus and to
lecture/discussion formats and/or have made     remote sites.
familiarity with Internet sources an element
of out-of-class assignments. Lecture,           Over the past few years, Victor Valley
demonstration, and hands-on activities in       College has developed approximately ninety
workshops or labs are appropriate to the        online courses in the following disciplines:
natural sciences and occupational programs      Allied Health; Art; Business Administration;
such as Nursing, Automotive and restaurant      Business Education Technologies; Business
management. Audio-visual programs and/or        Real Estate; Chemistry; Child Development;
computer-based instruction may also             Computer Information Systems; Education;
enhance these activities.                       Education Technology; English; Geography;
                                                Guidance; History; Philosophy; Physical
The institution has developed a number of       Education; Political Science; Math;
designated facilities that are used for both    Psychology; Religious Studies; Sociology;
faculty-led coursework and individual           and Speech.
student work assisted by aides and/or tutors.
Students also use these settings to engage in   The basic skills program for math and
collaborative learning. These facilities        English has been developed to include a
include the Writing Center; the Language        combination of lecture and discussion,
Lab; a Business Administration and              tutorial, and computer-assisted and
Computer Sciences/Business Technology           collaborative learning formats. Students may
computer center; and laboratories for the       enroll at various specified times during the
Allied Health, Art and Design and Basic         semester in this modified open entry/open
Skills programs.                                exit self-paced program.

Victor Valley College has created eighteen      Students with disabilities receive support
Smart Classrooms furnished with all or          through the Disabled Students Programs and
some of the following equipment: data           Services and the Adaptive Computer

Standard II                                                                                130
Technology/High Technology Center.               of program relevance and appropriateness
Students may also be provided with note-         through describing its role within the Victor
takers, sign language signers, separate and      Valley Community College District. The
isolated testing, recorded readings, and         following are included in the description.
mobility aids. Due to recent statewide
budget cuts, some of these services have            The department's mission, including its
recently been limited or discontinued.               specific contribution to the mission of
                                                     VVC
The Curriculum Committee has adopted                Academic Discipline(s) or
"Good Practices Standards" for technology-           Administrative/Support/Service Area(s)
mediated instruction.                               Courses Offered or Services Provided
                                                    Degrees and/or Certificates Offered
Standard II A 2d Self-Evaluation                    Customer Categories

                                                 The descriptive section of each Program
                                                 Review Report must also include a summary
                                                 of data in a number of specific categories
Standard II A 2d Planning Agenda                 that are relevant to course and program
                                                 evaluation. In order to assist instructional
                                                 departments with this research component of
                                                 program review, the Victor Valley College
Standard II A 2e. The institution                Research Office and Information
evaluates all courses and programs               Technology Department have created the
through an on-going systematic review of         Instructional Research Query Builder, a
their relevance, appropriateness,                research tool that provides data for each
achievement of learning outcomes,                discipline beginning with Fall 1997. The
currency, and future needs and plans.            following grouping and sub-grouping
                                                 variables are available: age; age group;
Standard II A 2e Descriptive Summary             course; closed status; days; ethnicity;
                                                 gender; grade; instruction method; outcome;
Program Review at Victor Valley College          payment; retention; section; time of day;
serves as the primary procedure for              transferability; and weeks. Requirements
documenting the evaluation of courses and        for each Program Review Report include a
programs for instructional departments. The      summary and analysis of student enrollment
revised Program Review process,                  and success data in nine categories, of which
implemented in Spring 2002 and outlined in       the following relate most directly to the
the Program Review Guide, assigns each           achievement of learning outcomes.
instructional and non-instructional
department to a particular year within a five-      Comparative Overall Course Success
year cycle.                                          Rate per Semester (5 years):
                                                     Department/Discipline, Institution,
The three main components of each                    California Community College system.
departme t’ Pr gram Rev ew Rep rt are
                                                    Total Program Completions (Degree,
description, evaluation, and planning. For           Certificate) per Semester (5 years).
the first of these components, each
instructional department addresses the issues

Standard II                                                                                131
   Total Successful Program Placements              The departme t’ c ur e c f rm
    (transfers, employment) per Semester, if          content, textbooks, and instructional
    available (5 years).                              methods to current disciplinary
   Vocational departments' Vocational and            standards.
    Technical Education Act Core Indicators          Faculty in this department both assess
    Data (achievement, Completion,                    and base grades and course credit on
    Employment) as reported by the                    student achievement of learning
    California Community College                      outcomes.
    Chancellor's Office.
                                                  The Victor Valley College Program Review
The Victor Valley College Research Office         Guide includes uniform standards for self-
also assists departments in the collection of     evaluation that guide each instructional
data regarding student satisfaction with class    departme t’ pr gram rev ew a d are
scheduling, curriculum, and instructional         addressed in its Program Review Report. Of
methods and effectiveness. On request, the        these standards, the following entail a
Institutional Research Coordinator selects        review of the relevance, appropriateness,
the class sections to be surveyed, provides       currency, and achievement of learning
survey forms that can be scanned, and              utc me f the departme t’ c ur e a d
returns an analysis of the survey results to      programs.
the Department Chair. Student responses to
the following survey items are particularly          Curriculum is reviewed regularly by
useful for course and program evaluation:             members of the department and its
                                                      advisory committee, and all course
   Courses in this department meet my                outlines have been updated at least once
    learning needs.                                   since the last Program Review.
   Assignments in this course call for               (currency, relevance, appropriateness)
    critical thinking about the subject matter.      The department's academic courses
   The methods of instruction used in this           conform in content, textbooks, and
    departme t’ /d c p e’ c ur e are                  instructional methods to current
    appropriate for the subject matter.               disciplinary standards and are designed
   Assignments in this course were                   to meet the comprehensive objectives of
    beneficial in meeting the learning                general education. (currency, relevance,
    objectives.                                       appropriateness)
   Grades awarded in this                           The department identifies competency
    departme t’ /d c p e’ c ur e ref ect              levels and measurable student learning
     tude t ’ ach eveme t f c ur e                    outcomes for each course and degree or
    objectives.                                       certificate program and assures that
                                                      official learning objectives are included
Faculty satisfaction surveys are also                 with the syllabus distributed in each
available from the Research Office. The               class section. (identification of student
following survey items for faculty are most           learning outcomes)
relevant to course and program evaluation:           The department assures that student
                                                      achievement of learning outcomes is
   I am satisfied with the quality of                systematically assessed and used as the
    educational planning in this                      basis for course credit, grades,
    department/discipline.                            certificates, degrees, and curriculum

Standard II                                                                                    132
    revision. (achievement of learning           Remodeling of Facilities; Overtime;
    outcomes)                                    Software; and Other.
   The department systematically collects
    and reviews student learning outcome         Program Review Reports are produced by
    data for courses and programs, takes         and for departmental faculty with the active
    active steps to improve learning outcome     participation of their area dean. These
    achievement, and reports the results to      Reports are presented for review and
    the appropriate constituencies.              feedback, as requested, to the
    (achievement of learning outcomes)           Superintendent/President and Chief
                                                 Instructional Officer and intended thereby to
The Victor Valley College Curriculum             become resources for institutional planning,
Committee recommends that course outlines        decision-making, and resource allocation. It
be reviewed and updated at least every six       is expected that department goals identified
years. This recommendation provides              through the program review process will
additional incentive for departments to          contribute to the Victor Valley College
monitor curriculum relevance,                    District goals, the development of which
appropriateness, and currency.                   began during the spring of 2004. Goals as
                                                 well as resource needs for each department
Through the program review process, each         will be included in the revised and updated
department systematically evaluates future       Victor Valley College Master Plan.
needs and plans for courses and programs.
The following planning components are to         Standard II A 2e Self-Evaluation
be included in the "Planning Agenda"
section of each department's Program             Following submission of the 2002 Program
Review Report.                                   Review Reports, nine department chairs and
                                                 heads, representing both instructional and
 Current Department Goals and Progress          non-instructional departments, completed a
  made toward achieving them.                    survey evaluating the program review
 Trends relevant to departmental goals          process. On a scale from 1 to 5 (1 =
  that are occurring in the discipline,          “Agree” a d 5 = “D agree”), the mea
  student population, social service sector,     re p e wa 1.78 t the tem, “The
  institution, state public higher               Program Review process helped maintain
  education, and state or federal law.           a d/ r mpr ve th departme t’
 Overall Department Goals.                      effectiveness
 Specific Goals, Short Term (1 year), and
  Long Term (5 years) Objectives.                The Instructional Research Query Builder is
                                                 a very valuable tool for accessing and
Each Program Review Report concludes             reviewing student enrollment and success
with lists of specific Short Term (1 year) and   data. Moreover, faculty clearly benefit from
Long Term (5 year) Resource Needs in the         the assistance of the Research Office in the
following categories: Full-time Faculty;         systematic collection of satisfaction data. It
Associate Faculty; Permanent Classified          is notable that access to both of these types
Positions; Part-time Temporary Employees;        of data was created for the purposes of
Supplies/Mileage/Contracts;                      program review and that this effort to make
Technology/Equipment/Furniture;                  research data directly available to
                                                 instructional departments is unprecedented

Standard II                                                                                 133
in the history of Victor Valley College.          Review but rather full partnership in and
Although it is important for instructional        shared responsibility for completing that
departments to regularly gather student and       work. While the Program Review reports
faculty satisfaction information, it is           are submitted to and reviewed by the Chief
unlikely that the Research Office, given its      Instructional Off cer, Pre de t’ Cab et,
current level of staffing, could assist a large   and Board of Trustees, it is not clear how
number of departments in doing so annually.       program reviews influence institutional
It is necessary to find ways to ensure that       support and decision-making. Thus, the
complete and current satisfaction data are        value of the program review process will be
regularly available to instructional              enhanced by supplementing it with a
departments.                                      procedure designed to ensure and document
                                                  that supervising administrators are
A program review evaluation survey was            appropriately involved in the process and
completed by department chairs or heads           are, therefore, fully informed of each
(both instructional and non-instructional)        departme t’ c tr but        , e f-assessment,
following submission of their 2002 Program        plans, and resource needs throughout the
Review reports. The survey suggests               program review process itself.
questions regarding the participation of
supervising administrators in the program         It should be acknowledged that interest in
review process. The scale for this survey         program review at Victor Valley College
wa 1 thr ugh 5 (1 = “Agree” a d 5 =               runs in cycles of implementation, declining
“D agree”). The f       w g are the re eva t      institutional support, and parallels cycles of
survey items and the results.                     institutional self-study for accreditation.
                                                  During the 03-04 school year, the Program
   “F     w g ubm          f the f a             reviews that were scheduled were extended
    Program Review Report, the department         into for the 04-05 school year because of the
    received prompt and useful feedback           accreditation self study year. Some
    from the supervising Vice-Pre de t.” N        departments did complete program reviews
    = 8; Mean = 3.25                              in 03-04. In future cycles, a year is set aside
   “F     w g the submission of the final        for the accreditation self study.
    Program Review Report, the department
    received prompt and useful feedback           Standard II A 2e Planning Agenda
    fr m the Super te de t/Pre de t.” N =
    5; Mean = 3.40                                1. Revise the Program Review Guide with
   “The mmed ate uperv r f the                   clear instructions that will assist the units in
    department head was an active                 developing a better understanding of what is
    part c pa t the departme t’ Program           needed for completeness and detail.
    Rev ew.” N = 9; Mea = 3.00                    2. The Research Office, though the
                                                  evaluation and planning process will request
For instructional departments, it is important    the appropriate staff to assist each
to make improvements in the degree to             instructional department in the collection
which supervising deans constructively and        and analysis of student and faculty
actively share in the work of Program             satisfaction data at least once during each
Review. The intended contribution of the          academic year.
dean is not supervision, critique, or approval    3. The Program Review Committee will
 f the departme t’ w rk f r Pr gram               incorporate into the Program Review Guide

Standard II                                                                                    134
explicit instructions regarding                    Curriculum is reviewed regularly by
documentation of the department's                   members of the discipline/department
requirements of Accreditation Standard II           and its advisory committee, as
for the review of learning outcome                  appropriate, and all course outlines have
achievement. This documentation may                 been updated at least once since the last
include indirect evidence (e.g., program and        Program Review. (currency; relevance;
course completion rates), but it must also          appropriateness)
include direct evidence (e.g., exams,              The department's/d c p e’ academic
performances, projects, papers) of student          courses conform in content, instructional
learning.                                           materials (including textbooks), and
4. A procedure will be developed for                instructional methods to current
insuring that area deans are active and             disciplinary standards and are designed
  f rmed part c pa t       the r departme t ’       to meet the comprehensive objective of
Program Rev ew a d that the dea ’                   general education. (currency; relevance;
participation is actively solicited by              appropriateness)
department chairs. This procedure will also        The department's/d c p e’ vocational
ensure that supervising senior administrators       certificate/degree programs include a
are thoroughly acquainted with departments'         component of general education and
program review reports and able to                  require students to demonstrate
demonstrate their effective reliance on the         competencies that meet current standards
program reviews to guide institutional              for employment, licensure, and/or
decision-making.                                    certification. (currency; relevance;
                                                    appropriateness; achievement of student
Standard II A 2f. The Institution engages           learning outcomes)
in ongoing, systematic evaluation and              The department/discipline assures that
integrated planning to assure currency              student achievement of learning
and measure achievement of its stated               outcomes is systematically assessed and
student learning outcomes for courses,              used as the basis for course credit,
certificates, programs including general            grades, certificates, degrees, and
and vocational education, and degrees.              curriculum revision. (achievement of
The institution systematically strives to           learning outcomes)
improve those outcomes and makes the
results available to appropriate                The achievement of stated objectives or
constituencies.                                 student learning outcomes for a course is
                                                measured through the evaluation tools used
Standard II A 2f Descriptive Summary            by the instructor of each section of that
                                                course. Some department chairs report that
At Victor Valley College systematic             they monitor the degree to which the
evaluation and planning occur through the       assignments, methods of instruction, and
Program Review process, which assures the       methods of evaluation for course sections
currency and measurement of stated student      are consistent with course objectives. Apart
learning outcomes (in the form of course        from the Program Reviews and the
objectives listed on each course outline)       requirements of accrediting and licensure
through the following standards that are        agencies for vocational programs such as
addressed in each instructional department's    Respiratory Therapy, Nursing, and Fire
Program Review:                                 Science, there is no established institutional

Standard II                                                                                135
mechanism for systematically reviewing,               transferring to a public or private
directly measuring, and improving the                 university in 2001, 2002, 2003.
achievement of student learning outcomes
for courses and programs.                         Design and development of an integrated
                                                  planning process at Victor Valley College
The Victor Valley College Office of               began during the Fall Semester 2002 term.
Institutional Research and Planning               Although the process has not yet reached its
publishes student data in an annual Victor        final form or been completely implemented,
Valley College FactBook that is distributed       it is anticipated that the following
in printed form throughout the institution        components will be included in each
and to the community, as well as being            institutional planning cycle:
available electronically from the Victor
Valley College Institutional Research                Institution-wide Program Review:
Webpage. The following student data                   documented self-study involving
categories that provide indirect evidence of          research and description, evaluation, and
student learning were published in the                planning goals and needs for all
FactBook 2004:                                        instructional and non-instructional
                                                      departments and programs.
   Student Retention and Success by                 Compilation of department goals and
    Discipline for the Fall 2003 semester.            needs (as identified in the Program
   Average and annual Victor Valley                  Review) into a prioritized institutional
    College Retention and Success rates for           plan organized around such major areas
    1999-2003.                                        of institutional commitment as
   Completion and retention rates by course          remediation, facilities, technology,
    type (Basic Skills, Vocational Education,         enrollment management, and
    Academic, and Overall), gender,                   assessment.
    race/ethnicity, and age from Fall 1999           Implementation of budget development
    through Fall 2003.                                and resource allocation processes that
   Victor Valley College Aggregate VTEA              are based on learning outcome data and
    Core Indicator Information                        are subordinate to and serve identified
    (Achievement; Completions;                        integrated planning goals and needs.
    Employment; Employment Retention;                Implementation of a process of assessing
    Nontraditional Participation;                     and improving institutional progress in
    Nontraditional Completion) for 2004-              achieving integrated planning goals.
    2005.
   The total number of A.A. and A.S.             During Fall 2003, a Faculty Senate
    degrees and certificates awarded for Fall,    committee named the Student Learning
    Spring, and Summer 1993-2003.                 Assessment Committee was formed for the
   Degrees and certificates by gender and        purpose of discussing ways in which Victor
    race (1999 – 2003).                           Valley College might address the
   The receiving institutions, race/ethnicity,   accreditation standards' requirements
    continuation rate, and GPA of students        regarding student learning outcomes. In
    transferring from Victor Valley College       addition, the Student Learning Outcomes
    to a CSU from 1998-2002.                      Steering Committee, a campus wide
   Using the National Student                    committee, was formed in 2003 to increase
    Clearinghouse, counts for students            the institutional capacity to develop and

Standard II                                                                                 136
implement Student Learning Outcomes              a workshop presented in Spring 2004 under
campus wide. The Student Learning                the auspices of the College president.
Outcomes Steering Committee is composed
of representatives from the faculty,             Standard II A 2f Planning Agenda
classified staff, management and students.
                                                 1. Victor Valley College will devise a
Standard II A 2f Self-Evaluation                 method and format for public reporting of
                                                 each of the following:
Although all course outlines and, thus, all       Identified student learning outcomes for
course objectives, are on file in the Victor         each course, program, degree, and
Valley College Office of Instruction, no             certificate.
attempt has been made by this office or by        Assessment standards that define
the Curriculum Committee to monitor the              successful achievement for each
currency of these course objectives. Most            identified student learning outcome.
departments appear, at best, to be in partial     Assessment tools and learning outcomes
compliance with the recommendation of the            achievement rates for each course,
Victor Valley College Curriculum                     program, degree, and certificate.
Committee and Program Review Guide that          2. Victor Valley College faculty will
course outlines be updated every six years.      participate in informed and focused
Given this present lack of curriculum            discussions of learning outcomes assessment
oversight, detailed and comprehensive            and the improvement of learning outcomes.
information regarding the currency of            3. The Student Learning Outcomes
learning objectives is not available.            Committee will develop a plan for
                                                 implementing, documenting, and reporting
There has been no focused or organized           learning outcome assessment and for
discussion among Victor Valley College           improving student learning outcome
faculty regarding the nature, assessment, and    achievement.
improvement of student learning. Although        4. Evaluate the integrated planning process
these topics are appropriate subjects for        at Victor Valley College for effectiveness.
faculty staff development activities, there is
currently no institutional budget for staff      Standard II A 2g. If an institution uses
development, and the Staff Development           departmental course and/or program
Committee is largely inactive in this regard.    examinations, it validates their
                                                 effectiveness in measuring student
Apart from the faculty of the instructional      learning and minimizes test biases.
programs being subject to external reviews
or certification exams, and from annual          Standard II A 2g Descriptive Summary
editions of the FactBook, there has been no
focused attention given at Victor Valley         Requirements for Certificates, including
College to the assessment or improvement         identification of required courses and
of learning outcomes for certificates,           sequences, are outlined for each program of
degrees, and programs. Initial discussions       study that offers a certificate. Rigorous
of learning outcome assessment have begun        attention is paid to meeting all local, state,
to take place in meetings of the Student         and federal rules and regulations. In
Learning Outcomes Committee and through          identified departments certain certification


Standard II                                                                                 137
examinations are administered by the faculty      certificated management development
in that department.                               courses in which the student must complete
                                                  and pass an examination to receive
Grading standards should be uniformly             certification for each course. These
applied by faculty in all departments. When       examinations are administered by
there are multiple sections of one particular     department faculty. Upon completion of all
course, this can lead to difficulties. A          of the courses, the student receives a
student who performs at a certain level in        diploma, which is nationally recognized,
one class should receive the same grade as a      from the National Restaurant Association.
student who performs at the same level in
another section of the same course, whether       The English department has used a common
under the same or a different instructor.         exit final examination in the past for its pre-
One effective means by which this might be        transfer English 50 [Writing Fundamentals)
assured is if there were to be a common exit      to ensure a standard of writing competency.
examination given to all students in all          This examination was discontinued due to
sections of a particular course. This             lack of funding.
examination could then be graded by
designated faculty within the department or       Students may receive credit in Spanish
discipline. There has been much talk of this      courses. They first discuss with a full time
possibility, but the logistics involved in such   Spanish instructor why they think they may
an effort would be very difficult to resolve,     be qualified for such credit, and the
and little movement has been made in this         instructor then evaluates their oral
since our last accreditation report. Another      proficiency. They are then required to pass
effective means by which this might be            the final examination for the course that they
a ured thr ugh ‘ rm g’ e                 w th     wish to receive credit for. If the student
a department or discipline, whereby faculty       passes both the oral and written parts of the
c ab rat ve y eva uate tude t ’ w rk              examination, then the requested credit is
order to achieve a standardized approach to       awarded.
student learning outcome assessment.
                                                  Standard II A 2g Planning Agenda
Standard II A 2g Self-Evaluation
                                                  There appears to be sufficient interest in
Certificates in Fire Fighting meet all            academic departments (e.g., English and
minimum qualifications and competencies,          Mathematics) that might lead to an effort to
not only as required by the California            establish a structure for a common final
Education Code Chancellor's Office of the         examination in identified courses. It is
California Community Colleges. They also          hoped that the departments and the Office of
meet all regulations required by the National     Instruction will be able to work together to
Fire Protection Association and California        find a way that such examinations might be
State F re Mar ha ’ F re F ghter I cert f cate    administered.
program.

Restaurant Management is affiliated with
the National Restaurant Association
Management Development Program. Ten of
th departme t’ c ur e are at a y

Standard II                                                                                   138
Standard II A 2h. The institution awards          are now made readily available to all full-
credit based on student achievement of            time and adjunct faculty members.
the course's stated learning outcomes.
Units of credit awarded are consistent            As courses are developed, department chairs
with institutional policies that reflect          and the Office of Instruction work closely
generally accepted norms or equivalencies         together to determine if new courses are
in higher education.                              degree applicable, either at the AA or BA
                                                  transfer level, and if they are to transfer as
Standard II A 2h Descriptive Summary              elective or as CSU (general education) or
                                                  UC (IGETC) transfer. Prior to submission
The grading policies and the criteria for         to the Curriculum Committee , all new
awarding credit for courses are stated clearly    courses designed for transfer are submitted
in the College catalog. Additionally, the         to the Victor Valley College Articulation
Course Outline stands as a permanent record       Officer for review and appropriate
for how credit is awarded for each course.        processing, according to status as transfer
                                                  elective, CSU, or UC inclusion.
Prior to, or coincident with the
commencement of each class, faculty are           Guidelines for repeatability and minimum
required to distribute syllabi to all students,   standards for successful completion are
which must define the expectations of the         established through Curriculum Committee
students for each class both in terms of the      processes in accordance with Title 5 and are
tasks required to complete the course and         outlined for each course. Instructors are
the standards required to achieve a grade.        expected to maintain these standards for all
Students are made aware of the requirements       students. All courses leading to degrees,
of each class during at least the first week of   certificates, and/or transfer identify the
the term. The syllabi function as contracts       measurements of student learning outcome
between the faculty and the students for the      assessment in terms of stated course
semester and may be used in addressing and        objectives. Grades are permanently
settling student grievances. Adjunct faculty      recorded and based upon uniform standards.
are provided model syllabi by the
department chairperson and/or area dean.          Standard II A 2h Self-Evaluation

Students demonstrate learning outcomes            Grading standards are established by
through various methods. Evaluation of            individual instructors. It has been found
individual student performance includes but       that, in general, adjunct and non-tenured
is not limited to: written examinations;          faculty tend to award higher grades than
essays; research papers; problem solving          tenured faculty. This might indicate that
activities; lab experiments; and oral             students who feel that they deserve a higher
presentations.                                    grade than that initially awarded by the
                                                  instructor might have more success in
Victor Valley College has no formal               persuading the adjunct or non-tenured,
processes to address grading differences or       faculty member to change the grade to the
grade distributions within a discipline.           tude t’ be ef t.
Consequently, the discipline faculty is
responsible for establishing their own            In the1999 Institutional Self Study for
grading criteria. Grade distribution studies      Reaffirmation of Accreditation for Victor

Standard II                                                                                     139
Valley College, it was noted that during             Standard II A 2h Planning Agenda
between 1992 and 1996, grade studies were
available to faculty through the Office of           The raising of the bar for grading standards
Institutional Effectiveness. Within the past         that the institution has witnessed over the
couple of years, faculty have been afforded a        past five years is a positive trend that will,
very effective new tool (Instructional               hopefully, continue. With ready access to
Research Query Builder) by which such                retention, grading, and student outcomes
information may be gained, and this                  statistics, especially via the Instructional
information may be acquired in much more             Research Query Builder, the faculty should
detail than was possible before.                     find themselves better able to realistically
                                                     evaluate student performance. Perhaps this
For instance, Grade studies may be                   will lead to a better understanding by the
conducted to see how grade distributions             students of what they have accomplished
relate to the probability of student success         and the goals they have set for themselves
upon transfer to the university. Information         upon transfer to the university might be
before Fall 1997 was collected by hand.              attainable.

             From 1992-1996, successful             Standard II A 2i. The institution awards
              outcomes (A, B, C, or CR)              degrees and certificates based on student
              indicated a success rate of 65.3%.     achievement of a program’s stated
             For the period of time from 1997-      learning outcomes.
              2002, this rate was a slightly lower
              63.9%.                                 Standard II A 2i Descriptive Summary
             The percentages of A, B and C
              grades for the period 1992-1996,       Awarding degrees and certificates based on
              were 29.1%, 20.1% and 12.8%            student achievement of stated learning
              respectively, while for the period     outcomes is a concern that this institution
              1997-2002, those percentages had       shares with every other community college.
              dropped to 28.1%, 18.5%, and           An institution must match its outcomes to its
              12.4%. To some extent, the slightly    goals. At this time, there is no standard
              lower success rate for the period      measure of student success against stated
              1997-2002 might be due to more         learning outcomes. The College offers an
              rigorous standards adopted by          Associate in Arts degree and an Associate
              instructors during this time, as       in Science degree, each of which matches
              evidenced by the lower percentage      the stated learning outcomes in terms of
              of A, B, and C grades awarded.         qualifying the student to enter the university
                                                     in junior status. However, assurance that the
Grade inflation has been of great concern to         courses taken match the quality expected of
many departments, and statistics such as             a student at that level is left to the instructor-
these tend to suggest that some tangible             student relationship. The Curriculum
results are being achieved in curbing over           Committee oversees instructional topics and
zealous generosity in the awarding of                materials; it does not guarantee that the
grades.                                              materials and topics match the learning
                                                     expectations as formally stated in the
                                                     Course Outline.


Standard II                                                                                        140
Victor Valley College awards the Associate
in Arts and Associate in Science degrees as
well as certificates in subjects from Business
to Education Technology. Each course of
study has specific requirements, including
the number of classes that must be taken and
the number of class hours required. Each
department establishes student learning
outcomes. Learning outcomes are first
explained in course syllabi. For each
course, there are expected skills a student
must obtain to pass the course; each
instructor forms the first level of
reinforcement of those stated standards.

Enforcement of the student learning
outcomes comes first from the teacher. If
there are discrepancies between the student
outcomes and the performance and the
instructor cannot meet the stated outcomes,
the department chair stands in. (If the
department chair cannot solve the problem,
it goes to the appropriate dean. From the
dean, the appeal goes to the president of the
college. Thus there are built-in checks and
balances going upward from the teacher-
student relationship to that of the
administration.

Standard II A 2i Self-Evaluation


Standard II A 2i Planning Agenda




Standard II                                      141
Standard II A 3. Victor Valley College        of the principles, concepts, and
requires that academic and vocational         methodologies of various disciplines.
degree programs have a component of           General education courses present the
general education that is based on a          student with the opportunity to appreciate
carefully considered philosophy and           the physical environment and the cultures of
rationale, which is clearly stated in its     the world and to begin the lifelong process
catalog. The institution relies on the        of self-understanding, as indicated in the
expertise of its faculty, via the             Board of Trustees Policy 4025, which states:
Curriculum Committee, when generating
and revising curriculum to demonstrate            Central to an associate degree, general
to the appropriateness of any                     education is designed to introduce
recommended course for inclusion in the           students to the variety of means through
general education curriculum. The                 which people comprehend the modern
Curriculum Committee is responsible for           world. It reflects the conviction of
the comprehensive examination of the              colleges that those who receive their
stated learning outcomes for each                 degrees must possess in common certain
recommended course.                               basic principles, concepts and
                                                  methodologies both unique to and shared
Standard II A 3 Descriptive Summary               by the various disciplines. College
                                                  educated persons must be able to use this
Victor Valley College publishes a one-year        knowledge when evaluating and
catalog and semester supplements as public        appreciating the physical environment,
notices as needed of approved courses and         the culture, and the society in which they
programs offered by the college. The              live. Most important, general education
general education component for every             should lead to better understanding.
degree program is clearly represented and
defined in the catalog. The institution       The general education segment of all Victor
clearly states in its catalog the specific    Valley College instructional programs is
courses that fulfill general education        based on the philosophy of general
category requirements, but the catalog does   education stated in Board of Trustees Policy
   t c ear y tate the t tut ’ "carefu y       4025 and in the mission statement, which is
considered philosophy and rationale."         published in the college catalog and other
Present requirements range from eighteen to   related documents. The philosophy and
twenty-four units distributed across five     mission are the foundations for the criteria
wide areas:                                   used by the articulation officer and the
                                              Curriculum Committee in determining the
Category I. Natural Science                   appropriateness of each course. The criteria
Category II. Social and Behavioral Science    used to evaluate a course are: subject matter;
Category III. Humanities                      rigor and depth; scope and level of material
Category IV. English Language                 to be covered; and the use of skills in critical
Category V. Analytical                        thinking. These criteria are incorporated in
Thinking/Mathematics                          learning experiences for students that result
                                              in the capability to be a productive and
General education courses function as the     lifelong learner; skills in oral and written
 tude t ’ tr duct    t c mprehe d g the       communication, information competency,
modern world, promoting the understanding     computer literacy, scientific and quantitative

Standard II                                                                               142
reasoning, and critical analysis and logical     Standard II A 3 Descriptive Summary
thinking; and the ability to acquire
knowledge through a variety of means.            Requirements for Associate degrees and the
                                                 general education component needed for the
Standard II A 3 Self-Evaluation                  degrees are described in the college catalog.
                                                 Students can find the same information in
Although students have several sources of        handouts available from the counseling
information about the general education          office. The Student Handbook refers
requirement f r the A c ate’ degree,             students to the catalog.
recent survey has been taken to determine
whether students find the information            The processes for establishing general
understandable or helpful. While                 educat     requ reme t f r A c ate ’
information about general education              degrees and for approving changes involve
requirements is available in Spanish, not all    all segments of the campus academic
material has been translated, although the       community and the Academic Senate.
college has made progress in this regard by      [Ide t fy “a egme t .”] Rec mme ded
translating enrollment information and           additions and revisions to the general
English as a Second Language course              education pattern are submitted to the
descriptions.                                    Curriculum Committee for implementation.
Board of Trustees Policy 4025 clearly            The Academic Senate adopts the curriculum
delineates a general education policy. There     changes and the Board of Trustees is
is no policy or written criteria for the         authorized to approve them.
selection of courses to be included in the
Associate degree pattern of general              Standard II A 3 Self-Evaluation
education. The College relies on the
professional judgment of the Curriculum          The institution requires that general
Committee.                                       education be a component throughout all
                                                 appropriate areas of study. The limited unit
Standard II A 3 Planning                         requirement begs the question as to whether
                                                 students obtain "the basic content and
Students will be surveyed to assess whether      methodology" necessary from such limited
the information in the catalog, its              exposure. The Graduation Committee
supplements, and in any other related            recommended and the Curriculum
publications is sufficient to understand the     Committee modified the Associate Degree
general education pattern and requirements       Graduation Requirements (Spring 2004) in
for the Associate degree.                        response to addressing this accreditation and
                                                 other general education criteria. These
The Academic Senate, through the                 committees separated Mathematics from
Curriculum Committee, will delineate a           Analytical Thinking/Mathematics area and
coherent policy for the courses to be            modified English Language to Language
selected for the general education pattern for   and Rationality. (Curriculum Committee,
the Associate degree.                            February 12 and March 25, 2004).

Include Board Policy 4025 Philosophy and
Criteria for Associate Degree and General
Education in the catalog.

Standard II                                                                                143
Standard II A 3 Planning                        Standard II A 3 Planning

The Academic Senate, through the                The College will implement changes the
Curriculum Committee, will survey the           Academic Senate approves for the general
courses currently in the general education      educat   patter f r the A c ate’
patter f r the A c ate’ degree t e ure          degree.
a relative and appropriate degree in rigor in
the breadth of courses within each category.    Standard II A 3 Descriptive Summary

Standard II A 3 Descriptive Summary             The general education requirements, as
                                                stated in the catalog (including coursework
A student who completes Victor Valley           in humanities and fine arts, social and
College’ ge era educat        patter f r the    behavioral science, and communication
Associate degree will have demonstrated         categories), include ethics, history, politics,
competency in the critical skills of oral and   aesthetic appreciation, and cultural diversity.
written communication, mathematical
reasoning, and critical thinking. In            Standard II A 3 Self-Evaluation
collaboration with these skills, the student
will have been introduced to broad areas of     Although humanities and fine arts, social
human knowledge and scientific inquiry.         and behavioral science, and communication
                                                categories include ethics, history, politics,
Standard II A 3 Self-Evaluation                 aesthetic appreciation, and cultural diversity,
                                                the general education requirements, as stated
Victor Valley College requires students who     in the catalog do not ensure exposure in any
complete its general education curriculum to    systematic way to this important educational
be capable of productive lives and lifelong     goal. A student could easily miss many of
learning by completing coursework in            these aspects during the course of study
Language & Rationality and Mathematics.         towards an Associate degree or certificate.
Victor Valley College does not directly
address the issue of computer literacy but      Victor Valley College does not directly
offers computer access to students in a         address the criteria related to its general
variety of settings. An increasing number of    educat     curr cu um. The cr ter a are: “A
courses offer technology-based assignments      recognition of what it means to be an ethical
ranging from in-class work to computer-         human being and effective citizen: qualities
assisted learning exercises such as research    include an appreciation of ethical principles;
and preparation of assignments. In addition,    civility and interpersonal skill; respect for
the college continues to offer a range of       cultural diversity; historical and aesthetic
online courses through which students gain      sensitivity; and the willingness to assume
appropriate levels of knowledge as well as      civic, political, and social
increased skills in the use of computers and    re p      b t e .” However, the criteria are
related technologies. The criterion of          relevant to the content of courses used to
“acqu r g k w edge thr ugh a var ety f          satisfy the general education curriculum for
mea ” acc mp hed every ge era                   social and behavioral sciences, humanities
education course via course content.            and fine arts, the English language, and
                                                communication.


Standard II                                                                                144
Standard II A 3 Planning

The College will implement changes the
Academic Senate and the Curriculum
Committee approves to address this issue for
the A c ate’ degree.

While the Program Review reports are
submitted to and reviewed by the Chief
Instructional Officer and other
administrators, it is not clear how program
reviews influence institutional support and
decision-making. Thus, the value of the
program review process will be enhanced by
supplementing it with a procedure designed
to ensure and document that supervising
administrators are appropriately involved in
the process and are, therefore, fully
  f rmed f each departme t’
contributions, self-assessment, plans, and
resource needs throughout the program
review process itself.




Standard II                                    145
Standard II A 4. All degree programs                      Electronics and Computer
include focused study in at least one area                 Technology, A.S.
of inquiry or in an established                           Electronics Engineering
interdisciplinary core.                                    Technology, A.S.
                                                          Fine Arts, A.A.
Standard II A 4 Descriptive Summary                       Fire Technology, A.S.
                                                          Liberal Arts, A.A.
Victor Valley College offers twenty-three                 Math/Science, A.S.
programs of study, leading to an Associate
                                                          Media Arts, A.S.
in Arts or an Associate in Science degree.
                                                          Medical Assistant, A.S.
Associate in Arts (A.A.) degrees are
                                                          Nursing, A.S.
awarded in the areas of Liberal Arts and
Fine Arts. Associate in Science (A.S.)                    Paramedic, A.S.
degrees are awarded in Math/Science and                   Respiratory Therapy, A.S.
various technical/vocational areas. Over 100              Restaurant Management, A.S.
certificates of achievement are available for             Welding, A.S.
satisfactory completion of specific
vocational programs of study.                   Typical of many other community colleges,
                                                an associate degree at Victor Valley College
Associate degrees typically require two         requires 60 degree-applicable units. As part
years of full-time study, although the length   of their 60-unit educational plan, students
of time may vary according to individual        must complete 18 units in General
student needs and programs. Certificate         Education and 18 units in one area of
programs may be completed in as short a         inquiry, which comprises the major selected
time as one semester or may take up to two      by the student. The remaining 24 units are in
or more semesters to complete.                  electives. The curriculum framework for the
                                                area of inquiry is designed to be sequential
Victor Valley College Associate Degrees (in     and allows for focused study within the area
alphabetical order):                            of concentration. The General Education
        Administration of Justice, A.S.        segment is designed to introduce students to
        Agriculture and Natural                broad areas of knowledge, their theoretical
           Resources, A.S.                      foundations, and methods of inquiry.
        Automotive Technology, A.S.            Students who choose to focus on a specific
                                                area of vocational study can also choose a
        Business, A.S.
                                                certificate of achievement in their major.
        Business Administration, A.S.
        Business Education                     A m t a f V ct r Va ey C ege’
           Technologies, A.S.
                                                vocational programs include an Associate in
        Business Real Estate and               Science degree option. The majority of
           Escrow, A.S.                         programs consist of 18 units in the major;
        Child Development, A.S.                three units each from Natural Science,
        Computer Information Systems,          Social and Behavioral Science, Humanities
           A.S.                                 and Analytical Thinking/Math; and 6 units
        Computer Integrated Design and         from English. Also included is a one-course
           Graphics, A.S.                       physical education requirement and
        Construction and Manufacturing         remaining electives to reach the 60-unit
           Technology, A.S.                     degree minimum. Students normally take
Standard II                                                                               146
additional classes in their major to fill       Standard II A 4 Self-Evaluation
elective units. Programs with this option
include:                                        All degree and certificate programs at Victor
         Administration of Justice             Valley College provide students with the
         Environmental Horticulture            introduction and foundation to broad areas
         Automotive Technology                 of study and knowledge as well as focused
         Business Administration               study in at least one area of academic
         Business Education Technology         inquiry.
         Business Real Estate and Escrow
         Computer Information Systems          Standard II A 4 Planning Agenda
         Computer Integrated Design and
                                                1. As its enrollment increases, Victor
            Graphics
                                                Valley College will continue to hire
         Construction Technology               additional Counselors so that advisement,
         Electronics and Computer              guidance, and counseling services would be
            Technology                          more readily available to students.
         Fire Technology                       2. Victor Valley College will periodically
         Restaurant Management                 review degree and certificate courses and
         Welding                               programs to ensure their accuracy, currency,
                                                and relevancy.
Other vocational programs with Associate in
Science degree options include more than 18
units in the major in addition to all other
graduation requirements.
         Medical Assisting with a 23.5
            unit core
         Paramedics with a 35.5 unit core
         Restaurant Management with a
            48 unit core
         Nursing – The Associate in
            Science degree Nursing
            certificate includes all
            requirements for both a
            certificate and Associate in
            Science degree in Nursing. The
            Nursing Licensure Certificate
            requires additional general
            education courses to complete
            and associates degree. The
            Nursing Licensure Certificate
            precludes receiving the Associate
            in Science degree with a major in
            Nursing.
         Respiratory Therapy – The
            requirements for the certificate
            and the degree are identical.

Standard II                                                                               147
Standard II A 5. Students completing           supplies. Victor Valley College has a unique
vocational and occupational certificates       opportunity to lead an educational solution
and degrees demonstrate technical and          to these dilemmas. A diverse group of
professional competencies that meet            educators, natural resource managers, and
employment and other applicable                business leaders has united through the
standards and are prepared for external        Agriculture and Natural Resource
licensure and certification.                   Department to provide unique natural
                                               resource education opportunities. The
Industry standards, local needs, and           Mojave Sustainability Project provides the
improvements in the curriculum drive           infrastructure to carry this energy and
development of and continual upgrades to       creativity into the future.
vocational programs. Through business
involvement from advisory committees,          The fundamental purpose of this project is to
internship sites, CO-OP field experience,      develop an environmental stewardship ethic
and other business partnerships, students      in the community that promotes sustainable
completing degrees and certificates have the   management of our natural resources. The
knowledge and skills necessary to enter into   key to effective management of these
the workforce as successful employees in       resources is education through continuing
their chosen field.                            education of the public, leveraging the
                                               present group of resource managers, and
Victor Valley College offers the following     creating a new generation of
program in its Vocational Education            managers/technicians who have the
division: Agriculture and Natural Resources;   necessary knowledge and technological
Automotive; Computer Aided Design and          skills to find creative solutions.
Drafting; Computer Information Systems;
Construction and Manufacturing                 Standard II A 5
Technology; Electronics; Nursing;
Emergency Medical Technician; Certified        This community approach of sharing
Nursing Assistant and Home Health Aid;         resources, ideas and energy of the founding
Medical Assistant; Paramedics; Restaurant      partners (VVC, Mitsubishi Cement, U.S.
Management; and Welding.                       Borax, Specialty Minerals, and the Mojave
                                               Water Agency) have yielded exciting
Standard II A 5 Agriculture and Natural        educational opportunities for our students
Resources                                      and our communities.
                                                Students are designing and implementing
The Agriculture and Natural Resources            diverse real-world research projects like
Department has both developed and                the revegetation project with our local
sustained working partnerships since 2001        mining partners (U.S. Borax, Mitsubishi
with U. S. Borax, Mitsubishi Cement, and         Cement, and Specialty Minerals.)
Specialty Minerals. As a result of these        Students are participating in long term
partnerships, the college has developed the      research projects with U.S. Geological
Mojave Sustainability Project (MSP), which       Survey (Ecological Division).
recognizes the Mojave Desert as a               Students are developing career networking
particularly fragile ecosystem facing            opportunities with natural resource
significant challenges such as rapid housing     professionals via guest lectures, joint
development and over-drafted water               projects, and field studies in the Mojave

Standard II                                                                             148
  Desert. Graduating students are in demand       resource-focused company or agency
  and have obtained jobs with employers           GIS management system.
  such as the U.S. Forestry Service, Mojave      The first native plant seed bank/lab for the
  Water Agency, and the City of Riverside.        Mojave Desert is under development as of
 The Agriculture and Natural Resource            November 2004.
  Department is attracting adjunct faculty       With the support of partners, the new
  that are professionals and leaders in their     environmental education programs have
  fields of expertise. Peter Fahnestock, the      significantly improved enrollment of
  Regional Soil Scientist for the Natural         recently graduated high school students
  Resource Conservation Service, currently        and the growth of enrollment in the
  teaches the newly-developed Soil Science        department. Outreach also includes
  class.                                          presentations to community groups, the
 In partnership with U. S. Borax,                Mojave Conservation Workshop series,
  Mitsubishi Cement, Specialty Minerals           and the highly successful semi-annual
  and Mojave Desert Air Quality                   plant sale.
  Management District, an Environmental          Partners, students, and staff have added
  Field Studies curriculum is being designed      nine classes and five new certificates to
  and tested that will give students              the curriculum offerings at the Agriculture
  marketable skills in this and related           and Natural Resources department.
  disciplines. Examples include                  Helped develop other community
  Conservation Research labs, Wetlands            environmental awareness organizations
  Delineation Techniques, and Mobile GIS          such as the Mojave Environmental
  Labs and Weather/Air Quality                    Educational Consortium and the Alliance
  Instrumentation.                                for Water Awareness and Conservation.
 Students have conducted original research      Applied for and received a three year
  on native plant propagation methods and         $45,000 United Stated Department of
    ther ubject . A y p          f tude t ’       Agriculture grant for outreach and
  success with the endangered species             scholarships for students leading our
  Astragulus albans (Cu he berry’                 research projects. Students also receive
  Milkvetch) and other revegetation work          scholarships from our partners. A total of
  was presented at the Society for                twenty-two scholarships have been
  Ecological Restoration meeting in October       awarded since 2002.
  2004.                                          Introduced remote satellite delivery of the
 The partnership has supported the students      environmental science class to Lucerne
  in the installation of a number of              Valley High School and introduced two
  demonstration/teaching sites on campus.         class sections at local high schools
  Examples include native/drought tolerant        (Introduction to Geographic Information
  plant landscaping gardens, drip irrigation      systems at Lewis Center for Education
  demonstration, and the Sustainable Design       Research and Animal Nutrition at Apple
  Greenhouse.                                     Valley High).
 Partners and staff have added two              A wide range of seminars and workshops
  new classes and redesigned the GIS              including revegetation, irrigation,
  certificate to reflect the career training      landscaping, and conservation have been
  needs of the local community. The new           conducted.
  Geospatial technology class provides           The Agriculture and Natural Resources
  specific training on how to start a natural     program meets twice annually with

Standard II                                                                                149
  advisory committee members to review                Staying up-to-date with the latest
  program goals and curriculum.                        technology and integrating it into the
                                                       curriculum.
Standard II A 5 Student Learning                      Focusing on the newer overheard
                                                       camshaft engine designs.
As a result of the bulleted items above,              Upgrading tools and equipment to
Agriculture and Natural Resources students:            meet or exceed the current National
    Encounter valuable, real world                    Automotive Technician Education
       problems with conservation and                  Foundation (NATEF) standards.
       revegitation activities.                       Constructing a secure tool crib that
    Gain knowledge in research                        will accommodate all the department
       strategies including data collection            tools.
       and management.                                Responding to industry needs with
    Meet key players in business and                  technology and curriculum changes.
       industry.
    Develop project management skills.         The Victor Valley Automotive Department
    Learn effective communication              is NATEF certified providing students with
       skills.                                  training opportunities that lead to higher
    Are more prepared to enter the job         paying, productive jobs across the
       market.                                  automotive industry. Instructors are Master
                                                Certified, and adjunct faculty are either
Automotive                                      Master Certified or certified in the area in
                                                which they teach. The Automotive
Automotive Technology relies on its sixty-      Department continues to prepare
six member advisory committee consisting        students/technicians who have degrees or
of past and present students, representatives   certificates that will far exceed the standard
from the Bureau of Automotive Repair,           entry level skills required by industry.
consumer groups such as the Automobile
Association of America, automotive              Standard II A 5 Student Learning
dealerships, auto body shops, generalized
and specialty auto repair shops, and parts      As a result of the above, Automotive
suppliers. Ongoing interactions, discussions,   students:
and regular meetings with these key industry         Exit the program with technical skills
professionals helps keep the program current           necessary for successful employment
with changes and needs of the automotive               in the automotive industry.
industry. With advisory committee input the          Develop needed customer service
following items have been accomplished or              skills.
are in progress:                                     Possess diagnostic and
                                                       troubleshooting abilities.
       Expanding the service consultant             Practice proper stowage of tools and
        laboratory classes to include                  equipment.
        increased live work opportunities.           Practice automotive shop safety
       Imp eme t g a part’ ab rat ry                  including proper hazardous materials
        c a a d ffer g the part’                       handling procedures.
        counterperson lecture class at least
        once each academic year.

Standard II                                                                                 150
       Understand the ever-changing                      government, architectural firms, and
        automobile industry and can keep up               water companies.
        with those changes.                              Possess knowledge and skills
       Are prepared for NATEF                            demanded by the graphic arts
        Certification.                                    industry using both MAC and PC
                                                          operating systems and the latest
Computer Aided Design and Drafting                        software applications.
(CIDG)
                                                  Computer Information Systems
Computer Aided Design and Drafting
(CIDG) continues to keep pace with industry       The ever changing world of computers,
standards by adding new curriculum and            hardware, networking, and software
certificate options. In 2004 the department       applications keeps the Computer
added two new certificates in Animation           Information Systems (CIS) department busy.
and one new Media Arts class. The                 Besides curriculum additions and upgrades,
Computer Aided Design and Drafting                these dedicated faculty also have to learn the
Recognizing that the Graphics industry            new systems while maintaining their own
relies heavily on Macintosh computer              certification in new and emerging
systems for intensive graphics programs,          technologies.
Victor Valley College has maintained a
MAC lab with current software allowing             Two new certificate programs in CIS are
students the opportunity to learn industry        Database Administration and Unix
standard applications. Students also learn to     Administration. New Courses added have
transfer those ski       t PC’ a we .             been MySQL, PHP and PHP+MySQL, Perl,
Computer Integrated Design and Graphics           and XML programming.
students also earn certificates and degrees in
Computer Aided Design and Drafting                The CIS department also is offering a
(CADD), Computer Animation,                       greater variety of classes in an online
Geographical Information Systems, Visual          format. The flexibility of online classes
Communications, and Print Production. The         helps students upgrade their own skills while
department has taken steps since 2001 to          maintaining daytime employment. This also
split larger 36 unit certificates into smaller,   helps the college by having more available
more focused technical certificates 9-17          computer lab space on campus for students
units in length.                                  who learn best in a more traditional format.

Standard II A 5 Student Learning                  Standard II A 5 Student Learning

Students completing certificates and degrees      Students exiting the Computer Information
in Computer Integrated Design and                 Systems program :
Graphics:                                             Are prepared for Microsoft, CISCO,
     Earn short term certificates allowing              A+, and other industry standard
       them to find entry level jobs while               certifications.
       continuing their education in new              Are qualified to enter the job market
       skill areas.                                      at an entry level.
     Enter the local job market with full
       time employment in city

Standard II                                                                                 151
       Understand the complex, ever
        changing Information Technology           Contractors license
        industry.
                                                  The State Contractors Licensing Board
Construction and Manufacturing                    requires a minimum of four years of work
Technology                                        experience to successfully complete the
                                                  State Contractors Certification. The
The Construction and Manufacturing                Construction Technology curriculum is
Technology department prepares students           aligned with state certification requirements
for a wide variety of professions. Most areas     allowing program graduates up to two years
of the program develop students for               of work experience upon successful
employment as a contractor or tradesman,          completion of the construction certificate
building inspector, or in the field of public     program.
works. State certification is required for
most program graduates. Classes are taught        Tradesman
by individuals currently working in the field
who have taken the appropriate certification      Many specialty certifications are offered in
and bring with them first-hand knowledge of       the department including Polyethelyne pipe,
their area of expertise.                          Aquapex, and up to four categories of the
                                                  E v r me ta Pr tect          Age cy’
Class and program curriculum is guided by         Refrigerant Technician Certifications
our advisory committee and includes               including Small Appliances, High Pressure,
individuals from a variety of trades. Student     Low Pressure, and Universal Refrigerant.
success is measured by certification success      Students gain general knowledge of
and employment. Students are encouraged to        construction by completing core
return to the campus with a copy of their         Construction Certificate requirements.
certifications for posting on our Wall of         Specialty areas include residential and
Fame and to forward information on current        commercial electrical wiring; plumbing;
employment. Our department stays in               finish carpentry; framing; residential repair;
contact with our students through our             surveying; concrete and masonry
biannual publicat      the “C truction            construction and heating; ventilation and air
Tech       gy New .”                              conditioning. Students can become
                                                  proficient with the computer and develop
Program success is enhanced by providing          skills that can lead to a career in
each student with a department handbook,          construction estimation. Some transfer to a
which includes a description of all of our        four-year campus to complete their
certificates and classes. Run codes are           Bachelors in Construction Management.
provided to give students a multiyear plan        Many students follow a path of developing
for their education. Each class is shown as to    their skills with a goal of construction
when it will be offered next and within a         supervision or project management.
five-year period. In addition, all students are
encouraged to enroll in the Careers in            Building Inspection
Construction and Manufacturing course,
which is one of our core classes and aids         As a career path option, tradesmen come
students in making sound educational and          back for retraining for the profession of
career decisions.                                 building inspector. Building inspectors must

Standard II                                                                                  152
complete twenty-three individual                 Electronics
certifications International Code Council
Certifications, including both residential and   Beginning in 2000, the Electronics and
commercial building, electrical, and             Computer Technology Department
mechanical and plumbing inspectors. Also         submitted a 5-year department re-
available are plans examiners, energy, fire,     engineering plan and budget instrument to
and accessibility and property maintenance       drive the plan. Elements of the plan
inspectors. Two categories of building           developed and implemented through 2003
officials are also available.                    are summarized as follows:
                                                      Adopt nucleate (core) program
Public Works                                             curriculum strategy designed to
                                                         integrate common courses in
Ten classes are available for a specialty in             electronics, computer, and related
public works. Many students use these                    technology
classes and certificate to gain employment            Establish industry partnership,
or advancement in the field of public works.             implement industry standards and
Water distribution prepares students to take             prepare students for industry
Grades 1 and 2 Water Distribution Operator               certification
Certification.                                        Develop A+ curriculum
                                                      Implemented A+ program
Custodial Maintenance                                    curriculum (to include laboratory
                                                         equipment and facility modification)
The Cleaning Management Institute certifies           Develop N+ curriculum
all successful class graduates. Curriculum is         Implemented N+ program
provided by the institute to ensure the                  curriculum (to include laboratory
uniformity of training across the country.               equipment and facility modification)
Students can gain employment with only
                                                      Develop Microsoft certification
one semester of training.                                (MCSE) curriculum
                                                      Implement Microsoft certification
Standard II A 5 Student Learning
                                                         program curriculum (to include
                                                         laboratory equipment and facility
As a result of the opportunities in
                                                         modification)
Construction Technology listed, students:
                                                      Establish CISCO industry
    Exit the program with the necessary
                                                         partnership (became local academy)
       skills, both technical and academic,
                                                      Develop CISCO Academy (CCNA)
       to gain employment in the
                                                         curriculum
       construction industry.
                                                      Implemented CISCO Academy
    Understand the certification
                                                         program curriculum implemented (to
       requirements for various jobs within
                                                         include laboratory equipment and
       the construction industry.
                                                         facility modification)
    Follow state and federal safety
       guidelines for the industry.                   Develop CISCO Advanced Academy
                                                         (CCNP) curriculum
    Demonstrate proper use of
       machinery, equipment, and tools                Implemented CISCO Advanced
       used on the work site.                            Academy program curriculum (to
                                                         include laboratory equipment and
                                                         facility modification)
Standard II                                                                               153
       The department became regional          providing a nurturing environment, which
        Cisco academy                           f ter tude t’ ucce .

Student Learning                                Section 1424 (i) there are no preceptor files.
                                                There is no list of current preceptors with
As a result of the bulleted items above         RN licenses and qualifications.
students completing certificates and degrees
in the Electronics department:                  Section 1426 (f) (23) current clinical
                                                rotations do not reflect the hours/units
       Are prepared to enter the workforce     approved by the Board.
        with current industry knowledge.
       Exit with the ability to obtain
        Microsoft, A+, N+ and Cisco             Recommendations
        Networking Certification.
                                                Section 1424 (d) review utilization of the
Nursing                                          k ’ ab t fac tate facu ty chedu g
                                                student activities; consider providing the
The Victor Valley College Associate Degree      equipment included in the med-pac to
Nursing Program (ADN) is approved and           students, as it is required skill lab equipment
accredited by the California Board of           necessary to meet program objectives
Registered Nursing (BRN) for awarding an
ADN Certificate and Nursing Licensure           Section 1424 (b) review curriculum to
Certificate. The BRN regulates the program      conform with simple to complex philosophy
administration and management, faculty
appointments, clinical site approval,           Section 1427 (b) reevaluate clinical agencies
curriculum and the eligibility of students to   identified by students as lacking resources
take the National Council Licensing             for clinical objectives
Examination for Registered Nurses. The
VVC Associate Degree Nursing program            Section 1428 (b) provide feedback to
adheres to the California Nursing Practice       tude t ’ c cer a d adv e tude t f
Act Regulation and Statues according to         grievance procedure if problems cannot be
Article 4 Nursing Schools and Article 3         resolved within the nursing department
Schools of Nursing
                                                Progress Reports and Continue Approval
In February 2002, BRN Education and
Licensing Consultants conducted a site visit.   On April 3 and June 25, 2002 Progress
The following areas of noncompliance and        Reports were submitted to the BRN
recommendations were made:                      Licensing and Education Branch addressing
                                                the areas of noncompliance and
Noncompliance                                   recommendations. At the September 6, 2002
                                                BRN meeting in Emeryville, CA the board
Section 1424 (a) the program states             stated the program was in total compliance
“ tude t are ur t p pr r ty.” wever,            with the standards and regulations and
students report that this is not consistently   granted continuing approval. The next
applied throughout the program. There is a      accreditation site visit is scheduled for
lack of total faculty commitment to             Spring 2007.

Standard II                                                                                 154
                                                  Goal #3: Exploring Delivery of
Goal #1: Instructional Area and                   Instruction
Integration of Technologies
                                                           Increase in computer-assisted
             Major nursing curriculum                      instruction for each Nursing
              revision approved and                         course
              implemented in 2000 providing                Purchase of smart cart,
              for student entry each semester,              projectors, and white board
              pharmacology course for nursing               capability for Allied Health
              management, and integration of a              classrooms
               k ’ c mpete c e ab for the                  Remodeling of a classroom
              first three semesters                         (Allied Health 2) to
             Development and approval on                   accommodate expanded course
              LVN to RN Transition course                   and program offerings,
             Development and approval of                   particularly in the areas of
              Co-Student Nurse Worker                       Paramedics and Emergency
              Course                                        Medical Technician
             Increase in clinical sites within
              the inland empire
             Development of the student nurse    Goal # 4: Upgrading and Renovating for
              preceptorship program               Quality
             Computer-aided testing in the
              Allied Health Computer Lab                       Acquisition of equipment for
             Integration of assessment testing                 skills lab simulation such as
              for each nursing course with                      mannequins, beds, telemetry
              Assessment Technology Inc.                        monitors, and intravenous
             Re-organization of the Nursing                    pumps
              Committees in 2000 to promote                    Required internet based
              improvement in the organization                   learning activities
              of the Nursing Department
             Increase in number of associate     Goal #5: Responding to Diverse
              faculty in the specialty areas      Population

Goals #2: Linking Curricula to Needs                           Supplemental Instructions
                                                                provided for students until
             Jobs and Employment Services                      fall 2004
              Department grant for retention                   JESD for high -risk student
              program for at- risk students                     served the diverse student
              2002 -2004                                        population
              Development and                                  Promote the acquisition of
              implementation of an elective                     financial aid and scholarships
              Critical Cardio/Respiratory                       to increase opportunities for
              Course                                            under-represented groups in
                                                               nursing, thereby providing
                                                                access to nursing education


Standard II                                                                                155
               without the hindrance of          successful completion of the National
               associated costs.                 Registry examination in order to be qualified
                                                 as an entry-level member of an emergency
Goal # 6: Promoting Area Economic                services team. The Victor Valley College
Development                                      curriculum for EMT students meets the
                                                 guidelines set forth in the California Code of
       Work closely with the Victor Valley      Regulations Title 22 Division 9 Chapter 2
        College District Foundation for the      and implements a curriculum following the
        Dr. Prem Reddy Donation funding          State of California Department of Health
        ($1-million donation over five years,    Services (DHS) guidelines.
        beginning in April 2003).
       Planning with Victor Valley College      The program has developed and
        District for the implementation of the   implemented written administrative and
        Wellness Foundation Grant.               management policies that govern the
       Received approximately $7,600            program. These policies are reviewed and
        private funding from local physicians    revised according to California DHS
        for student testing for pre-licensure    regulations. The EMT curriculum content
        testing. The exams provide a             includes both theory and clinical courses.
        valuable measure of the student's
        knowledge base as they progress          The goal of the program is to focus on the
        through the nursing program. The         needs of the learners and of the community
        purpose of the assessment testing is     by:
        to assist the students and nursing
        faculty in the analysis of the                 Providing learning experiences
        students' performance in preparation            relevant to the duties,
        for the registered nursing national             responsibilities, and roles of the
        council licensing examination. The              EMT.
        individual and group diagnostic                Providing clinical experiences that
        reports received from this testing are          pr m te meet g the pat e t’ ba c
        of tremendous value in the                      emergency needs.
        identification, analysis, and                  Providing opportunities for the
        modification of the students' learning          practicing of basic principles of
        needs.                                          Emergency Medical Services in a
       Received CCCCO Nursing                          safe, efficient and competent
        Enrollment Grant ($210,000) for                 manner.
        2002-2006 for increasing program
        enrollment, Resulting in additional      Victor Valley College has a present clinical
        adjunct faculty for increased nursing    affiliation agreement with approved and
        student enrollment.                      accredited agencies. No more that two
                                                 students will be placed at one clinical site
                                                 during the clinical portion of the program.
Emergency Medical Technician (EMT)               Current clinical agencies utilized by the
                                                 EMT program are:
The Emergency Medical Technician (EMT)
program at Victor Valley College is                    St. Mary’ Reg      a Med ca ce ter
designed to prepare the student for

Standard II                                                                                   156
                                             Loma Linda University Medical                             verbally of the state, college and program
                                              Center                                                    policies.
                                             San Bernardino County Fire
                                              Department                                                The Allied Health Department has offered
                                             American Medical Response                                 the EMT course each semester since 1983.
                                                                                                        The EMT program consists of an 8 unit,
The EMT program adheres to Title 22                                                                     seventeen weeks course, completed in 119
requirements related to admission, class                                                                classroom hours and 34 clinical hours. At
attendance, and clinical practice. The                                                                  the completion of the program, students who
student withdrawal policy, grievance                                                                    have maintained 80% or better are eligible
process, program costs, and age requirement                                                             to apply for accreditation from Inland
are stated clearly in the Allied Health 71                                                              Counties Emergency Medical Agency or
syllabus. Written policies related to student                                                           other emergency medical agencies
conduct, promotion, grading, dismissal,                                                                 throughout the state to receive their EMT
repetition of courses, and probation are                                                                card.
stated in the current VVC College Catalog.
The student is informed in writing and


Over the past five years the student enrollment in the EMT program, as measured by first census,
has remained between 47 – 79 students with an average overall enrollment of 63.7 students per
semester.
                                                                                  Enrollment

                                         90


                                                                                             79
                                         80
                                                           76
                                               71
                                         70                                                                   67   66
  Number of Enrollments (Unduplicated)




                                                                                 64

                                         60                                 58                                                 57
                                                                52
                                         50                                                       47                                Spring
                                                                                                                                    Summer
                                         40                                                                                         Fall



                                         30


                                         20


                                         10


                                         0
                                                    1999             2000             2001             2002             2003
                                                                                      Term




Standard II                                                                                                                                          157
Over the past five years the average fill rate has varied from 88.6 - 125.7% with a five-year
average fill rate of 107.8%.

                                                                                                Average Fill Rate

                   140%




                                                                                                                                                             125.7%
                                                                                  117.1%




                                                                                                                                                                               113.8%
                                              111.4%




                                                                                                                           111.4%




                                                                                                                                                                                                111.4%
                                                                                                        108.8%
                   120%




                                                               96.2%




                                                                                                                                            93.8%
                   100%
                            88.6%




                    80%
   Fill Rate




                                                                                                                                                                                                             Spring
                                                                                                                                                                                                             Summer
                                                                                                                                                                                                             Fall
                    60%




                    40%




                    20%




                     0%
                                    1999                               2000                                      2001                               2002                                2003
                                                                                                                 Term




Along with the healthy fill rate, this program has maintained average retention rates. Over the
past five years this retention rate varied from 67.2 – 88.6% with a five year average retention rate
of 80.7%.
                                                                                           Overall Retention Rate

                   100%
                                                                                                                   88.6%




                                                                                                                                                     86.6%




                                                                                                                                                                      86.4%



                                                                                                                                                                                        86.0%




                   90%
                                                                                                                                    80.9%
                                           80.3%




                                                                          79.3%
                                                       78.8%
                          73.2%




                   80%
                                                                                                67.2%




                   70%


                   60%
  Retention Rate




                                                                                                                                                                                                         Spring
                   50%                                                                                                                                                                                   Summer
                                                                                                                                                                                                         Fall
                   40%


                   30%


                   20%


                   10%


                    0%
                                    1999                           2000                                  2001                               2002                              2003
                                                                                                        Term




Standard II                                                                                                                                                                                                           158
Over the past five years the success rate has varied from 60.9% – 77.6% with a five-year average
success rate of 68.9%
                                                                                             Overall Success Rate

                 90%



                                             77.6%




                                                              75.0%
                 80%




                                                                                                                                                                           72.7%
                                                                                72.4%




                                                                                                                    70.9%




                                                                                                                                     68.1%
                          66.2%




                                                                                                                                                         64.2%
                 70%




                                                                                                                                                                                              61.4%
                                                                                                 60.9%
                 60%
  Success Rate




                 50%                                                                                                                                                                                                  Spring
                                                                                                                                                                                                                      Summer
                 40%                                                                                                                                                                                                  Fall



                 30%


                 20%


                 10%


                 0%
                                  1999                                2000                               2001                                2002                                  2003
                                                                                                         Term




The Total FTES chart illustrates the change in FTES (Credit) of the EMT program over the past
five years. The change over the past five years is 4.3%. The associate faculty members have
maintained a strong enrollment, retention and success rate.
                                                                                                          Total FTES

                 9.0000
                                                                                                                            7.9000
                                                     7.6000




                 8.0000
                                  7.1000




                                                                                                                                                                  6.7000




                                                                                                                                                                                          6.6000
                                                                                                           6.4000




                 7.0000
                                                                                        5.8000




                                                                                                                                                                                                             5.7000


                 6.0000
                                                                      5.2000




                                                                                                                                                4.7000




                 5.0000
                                                                                                                                                                                                                               Spring
   FTES




                                                                                                                                                                                                                               Summer
                 4.0000                                                                                                                                                                                                        Fall



                 3.0000


                 2.0000


                 1.0000


                 0.0000
                                           1999                                2000                                 2001                                   2002                                       2003
                                                                                                                    Term




Standard II                                                                                                                                                                                                                             159
Paramedics                                           with fire and police department
                                                     personnel.
The Victor Valley College Paramedic
Academy was reinstated in summer 2003.        Certified Nursing Assistant (CNA)
Preceding its reinstatement, the program
enrollments had declined for an extended      The Victor Valley College Certified Nursing
period of time. In the first year of the      Assistant (CNA) program prepare students
program our goals were:                       for certification by the State of California as
                                              an entry-level worker on a health care team.
       Develop curriculum for State          The VVC curriculum for the CNA program
        approval                              meets Omnibus Budget Reconciliation Act
       Recruit faculty to meet State         (OBRA) regulations and California Title 22
        accreditation standards               guidelines, and implements a curriculum
       Facilitate and streamline learning    following the State of California Department
        process for completion of program     of Health Services (DHS) guidelines. The
       Order supplies/books/uniforms.        State of California CNA licensing and
       Effectively Teach Department of       certification board approves the VVC
        Transportation/National               faculty. VVC has clinical affiliation
        Transportation Safety Agency          agreements with the following approved and
        Paramedic Curriculum                  accredited clinical agencies:
       Prepare students for successful
        completion of program and Board             Apple Valley Christian Care Center
        Licensing                                   Desert Knolls Convalescent
                                                    Visiting Nurses Association of the
                                                     Inland Empire
All goals were accomplished due to the
addition of a full-time faculty               The Victor Valley College Allied Health
instructor/Clinical Coordinator. The          department accepts and operates within the
program is now preparing for initial          framework of the VVC mission statement
accreditation by the State.                   and philosophy. The leadership and faculty
                                              of the CNA program strives to prepare
Standard II A 5 Student Learning              students to function competently and safely
                                              in a variety of health care workforce
As a result of program goals listed above,    settings.
students exiting the EMT and Paramedic
program:                                      Overall Enrollment Rate of CNA Program

       Are prepared to enter the workforce   Over the past five years the student
        with industry standard skills.        enrollment in the CNA program, as
       Are proficient in emergency medical   measured by first census varied from 21 –
        procedures.                           32 students with an average of 27.4 students.
       Possess effective communication       These numbers are also reflected by the
        skills.
       Understand and practice appropriate
        interagency protocol when working


Standard II                                                                              160
DHS regulation of a ratio of 15:1 student to instructor in the clinical setting.

                                                                                                                         Enrollment

                                                     35
                                                                                                                                                  32
                                                                                                                                         31                       31

                                                     30                                  29              29

                                                                                                                        27
                                                                                                                                                                                         26
              Number of Enrollments (Unduplicated)




                                                     25     24                                                                                                            24


                                                                            21

                                                     20
                                                                                                                                                                                                 Spring
                                                                                                                                                                                                 Summer
                                                                                                                                                                                                 Fall
                                                     15




                                                     10




                                                     5




                                                     0
                                                                   1999                           2000                           2001                      2002                   2003
                                                                                                                                 Term




Over the past five years the success rate has remained high, from 74.2 – 89.7% with a five-year
average success rate of 82.9%.
                                                                                                                     Overall Success Rate

                                                     100%
                                                                                              89.7%




                                                                                                                                                                                         88.5%
                                                                                                             86.2%
                                                                                 85.7%




                                                                                                                         85.2%




                                                                                                                                                   84.4%
                                                                 83.3%




                                                     90%                                                                                                                  79.2%
                                                                                                                                                                  77.4%
                                                                                                                                          74.2%




                                                     80%


                                                     70%


                                                     60%
              Success Rate




                                                                                                                                                                                                 Spring
                                                     50%                                                                                                                                         Summer
                                                                                                                                                                                                 Fall
                                                     40%


                                                     30%


                                                     20%


                                                     10%


                                                      0%
                                                                         1999                         2000                        2001                     2002                   2003
                                                                                                                                  Term




Standard II                                                                                                                                                                                          161
The results of the National Nurse Aide                          Providing opportunities for
Assessment Program have indicated the                            practicing basic principles of
successful outcome of the students who have                      office procedures in a safe,
completed the VVC program. Over the past                         efficient, and competent
three years (2001, 2002, 2003) a total of 69                     manner
students have taken the NNAAP written
examination with 69 passing (100% pass).          The program maintains classroom and
Likewise, over the past three years a total of    clinical instructors approved for
70 VVC students have taken the NNAAP              employment by Victor Valley College
skills examination with 66 passing and 4          according to established academic, clinical,
failing (94.2 % pass).                            and licensure qualifications.
                                                  The VVC Allied Health department and
During 2004, Dr. Prem Reddy Donation              faculty coordinator approve the clinical
Fund provided funding for the remodeling of       agencies for student practical experience. A
a classroom in Allied Health as a                 clinical facility is selected based on student
multipurpose class/skills lab. This room is       clinical objectives and student learning
scheduled and shared with other AH                outcomes. The student/instructor ratio for
programs and has significantly improved           clinical instruction is maintained and does
instruction of students and storage of            not exceed an optimal student-to-faculty
equipment and supplies.                           ratio. The current clinical agencies utilized
                                                  by the MA program are:
Medical Assistant                                         Desert Valley Medical Group
                                                          Family Practice Associates
The Victor Valley College Medical                 The Medical Assistant program is
Assistant (MA) program prepares students          committed to providing excellent academic
for certification by the State of California as   instruction and clinical experience. The MA
an entry-level worker in a medical office.        faculty plans and implements the courses
The state curriculum is structured to provide     taking into acc u t the d v dua tude t ’
theory and practical application of skills        learning styles, cultural, and ethnic
required to function as an entry level MA.        backgrounds. The courses in the MA
The VVC curriculum for MA students is             program prepare students for the opportunity
closely aligned with the National American        to take the California MA certification
Association of Medical Assistants (AAMA)          examination prior to entry into the
guidelines. The goals of the program focus        workforce. In addition, the program allows
on the needs of the learners and community        students to explore other career
by:                                               opportunities within the health care system
              Providing learning                 such as nursing or respiratory therapy.
                 experiences relevant to the
                 duties, responsibilities, and    Standard II A 5 Student Learning
                 role of the MA
              Providing clinical experience      As a result of the information above,
                 that promotes meeting the        Medical Assisting students exit the program:
                 pat e t’ a d the fam y’
                 basic physical, psychological,         Prepared to enter the workforce as a
                 social, environmental, and              qualified Medical Assistant.
                 spiritual needs

Standard II                                                                                 162
       Knowledgeable of appropriate            Fall 2002         178             80.3%
        medical office procedures.              Spring 2003       165             87.9%
       Possess communication skills            Fall 2003         198             87.9%
        effective with patients and medical     Spring 2004       185             80.5%
        office, clinic, or hospital staff.
       Skilled in appropriate patient care.    Program Challenges:

Restaurant Management                           The Restaurant Management Program lost
                                                one full time faculty through a retirement at
The Restaurant Management program               the end of the 2003-2004 academic year.
prepares students for work in the food          This position was not replaced due to
service industry. Students learn both in the    college budget restraints. The program has
classroom and from real-world, hands-on         compensated by utilizing adjunct faculty,
experience. All courses follow national and     but has had to cut back on catering
state standards for food preparation and        opportunities because of the lack of
 erv ce. Stude t rece ve f d ha d er’           consistent help.
cards and are responsible for the health and    Equipment malfunctions, and a college main
safety as well as presentation and quality of   gas line leak have caused several disruptions
the food. Upon completion of the program,       to program continuity, but those events also
students are prepared to enter the workforce    provide students with real world situations
with the knowledge and skills necessary for     in which to learn. Faculty has done an
successful employment in this fast-paced        excellent job maintaining program
industry. Besides food preparation and          consistency in food quality and preparation.
serving, students also learn other aspects of
the industry including ordering food and        Standard II A 5 Student Learning
supplies, receiving orders, storage,
inventories, and paying invoices.               As a result of successful completion of the
Students work in the program and provide        Restaurant Management program students
catering services to groups on and off          exit:
campus. The Restaurant Management                    Prepared to enter the workforce in
program possesses a fine reputation in the             restaurant and/or catering operations
community and is known for a quality                 Knowledgeable and certified in safe
product, both in the food, and the quality of          food handling procedures
the service from students.                           Understanding all aspects of the
                                                       industry including food ordering,
Enrollments and retention rates continue to            inventory, preparation, and serving.
be high in the restaurant management
program.                                        Welding

Semester/Year     Total            Retention    All welding courses are built upon industry
                  Enrollments      Rate         standards published by the American
Spring 2000       170              79.4%        Welding Society. The Guide for Training
Fall 2000         161              89.4%        and Qualification of Welding Personnel
Spring 2001       220              77.3%        becomes the source for all course outlines in
Fall 2001         214              85.0%        the welding department. Following these
Spring 2002       177              87.6%        industry standards ensures that students are

Standard II                                                                               163
learning the skills necessary for the                    or not repairable; cemented and
workplace. The welding department faculty                fenced the storage yard and added
and advisory committee members meet                      material storage racks, allowing
twice annually to review current curriculum              Natural Resources Dept to use two-
offerings and to suggest program                         thirds of the yard for their new
improvements. Based on their input, the                  portable.
following changes were made:
                                                         Educational recommendations that
       The addition of a second Weld 50                 were implemented: expanded the
        class offered in fall 2004. The                  program by adding Welding 51/52 to
        addition of this class gives students            the day schedule; added lab hours to
        access to a new time and day during              daytime to relieve impacted evening
        the first term as well as expanding              hours allowing for higher
        laboratory hours on Friday and                   enrollments in classes; added three
        Saturday for all students in the                 Welding 50 classes to the yearly
        program.                                         schedule increasing over all
       Improved curriculum and                          enrollment and acts as a feeder to the
        instructional materials for Shielded             higher level classes.
        Metal Arc Welding, Gas Metal Arc
        Welding, and Gas Tungsten Arc             Other welding department accomplishments
        Welding that improves program             include:
        compliance with the American
        We d g S c ety’ QC-10 document                  Student success at the 2003-2004
        “Gu de f r the Tra      ga d                     Skills-USA (VICA) regional, state,
        Qua f cat       f We d g Per       e .”          and national competitions. Jake
       Making sound equipment, facility,                Kangas (VVC student with a
        and educational recommendations                  certificate in welding technology)
        based on the welding educational                 won a silver medal at the regional
        master plan. Equipment purchases                 competition, a gold metal at the state
        include: 1 gas metal arc welder                  competition, and participated at the
        2004-05, 1 gas tungsten arc welder               national competition in Kansas City.
        2003-04, 2 gas tungsten arc welders             The purchase and installation of
        2002-03, 1 gas metal arc welder                  water coolers for the gas tungsten arc
        2001-2002. These machines                        welding stations has conserved
        replaced older units that had failed             natural resources and eliminated the
        and not economical to repair or out              need to do torch repair, saving time
        dated to a point parts are no longer             money as well as water.
        available.                                       Replacing old transformer type
                                                         power sources with state-of-the-art
Facilities recommendations implemented:                  inverter types. The equipment
                                                         replacement reduces equipment
        Replaced the ventilation system                  failure, allows to student to work on
        using matching funds from the state;             updated machines, and saves
        replaced booth divider panels with               electricity.
        sheet metal panels, eliminating                 Cementing and fencing the storage
        panels containing asbestos, cracked,             yard behind the welding lab has

Standard II                                                                                 164
        allowed us to utilize shelving and          Familiar with safety procedures;
        material racks to safely store,              welding theory; welding terms and
        retrieve and inventory our metals and        definitions; and welding techniques
        welding consumables efficiently and          in carbon steel, stainless steel, and
        accurately due to forklift                   aluminum materials.
        accessibility.
       The installation of the central fume
        exhaust system has improved the air
        quality in the lab and made the lab
        quieter, cleaner, and safer for the
        students and staff.
       Students finding employment after
        taking as few as one class at local
        companies such as: Daytec, Valew,
        and Northwest Pipe and Casing.
        There is no official job tracking
        mechanism for the college.
        Knowledge of student employment
        comes by word of mouth from the
        students, friends, and/or advisory
        committee members who hire
        students upon program exit.
       Many professional welders are
        returning to school for skills
        upgrading, qualification preparation
        and testing. No official data is being
        collected at this time to verify
        numbers. Students share this
        information with instructors in class.
       Three of the four welding instructors
        are Certified Welding Inspectors
        certified by the American Welding
        Society.

Standard II A 5 Student Learning

As a result of the accomplishments above,
students exiting the Welding program are:

       Prepared to enter the workforce as
        entry level welders with knowledge
        of current industry practices.
       Certifiable according to industry
        standards from the American
        Welding Association.


Standard II                                                                             165
Standard II A 6. The institution assures        academic calendar; online class information;
that students and prospective students          and maps. The schedule of classes serves as
receive clear and accurate information          the most frequently updated document
about educational courses and programs          c ta     g f rmat      ab ut the C ege’
and transfer policies. The institution          courses and programs.
describes its degrees and certificates in
terms of their purpose, content, course         As has been the practice over the past few
requirements, and expected student              years, the College catalog and the schedules
learning outcomes. In every class section       of classes are available on the College
student receive a course syllabus that          website. Posting both documents online
specifies learning objectives consistent        allows current and prospective students the
with those in the institution’s officially      opportunity to review course and program
approved course outline.                        offerings and the VVC transfer policy.
                                                Posting also allows the College to readily
Standard II A 6 Descriptive Summary             update information as it may be altered
                                                throughout the registration period and
Victor Valley College assures that              during the academic year itself. The College
information about its educational courses       did not publish a schedule of classes for fall
and programs and transfer policies is clear     2004 but, rather, made it available
and accurate through its College catalog;       exclusively online and via a limited number
schedules of classes; college, department,      of printed versions. It was decided after
and program websites and brochures; and         review of the impact and necessity of having
transfer materials. These documents are the     printed schedules, and upon the
most comprehensive in terms of the quantity     recommendation of the Department
and range of information about courses,         Chairpersons Caucus, to return to printing
programs, and transfer policies.                schedules again starting with for the Winter
                                                2005 Session and spring 2005 schedule of
The College catalog is updated and              classes.
published each spring semester, and
schedules of classes are updated and            College, department, and program websites
published for each semester. The College        and brochures provide specific department
catalog contains descriptions of the            and program information about course,
Associate in Arts and Associate in Science      program, and transfer requirements and
degrees and of each certificate offered by      highlight occupational opportunities that are
Victor Valley College, including graduation     available to students who earn degrees or
or completion requirements. Student             certificates in the area.
learning outcomes are cited in the course
descriptions for degrees and certificates. In   Faculty are required to provide a syllabus
addition, information about university          for each course they are assigned to teach,
transfer and job or career preparation is       and the syllabus must contain learning
included where appropriate.                     objectives for the course. These
                                                requirements are emphasized to faculty
Schedules of classes provide a range of         through department meetings, new faculty
information about courses including course      orientations, and workshops. Department
descriptions; admission and registration        chairpersons and area deans meet
information; financial aid information; an      individually with faculty on an as-needed

Standard II                                                                                166
basis in order to discuss the contents of their   The College provides information about its
syllabi. Student and peer evaluations contain     degree and certificate programs, although
questions designed to assess whether, and to      inclusion of clearly stated student learning
what degree, the course syllabus is made          outcomes may fall short in many cases. As
available and followed throughout a given         the institution works toward defining and
course.                                           implementing student learning outcomes
                                                  across the curriculum, such descriptions will
Victor Valley College ensures that                be more frequently and accurately included
individual sections adhere to the course          in all relevant documents and materials.
learning objectives through the Program
Review and the faculty evaluation processes,      Through the Office of Instruction, the
both of which provide strong means of             College works diligently to address the
assuring clarity, accuracy, currency, and         requirement that all courses have a syllabus
relevancy of all courses. When new                and that it is presented to students in each
probationary and associate faculty members        class. This effort is principally focused
are hired, they are required to attend an         through the faculty evaluation process and
orientation session conducted under the           with the cooperation of department
auspices of the Office of Instruction, where      chairpersons in overseeing and helping to
they receive the Faculty Handbook and             enforce the requirement.
participate in interactive discussions with
department chairpersons, veteran faculty,         Standard II A 6 Planning Agenda
and area administrators, including the Chief
Instructional Officer, about ways of              1. The College will ensure that clear and
understanding and including student               accurate information is provided to the
learning outcomes in their syllabus.              Office of Instruction and the College
                                                  webmaster in a timely manner and that such
Standard II A 6 Self-Evaluation                   information is made available in its
                                                  published and posted documents.
While all documents are updated                   2. Department chairpersons and area deans
periodically, the most consistent challenge       will check with faculty for compliance with
facing the College is ensuring that               course outline objectives and assist with
information contained in those documents is       issues related to the requirement for a
the most current, particularly given that         syllabus for each class.
universities and State requirements are           3. The College will work toward clearly
constantly changing. Individual departments       defining and implementing student learning
and faculty are the most relevant source for      outcomes, particularly through its committee
information about changes in course and           and departmental structures.
program requirements. Where vocational
programs are concerned, that information is
supplemented by individual program
accreditations and vocational advisory
boards. The Articulation Officer provides
the most consistent contact with universities
and the State in terms of current information
about transfer requirements.


Standard II                                                                                 167
Standard II A 6a. The institution makes            Standard II A 6a Self-Evaluation
available to its students clearly stated
transfer-of-credit policies in order to            The procedures for evaluating course work
facilitate the mobility of students without        from other colleges and universities are
penalty. In accepting transfer credits to          adequate, although they are in need of
fulfill degree requirements, the institution       review and updating and need to be
certifies that the expected learning               published in the College catalog and other
outcomes for transferred courses are               relevant documents. Once defined and
comparable to the learning 0utcomes of             implemented student learning outcomes for
its own courses. Where patterns of                 courses and programs are established,
student enrollment between institutions            evaluation of outside coursework to VVC
are identified, the institution develops           coursework will be even more valid.
articulation agreements as appropriate to
its mission.                                       Standard II A 6a Planning Agenda

Standard II A 6a Descriptive Summary               1. The Office of Instruction and the Office
                                                   of Student Services will work closely to
Victor Valley College policy regarding             ensure that evaluation of coursework in
evaluation and acceptance of course work           relevant and thorough, particularly in terms
students complete at another college is            of student learning outcomes defined and
published in the College catalog. It is the        implemented at Victor Valley College.
   t tut ’ pract ce that eva uat      a d
acceptance of such course work is                  Standard II A 6b. When programs are
accomplished by the Registrar and/or               eliminated or program requirements are
Counseling.                                        significantly changed, the institution
                                                   makes appropriate arrangements so that
The College participates in the CAN                enrolled students may complete their
(California Articulation Number) program.          education in a timely manner with
By utilizing CAN, the College is assured           minimum of disruption.
that courses offered at VVC are equivalent
to those at other colleges and universities.       Victor Valley College does not have an
The CAN indicators are listed adjacent to          officially adopted procedure for program
course titles in the College catalog and           discontinuance. During the 2003-2004
schedules of classes. In addition, the college     academic year, the Academic Senate
utilizes the ASSIST database to provide            undertook discussions regarding program
students with information about specific           discontinuance procedures. The Senate has
courses. The Articulation Officer keeps            deve ped a draft d cume t, “Gu de e f r
articulation agreements current by working         Program Development, Merger/Dissolution,
with discipline faculty and programs and           a d D c t ua ce.” Whe pre e ted
with other colleges and universities. In           through the collegial consultation process
addition, the Articulation Officer is              and, subsequently, forwarded to and adopted
responsible for submitting documentation to        by the Board of Trustees, such a document
the receiving institution to verify articulation   will provide the guidelines by which
agreements between VVC and them.                   recommendations can be made regarding at-
                                                   risk programs or those in need of significant
                                                   changes.

Standard II                                                                                  168
Standard II A 6b Self-Evaluation                 information on students and makes that
                                                 information available through the current
If the need were to arise to discontinue or to   FactBook and by posting it on its website.
significantly change an existing instructional   The webmaster monitors the College
program, the College would expedite the          website by updating postings when provided
adoption of a program discontinuance             with revised or new information.
procedures. Until such time as those
procedures are in place, the College would       Discussion has occurred, and a number of
anticipate working directly with all             workshops have been held in the 2004-2005
constituent groups to address the potential      academic year, on the subject of preparing
discontinuance of a program or making            schedules of classes for as much as four
significant changes to one.                      terms in advance (i.e., fall semester, winter
                                                 session, spring semester, and summer, in a
Standard II A 6b Planning Agenda                 cyclical manner). The goal of such an effort
                                                 is to provide increased student access to
1.      The College will develop procedures      courses and programs by way of establishing
for discontinuing an identified program or       a schedule about which students would have
for making significant changes to one, as        relative assurance that classes will be
appropriate.                                     available within that timeframe. The Office
                                                 of Instruction and the Department
Standard II A 6c. The institution                Chairpersons Caucus have worked together
represents itself clearly, accurately, and       to discuss the advantages of such an
consistently to prospective and current          appr ach a d t deve p a “m d f ed
students, the public, and its personnel          guara teed chedu e” beg          g w th the fa
through its catalogs, statements, and            2004 term. While it is not anticipated that a
publications, including those presented in       four-term schedule would be published
electronic formats. It regularly reviews         without any possibility of changes being
institutional policies, procedures, and          made to it, having a coordinated schedule of
publications to assure integrity in all          classes for an extended period of time would
representations about its mission,               be a significant advantage to students and to
programs, and services.                          the institution as a whole. For example, the
                                                 College has produced combined-term
Standard II A 6c Descriptive Summary             schedules in recent times, and they have
                                                  erved tude t ’ a d the t tut ’
The Office of Instruction coordinates            purposes by allowing students to know in
publication of the College catalog and           advance which classes would be offered and
schedules of classes. In doing so, faculty,      for the institution to made staffing and
staff in various offices, and administrators     budgetary decisions related to the given
are provided copies of the current catalog       terms.
and schedule of classes in order to update
the information in their section of those        The Office of the Superintendent/President
documents. In addition, the Schedule and         produced the 2003-2004 Annual Report,
Catalog Committee meets regularly to             which contains information of interest to the
review those publications for accuracy. The      campus and to the community. The Report
Office of Institutional Research provides        gives an overview of the many
current demographic and enrollment               accomplishments and established goals for

Standard II                                                                                169
Victor Valley College as well as                 Standard II A 6c Planning Agenda
perspectives on how the college is working
with its community on important issues such      1. The offices of Instruction, Student
as workforce development.                        Services, Information Technology,
                                                 Management Information Systems, and
The Office of the Superintendent/President       Institutional Research will continue to meet
is coordinating efforts to align current Board   to ensure the quality and accuracy of
policies with a model template provided by       published and posted materials.
the Community College League of                  2. The Office of Instruction will monitor
California. As a part of that effort,            and, as necessary, revise the procedures it
administration is making recommendations         uses to prepare the College catalog and
to the Superintendent/President on updating      schedules of classes with the goal of
current policies as well as noting where         increasing efficiencies while ensuring
policies and procedures need to be               accuracy of all related documents.
separated.                                       3. Various College offices and individuals
                                                 will monitor and revise documents and
Standard II A 6c Self-Evaluation                 postings to ensure their accuracy and
                                                 relevance.
The College continues to review its
published and posted documents for content
accuracy. Recognizing that the catalog and
schedules of classes are among if not the
most important documents the College
produces, faculty, staff, and administration
are aware of the need to provide current and
prospective students, as well as the
community, with the most current, accurate,
and relevant information possible. Given the
timeline for preparing and publishing or
posting such documents, changes in them
are inevitable. The College has effective
mechanisms in place for ensuring that those
changes are included in subsequent
publication or posting of those documents.

The College will continue its efforts to
communicate with the campus and the
community by making the schedules of
classes available through mass-mailing to all
zip codes within the VVC service area and
by publishing and posting accurate and
relevant information in the form of reports
and periodic updates.




Standard II                                                                                170
Standard II A 7. In order to assure the           2. Teachers must have the
academic integrity of the teaching-                  responsibility for developing
learning process, the institution uses and           curriculum and selecting
makes public governing board-adopted                 instructional materials and methods
policies on academic freedom and                     to meet the goals of that curriculum.
responsibility, student academic honesty,            Teachers and governing boards must
and specific institutional beliefs or                develop procedures to be followed
worldviews. These policies make clear the            when there are criticisms/objections
institution’s commitment to the free                 to methods or materials. The content
pursuit and dissemination of knowledge.              of instruction must be judged and
                                                     controlled by skilled professionals
Through policies adopted by the Board of             without undue interference by any
Trustees, Victor Valley College upholds the          individual or group. Individuals or
practice of academic freedom and                     groups, which seek to inhibit
responsibility, student academic honesty,            academic freedom, must not have
and the institutional belief and commitment          influence over the hiring, firing,
to student learning and access. This is              promotion or due process rights of
demonstrated by both the mission statement           teachers.
and the ethics statement that was endorsed        3. The same policies and protections
in November 2004 by the College                      applied to full-time teachers apply
Assembly.                                            also to part-time and temporary
                                                     teachers.
Standard II A 7a. Faculty distinguish             4. Teachers must be free to evaluate,
between personal conviction and                      criticize, and/or advocate personal
professionally accepted views in a                   points of view concerning
discipline. They present data and                    educational matters in the classroom.
information fairly and objectively.                  Teachers must not be restricted when
                                                     assisting their colleagues in the event
The policy that demonstrates institutional           their academic and/or professional
commitment of the free pursuit and                   freedoms are violated.
dissemination of knowledge is Board Policy        5. Teachers must be employed,
4030 in which the concept of Academic                promoted, or retained in relation to
Freedom is outlined in relation to teaching          their teaching abilities and
duties and to the teaching profession:               performance without discrimination
                                                     or harassment regarding their
    1. Teachers must be free to teach and            personal opinions or their scholarly,
       students free to learn. Both must             literary, or artistic endeavors. The
       have access to and be free to explore         presence during class of any
       and discuss issues and divergent              individual or organization whose
       points of view. Both must be free to          intent is to decide or determine what
       form, hold, and express judgments             is accurate or inaccurate inhibits
       and opinions, responsibly identifying         academic freedom.
       them as such. The profession must
       defend itself and its members from      Reference: Title 5, Section 51023;
       any abridgment of academic              Accreditation Standard 2.2
       freedom.

Standard II                                                                              171
In the development of curriculum Victor           Standard II A 7b The institution
Valley College serves a variety of                establishes and publishes clear
populations. All faculty hired at the college     expectations concerning student academic
must meet state-adopted minimum                   honesty and the consequences for
qualifications as well as expertise in the area   dishonesty.
of their teaching discipline. Classes are
offered in options that include transfer and      Board policy 5500 lists the standards of
degree, vocational certificates, and non-         conduct for students. Items of student
credit coursework that reflect the needs of       behavior are specified in the Student
the Victor Valley College students and its        Handbook. Board policy specifies that the
community. All credit offerings undergo           following conduct shall constitute good
rigorous analysis by faculty across the           cause for discipline, including but not
disciplines, and the Curriculum Committee         limited to the removal, suspension, or
thoroughly reviews proposed and revised           expulsion of a student.
courses and programs for academic content
and adherence to College and/or outside              1. Causing, attempting to cause, or
requirements. This process reviews the                  threatening to cause physical injury
syllabus, the student learning objectives, and          to another person.
demonstrated competencies that follow
standards of recognized academic                     2. Possession, sale or otherwise
excellence.                                             furnishing any firearm, knife,
                                                        explosive or other dangerous object,
Standard II A 7a Self –Evaluation                       including but not limited to any
                                                        facsimile firearm, knife or explosive,
The institution evaluates it curriculum                 unless, in the case of possession of
processes in a standard cycle that reviews all          any object of this type, the student
class offerings. Vocational education has a             has obtained written permission to
two-year cycle and other college offerings              possess the item from a district
are reviewed every five years. Exceptions               employee, which is concurred in by
consist of outside agency reviews (e.g.,                the college president.
Nursing and Paramedics), revisions in
specific classes, or new offerings.                  3. Unlawful possession, use, sale, offer
                                                        to sell, or furnishing, or being under
Standard II A 7a Planning Agenda                        the influence of, any controlled
                                                        substance listed in Chapter 2
Victor Valley College will institute a one-             (commencing with Section 11053) of
year program review cycle in vocational                 Division 10 of the California Health
education.                                              and Safety Code, an alcoholic
                                                        beverage, or an intoxicant of any
                                                        kind; or unlawful possession of, or
                                                        offering, arranging or negotiating the
                                                        sale of any drug paraphernalia, as
                                                        defined in California Health and
                                                        Safety Code Section 11014.5.

                                                     4. Committing or attempting to commit
                                                        robbery or extortion.

Standard II                                                                                172
    5. Causing or attempting to cause                    knowingly furnishing false
       damage to district property or to                 information to the district.
       private property on campus.
                                                     14. Unauthorized entry upon or use of
    6. Stealing or attempting to steal                   college facilities.
       district property or private property
       on campus, or knowingly receiving             15. Lewd, indecent, or obscene conduct
       stolen district property or private               on district-owned or controlled
       property on campus.                               property, or at district-sponsored or
                                                         supervised functions.
    7. Willful or persistent smoking in any
       area where smoking has been                   16. Engaging in expression which is
       prohibited by law or by regulation of             obscene; libelous or slanderous; or
       the college or the district.                      which so incites students as to create
                                                         a clear and present danger of the
    8. Committing sexual harassment as                   commission of unlawful acts on
       defined by law or by district policies            college premises, or the violation of
       and procedures.                                   lawful district administrative
                                                         procedures, or the substantial
    9. Engaging in harassing or                          disruption of the orderly operation of
       discriminatory behavior based on                  the district.
       race, sex, (i.e., gender) religion, age,
       national origin, disability, or any           17. Persistent, serious misconduct where
       other status protected by law.                    other means of correction have failed
                                                         to bring about proper conduct.
    10. Willful misconduct which results in
        injury or death to a student or to        Unauthorized preparation, giving, selling,
        college personnel or which results in     transfer, distribution, or publication for any
        cutting, defacing, or other injury to     commercial purpose of any
        any real or personal property owned       contemporaneous recording of an academic
        by the district or on campus.             presentation in a classroom or equivalent
    11. Disruptive behavior, willful              site of instruction, including but not limited
        disobedience, habitual profanity or       to handwritten or typewritten class notes,
        vulgarity, or the open and persistent     except as permitted by any district policy or
        defiance of the authority of, or          administrative procedure.
        persistent abuse of, college
        personnel.                                Reference: Education Code Section 66300,
                                                  66450
    12. Cheating, plagiarism (including
        plagiarism in a student publication),     Codes of conduct are published in the
        or engaging in other academic             Student Handbook and are available on the
        dishonesty.                               web. The process that exists for students
                                                  who have issues with their instructor is
    13. Dishonesty; forgery; alteration or        outlined in the Student Handbook. The
        misuse of college documents,              process is that the student is to meet with the
        records or identification; or             instructor and, if the situation is not
                                                  addre ed t the tude t’ at fact , he r

Standard II                                                                                  173
she then meets with the department                Standard II A 7b Planning Agenda
chairperson. If the situation is still not
resolved, the student is to meet with the area    The institution will distribute the new ethics
dean and submit written documentation of          statement following Board approval.
the issue. The dean investigates the
situation, including meeting with the                Standard II A 7c Institutions that
instructor and chairperson, and issues a             require conformity to specific codes of
written determination that sent to the               conduct of staff, faculty,
student. If the student is still not satisfied,      administrators, or students, or that
the option exists for the student to take the        seek to instill specific beliefs or
matter to the Chief Instructional Officer,           worldviews, give clear prior notice of
then to the Superintendent/President and,            such policies, including statements in
ultimately, to the Board of Trustees, who            the catalog and/or appropriate faculty
would make a final determination.                    or student handbook.

In addition to expectations of conduct for               Victor Valley College does not instill
students, a district-wide ethics statement was           specific beliefs or worldviews. The
passed at the College Assembly meeting on                priority of the institution is dedicated
November 2, 2004. The statement was                      to student learning and student
presented to the Board of Trustees for                   success.
consideration and adoption at its December
2004 meeting. The statement reads:

        Employees of the Victor Valley
        Community College District, while
        performing their duties or interacting
        with other employees, students,
        members of the community, and all
        others should be honest, fair,
        respectful of others, and free from
        discrimination. Employees shall act
        in the best interests of students,
        promote good will, and create a
        positive image for the college.
                Doc. College Assembly
                Minutes, October 5, 2004

Standard II A 7b Self-Evaluation

The institution has developed policy and
procedures that are in conformity with
existing academic standards regarding
behavior for students as well as for faculty,
staff, and administrators.




Standard II                                                                                  174
Standard II A 8. Institutions offering
curricula in foreign locations to students
other than U.S. nationals operate in
conformity with standards and applicable
Commission policies.2

Victor Valley College does not currently
conduct classes that fall under this category
of programs and services.




Standard II                                     175
STANDARD II:
STUDENT LEARNING PROGRAMS AND SERVICES
B. Student Support Services

The institution recruits and admits diverse students who are able to benefit from its programs,
consistent with its mission. Student support services at the institution address the identified
needs of students and enhance a supportive learning environment. The student pathway through
the institutional experience is characterized by a keen concern for student access, progress,
learning outcomes, and success. The college periodically assesses student support services using
state approved assessment tools, student learning outcomes, faculty and staff input, and other
appropriate measures to identify areas in need of improvements and to increase the effectiveness
of student services.


Standard II B 1. The institution assures           Development Center, Counseling, Disabled
the quality of student support services            Student Programs, Extended Opportunity
and demonstrates that these services,              Programs and Services, Financial Aid,
regardless of location or means of                 Guidance courses, Orientation, Registration,
delivery, support student learning and             Student Activities, Student Employment,
enhance achievement of the mission of the          and Transfer.
institution.1, 2
                                                   Newly adopted board policies from the
Standard II B 1 Descriptive Summary                California Community College League are
                                                   used as guidelines to deliver support to
Victor Valley College strives to assure            students for student petitions, student
quality student learning outcomes through          grievances, sexual harassment,
student support services and demonstrates          discrimination, student discipline, and other
the effectiveness of these services,               student related activities. Policies
regardless of location or means of delivery.       concerning non-traditional class settings
More specifically, Victor Valley College           such as distance learning, online courses,
supports student learning and enhances             telecourses, etc. are periodically reviewed
achievement of the college mission through         for accessibility and effective delivery
the following elements: Policy guidelines          strategies by staff. The Student Handbook
from the California Community College              provides supplemental information for
League, the College Matriculation Process,         students concerning campus polices and
Financial Aid guidelines, Categorical and          procedures along with guidance on how to
restricted programs (EOP&S-DSPS-Title IV           engage the learning environment.
Student Support Services) guidelines, and
the California Commission on Athletics             The Matriculation Advisory Committee
policy guidelines. Overall Victor Valley           reviews the board approved plan and
College offers a variety of comprehensive          annually reports student outcomes by
student services and activities including the      identifying effective processes that enhance
following efforts: Assessment, Admissions,         student access to Victor Valley College.
Athletics, Career Center, Child                    Overall, the Matriculation Advisory

Standard II                                                                                  176
Committee promotes and sustains the efforts      and academically challenged achievers to
of credit students to be successful in their     augment their student learning outcomes.
educational goals by facilitating the major      More specifically, the Counseling faculty
components of the matriculation process.         supplements the knowledge and skills
More specifically, the matriculation process     students obtain through advisement sessions
assures accessibility for all students to have   and guidance classes directed toward the
the opportunity to complete their college        attainment of indirect student learning
credit and noncredit courses, persist to the     outcomes.
next academic term, and achieve their
educational objectives through the assistance    In addition, Victor Valley College Athletics
of the student-direct components of the          in collaboration with the Commission on
matriculation process which include:             Athletics provides students with the
admissions/registration, orientation,            opportunity to participate in intercollegiate
assessment and testing, counseling and           programs while maintaining compliance
advisement, student follow-up, research, and     with guidelines from the California
outreach.                                        Commission of Athletics and federal
                                                 regulations. The College has consistently
Self-Evaluation                                  submitted required Equity in Athletics
                                                 surveys to the Department of Education to
In addition, college financial aid processes     support compliance with Title IX guidelines.
strive to maintain compliance with state
guidelines and federal mandates. The             Overall, since the last accreditation site visit,
Financial Aid staff receives annual training     the College has experienced extreme growth
and program updates from professional            in enrollment. For example, the College
conference attendance. Information on the        enrollment grew 14.5% in 2000 and 6.8% in
types of student financial aid (fee waivers to   2001. In response to the enrollment growth,
waive enrollment fees, grants, loans and         student service areas have made significant
work-study) are available at the Financial       changes in the way Victor Valley College
Aid Office and on the college website. This      students access enrollment services. The
information is designed to help address their    Vice President of Student Services designed
financial needs that could be considered as      and created a one-stop transition center
barriers to achieving their educational goals.   which houses Admissions and Records,
The C ege pr v de Vetera ’ be ef t               Financial Aid, Bursar, and Assessment all in
services to eligible students including          the same building. The College also
application assistance and academic              expanded services into the evening hours
counseling.                                      providing enrollment services until 7:00 PM
                                                 Monday through Thursday. During peak
Through the categorical and restricted           registration dates limited registration
programs of Disabled Student Program and         services are available on Saturday. In
Services (DSPS), Extended Opportunity            addition, counseling faculty developed drop-
Programs and Services (EOP&S), and               in and same-day counseling services during
Student Support Services (SSS) annual            peak registration dates to help meet the
reports are submitted for each of these          increased demands for academic advising.
programs. These special support programs         The Assessment Center has converted to
target special populations including             online computerized testing that is offered
historically underrepresented, low income        on a no appointment drop-in basis. The

Standard II                                                                                   177
majority of the student service publications
are available on the college website           Importance VVC National Difference
including the catalog, class schedule,         Scale      score score
orientation, and Student Handbook.             Admissions 5.97 5.85    +0.12
                                               & Financial
According to the student satisfaction survey   Aid
conducted Fall Semester 2003, students
rated their overall satisfaction with campus   Satisfaction VVC National Difference
support services (0.07%) higher than the       Scale        score score
seven comparison California community          Admissions   4.76 4.78    -0.02
colleges used for the survey results. In       & Financial
general, satisfaction score ratings for the    Aid
Noel Levitz student satisfaction inventory
indicate a level of student satisfaction
compared to how well Victor Valley College
has met their expectations.

Campus Support Services. This
component of the survey assesses the quality
of support programs and services which
students utilize to make their educational
experiences more meaningful and
productive. This scale covers career
services, orientation, childcare, special
programs, and support services.


Importance     VVC National Difference
Scale          score score
Campus         5.52 5.39    +0.13
Support
Services
Satisfaction   VVC National Difference
Scale          score score
Campus         4.76 4.69    +0.07
Support
Services

Admissions and Financial Aid
Effectiveness. This component of the
 urvey a e e the C ege’ ab ty t
enroll students in an effective manner. This
scale covers issues such as competence and
knowledge of admissions counselors, as well
as the effectiveness and availability of
financial aid programs.

Standard II                                                                      178
Standard II B 2. The institution provides        credits, grievance and complaint procedures,
a catalog for students with precise,             sexual harassment, and refund of fees.
accurate, and current information.
                                                 The Victor Valley College Catalog is
Standard II B 2(a, b, c, d) Descriptive          updated and published yearly. Currently,
Summary                                          students receive the Student Handbook after
                                                 completing the assessment test and new
Victor Valley College strives to clearly,        student orientation, and they are encouraged
accurately, and consistently represent itself    by staff to purchase the class schedule
to its local students in the community and       and/or the college catalog at the College
prospective students through the college         Bookstore. In addition, students who
catalogs, class schedules, program               complete the assessment and new student
publications, and statements, including          orientation are directed to the college
electronic formats such as the college           website to review the schedule of classes
website.                                         and catalog. Class schedules for both credit
                                                 and non-credit classes are published each
Victor Valley College publishes its catalog      semester on a limited basis of approximately
annually prior to the beginning of the fall      6,000 copies. The schedule provides
semester. The catalog provides precise,          admission and registration information along
accurate, and current information                with student policy information. Brochures
concerning:                                      for other programs, such as EOP&S, DSPS
                                                 and the Honors program are published on a
1. Educational purposes, as defined in the       regular basis. Major portions of the Student
   college mission;                              Handbook were printed within the class
2. Degrees, certificate programs, curricular     schedule beginning in Fall 2003 and on the
   offerings, course offerings, educational      college website. Many other internal and
   resources;                                    external campus publications are provided
3. Student fees and other financial              through newsletters.
   obligations, student financial aid, and fee
   refund policies;                              The majority of the students are introduced
4. Requirements for admission and for            to Victor Valley College through the
   achievement of degrees, including the         catalog, schedule of classes, combined with
   academic calendar and information             the ew y ad pted “N t ce t Stude t ”
   regarding program length; and                 section, Student Handbook, Matriculation
5. The names and degrees of                      “Step t E r me t” f rm, Adm                a d
   administrators, faculty, and governing        Records office, New Student Orientation,
   board.                                        Assessment Advisement and the Counseling
                                                 Department. Overall, these resources
I add t , the “N t ce t Stude t ” ect            provide comprehensive information that is
of the class schedule, Student Handbook,         updated annually, through educational
and college catalog all provide up-to-date       planning, registration services, student
information on the following important           support services, special programs and staff
policies that affect students: academic          training activities. Students also receive
regulations, including academic honesty,         information through the Strategic
non-discrimination, acceptance of transfer       Enrollment Management direct mail
                                                 campaign to local high school juniors and

Standard II                                                                                179
seniors, the VVC Rambassador student             courses on the Ram-Talk phone registration
outreach organization, the World Wide            system, the VVC Web Advisor registration
Web, individual program brochures, web           system, or in person through the office of
cards, and other promotional materials.          Admissions and Records. Each year the
                                                 Office of Institution provides faculty and
Graduation information and requirements          staff with a copy of the academic calendar.
may be found in the schedule of classes,         The calendar is included in the Student
catalog, New Student Orientation, and the        Handbook and schedule of classes.
counseling department offices. Programs of
study for degrees and certificates are           Other policies affecting students can be
addressed in the catalog and on the World        found in the Victor Valley College Catalog,
Wide Web, the Counseling Office, and             Student Handbook, schedule of classes,
Career/Transfer Center. The fee and other
                                                 Faculty Handbook, departmental
student financial obligation information is      publications, and on the college website.
published in the catalog, schedule of classes,   Individual departments generate pamphlets
Student Handbook, New Student Orientation        and programs related to their specific areas
and on the World Wide Web. Estimated             including EOP&S, DSPS, Student Support
annual book costs are featured in the campus     Services, and Financial Aid. Regarding
financial aid information. Student service       electronic formats, the College has a website
and academic policies and procedures are         and an automated phone-in registration
addressed in the catalog, schedule of classes,   system where the majority of campus
Student Handbook, and New Student                information is available.
Orientation. Information on student conduct
and student grievances is located in the
                                                 Standard II B 2(a, b, c, d) Self-
 chedu e f c a e u der the “N t ce t
                                                 Evaluation
Stude t ” ect , Stude t a db k, New
Student Orientation and the college catalog.     According to the student satisfaction survey
The Dean of Students, Vice Presidents and        results, student satisfaction with the
the Pre de t’ ff ce a reta a c py f              C ege’ pr gram requ reme t be g
the grievance procedure and student              “c ear a d rea ab e,” wa         ted t be
discipline policy, which is available upon       0.19% below comparison colleges in the
request.
                                                 survey results. In addition, both faculty and
                                                 staff have identified several incidents in the
The schedule of classes that is published        past where timeliness of the catalog
each semester provides information               availability was a challenge. Overall, the
regarding admissions, registration policies      staff makes every effort to ensure that the
and procedures, matriculation information        College is represented with precise,
and refund policies. The schedule of classes     accurate, and current information in its
is available on the college website. Notice      publications, especially the college catalog.
of availability is mailed widely to residents    The College has a solid working committee
of the Victor Valley indicating when and         with faculty representatives that preview the
where the catalog is available on campus         creation and development of the catalog in
and on the college website. The registration     the draft stage each year. Appropriate
process is detailed and outlined in the          departments and programs are also included
 chedu e f c a e a “Step t                       in the preview and revisions of outdated
E r me t.” Stude t may reg ter f r               college information, however; some edits

Standard II                                                                                 180
 have not been acknowledged and continue to         educational plan development and
 go unchanged from year to year.                    enrollment management.
 With the advent of Access VVC
 (DATATEL) the College has taken the               increase the number of staff dedicated to
 opportunity to change the course numbering         the creation and development of the
 for 90% of their courses. For example              college catalog on an annual basis.
 courses numbered 1 - 49 are considered non-
 degree applicable and non-transferable;
 courses numbered 50 – 99 are considered
 degree applicable and non-transferable;
 courses numbered 100 – 199 are degree
 applicable and transferable (mostly no
 prerequisites); and 200 – 299 are degree
 applicable and transferable (with
 prerequisites). The process of implementing
 a new catalog each year with new course
 numbers has contributed to an increase in
 mistakes and the need for corrections.

 Standard II B 2(a, b, c, d) Planning
 Agenda

 The Executive Vice President of Instruction
 will insure that the production of the catalog
 and class schedule will be done in a timely
 and efficient manner to better serve the
 community.

 The Office of Instruction will:

 ensure that the catalog and class schedule
  will be available to all students over the
  internet prior to the Fall semester.
 improve coordination with the Curriculum
  Committee, Articulation, and the Counseling
  Department to produce a timely catalog and
  class schedule by meeting on a regular basis.
 meet with the Curriculum Committee and
  Counseling Department on a regular basis
  to review catalog updates and revisions.
 schedule regular meeting four times a
  semester for the Catalog Committee.
 monitor the efficiency of the new course
  numbering system to create a two-year
  calendar of class offerings, and assist with


 Standard II                                                                                181
Standard II B 3. The institution                 Standard II B 3a Self-Evaluation
researches and identifies the learning
support needs of its student population          The departments and programs that provide
and provides appropriate services and            educational support services for students are
programs to address those needs.                 now more centrally located on campus,
                                                 housed in two major buildings: Student
Standard II B 3a. The institution assures        Services Building I and II. Students can
equitable access to all of its students by       readily locate needed programs and services,
providing appropriate, comprehensive,            due to improved signage and updated maps
and reliable services to students                on campus.
regardless of service location or delivery
method.                                          Victor Valley College students are currently
                                                 accessing registration, assessment, courses
                                                 and services through a variety of means.
Standard II B 3a Descriptive Summary
                                                 Class schedules may be accessed either
                                                 online or in a hard-copy format. Alternative
Victor Valley College offers a full range of
                                                 formats for students with disabilities may be
comprehensive student services that reflects
                                                 requested through the DSPS Office.
the diversity of its student population. In an
                                                 Students are currently registering for classes
effort to provide services that are accessible
                                                 in person, online or over Ram Talk
to the students, most services are provided
                                                 telephone registration. Students needing
five days per week, Monday-Thursday 8:30
                                                 extra support may register with the
am-7:00 pm, and Friday 8:30 am-3:00 pm.
                                                 assistance of staff in a variety of programs
Saturday 9:00 am-1:00 pm. extended hours
                                                 on campus such as DSPS, ACT (Assistive
are offered during peak times to
                                                 Computer Technology), EOP&S, Student
accommodate student needs one week prior
                                                 Support Services or with the help of
to the start of the term. During registration,
                                                 bilingual faculty or classified staff. In
additional hours of operation are provided in
                                                 addition, priority registration services are
Admissions to facilitate the admissions
                                                 available for EOP&S and DSPS eligible
enrollment process. Most services are fully
                                                 students two days ahead of general student
accessible and well marked for easy
                                                 populations.
identification. The College has centrally
located key services in one building to better
                                                 Victor Valley College students are currently
serve students, such as: Admissions &
                                                 assessed for academic course placement
Rec rd , Reg trat , the Bur ar’ Off ce,
                                                 either on campus or in a limited capacity at
Financial Aid and Assessment. Many
                                                 proctored off-campus locations in the
offices for student services, including
                                                 community. Assessment is also available to
application and registration, can also be
                                                 ESL students for placement into a variety of
accessed on-line for even better service
                                                 course levels. Students with disabilities are
delivery. English as a Second Language
                                                 accommodated with various services such as
(ESL) courses and placement assessment are
                                                 a distraction reduced environment (testing
provided to serve the non-English speaking
                                                 rooms), sign language interpreters for
students in the Assessment Center. In
                                                 instructions, note-takers, enlarged print, i.e.:
addition, the Student Handbook provides
                                                 Zoom Text for low vision users, and readers
supplemental information to help guide
students to necessary services.                  for individuals with blindness and learning
                                                 disabilities.

Standard II                                                                                  182
                                                social goals. The groups have a Faculty or
Along with the traditionally delivered on       Staff Advisor to oversee funding and
campus course selections, Victor Valley         provide direction for selected activities. In
College offers online courses. Victor Valley    addition, the College supports 14 athletic
College also offers several courses,            varsity teams that compete in the Foothill
including English as a Second Language, off     Athletic Conference.
campus in various locations throughout the
community. The College has responded to         More specifically, the Associated Student
the extreme enrollment growth by                Body was recognized as the “C mmu ty
promoting more web-based registration           C ege f the Year” f r 2004. I add t ,
services which includes the college             the Model United Nations team at Victor
application, fee payment and general            Valley College was awarded Honorable
registration. The College has tracked the       Mention at the National Model United
increase in web-based registration              Nations Conference in New York
utilization. For example, only 579 students     representing the country of Tajikistan,
were reported in Fall 2000 to have used         Spring of 2004. Victor Valley College
web-based registration services, while 6,823    competed against 3,100 other participants
students were reported to have used web-        from over 190 schools located in 44
based registration services in Fall 2003.       different countries. Victor Valley College
                                                students were judged to be in the top ten
Planning Agenda                                 percent of their respective committees every
                                                day. Victor Valley College students out
None                                            performed students from the London School
                                                of Economics, UCLA and University of
Standard II B 3b. The institution provides      Chicago. Victor Valley College was one of
an environment that encourages personal         only 25 schools out of 190 to win such
and civic responsibility, as well as            recognition.
intellectual, aesthetic, and personal
development for all of its students.            Standard II B 3b Self-Evaluation

                                                According to the student satisfaction survey
Standard II B 3b Descriptive Summary
                                                conducted in the Fall semester 2003,
                                                students rated their satisfaction with campus
Co-curricular activities on campus provide a
                                                climate only (-0.02) lower than the seven
platform for students to interact with others
                                                comparison California community colleges
who have similar interests. Involvement in
                                                used for the survey results. In general, this
these activities provides students with an
                                                satisfaction rating indicates students are
environment that can be relaxing, socially
                                                satisfied with the Victor Valley College
responsible or academically challenging.
                                                climate and their expectation of belonging
Additionally, the College student activities
                                                are reasonably met.
provide opportunities to learn teamwork and
civic responsibility. Campus activities
                                                Campus Climate This component of the
include student government and politics, 17
                                                survey assesses the extent to which your
clubs, local and national academic support
                                                college provides experiences that promote a
groups, and a student newspaper. Nearly all
the groups are involved in fund-raising         sense of campus pride and feelings of
                                                belonging. This scale assesses the
activities to support various academic and

Standard II                                                                                183
effect ve e  f y ur t tut ’ cha e                 Only Counseling Faculty provides academic
of communication for students.                    advisement to Victor Valley College
                                                  students. Students are often referred to
Importance VVC National Difference                faculty for in depth questions about a
Scale      score score                            particular academic or vocational field and
Campus     5.93 5.82    +0.11                     faculty are invited annually to counseling
Climate                                           meetings to provide counselors with the
                                                  most up-to-date information pertaining to
Satisfaction VVC National Difference              departmental course offerings and
Scale        score score                          certificates. Students are referred to Student
Campus       4.92 4.94    -0.02                   Support Services, tutoring, the Learning
Climate                                           Center and Language Labs to assist in
                                                  strengthening academic performance.
                                                  Guidance classes are offered on a regular
Standard II B 3c. The institution                 basis in Career and Life Planning, Learning
maintains academic advising programs to           Strategies and Study Skills, College
meet student needs for information and            Success, Building Math Confidence and Self
advice.                                           Esteem. Advisement in selecting an
                                                  academic major and assistance with career
                                                  planning is also provided for the students.
Standard II B 3c Descriptive Summary              Orientations, education plan development
                                                  and counseling guidance courses make
Victor Valley College employs a campus            significant contributions to indirect student
wide matriculation program, which provides        learning outcomes.
guidance and advice as part of a multi-step
orientation and academic counseling               Standard II B 3c Self-Evaluation
program. Identification and goals of
counseling services are incorporated into all     At this time, the primary method used at
adjunct faculty training sessions, and full-      Victor Valley College to evaluate
time faculty are informed of changes in           counseling and/or academic advising is the
procedures and services.                          evaluation process. This process is initiated
                                                  annually by the Dean of Student Services
The Counseling Department offers a variety        each October. Counselors and academic
of services for students ranging from             advisors select peer reviewers with the
educational planning and advisement,              agreement of the administrator. Students
preliminary mental health screening with          complete counselor evaluation forms after
appropriate referrals to qualified mental         each counseling session. These student
health providers, analysis of transfer, degree,   evaluations, as well as a counselor self-
and certificate completion standards, and         evaluation are then reviewed with both the
university general education certification. In    faculty peer and the Dean. The Dean will
addition, Counseling Faculty provide              then write a summary based on meeting
referrals to: Student Employment; Career          discussions, peers, self and student
Center; Veterans; Transfer Center; ASB            evaluations. After the counselor has
Student Activities; Title IV Student Support      reviewed the summary, it is signed by the
Services; Financial Aid; DSPS; EOP&S;             counselor and the Dean, then placed in a
Care; and CalWORKs on a regular basis.            personnel file with the self and student

Standard II                                                                                  184
evaluations. This process is completed by       counselors and VVC now has nine generalist
March 1 and all tenured full-time members       counselors. This growth may provide
will be reviewed once every three years.        evidence of counselor effectiveness by
                                                demonstrating that a greater number of
The counselor self-evaluation focuses           students are seeking academic advisement
mainly on accomplishments, plans, goals,        and learning outcomes. In addition, it is
strengths and weaknesses to help evaluate       possible to determine assessment numbers
the effect ve e    f the c u e r’ tra      g    that show evidence of people matriculating,
as opposed to evaluating the effectiveness of   the number of graduating students with Ed
the counseling in terms of student              Plans compared to those without Ed Plans
development and success.                        and the number of returning students with
                                                Ed Plans. It would also be possible to
The student evaluation focuses on the           determine if students with Ed Plans take a
effectiveness of the counselor in terms of      shorter amount of time to obtain degrees
student success by asking questions that        than students without Ed Plans.
affirm that the student did receive the
information or services (e.g., information on   There is a great deal of evidence that
majors, certificates, transfer programs,        supports the validity of adequate counselor
career guidance, personal assistance,           training. For example, all counselors hired
referrals to other programs and services) he    at VVC must possess a MA in counseling or
or she had come for. The student                higher. The hiring process assures that
evaluations collected in the Fall Semester      counselors are highly qualified and diverse.
2003 rated student satisfaction with            Next, all counselors are involved in local,
individual counselors and services provided     regional or statewide committees and/or
as part of the tenure evaluation for five       activities which provide avenues to
counseling faculty. Some 325 students           exchange updated information. Also,
returned evaluation forms for five              counselors attend update meetings where
counselors to provide comprehensive             faculty and department chairs are invited to
evaluation information. According to the        bring updates on their programs and to learn
results 98% of the students surveyed            about the opportunities and services of the
reported that the counselor was helpful and     counseling department. During these
professional. The evaluation results also       weekly counseling meetings, outside
reported 99% of the students received the       professionals are also invited to speak on
information and services they came for. In      various topics in order to provide
addition, 98% of the student evaluations        professional growth for the counselors.
indicated that they would seek services from    Counselors are continually invited to
the same counselor again. In general, the       luncheons and orientation meetings to be
overall evaluations score ratings show how      informed about different requirements for
satisfied students are with Victor Valley       specific degree, certification or licensing
College counseling services and their           programs. University or college
expectations are being met in a satisfactory    representatives provide updated information
manner.                                         to enhance counseling services. Often,
                                                informational letters are sent to the
Student Support Services has grown within       counselor from university representatives in
the last two years. DSPS has hired two new      order to inform counselors about changes or
counselors, EOP&S has hired two new             new services.

Standard II                                                                              185
                                                 Standard II B 3d. The institution designs
In the past, counselors attended 24 hours of     and maintains appropriate programs,
flex activities each year which provide          practices, and services that support and
updated information and orientation to new,      enhance student understanding and
revised or continued campus services,            appreciation of diversity.
programs or departments. During these Flex
Day activities important information updates     Standard II B 3d Descriptive Summary
and instructional orientations and projected
goals are communicated between faculty,          Student equity is viewed as a high priority
ASB student representatives, Counselors          for Victor Valley College. The College is
and Administration. Counselors and Student       committed to maintaining access with
Support Services provide faculty                 success for its students, particularly those
information and schedule directories through     from underrepresented groups. The
the VVC web page on the internet and             discussion by representative groups
thr ugh “C u e r’ C r er”, a art c e             surrounding the review of data and
the Ram’ Page, the campu ew paper.               development of goals and activities for
                                                 student equity and diversity have been
Standard II B 3c Planning Agenda                 excellent, and there is an increased emphasis
                                                 on student outcomes at the institution.
The Vice President, Student Services and
the Dean, Student Services will make                The direction of the College and the
significant efforts to improve transfer              Student Equity Plan are both guided by a
activities and increase staffing dedicated to        comprehensive mission statement that
improve the number of transfer ready                 promotes appreciation of diversity.
students at Victor Valley College. For               Approved by the Board of Trustees, the
example additional staff will be identified          mission statement represents the
that are student oriented and knowledgeable          perspectives by which college programs
about the world of transfer to supplement            and protocols are fashioned.
transfer activities. Mailings will go out to
identified transfer students advertising the     Victor Valley College Master Plan Goal 4
Transfer Center services and functions. The      - Diverse Populations
Transfer Center activities will be publicized
including: university visitations, application   The Master Plan includes a goal to increase
workshops, transfer workshops and the            access for diverse populations. Victor
annual college fair.                             Valley College will strive to improve
                                                 educational opportunities and services for
In addition, efforts will be undertaken to       diverse student populations. Overall, the
implement an electronic education plan to be     College will improve programs and services
utilized by counseling faculty for students,     to better serve an increasingly diverse
and monitored for enrollment management          campus population.
as related to scheduling of future class
offerings.                                       In addition, Gender Equity is a goal pursued
                                                 at Victor Valley College as noted by the
                                                 current staffing populations. In 1997,
                                                 administration supported program efforts by
                                                 adding coordinators: a female counselor and

Standard II                                                                                186
a male faculty member. The learning                disabilities, commuters, part-time students
environment is changing positively in many         and older, returning learners.
departments: for example, Automotive,
Construction Technology, and Welding are           Satisfaction      VVC       National    Differ
pursuing gender balance. In 2001, Physical         Scale             score     score       ence
Education continued with gender and                Responsiveness    5.34      5.15        +0.19
diversity balance by hiring both a male and a      to Diverse
female to teach full time in the dance             Populations
division. The hiring has helped to raise the
percentage of Latino faculty at Victor Valley      The College has been working to improve
College from 10.4%. Sixty-four percent of          student access and success through various
students in California public schools during       program activities. Many of Victor Valley
the calendar year 2001-2002 were non-              College activities related to access are
white, whereas 25.6% of teachers were non-         directly related with the implementation of
white. In contrast, Victor Valley College          state required matriculation standards,
faculty represents the student population to a     Financial Aid Outreach efforts, EOP&S,
greater extent (19.4% non-white faculty vs.        DSPS and the Title IV Student Support
39.2% non-white students). The most                Services grant. The development of the
current statistics are available in the Office     2004 Student Equity Plan reinforces the
of Institutional Research on the campus of         existing philosophy and program activities.
Victor Valley College and in the College           The Student Equity Plan is written with the
Fact Book.                                         intent of making a real impact college wide,
                                                   and the activities are designed to be
Standard II B 3d Self-Evaluation                   “ach evab e.” The Stude t Equ ty Plan has
                                                   been blended with the College mission
According to the student satisfaction survey       statement, Matriculation Plan and the Master
conducted in the Fall Semester 2003,               Plan Goals. In addition, the Student Equity
students rated their satisfaction with the         Plan and development process was
C ege’ re p e t d ver e p pu at .                  evaluated along with other college activities
The survey results indicated that Victor           associated with student access and success.
Va ey C ege’ re p e t d ver e                      In general, the matriculation evaluation
populations was (+0.19%) higher than the           standards require the review of campus
seven comparison California community              functions and their impact on student access
colleges used for the survey results. In           and success.
general, this satisfaction rating indicates that
students are satisfied that Victor Valley          Outreach efforts including school visits and
College has met their expectation for quality      college tours were conducted for area
of services for diverse populations.               middle and high school students. New
                                                   technologies are being expanded and
Responsiveness to Diverse Populations              utilized to increase enrollment options for
                                                   new and continuing students. For example,
This component of the survey assesses the          college online services, phone-in and in-
C ege’ c mm tme t t pec f c gr up f                person registration is available. In addition,
students enrolled at the College, e.g.,            assessment is offered on a drop-in basis,
underrepresented populations, students with        with no need for scheduled appointments,
                                                   with instant results and on-the-spot
                                                   advisement. The class schedule includes
Standard II                                                                                   187
registration and matriculation information in     degree will be identified and provided with
Spanish. With the passage of the 2003-2004        information on how they can apply for a
state budget, the College has received            degree. Students with more than 40 degree
additional BFAP-SFAA funding to increase          applicable units will be notified and
awareness and participation in student            encouraged to meet with an academic
financial aid programs through outreach           counselor to develop an education plan or
activities that target potential Hispanic         update an old education plan.
student populations.
                                                  ESL/Basic Skills Completion: The data to
The College has focused efforts on the            evaluate whether students move from the
development of student learning outcomes          initial ESL courses to degree applicable ones
associated with general student services.         will be reviewed and considered. More
Staff development activities on the               specifically, the institutional researcher will
implementation of an early alert system have      provide transition reports each semester for
begun to enhance and improve the success          the ESL department to review and analyze.
and completion rate for high-risk students as     The Dean, Student Services will appoint one
evidenced by the reduction of                     counselor as lead person to work with Basic
Probation/Dismissal students. For example         Skills faculty and students to assist in the
there were 818 students with dismissal status     development of learning communities.
Spring 2002 and only 303 Spring 2003.
Student Learning Outcomes and                     Transfers: Guaranteed Transfer
Multicultural aspects are being incorporated      Agreements will be expanded by Victor
into the courses offered, and social activities   Valley College with four-year institutions,
promoting multicultural events have been          with a concentrated focus on the University
enhanced. Avenues to develop learning             of California, Riverside and California State
communities and supplemental instruction          University, San Bernardino. Field trips will
combined with Basic Skills instruction will       be conducted by campus organizations such
be studied and presented to the Deans for         as PTK and the EOP&S Club to promote
further consideration. In addition, special       transfer to four-year institutions. Mailings
programs including Title IV Student Support       will go out to identified transfer students
Services, EOP&S and DSPS have targeted            advertising the Transfer Center services and
African-Americans to provide them with a          functions. The Transfer Center activities
variety of proven support services to             will be publicized including: university
increase completion and success rates for         visitations, application workshops, transfer
this special population.                          workshops and the annual college fair.

Standard II B 3d Planning Agenda                  Standard II B 3e. The institution
                                                  regularly evaluates admissions and
The Vice President, Student Services and          placement instruments and practices to
the Dean, Student Services will make              validate their effectiveness while
significant efforts to improve the following      minimizing biases.
areas:
                                                  Standard II B 3e Descriptive Summary
Degree & Certificate Completion: The
associate degree will be promoted to              Victor Valley College believes strongly in
 tude t wh are “c e” t bta          ga            the overall goal of student access with

Standard II                                                                                  188
 ucce . Overa : “T         crea e acce a d        a broad-based, coordinated approach to
success at community colleges, particularly       student equity.
f r h t r ca y u derrepre e ted gr up .”
Student equity indicators have been               In addition, the College currently follows
discussed at Victor Valley College by a           the criteria outlined in the California
broadly representative group, and goals for       Community College Matriculation
the future have been established by the           Assessment Standards in utilizing the
Student Equity Task Force. Activities             CELSA for non-English speakers. More
designed to achieve these specific goals          specifically, the College conducted a study
have been identified along with college           which updated and validated the current cut
individuals responsible for implementation        scores for English and Math. The cut scores
of the identified strategies.                     were initially established through
                                                  “pr fe       a judgme t” wh ch wa a wed
                                                  under the Assessment Standards at that time.
The Matriculation Advisory Committee and
counseling faculty have established and           However, the current College cut scores,
                                                  along with multiple measures, were updated
implemented the current multiple measures
                                                  and validated. At this time, CELSA test
process for placement of new students into
                                                  scores are used only in an advisory manner
appropriate courses. In addition, the
                                                  in recommending ESL course placement.
appropriate validation studies have been
conducted to comply with the state
Cha ce r’ Off ce rec mme dat            . The     Standard II B 3f. The institution
College utilizes assessment instruments           maintains student records permanently,
appr ved by the Cha ce r’ Off ce f r              securely, and confidentially, with
placement recommendation purposes.                provision for secure backup of all files,
Assessment results, including the use of          regardless of the form in which those files
multiple measures, are used in an advisory        are maintained. The institution publishes
manner. However, students are blocked             and follows established policies for release
from enrolling in classes based on multiple       of student records.
measures, combined with assessment results.
In addition, during the 2000-2001 year, the       Standard II B 3f Descriptive Summary
Vice President, Instruction, the Vice
                                                  In compliance with the Federal Family
President, Student Learning, and the
                                                  Education Rights and Privacy Act of 1974,
Curriculum Committee developed and
                                                  as implemented by the California Education
implemented a prerequisite challenge
                                                  Code (76200) and Title V (54600), Victor
process that is consistent, widely distributed,
                                                  Valley College protects the privacy of
and clearly understood by staff and students.
                                                  student records. A student may prohibit the
Standard II B 3e Self-Evaluation                  release of general information for student
                                                  directories by marking the appropriate box
At Victor Valley College, the Student             on the application for admission. The
Equity Plan was developed using a Task            College may also release records. Student
Force which was broadly representative of         records primarily include those found in the
all college groups, i.e., faculty, students,      Admissions and Records Office (admission
staff and administrators. The Student Equity      application, transcripts, and petitions) and
Task Force provided the overall direction for     the Office of the Dean of Student Services
the efforts and reviewed the indicator            (discipline).
definitions to be used. VVC is committed to
Standard II                                                                                189
                                                 content as defined by campus policy.
Self Evaluation                                  Student may also file a complaint with the
                                                 U.S. Dept. of Education concerning any
The required log of access to these records is   alleged failure by Victor Valley College to
kept in the respective offices. Officials and    comply with Section 43 of the General
employees may have access to these records       Education Provisions Act.
if they are operating within the scope of
their respective college duties. These access    Planning Agenda
logs are kept for a minimum of five years.
Students may have access to their own            None
records with appropriate notice and payment
of appropriate cost, and may challenge the
Standard II B 4. The institution evaluates       quality and satisfaction of support services
student support services to assure their         received in those specific areas to prepare
adequacy in meeting identified student           for Chancellor's Office mandated reviews.
needs. Evaluation of these services
provides evidence that they contribute to
the achievement of student learning
outcomes. The institution uses the results
of these evaluations as the basis for
improvement.

Standard II B 4 Descriptive Summary

The institution evaluates student support
services to assure their adequacy in meeting
identified student needs. The program
review model has been implemented by the
College to incorporate the integrated
planning approach with linkages to program
planning and resource allocation. For
example, Admission and Records
department along with the DSPS program
have gone through the Program Review
process. Additionally, the current research
agenda identifies student services outcomes
and attempts to incorporate them into the
institution's overall systematic and
integrated planning approach.

Students have been randomly selected to fill
out evaluations following individual
counseling appointments and experiences in
assessment advising as described in 3c. In
addition, EOP&S and DSP&S programs
have separately surveyed students regarding

Standard II                                                                                 190
Standard II B 4 Self-Evaluation                 services (-0.02%) lower than the seven
                                                comparison California community colleges
The evaluation for student services is both     used for the survey results. In general, this
formative and summation. The summative          satisfaction rating indicates how satisfied
evaluation provides the College with the        students are that Victor Valley College has
opportunity to determine how activities are     met their expectation for quality of services.
going to make any adjustments and the
summative evaluation helps determine if         Service Excellence. This component of the
student service goals are being met.            survey assesses the attitude of staff toward
                                                students, especially front-line staff. This
The Matriculation Advisory Committee is         scale pinpoints the area of the campus where
responsible for monitoring the Student          quality service and personal concern for
Equity Plan outcomes. For the formative         students are rated most and least favorably.
evaluation, the Matriculation Advisory
Committee receives reports on the activities    Importance VVC National Difference
from special programs through participation     Scale      score score
in the program review process. The              Service    5.97 5.82    +0.15
Matriculation Advisory Committee meets at       Excellence
least twice per year to review the progress
and answer the following questions:             Satisfaction VVC National Difference
                                                Scale        score score
       Are the activities being conducted as   Service      4.90 4.92    -0.02
        planned?                                Excellence
       Are the activities successful?
       What progress has been made toward      The College has worked to improve student
        achievement of current Student          access and success through various program
        Equity Goals?                           activitie . Ma y f V ct r Va ey C ege’
       Do any adjustments need to be made      activities related to access rest with the
        to the activities and/or strategies     implementation of matriculation standards,
        implemented?                            Financial Aid Outreach efforts, EOP&S,
                                                DSPS, Partnership for Excellence, and the
The summative evaluation of Student             Title IV Student Support Services Program.
Services is based on the five student equity    The development of the Student Equity Plan
indicators. The progress made towards           reinforces the existing college philosophy
meeting goals established for each indicator    and program activities. The Student Equity
is reviewed by the Student Equity Task          Plan is written with the intent of making a
Force on an annual basis and the                real impact college wide, and the activities
Matriculation Advisory Committee. The           are de g ed t be “ach evab e.”
d tr ct’ I t tut a Re earch C rd at r           To plan, direct and monitor student equity,
publishes the indicator data annually “The      the student equity plan was blended with the
Fact B k”       t read y ava ab e t             College Mission Statement, Matriculation
everyone at the college and community.          Plan and the Master Plan goal #4.
                                                Therefore, the Student Equity Plan and
According to the student satisfaction survey    process was evaluated along with other
conducted in the Fall Semester 2003,            college activities associated with student
students rated their satisfaction with campus   access and success. The matriculation

Standard II                                                                                191
evaluation standards require the review of       New technologies are being expanded and
campus functions and their impact on             utilized to increase enrollment options for
student success.                                 new and continuing students. For example,
                                                 college online services, phone-in as well as
The Student Equity Plan has been developed       in-person registration is available. In
around the five indicator areas: Access,         addition, assessment is offered on a drop-in
Course Completion, Degree/Certificate            basis with no need for scheduled
Completion, ESL/Basic Skills Completion,         appointments with instant results along with
and Transfer. The suggested definitions          on-the-spot advisement. The class schedule
pre e ted by the Cha ce r’ Off ce were           includes registration and matriculation
reviewed and some adjustments were made          information in Spanish. With the passage of
by the Student Equity Task Force. These          the 2003-2004 state budget the College has
definitions including any adjustments made       received additional BFAP-SFAA funding to
by the Task Force are included in the            increase awareness and participation in
following paragraphs.                            student financial aid programs through
                                                 outreach activities that target potential
Access: Compare the percentage of each           Hispanic student populations. In the Fall of
group that is enrolled to the percentage of      2004, the College was awarded a Title V
each group in the adult populations within       grant under the Developing Hispanic
the community served.                            Serving Institutions program to increase the
                                                 c ege’ capac ty t be effect ve a a
The 2000 Census data were used as a              Hispanic-Serving institution. The
comparison for the area of access. Because       components of the grant proposal focus on
the College attracts over 98% of their           the following:
students from the San Bernardino County,               Improve Academic Programs:
the census data for the county, rather than              Transform ESL and Math instruction
the 30 mile radius, was used. It was felt this           to include faculty training, state of
would be a much more appropriate and                     the art software and computer labs
logical approach for comparative data. A                 and integrated lab assignments in
review of the access data revealed one target            these gateway courses.
group where student equity goals and                   Improve Academic Programs with
activities should be developed to help make              faculty development and improve
improvements to remedy the situation. The                student success in courses across the
identified group is the Hispanic student                 curriculum with Culturally Sensitive
populations.                                             teaching and learning, Instructional
                                                         Technology, and to strengthen the
The percentage of enrolled Hispanic                      grant proposal writing capabilities.
students is less than the local community
population in the Victor Valley service area.    Course Completion: Compare the ratio of
                                                 the number of courses that students
Population of Hispanics in the service area      successfully complete (A, B, C, and Cr) to
for 2000 = 31.8% for 2003                        the number of courses in which students are
Population of Hispanics attending VVC for        enrolled on the census day of the term.
2002 = 23.5% for 2003




Standard II                                                                                192
A review of the state data from the              students, was significantly less than that of
Cha ce r’ Off ce        c ur e c mp et           the overall Victor Valley College student
rate revealed the following challenges:          population rate of 9.6%.

A course completion rate of 28% for basic        Standard II B 4 Planning Agenda
skills courses is significantly less than
vocational or transfer courses. In addition,     Student Learning Outcomes Related to
the course completion rates for African-         Student Services
American students, is significantly less than
that of the overall Victor Valley College        The Student Services Division has made
student population. More specifically,           efforts to understand and begin development
V ct r Va ey C ege’ ucce fu c ur e               of indirect student learning outcomes for
completion rate for Basic Skills was             student support services and programs. The
significantly less than the statewide average    Astin (1991) UCLA Model of looking at the
for successful completions. Overall, the         input, environment and output was reviewed
state average Basic Skills rate for successful   as part of the framework for developing
completions is reported to be 67.4%. In            d rect tude t ear g utc me . A t ’
contrast the Basic Skills completion rate for    model looks at Input, Environment, and
Fall 2003 was 28% according to                   Output. Input refers to what the students
Cha ce r’ Off ce MIS data.                       bring with them as they enter a program or
                                                 college: demographics, past academic
Degree & Certificate Completion:                 achievement, basic skills proficiencies,
Compare the number of degrees and                learning styles, study skills, and various
certificates awarded with the numbers of         affective factors (e.g., motivation). The
degrees and certificates awarded in prior        environment includes the programs and
years.                                           service. The outcomes will include the
                                                 results of what the student learned and what
ESL/Basic Skills Completion: Compare the         has happened to those who were served by
ratio and number of Basic Skills and ESL         the program or service. For example, the
courses that students successfully complete      Standard II B Accreditation Sub-Committee
(A, B, C, and Cr) to the number of courses       developed the following list of indirect
in which students are enrolled on the census     student learning outcomes by specific
day of the term.                                 service area or component as part of the Self
                                                 Study process:
A course completion rate of 28% for basic
skills courses is significantly less than        Disabled Students Programs and Services
vocational or transfer courses.                  (DSPS) Student Learning Outcomes
                                                 Students receiving DSPS related support
Transfers: The combined number of                services will increase their knowledge of
students completed courses accepted for          their individual educational limitations
transfer to a CSU or UC each fall term and       related to the college academic environment
the ethnic distribution of the transfer          and increase their knowledge of how to
students.                                        access support services, self advocate and
                                                 utilize support services.
Successful completion of transfer course         Evidence of indirect DSPS student learning
rate of (6.6%) for African American              outcomes will include the following aspects:

Standard II                                                                                  193
                                               2. Develop skills necessary for transfer
       The DSPS students who have the            and/or obtain an AA/AS degree.
        ability to verbally identify and             a. Evidence of indirect learning
        communicate individual special                   outcome derived from graduation
        needs to instructors and effectively             and Transfer rates.
        negotiate solutions for
        accommodations.                        3. Develop appropriate communication
                                                  skills both written and verbal to meet
EOP&S Student Learning Outcomes                   general education requirements.
Students receiving EOP&S related support              a. Evidence of indirect learning
services will increase their knowledge of                 outcome derived from graduation
educational barriers and increase their                   and Transfer rates
knowledge of academic environment how to
access support services, self advocate and     4. Matriculating students will develop
utilize support services.                         critical thinking skills and problem
                                                  solving skills to meet general education
Evidence of indirect EOP&S student                requirements.
learning outcomes will include the following           a. Evidence of indirect learning
aspects:                                                   outcome derived from graduation
                                                           and Transfer rates
       The EOP&S students who make
        three or more service contacts with       Outcome: Students will define their
        EOP&S will learn about college             educational goals and set education
        resources.                                 goals.
                                                           Evidence and measurement:
       The EOP&S students who attend the                     70% of matriculated students
        EOPS training will increase the                       will have an educational goal
        knowledge and skills about                            documented on their
        leadership styles and the difference                  registration record.
        between management and leadership.
                                                  Outcome: Students will declare an
                                                   academic major.
Academic Counseling and Advising                           Evidence and measurement:
Student Learning Outcomes                                     70% of matriculated students
                                                              will have an academic major
Students receiving counseling and advising                    declared on their registration
services will learn to solve problems and                     record or their education plan
make good decisions while attending Victor                    by the time they have
Valley College including:                                     completed 30 semester units.
1. Obtain positive experiences with college       Outcome: Students will learn how to
    systems and processes                          follow and use course registration
        a. Evidence of indirect learning           procedures.
           outcome derived from Student                    Evidence and measurement:
           Satisfaction Surveys.                              80% of matriculated students
                                                              will complete all appropriate
                                                              registration forms for their

Standard II                                                                              194
                 second and subsequent
                 semesters without need of
                 advising appointments.

Assessment and Testing
    Outcome: Students will know their
      skill levels in math, English, and
      reading and make appropriate
      enrollment decisions based upon
      their placement scores.

              o Evidence and measurement:
                80% of matriculated students
                who completed the college
                assessment, a comparable
                assessment at another
                college, or have college
                transcripts showing
                coursework in math, English,
                and reading will enroll in
                appropriate level courses.

Career Counseling and Guidance courses
    Outcome: Students will know the
      educational requirements for their
      intended career goal.
          o Evidence and measurement:
             60% of matriculated students
             will have an education plan
             that documents the
             educational requirements for
             their career goal or
             educational goal




Standard II                                    195
Counseling Faculty developed the following student learning outcome template below for Career
Guidance courses to be utilized based upon a variety of course objectives.
        Guidance Course Objectives             Guidance Course Learning Outcomes
  1. Define the elements of the career and          Use career assessments to identify
  life planning process.                             and appreciate personal interests,
                                                     needs, personality, values, abilities
                                                     and skills.
                                                    Conduct extensive career research
                                                     utilizing varied resources and
                                                     media.
                                                    Use labor market trends to plan
                                                     career goals.
                                                    Establish and utilize a career
                                                     networking system.
                                                    Analyze and personally evaluate
                                                     information gathered.
                                                    Determine viable career options.
  2. Develop personal career and life               Develop appropriate career path.
  goals.                                            Set appropriate short and long term
                                                     life goals.
  3. Develop job attainment skills.                 Create a professional resume
                                                    Practice employee/employer
                                                     interviewing techniques
                                                    Devise an action plan to reach
                                                     stated goals
  4. Acquire awareness of campus                    Locate support services
  resources                                         Contact service professionals
                                                    Follow through with recommended
                                                     support activities




Standard II                                                                                  196
Financial Aid and Veteran’s Benefits                    student education contract, i.e.,
Counseling                                              vocational certificate, AA/AS degree
                                                        (graduation), or transfer to 4-year
       Outcome: Students will learn how to             colleges.
        follow and use financial aid and
        vetera ’ be ef t pr cedure .                   The number of DSPS students who
                                                        utilize classroom accommodations
              o Measure: 80% of students                and successfully complete courses
                will successfully complete              w th a “C” grade r better w th f ur
                the required application                or more service contacts with
                processes after meeting with            DSP&S.
                the Financial Aid staff and/or
                Vetera ’ Be ef t                 The following are student achievement
                Counselor.                       outcomes associated with EOPS:

New Student Orientation                                The number of EOP&S students who
                                                        achieve their educational goal as
       Outcome: Students will learn how to             stated on their education plans, i.e.,
        successfully navigate and use the               vocational certificate, AA/AS degree
        student support systems, policies,              (graduation), or transfer to four-year
        and procedures.                                 colleges.

              o Measure: 50% of applicable             The number of EOP&S students who
                matriculated students will              successfully complete courses listed
                successfully enroll in next                the r educat  p a w th a “C”
                semester classes without                grade or better.
                advisement or staff
                assistance.                            The number of EOP&S students who
                                                        persist from Fall semester to Spring
Student Achievement Outcomes                            semester.

In addition, student achievement outcomes
will focus on the following:

The following are student achievement
outcomes associated with DSP&S:

       The number of DSPS students who
        successfully complete courses listed
        on their education plans or student
        educat     c tract w th a “C” grade
        or better.

       The number of DSPS students who
        achieve their educational goal as
        stated on their education plans or

Standard II                                                                                197
Standard II B Student Support Services      Christine Guinotte
Committee Members                           Pam James
                                            Georgette Jodoin, Community
Chair: Dr. Leonard Crawford                 Representative
Co-Chairs: Jeffrey Holmes, Sandra Moreno,   Tayari Kundra, ASB Vice-President Student
Dr. Shirley Peterson (1999-04), Sherri      Mike McCracken
Pierce                                      Linda McDaniel
                                            David Miller
Patricia Barnett                            Sandy Mistretta
Theresa Bazurto                             Diane Mohr
Kelley Beach                                Sheila Moy
Cynthia Bourdy                              Jim Murray
Renay Butler                                Carole Musso
Carmen Cervantes, student                   Ray Navarro
Diane Chapman                               Claude Oliver
Julie Christiansen                          Adrienne Reynoso
Sandy Clark                                 Beth Roberts
Fernando Contreras                          David Rodriguez
Tammy Dance                                 Jean Rothschild
Judi Dorval                                 Shirley Stanford
Karen Erdmann                               Susan Tillman
Dr. Fran Ferrance                           Jaclyn Trost
Renee Garcia                                Martha Vila
Manuel Gaytan                               Bonnie Weathersby
Susan Gonzales                              Ahn Weis
Lynn Guardado                               Audrey Williams




Standard II                                                                       198
STANDARD II:
STUDENT LEARNING PROGRAMS AND SERVICES
C.   Library and Learning Support Services

Library and other learning support services for students are sufficient to support the institution’s
instructional programs and intellectual, aesthetic, and cultural activities in whatever format and
wherever they are offered. Such services include library services and collections, tutoring,
learning centers, computer laboratories, and learning technology development and training. The
institution provides access and training to students so that library and other learning support
services may be used effectively and efficiently. The institution systematically assesses these
services using student learning outcomes, faculty input, and other appropriate measures in order
to improve the effectiveness of the services.

Included in this section of the report are the Library and the following Learning Support
Services:

The College Library, centrally located on the upper campus next to the Academic Commons,
 erve the c ege’ tude t a d facu ty a we a tude t atte d g ther c ege , e eme tary
and high school students, and the community at large. The 29,886 sq. ft. facility seats
approximately 300 library users through a combination of tables, study carrels and casual seating
arranged throughout the two floors. A diverse collection of materials is offered to library users.
The library makes an essential contribution to student academic success through its ongoing
instruction and training programs.

The Supplemental Instruction/Tutoring Program and the Computer Lab (formerly Learning
Center) is located in the Academic Commons building and is connected to the library by a
breezeway. In the summer of 2001 the Academic Commons building that housed the Learning
Center underwent significant changes. The faculty offices and classrooms for the Business
Education Technologies (BET) and Computer Information Systems (CIS) departments were
relocated to the Academic Commons. The Basic Skills program was assigned its own building
on the lower campus. The Learning Center Coordinator resigned and the Learning Center ceased
to exist. The Supplemental Instruction Program was merged with the tutoring component of the
Learning Center to form the Supplemental Instruction/Tutoring Program. The Computer Lab
was expanded to include labs for BET and CIS as well as tutorial software

The Language Lab is located on the lower campus in the Humanities Center, room 10. The lab
provides CDs, audiotapes, videotapes, computer resources, and educational materials specific to
AENG/ESL and foreign language courses offered on campus.

The Basic Skills Program is located on the lower campus in the Humanities Center, rooms 23
and 24. The program provides individualized instruction in math and English for students who
place below Math 10 and English 6 on the college assessment exam. The program is an open-lab
setting, but all students are enrolled in one or more 1-unit Basic Skills courses.

Standard II                                                                                      199
The Writing Center is located on the lower campus in the Humanities Center, room 5. The
center provides writing guidance, computers with word processing, Internet access, printing, and
reference materials related to writing. It is open to students in all disciplines.


Standard II C 1. The institution supports           providing a quality collection of books,
the quality of its instructional programs           periodicals, media, and on-line resources.
by providing library and other learning             The library collection includes
support services that are sufficient in             approximately 52,000 books, 410 current
quantity, currency, depth, and variety to           periodicals, 1,800 video recordings, 1,400
facilitate educational offerings, regardless        audio recordings, and 13 electronic
of location or means of delivery.                   databases. The library maintains a web siteiii
                                                    that provides on-campus and remote access
Standard II C1a. Relying on appropriate             to the catalog, full-text databases, research
expertise of faculty, including librarians          tools developed by librarians, and general
and other learning support services                 information.
professionals, the institution selects and
maintains educational equipment and                 Librarians select materials in a variety of
materials to support student learning and           formats based on relevancy to curriculum,
enhance the achievement of the mission of           currency, diverse viewpoints, existing
the institution.                                    collection, and recommended reviews in
                                                    library periodicals. Faculty input to
Standard II C1a Descriptive Summary -               collection development is a result of
Library                                             individual contacts with instructors, and a
                                                    curriculum committee process that
The brary’ m            tateme ti was               encourages recommendations to support
developed based on professional standards           new courses. Librarians look for resources
and institutional goals developed by the            that will offer assistance in basic skills and
Western Association of Schools and                  English as a second language, as well as
Colleges (WASC) and the Association of              vocational and other lifelong learning skills.
College and Research Libraries (ACRL):              A special collection of local history
                                                    materials is a unique resource to students,
      “The L brary’ pr mary m              t        faculty, community members, and other
      support the teaching, learning and            historical researchers.
      service mission of Victor Valley
      College. The library is accessible to a       Standard II C1a Self Evaluation –
      diverse student population and                Library
      responsive to the needs of the
      community by providing the highest            Materials to support student learning: In
      quality instructional services, materials,    addition to surveys and feedback from
      facilities and technology for effective       instructors and students, the library
      ut zat       f the e re urce .”               evaluates the effectiveness of its collection
                                                    by comparison with national Association of
I acc rda ce w th the brary’ c ect                  College and Research Librariesiv (ACRL)
development policyii, the library supports          standards and community college libraries
the c ege’    truct a pr gram by                    of the same approximate size. As of spring

Standard II                                                                                    200
2002, the book collection represented a 7        installed in 1996 and the client software was
items/student FTE, which is below the            last updated in 2002. The library received
ACRL recommendation of a minimum 11              new computers for student access to online
items/student FTE. Based on data from            databases and Internet sources last year.
“Ca f r a L brary Stat t c 2002,”v a             The computer situation in the library is
comparison with California community             currently adequate; however, an effective
colleges of similar student population also      program depends on the institution for stable
 h w VVC’ c ect               mewhat             funding for contracted services and
smaller than comparable institutions (see the    equ pme t rep aceme t. A th ugh VVC’
  brary’ pr gram rev ewvi, p. 22).               Educational Master Planvii calls for
                                                 e tab hed gu de e f r the “acqu t ,
Wh e the brary’ b k a d per d ca                 support, maintenance, and replacement of
budgets have remained relatively unchanged       equ pme t a d ftware,” t u c ear f
during the past 10 years, inflating costs for    guidelines that address routine maintenance
reference materials, books, and periodicals      and replacement of equipment exist.
have great y mpacted the brary’ ab ty t
build the collection. Enrollment at VVC has      Standard II C1a Planning Agenda -
grown from 16,138 in 1993 to 27,327 in           Library
2002. The quality, quantity and currency of
the brary’ c ection of materials that                   Request augmentation of book
support student learning have not been                   budget to $100,000.
adequately maintained to support the
growing student population.                             Secure general fund budget for
                                                         online database subscriptions if
Electronic Sources: The library subscribes               current categorical TTIP funding is
to 13 online databases, purchased with grant             reduced or eliminated.
money from California Community                         Upgrade the server, operating system
C ege’s Telecommunications Technology                    and client software for Sirsi library
Infrastructure Program (TTIP). Most of the               automation system.
databases are also available to current
students and staff members from off-campus       Standard II C1a Descriptive Summary –
via username and password. Because many          Supplemental Instruction/Tutoring
of the magazines and journals accessible         Program and the Computer Lab
through the InfoTrac database contain full-
text articles, the library has cancelled paper   The Computer Lab provides software that
subscriptions to these periodicals. It is        assists students with mandatory coursework
crucial that the college recognize the           material. It consists of 84 workstations with
importance of maintaining the database           seven different configurations specific to
subscriptions, whether or not state              departments or classes. The configuration
categorical funding supports them.               differences are reflected in hardware
                                                 specifications, menus, policies and rights to
Equipment: An imperative issue affecting         information on the server. There are over 80
equipment and technology in the library is       different software applications plus required
the need to upgrade the Sirsi automation         online sites available in multiple subject
system client and server. The system server      areas. Each department requesting support
has not been replaced since it was first         for their students in the lab is responsible for

Standard II                                                                                  201
purchasing software and providing sufficient    During the semester there is minimal
licenses. In the Fall 2003 semester,            hardware down time because initially all
approximately 25 faculty members                computers start the semester with a "clean"
requested continued support or upgrades to      image. Equipment failures are processed
software. There are two disabled student        immediately and this keeps the computer lab
workstations that provide assistive             at maximum availability.
technology hardware and software.
                                                Students who abuse the free printing
The Instructional Assistant III (IA-III)        privilege are numerous and cost the college
maintains the local area network and assists    a great deal of money, not only in paper and
faculty in making educational technology        toner, but also in printer wear and tear.
decisions. The IA-III maintains constant        Monitoring student use of printing is
communication with the IT Department and        difficult, but it is done.
obtains support and training from them
when unusual problems arise or when             Standard II C1a Planning Agenda –
network upgrades are instituted. Computer       Supplemental Instruction/Tutoring
hardware and software are serviced on a         Program and the Computer Lab
daily basis. Each semester break preventive
maintenance is performed which includes               Because the process for the
rebuilding the seven configurations and                acquisition of hardware is not clearly
incorporating all upgrades, changes, or                defined at present, there is a need for
additions to hardware and software.                    established guidelines regarding the
                                                       replacement of equipment.
Students wishing to print their work do so
for free on the five printers available. Many         Pay-to-print systems are being
students abuse the free printing privilege by          explored to recover the costs of
printing excessive amounts of Internet                 paper and toner.
information, not all of which is relevant to
their class work.                               Standard II C1a Descriptive Summary –
                                                Language Lab
Standard II C1a Self Evaluation –
Supplemental Instruction/Tutoring               The Language Lab supports all adult English
Program and the Computer Lab                    (AENG), English as a second language
                                                (ESL), citizenship, Spanish, French, and
The IA-III maintains continuous                 German classes and is open to all students
communication with instructors teaching         enrolled in these classes. The lab employs a
both online or in the traditional classroom.    network of 30 interactive multi-media
Requests for software installation or           computers linked to a master instructor
upgrades are documented and then                console. This allows complete interaction
processed. Plug-in additions and upgrades       between the instructor and the students or
are installed for web site access. Hardware     selected groups of students. The Language
upgrades are requested from management          Lab provides a variety of language specific
when required. Presently the computer           computer software programs that directly
workstation configurations provide more         support the AENG/ESL, citizenship, and
than adequate support for students' needs.      foreign language curriculum. These
                                                programs provide both audio and visual

Standard II                                                                                202
language recognition and pronunciation           New titles are continuously being added as
features, including built-in assessment          new and improved software and teaching
capabilities for immediate feedback and          methodologies are employed. The
progress assessment. Additionally, the lab       Language Lab currently has over 45 audio
provides Internet access for researching         and video titles and an additional 15
language specific web sites and completing       language programs loaded on each of the 30
online course requirements.                      student workstations. These programs
                                                 provide both audio and visual language
The Language Lab also provides an                recognition and pronunciation features
alternative learning environment for all         including built-in assessment capabilities for
supported students. Instructors may              immediate feedback and progress
schedule classes in the lab, thus enhancing      assessment.
the students learning experience through
interactive hands-on learning sessions.          Standard II C1a Planning Agenda –
                                                 Language Lab
A facilitator, currently an ESL instructor,
manages the Language Lab and two                       The Language Lab recently received
instructional assistants control daily                  a $95,000 grant to upgrade the lab
operations. Student lab assistants are also             facility through the addition of a
employed during peak operating hours to                 computer classroom designed to
further assist students.                                assist instructors teaching ESL
                                                        classes.
Standard II C1a Self Evaluation –
Language Lab                                           The instructional assistants are
                                                        currently developing a selection of
In its current configuration, the Language              student handouts for AENG, ESL
Lab is capable of accommodating students                and Spanish classes. This will
or entire classes when instructors schedule             ensure all students have educational
the lab for specialized computer-based                  materials readily available to assist
training. However, when classes meet in the             them with their lab activities.
lab, individual students from other classes
are turned away because of the limited           Standard II C1a Descriptive Summary –
number of computer stations. Instructors are     Basic Skills
therefore limited in their ability to schedule
classes on a regular basis.                      The college assigns four primary faculty
                                                 members to the Basic Skills program.
The currency of the Language Lab software        Students who do not have the skills to
and hardware is primarily curriculum driven.     complete college courses successfully are
Some programs integrate directly into            prepared for entry-level college work
textbooks, lab manuals and workbooks.            through instruction in reading, writing, and
These programs are continuously reviewed,        mathematics. All work must be completed
along with curriculum requirements, to           in the Basic Skills lab where instructors and
ensure their accuracy, currency, and validity.   tutors are available at all times to help
The Language Lab also has numerous               students complete assignments and to ensure
course specific audiocassettes for students to   students progress at an acceptable pace.
use in the lab or duplicate for home use.        Computers with basic skill software and

Standard II                                                                                 203
textbooks for math, reading, and English are      Inspiration that helps students create
available.                                        outlines.

Standard II C1a Self Evaluation – Basic           Standard II C1a Self Evaluation –
Skills                                            Writing Center
                                                  Faculty from the English Department, and
Students complete exercises in reading,           other departments such as biology and
writing, grammar, and mathematics using a         psychology, consult with the Writing Center
computer software program called                  several times a week. This ensures that
SkillsBank 4. Although the program is             materials available to assist students are
effective, it is several years old and needs to   relevant and up-to-date. Besides maintaining
be updated. Basic Skills faculty members          several writing handbooks, there are a
are going to research software that will          number of English Department textbooks
enhance student learning. Newer software          that are available for students to use while
programs, such as Plato, allow students to be     working on assignments. Students can also
more involved in the lessons by having them       voice their needs for materials either through
type out answers and work through                 direct communication with the staff or
problems in stages rather than repeatedly         through anonymous user surveys. Utilizing
clicking on multiple choice answers for           both faculty and student input has helped the
memorization.                                     center meet a growing demand for services.
                                                  Since its inception in Fall 2000, student
Standard II C1a Planning Agenda – Basic           usage of the center has increased from 4,882
Skills                                            hours to 6,373 hours in Fall 2003.

       Investigate new computer programs         Standard II C1a Planning Agenda –
        and seek new funding sources for          Writing Center
        updating software. Instructors will
        select the programs after careful               Analyze data from the AccuTrack
        review for value of content.                     attendance program and student
                                                         surveys to evaluate and suggest
                                                         improvements for services to
Standard II C1a Descriptive Summary –                    students.
Writing Center
                                                  Standard II C1b. The institution
The Writing Center has eleven computers           provides ongoing instruction for users of
with Internet access, word processing and         library and other learning support
free printing. There is a small reference         services so that students are able to
collection of books related to writing and        develop skills in information competency.
sample writing assignments from instructors
across the curriculum to help students            Standard II C1b Descriptive Summary -
prepare assigned papers. Staff members            Library
provide simple computer maintenance and
refer problems to the IT Department.              Information competency, as defined by the
Microsoft Office software, including Word,        Academic Senate for California Community
PowerPoint, Excel, and Access are                 Collegesviii in 1998, is:
available, as well as a program called

Standard II                                                                                 204
        …the ability to recognize the need       individualized teaching that takes place
        for information and to find, evaluate,   during reference interactions. Instructional
        use and communicate information in       tools designed to help students use
        all its various formats. It combines     information resources, such as searching for
        aspects of library literacy, research    periodicals, understanding differences
        methods and technological literacy.      between scholarly journals and magazines,
        Information competency includes          and using MLA citation format, are made
        consideration of the ethical and legal   ava ab e pr t f rmat a d         the brary’
        implications of information use and      web page. Librarians have offered staff
        requires the application of both         development workshops to teach faculty and
        critical thinking and communication       taff ab ut the brary’        e cata g a d
        skills.                                  electronic databases.

The f u dat       f VVC’ f rmat                  Standard II C1b Self Evaluation –
competency program is a mandatory library        Library
instruction session and self-paced
workbookix required of all English 101           Ongoing goals for the library are continual
students. The program includes a 45-minute       improvement of the workbook and
instruction session followed by a 40             increasing student exposure to information
multiple-choice question workbook.               competency instruction. During the Fall
Learning objectives for the workbook             2003 semester, librarians created a
include: using the online catalog to search      PowerPoint presentation to help maintain
for books; recognizing a periodical citation;    consistency and formalize the content of the
using print and online indexes to locate         English 101 instruction session. It would be
periodical articles; understanding web page      helpful to get student feedback in order to
format and evaluating web sites; using           a e a d mpr ve the brar a ’ teach g
search engines or subject directories to find    presentation.
web sites; using reference sources, Book
Review Digest, and biographical tools; and       The effectiveness of the workbooks was
citing sources using the MLA style manual.       a e ed a part f the brary’ pr gram
The number of students completing the            review by having English 101 students
English 101 workbook increased from 755          complete pre-test and post-test questions
in 1998-99 to 1,216 in 2002-2003.                related to the workbook outcomes. Overall,
                                                 results showed that the 300 students who
Librarians provide instruction sessions for      participated in the testing process
any VVC class on topics such as general          consistently improved in their knowledge of
introductions to library resources, using        basic library research skills after completing
databases to find scholarly journals, and        the library workbook. Feedback from
locating resources for research papers.          faculty showed a desire for greater emphasis
Librarians work with instructors to develop      on online research and resources.
  brary exerc e that crea e tude t ’
ability to find and use information resources    Currently, students who are enrolled in the
in print and electronic formats. Last year,      online sections of English 101 attend one of
librarians presented orientations to 112          evera “dr p- ” e       ns on campus to
classes in addition to 69 English 101 classes.   complete the workbook. However, distance-
Another form of ongoing instruction is the       learning students who are unable to come to

Standard II                                                                                 205
campus have an option of completing a
generic Internet-based library tutorial hosted   Tutors assist students in the Computer Lab
by an outside university. An immediate goal      by instructing them in the use of software
for the library staff is to adapt the workbook   with the heaviest concentration on web-
to an online format in order to accommodate      based applications such as Blackboard and
distance-learning students and ensure that       Mymathlab. They assist students in
they receive the same level of information       accessing instructor web pages and also
competency instruction as on-campus              setting up email accounts. The IA-III trains
students.                                        tutors and staff concerning recent upgrades
                                                 and additions of hardware and software in
Librarians are working with faculty and          the computer lab.
administration to establish institution-wide
goals for teaching information                   The Supplemental Instruction/Tutoring
competencies, such as establishing               Program maintains approximately 35 SI
information competency as a general              leaders and general tutors who provide
education graduation requirement and/or          students with assistance in math and science
college-wide student learning outcome. To        as well as nursing and computer science.
accomplish this goal, we are working with        Basic Skills and ESL tutors are a part of this
Academic Senate and campus-wide                  group but work in labs dedicated to those
committees including Graduation                  programs. SI leaders and tutors are trained
Requirements Committee, Student Learning         to assist students with their immediate
Outcomes Committee, Faculty Senate               problems, encourage improved study skills,
Learning Assessment Committee and                identify and help students with potential
Curriculum Committee.                            learning problems, and work with
                                                 individuals and groups.
Standard II C1b Planning Agenda -
Library                                          Tutors offer study skills sessions for
                                                 students who would profit from improved
       Work with faculty senate to propose      use of time, note-taking, reading of a
        and adopt a campus-wide definition       textbook, and studying. Sessions led by
        of information competency. Identify      tutors have also been offered for
        a list of core competencies to assess    familiarization with the computer and the
        how research assignments and the         Internet.
          brary’ w rkb k meet tude t
        learning outcomes.                       Standard II C1b Self Evaluation –
                                                 Supplemental Instruction/Tutoring
       In response to faculty requests,         Program and the Computer Lab
        expand the English 101 workbook
        coverage of online information           New and returning tutors who receive
        sources and develop an electronic        training from the IA-III regarding software
        format to meet the needs of distance     usage and updated lab configurations are
        learning students.                       better able to assist students in the use of
                                                 program applications. This facilitates the
Standard II C1b. Descriptive Summary –            tude t ’ ab ty t bec me depe de t
Supplemental Instruction/Tutoring                learners as the semester
Program and the Computer Lab

Standard II                                                                                  206
The Supplemental Instructional/Tutoring          foreign language characters and dictionaries.
Program has functioned well to meet              Basic Internet operation is taught to students
 tude t ’ eed . The tudy k          e            performing information lookup and retrieval
and the computer familiarization sessions        for ESL and foreign language classes and
are not as well attended as they might be.       training is given to ESL students in the use
Many students are unaware that these             of email for their classroom assignments. In
services are available to them, without cost.    addition, all students are monitored while in
To assess the effectiveness of the individual    the lab to ensure that they are using the
SI leaders and tutors, they meet twice each      computer systems correctly.
month to improve their skills and to confer
about unusual tutoring situations that have      All Language Lab students are trained in the
arisen. They also observe each other during      use of the ASC Multi Media Centre DI-8
SI and tutoring sessions and discuss the         interactive audio system. This training
session observed, including the perceived        begins during class orientation visits and
value for the students in the session. The       c t ue thr ugh ut the tude t ’ t me
Supplemental instructional/Tutoring              the lab.
Coordinator observes sessions, reviews
written accounts of peer observations, and       Standard II C1b Self Evaluation –
meets with individual SI leaders and tutors      Language Lab
as needed.
                                                 The Language Lab is in the unique position
Standard II C1b Planning Agenda –                of being the first encounter with computer-
Supplemental Instruction/Tutoring                based information technology systems for
Program and the Computer Lab                     many students. As a result, the lab strives to
                                                 provide the highest quality basic
       Identify improved ways to advertise      introduction to our computer systems at a
        available tutoring services, including    eve that appr pr ate f r the tude t ’
        utilization of the web page.             level of comprehension and understanding.
                                                 Providing this instruction, however, is time
       Work with the Student Learning           consuming and detracts from the overall
        Outcomes Committee to establish          time students spend learning subject
        measures of improved student             material.
        performance as a result of
        interactions with tutors and SI          Standard II C1b Planning Agenda –
        leaders.                                 Language Lab

Standard II C1b. Descriptive Summary –                 The Language Lab will develop
Language Lab                                            support services for three new ESL
                                                        computer literacy courses specifically
As students progress in their studies, they             designed to teach basic computer
are introduced to an increasing array of                operation to ESL students.
multimedia language software and receive
additional hands-on training until they                The instructional assistants will work
master the required skills. More advanced               with the ESL and foreign language
students are introduced to word processing              departments to ensure that student
programs with special emphasis placed on                learning outcomes presently being

Standard II                                                                                 207
        developed are incorporated into the            and math for advanced students who
        Language Lab program.                          require a quick review of selected
                                                       skills.
Standard II C1b Descriptive Summary –
Basic Skills                                    Standard II C1b Descriptive Summary –
                                                Writing Center
Interaction between instructors, tutors and
students promotes skill building and success    The Writing Center employs a part-time
in the program. Students are given frequent     assistant instructor (AI), several student
quizzes as they progress through the            peer tutors, and a facilitator who is a full-
courses. They are allowed to continue with      time English instructor. The AI provides
their coursework only if they complete a        technical and instructional assistance and
quiz with 70% or better in math and 80% or      helps with scheduling student tutors.
better in English. If a student has trouble     Tutors are students who have excelled in
passing a quiz, an instructor or tutor sits     freshman English composition classes and
down with the student to assess difficulties    have undergone tutor-training
related to student learning. Once the student   workshops. The faculty facilitator
understands the principles being tested and     administers the center, including hiring,
has completed additional assignments, he or     training, and supervising tutors.
she is allowed to take the quiz again and
proceed with the course. A student              Standard II C1b Self Evaluation –
demonstrates proficiency in an educational      Writing Center
program when he or she has successfully
completed the assignments and has earned a      The Writing Center provides students with a
passing score on all exercises and quizzes.     variety of writing assistance including
                                                generating ideas, focusing on topics, adding
Standard II C1b Self Evaluation – Basic         support, organizing ideas, researching ideas,
Skills                                          documenting research, grammar,
                                                punctuation, revising, editing, and proof
The Basic Skills program offers content and     reading. Tutors and instructors teach
personalized attention to meet the needs of     students to set up email accounts, register on
students who are at an educational              BlackBoard (online class management
disadvantage and require time and practice      system) or Turnitin (plagiarism prevention
at the pre-college level. However, the          system), and copy and paste documents into
program could also reach out to advanced        the online information sites. Students can
students who require a more rapid review of     also receive assistance with research and
essential English and math skills. Course       navigating the web.
offerings could provide instruction for
students who need review in grammar or
basic mathematics, but do not need to follow
the current track of course offerings.

Planning Agenda – Basic Skills

       Faculty will review the need to
        create two new courses in English

Standard II                                                                                208
Standard II C1b Planning Agenda –
Writing Center                                  Interlibrary loan of books or periodical
                                                articles required for research purposes is
       The faculty administrator will work     available to students and faculty members.
        with the English Department to          The library is a member of the Inland
        ensure that instructional student       Empire Academic Libraries Cooperativex
        learning outcomes currently being       (IEALC) that entitles our students to
        developed are incorporated into the     circulation privileges at 19 nearby
        Writing Center program.                 community college and university libraries.
                                                A dedicated computer station with assistive
Standard II C 1c The institution provides       technology is available for students enrolled
students and personnel responsible for          in Disabled Students Programs and Services.
student learning programs and services
adequate access to the library and other        Standard II C 1c Self Evaluation -
learning support services, regardless of        Library
their location or means of delivery.
                                                Library hours are satisfactory at this time.
Standard II C 1c Descriptive Summary -          Students have requested that the library stay
Library                                         open later on Friday and Saturday, and open
                                                on Sunday, but staffing and budget are not
The library is open 65 hours per week           adequate to accommodate additional hours
during the fall and spring semesters, and 40    of operation.
hours during the summer semester,
including evening and weekend hours and         The process currently in place for off-
during the spring break. Professional           campus access to databases is handled
librarians are on duty during all hours the     manually; a library staff member receives a
library is open. To accommodate early or        form email request from students or staff,
late classes, librarians provide instruction    verifies enrollment or employment, then
sessions during times when the library is       emails a username and password to each
normally closed.                                applicant. Usage statistics show an increase
                                                in the number of password requests from
Access to the databases and Internet version    598 in the year 2000 to 2,260 in 2003.
of the online catalog is available to support   Library staff has approached the IT
off-campus students and distance learning       Department to address the feasibility of
c a e . The brary’ web te pr v de               automating this process via a remote
continuous remote access to the online          authentication or proxy server process;
catalog and most of the subscription            implementation of the Datatel student
databases with full-text periodical and         records system may facilitate an automated
encyclopedia articles. Learning guides are      process.
ava ab e the brary’ web page, wh ch
include research tips, sample citation          In Fall 2003, a librarian completed a
formats for Modern Language Association         sabbatical project related to redesigning the
(MLA) and American Psychological                 brary’ web te. O e c mp e t f the
Association (APA,) explanation of standard      web page upgrade will be to ensure
web page components, and criteria for           accessibility with assistive technology
evaluating web sites.

Standard II                                                                                209
devices and compliance with Section 508         Standard II C 1c Self-Evaluation –
guidelines of the Rehabilitation Act of 1973.   Supplemental Instruction/Tutoring
                                                Program and the Computer Lab
Standard II C 1c Planning Agenda -
Library                                         The weekday hours of operation generally
                                                satisfy the student population. Until the fall
       Automate the remote authentication      2003 semester, the Academic Commons was
        process for accessing online            open on Saturdays, and the facility was
        subscription databases.                 about a third to half full. A few tutors
                                                worked with students in the computer lab,
       Redesign library web site to ensure     others were working as general tutors, and
        accessibility.                          both groups were usually kept busy.

Standard II C 1c Descriptive Summary –          The hours provided for tutoring are
Supplemental Instruction/Tutoring               appropriate. Students who need tutoring at
Program and the Computer Lab                    hours before and after the preferred times
                                                are accommodated by adjusting schedules.
During a regular semester, the Academic
Commons is open for student use from 8:00       The original website is done well, but it
a.m. to 6:45 p.m., Monday through Friday,       needs to be updated on a regular basis so
and closed on Saturday and Sunday.              that it can be used to its full potential.
Summer weekday hours are shorter, and the
facility is closed on Friday, Saturday, and
Sunday. Most students in the Academic           Standard II C 1c Planning Agenda –
Commons prefer tutoring between the hours       Supplemental Instruction/Tutoring
of 9:00 a.m. and 3:00 p.m.; therefore, most     Program and the Computer Lab
tutors are employed during this time.
                                                      Survey users concerning the need for
Students may access the computer lab                   opening the Computer Lab on
during all hours of operation. The Academic            Saturdays.
Commons web page describes the
Supplemental Instruction/Tutoring Program             Develop a plan to utilize the website
and instructional software used in the                 more effectively and schedule a
Computer Lab. Links are provided to web-               designated person to meet with the
based applications that support specific               web master regularly with updates.
departments on and off campus.
                                                Standard II C 1c Descriptive Summary –
The Academic Commons complies with              Language Lab
ADA standards by providing automatic
doors, restroom access, and two                 The Language Lab is open 60 hours per
workstations with a scanner and printer for     week including evenings and Saturday. It is
the disabled.                                   available to all students enrolled in AENG,
                                                ESL, citizenship, and foreign language
                                                courses. An instructional assistant is
                                                available during all hours to assist students
                                                with equipment operation, computer

Standard II                                                                                  210
applications software, and audiocassette       Standard II C 1c Descriptive Summary –
duplication. Student lab assistants are also   Basic Skills
available during peak utilization hours.
                                               The Basic Skills program is an open-lab
The Language Lab operates on a walk-in         setting and coursework must be completed
basis. All students must sign-in to the lab    in the lab, which is open Monday through
using the automated AccuTrack student          Saturday for 46 hours per week during the
tracking system. This system is the primary    fall and spring semesters. Regular hours of
means by which instructors monitor the time    operation are: 8:00 a.m. to 5:00 p.m.
students spend in the lab during the course    Monday through Thursday; 8:00 a.m. to
of the semester.                               2:00 p.m. Friday; 10:00 a.m. to 2:00 p.m.
                                               Saturday. A faculty member from either the
The lab has an Internet presence as part of    math or English departments is available
the college web site. Students are able to     during every hour of operation, and
access basic information about the lab and     numerous tutors provide assistance during
connect to the Spanish and French              the busiest times. An Instructional Assistant
department web pages. Future updates will      III is present Monday through Friday from
include links to Spanish, French, and          8:30 a.m. to 5:00 p.m.
German web resources, including TV
stations, radio, newspapers, periodicals and   Ramps, an automated door, and adjustable
other current information resources.           tables provide accommodations for
                                               physically disabled students. Students with
An assistive technology workstation is         poor eyesight have access to Zoom Text, a
available for students enrolled in Disabled    software program that magnifies the size of
Students Programs and Services (DSPS).         text on a computer screen and reads
This workstation is equipped with a 21- inch   highlighted text.
computer monitor, a text magnification
software package for visually impaired         Most materials that students need can be
students, and an interchangeable trackball     checked out for use in the lab without any
mouse.                                         cost to the student.

Standard II C 1c Self-Evaluation –             Standard II C 1c Self-Evaluation – Basic
Language Lab                                   Skills

The hours of operation and access to the       Students who can only take classes at night
Language Lab are sufficient at this time.      are not well served by the Basic Skills
                                               program. We have tried to offer evening
Standard II C 1c Planning Agenda –             hours during previous semesters, but the
Language Lab                                   demand has not been strong enough to
                                               justify the expense. Opening the lab on
       The instructional assistants will      Saturday has proven successful. Students
        further develop and expand the lab     who are unable to attend during the week
        web page to support both the ESL       for family and work commitments now have
        and foreign language departments.      a chance to enroll in Saturday classes.




Standard II                                                                              211
The program is not promoted to the              allow. The Center is committed to serving
community or non-governmental                   students enrolled in evening and Saturday
organizations, which leaves potential           classes by maintaining extended hours
students without any information regarding      throughout the semester, including finals
the program and the opportunities it            week. Students enrolled in distance learning
provides.                                       classes have the option of using online
The books available for student use in the      tutoring support. Although this is a very
lab help to keep student expenses to a          convenient and effective method for any
minimum, but the condition of these books       student to receive tutoring assistance from
is becoming a serious issue. Most of the        off campus, it is not being utilized as much
books are damaged as pages are missing or       as it could be.
exercises have been completed in the book
by less considerate students.                   Standard II C 1c Planning Agenda –
                                                Writing Center
Standard II C 1c Planning Agenda –
Basic Skills                                          Increase the use of online tutoring
                                                       assistance by actively promoting the
       Plan to expand the program and                 service to students and faculty
        serve more working students.                   involved in distance learning classes.
        Promote outreach to the community.
                                                Standard II C 1d. The institution provides
       Purchase new books for student          effective maintenance and security for its
        check-out in the lab.                   library and other learning support services.

Standard II C 1c Descriptive Summary –          Standard II C 1d Descriptive Summary -
Writing Center                                  Library

The Writing Center is open 9:00 a.m. to 7:00    Ma te a ce a d ecur ty f the brary’
p.m. Monday through Thursday. Friday and        building and collection have been
Saturday hours vary, depending on budget        compromised by the inclusion of classrooms
and classes offered on those days. The          in the building. A security system at the
center provides a complete online tutoring      entrance of the library signals an alarm
center accessible through the college web       when books or magazines have not been
site. Students can email questions or drafts    properly checked out, but theft continues to
of assigned papers for review. Online           be a problem.
tutoring requests are answered within 24
hours. Students taking online classes receive   Standard II C 1d Self Evaluation -
help using BlackBoard and other programs        Library
like Turnitin.
                                                In Spring 2000, the space originally
Standard II C 1c Self-Evaluation –              occupied by Instructional Media Services
Writing Center                                  (IMS) on the lower floor was appropriated
                                                by administration to create additional
The Instructional Assistant makes every         classroom space. When the library building
attempt to schedule tutors during peak          was originally designed, the lower floor was
operating hours as individual schedules         designated as a quiet study area, away from

Standard II                                                                               212
the open service areas on the main floor.         Standard II C 1d Self Evaluation –
Placing classrooms in the library has             Supplemental Instruction/Tutoring
resulted in problems related to increased         Program and the Computer Lab
noise, traffic, and food and drink violations,
wear on the facility, and maintenance             Cleaning by the Maintenance Department is
requirements; there has also been an              done usually during semester break;
increase in vandalism, graffiti, and nuisance     however, the chairs at the computer
complaints, especially during the evenings        workstations and carpeting do not always
when staffing is at a minimum. In 2000-           get cleaned at this time. Broken or damaged
2001, the annual gate count for patrons           chairs are removed by the Maintenance
entering the library was 136,868; two years       Department, but are not replaced.
later, traffic in the library increased 31%, or   Replacement chairs are pulled from the tutor
to a gate count of 179,352 in 2002-2003, due      area to be used at the computer
to classes being held in the building.            workstations.

Standard II C 1d Planning Agenda -                There are posters on the walls informing and
Library                                           cautioning students that tutors and staff
                                                  constantly monitor computer usage in the
       Work with administration to develop       computer lab. When unacceptable behavior
        a plan to eliminate classrooms on the     is suspected students are warned verbally or
        lower floor so that the space can         the IA-III is informed and accesses
        once again be utilized for IMS and        computer workstations remotely from her
        library services.                         office. This can result, and has resulted, in
                                                  the implementation of appropriate
Standard II C 1d Descriptive Summary –            disciplinary measures and has proven to be
Supplemental Instruction/Tutoring                 an excellent tool to control inappropriate
Program and the Computer Lab                      student usage of the computers.

The IA-III can remotely monitor, control,         Standard II C 1d Planning Agenda –
and print information from computer               Supplemental Instruction/Tutoring
workstations for security purposes.               Program and the Computer Lab

Campus police provide security for the                  Replace or repair chairs as soon as
Academic Commons building. They do                       the budget permits.
random tours of the building to ensure all
occupants are registered students. Forms for      Standard II C 1d Descriptive Summary –
documenting unacceptable student behavior         Language Lab
are completed for each incident as it occurs
and are sent to the campus police office.         The ab’     truct a a ta t
Every one to two years the police chief           conjunction with the campus Information
instructs Supplemental Instruction leaders        Technology Department maintain the
and general tutors about safety and security      language lab computer systems. The ASC
issues.                                           Multi Media DI-8 interactive computer
                                                  audio system is maintained solely by the
                                                  Language Lab instructional assistants.


Standard II                                                                                 213
The physical security of the language lab is    Standard II C 1d Descriptive Summary –
maintained through the use of a coded alarm     Writing Center
system with both intrusion detection and
internal motion detectors connected to          The Writing Center is an environment for
interior and exterior alarm sirens. Campus      learning, so a degree of quiet is maintained.
police also monitor the Language Lab area       A security system provides for protection of
during their roving patrols.                    equipment.

The instructional assistant and student         Standard II C 1d Self Evaluation –
workers on duty control the security of         Writing Center
laboratory resources. All CDs and
audiotapes are stored in cabinets controlled    The staff and faculty for the Writing Center
by the staff and issued to students in          have maintained a safe working
exchange for a student ID card. Larger          environment as well as a safe learning
items, such as CD players and tape              environment for students. The few instances
recorders, are only available for faculty and   where other students posed any danger
staff checkout.                                 resulted in contacting the campus police
                                                who responded quickly and appropriately.
Standard II C 1d Self Evaluation –
Language Lab                                    Standard II C 1d Planning Agenda –
                                                Writing Center
Security and maintenance of the Language
Lab are sufficient at this time.                No planning agenda.

Standard II C 1d Planning Agenda –              Standard II C 1e. When the institution
Language Lab                                    relies on or collaborates with other
                                                institutions or other sources for library
No planning agenda.                             and other learning support services for its
                                                instructional programs, it documents that
Standard II C 1d Descriptive Summary –          formal agreements exist and that such
Basic Skills                                    resources and services are adequate for
                                                the institution’s intended purposes, are
The Basic Skills lab has an alarm system        easily accessible, and utilized. The
installed on the entrance and exit doors.       performance of these services is evaluated
                                                on a regular basis. The institution takes
Standard II C 1d Self Evaluation – Basic        responsibility for and assures the
Skills                                          reliability of all services provided either
                                                directly or through contractual
The lab is clean, safe, and secure.             arrangement.

Standard II C 1d Planning Agenda –              Standard II C 1e Descriptive Summary –
Basic Skills                                    Library

No planning agenda.                             The library has collaborative agreements for
                                                interlibrary loan (ILL) and borrowing
                                                privileges at other academic libraries as a

Standard II                                                                               214
mea      f upp eme t g the brary’                Supplemental Instruction/Tutoring
collection. These services are utilized when     Program and the Computer Lab,
specific materials that support student          Language Lab, Basic Skills, Writing
learning are not available in our library. ILL   Center
is managed through a contractual agreement
with Online Computer Library Center, Inc.        NOTE: This standard is not applicable to
(OCLC). The brary’ member h p the                these departments.
Inland Empire Academic Libraries
Cooperative (IEALC) provides students with
library borrowing privileges at 19 higher
education institutions in the Inland Empire
region. ILL and IEALC services are
promoted      the brary’ web te, the
library brochure, and through patron-
librarian reference interactions. Staff
members attend annual meetings to learn
about new innovations and regulations.

The library participates in the Community
College Library Consortium for purchasing
online databases. The consortium, a
partnership between the Council of Chief
Librarians and the Community College
League of California, works on behalf of
community college libraries to negotiate
contracts for electronic resources.

Standard II C 1e Self Evaluation -
Library

During the 2002-2003 academic year, the
library made 31 interlibrary loan requests
from other libraries through OCLC; all 31
were successfully filled. Some of the
requests were from students and some from
faculty. On the other hand, we received 295
requests from other libraries, and filled 124
of these, almost all of them books. Twenty-
six IEALC cards were issued to students last
year to enable them to use other libraries.

Standard II C 1e Planning Agenda -
Library

No planning agenda.


Standard II                                                                            215
Standard II C 2. The institution                 a “very mp rta t” t the r ucce
evaluates library and other learning             college, while 43% of faculty respondents
support services to assure their adequacy        rated the brary a “extreme y mp rta t”
in meeting identified student needs.             a d 43% f facu ty rated the brary a “very
Evaluation of these services provides             mp rta t” t tude t ’ academ c ucce .
evidence that they contribute to the             Survey results were distributed to library
achievement of student learning                  staff to help us evaluate our program and
outcomes. The institution uses the results       provide recommendations for improving the
of these evaluations as the basis for            collection and services.
improvement.
                                                 VVC’ I t tut a Re earch Departme t
Standard II C 2 Descriptive Summary -            rep rt    “N e -Levitz Student Satisfaction
Library                                          Inventory: Internal Analysis and Directions
                                                 f r Cha ge”xii showed a high level of
The 1999 WASC accreditation self-study            tude t at fact       w th the brary’
resulted in both an internal and external        collection, services and staff. Results of the
recommendation for the library to complete       Fall 2003 survey included two references to
a program review; this goal was fulfilled in     the library as a college strength. Students
2002-2003. The brary’ c ect            a d       ra ked the brary’ adequate resources and
services undergo ongoing evaluation via           erv ce a umber 6, a d rated the brary’
student and faculty surveys, annual              helpful and adequate staff as number 13 in
statistical reports, the planning process, and   order of importance and satisfaction on a list
program review. The library helps students        f the c ege’ t p 15 tre gth .
meet learning outcomes by providing a
collection of materials that supports            In Spring 2002, a pre/post assessment test
academic success and teaching information        based on the objectives of the English 101
competency skills needed to achieve              library workbook was distributed to 300
learning objectives.                             students. The results provided evidence that
                                                 the brary’     truct    pr gram effect ve
Standard II C 2 Self Evaluation - Library        in promoting student achievement of
                                                 learning outcomes. Students demonstrated
In 2002-2003, the library completed a            improved knowledge of library and
thorough self-evaluation in the program          information resources in the post-test in all
review process, which included comparing         areas.
our collection and services with ACRL
standards and other community colleges of        Quantitative measurements of the library are
similar size. Surveys were distributed to all    evaluated by completion of annual and bi-
faculty and made available to students           annual reports, including the Annual Data
w th the brary         rder t eva uate u er ’    Survey t the Cha ce r’ Off ce, the
satisfact    w th the brary’ c ect       a d     Ca f r a State L brary’ California
services; 100 students and 40 faculty            Academic Library Report, and the National
members responded to the surveys. Survey         Center for Education Statistics Academic
resultsxi showed that the library is             Library Survey.
recognized as a valuable resource for student
success. According to the survey results,
84% of student respondents rated the library

Standard II                                                                                 216
Standard II C 2 Planning Agenda -                The IA-III receives requests from faculty for
Library                                          new or upgraded software installation.
                                                 Instructors are encouraged to schedule class
       Librarians are members of the newly      visits to the Academic Commons to
        formed campus-wide and faculty           introduce their students to software required
        senate committees for student            for the course. The instructor and the
        learning outcomes, and are working       Academ c C mm ’ taff pr v de a
        to establish SLOs for the library that   demonstration of the use of the software and
        can be assessed and used to improve      also introduce other services available in the
        our instructional program.               Academic Commons.

       Survey students, faculty, and staff      The Front Desk staff receives many
        per d ca y t eva uate the brary’         comments from students, faculty, and staff
        collections and services and provide     concerning the activities in the Academic
        assessment sources for the upcoming      Commons. These comments are usually
        2007 program review.                     verbally expressed, but a suggestion box is
                                                 available and checked weekly.
Standard II C 2 Descriptive Summary –
Supplemental Instruction/Tutoring                The Supplemental Instruction/Tutoring
Program and the Computer Lab                     Program provides assistance to students
                                                 enrolled in both on-campus and online
In Spring 2001, all comprehensive reporting      classes. Tutors support numerous subject
of activities ceased at the request of the       areas including math, foreign languages,
Dean. The last report submitted at that time     business, physical sciences, and behavioral
detailed information for the Fall 2000           sciences as well as study skills and time
semester.xiii Each semester for many years       management. Individual appointments as
prior to this date the Learning Center           well as group tutoring sessions are offered.
Specialist and the Instructional Assistant III   If a tutor's one-on-one appointment time is
compiled comprehensive reports for               not scheduled, the tutor remains available
functions of the former Learning Center.         for walk-in appointments. Students
These provided detailed breakdowns of            schedule their own 1/2- or 1-hour sessions
hours of usage and included many activities      that reference both the current and following
such as Basic Skills, tutoring, makeup           weeks in the tutor appointment books
testing, class visit information and Computer    provided at the Front Desk. Tutoring and
Lab software additions and updates. The          group study sessions are conducted at
reports pinpointed changes in lab usage,         worktables utilizing whiteboards in the
tutor usage, and general service issues.         Academic Commons. Additional tutoring
Results were analyzed and used to                may be done in the Computer Lab. Students
implement changes such as personally             are entitled to one hour of tutoring per
contacting instructors to encourage class        subject per week with the exception of
visits, increasing tutor hiring in specific      EOPS and DSPS students who may be
subject areas, and organizing workshops.         allowed up to 6 extra hours of additional
Presently the report the dean receives           appointments per subject per week.
contains limited information.xiv
                                                 The hiring procedure begins with
                                                 recommendations from faculty and is

Standard II                                                                                 217
followed by thorough interviews with the
Coordinator. The Coordinator offers in-                  Maintain a log of class visits
depth training for new tutors each semester               including number of students
that includes topics such as communication                attending.
skills, learning styles, adult learning
characteristics, and group tutoring                      Compile tutor usage statistics
techniques. Both new and returning tutors
attend two meetings each month for ongoing         The IA-III is very responsive to faculty
tutor training offering further instruction in a   requests for software, meeting their needs in
wide range of subjects such as recognizing         a timely fashion. The continued requests for
and working with learning difficulties,            support from instructors verifies that the
workplace safety issues, and dealing with          Computer Lab is meeting the needs of
difficult students. Each semester all tutors       faculty and students when these support-
are required to perform four observations of       learning tools are delivered via the
other tutors followed by discussions about         computer.
what occurred during the sessions. The
Coordinator facilitates the ongoing tutor          Students reportedly utilize approximately
sessions and reads the observations, offering      eighty percent of scheduled tutor time. This
feedback.                                          high use of tutor time indicates students'
                                                   need for tutors and justifies the expense of
Standard II C 2 Self Evaluation –                  the Supplemental Instructional/Tutoring
Supplemental Instruction/Tutoring                  Program. The high quality of tutors, the
Program and the Computer Lab                       variety of subjects tutored, and the range of
                                                   hours tutors are available explain this high
With the integration of the BET and CIS            percentage. However, there still is a need to
departments with the former Learning               formally assess and evaluate the tutoring
Center in the Academic Commons building            program aside from this tutor usage statistic.
in the summer of 2001, reporting procedures        Currently tutors complete a performance
were uncertain. These new departments              evaluation at the end of every semester and
shared building resources but had their own        numerous anecdotal testimonies from
way of doing business. After the Dean              students attesting that tutoring did make the
resigned in summer 2002, there was no              difference between obtaining a failing,
consistent leadership to direct what               passing, or higher than expected grade are
information should be reported. Since then         collected. Other tools that could be utilized
a minimal report has been prepared based on        include surveys, pre- and post-testing, and
Accutrak and tutoring hours. To be useful          soliciting faculty involvement in the
for implementing change, data collection           statistical process.
should include items such as:
                                                   Information needs to be compiled,
       Document usage of the Computer             documented, and reported regarding tutoring
        Lab through the use of random tallies      support for students taking online courses.
        to determine what software is being        Many instructors prefer that tutors do not
        used and with how much frequency.          work with their students online; however,
                                                   students make appointments with tutors on
       Record the number of requests for          campus in the Academic Commons for these
        new and upgraded software.                 sessions.

Standard II                                                                                   218
In the past a form was placed in faculty          Standard II C 2 Self Evaluation –
mailboxes requesting recommendations for          Language Lab
potential tutors. Few faculty responded, and
the Supplemental Instructional/Tutoring           The faculty facilitator, along with two
Coordinator interviewed candidates                instructional assistants, works closely with
recommended by other tutors. More faculty         the teaching faculty of the ESL and foreign
need to be involved in recommending tutor         language departments to assure that the lab
candidates.                                       is adequately meeting student needs. New
                                                  materials and programs for the lab are
Standard II C 2 Planning Agenda –                 evaluated and introduced by individual
Supplemental Instruction/Tutoring                 instructors or the departments as a whole.
Program and the Computer Lab
                                                  Standard II C 2 Planning Agenda –
       With direction from the Dean, design      Language Lab
        and implement ways of collecting
        and reporting data that will be useful          Participate in the ESL and foreign
        in assessing and improving support                a guage departme t ’ pr gram
        for student learning.                            review processes to evaluate and
                                                         improve services to students.
       Complete a Program Review in
        2005, including user surveys, to          Standard II C 2 Descriptive Summary –
        determine the effectiveness of the        Basic Skills
        Computer Lab and Supplemental
        Instruction/Tutoring Program.             Data regarding the number of students who
                                                  enrolled and successfully completed Basic
       With the Academic Senate Student          Skills is collected. Students are asked to fill
        Learning Outcome Committee,               out a questionnaire regarding their view of
        explore how the Computer Lab and          the usefulness and responsiveness of the
        Supplemental Instruction/Tutoring         program and its faculty, tutors, and staff.
        Program support student learning          These comments are used to evaluate
        outcomes that are being developed.        student needs and how the program is
                                                  meeting these needs.
Standard II C 2 Descriptive Summary –
Language Lab                                      Standard II C 2 Self Evaluation – Basic
                                                  Skills
Language Lab operations are curriculum
driven and respond to the course                  During 2002-2003, the Institutional
requirements set forth by ESL and foreign         Research Coordinator provided data
language department chairpersons. The             regarding student success rates that were
Language Lab currently uses AccuTrack to          used to evaluate the strengths and
track student utilization rates associated with   weaknesses of the program. Demographic
each AENG/ESL and foreign language                data presented success and failure rates by
course to assess the level of student             ethnicity. Current grade sheets were used to
participation in required lab activities.         determine how many students received
                                                  either Credit or No Credit. At this time, no
                                                  data is available to determine whether

Standard II                                                                                   219
students from the Basic Skills program are     helpful to monitor the grades of several
moving on to English 6 or Math 10 and          students over a period of time, but this has
whether they are completing those courses      yet to be attempted.
successfully. A more accurate system of
tracking student success needs to be           Standard II C 2 Planning Agenda –
developed and implemented.                     Writing Center

Standard II C 2 Planning Agenda – Basic              The assistant instructor will work
Skills                                                with the institutional researcher,
                                                      faculty administrator, and other
       Develop a standardized method of              faculty members to correlate student
        tracking the success of students as           attendance in the Writing Center
        they progress through the program             with final grades and outcomes in
        and on to further studies at the              specific classes.
        college; determine how many
        students are progressing to higher-          The faculty administrator will
        level work and whether they are               represent the Writing Center in the
        successfully completing coursework.           upcoming English Department
                                                      program review.
Standard II C 2 Descriptive Summary –
Writing Center

The Writing Center has maintained a
database since 2000 to determine the
number of students who use the facility each
semester. It also relies on direct feedback
from students and instructors. Some of this
feedback is recorded in anonymous surveys
that began in Spring 2003. Mostly,
however, feedback is an ongoing dialogue
between students, tutors, the assistant
instructor, and the faculty administrator.
Reports on student utilization hours are
given to the faculty administrator at mid-
semester and end of semester and are
reported to the dean of instruction once per
semester.

Standard II C 2 Self Evaluation – Writing
Center

The Writing Center staff would like to begin
benchmarking student outcomes in this area,
but there is little more it can do without
following a number of students throughout
their attendance at VVC. It would be

Standard II                                                                               220
i
     Library’s mission statement
ii
      Library’s collection development policy
iii
      Library’s web site: http://www.vvc.edu/library/

iv
  ACRL Standards for Community, Junior and
Technical College Learning Resource Programs
web site:
http://www.ala.org/ala/acrl/acrlstandards/standar
dscommunity.htm

v
      California Library Statistics, 2002

vi
      Library’s Program Review, 2002-2003

vii
       VVC Educational Master Plan

viii
   Academic Senate for California Community
Colleges, “Information Competency in the
California Community Colleges”
http://www.academicsenate.cc.ca.us/Publication
s/Papers/Info_competency.html

ix
 Sample library workbook for English 101
course

x
  Inland Empire Academic Libraries Cooperative
(IEALC) agreement

xi
      Results from library survey, 2002

xii
  Institutional Research Department report on
“Noel-Levitz Student Satisfaction Inventory:
Internal Analysis and Directions for Change”

xiii
       Learning Center Fall 2000 Report

xiv
       Learning Center Fall 2003 Report




Standard II                                             221

				
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