Follow-Up Report - College of Marin by wuzhenguang

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									College of Marin   Page 1 of 104
Follow-Up Report


Follow-Up Report – Certification Page

Date: October XX, 2011

This Follow-Up Report is submitted to the ACCJC for the purpose of fulfilling the Commission’s
requirement in connection with its action to reaffirm the institution’s accreditation status.

We certify that there was broad participation by the campus community and believe that this
report accurately reflects that nature and substance of this institution.

Signed:


______________________________________________________________
David Wain Coon, Ed.D, Superintendent/President


______________________________________________________________
Diana Conti, President, Board of Trustees


______________________________________________________________
Chialin Hsieh, Ph.D., Accreditation Liaison Officer/Director of Planning,
Research and Institutional Effectiveness


______________________________________________________________
Sara McKinnon, President, Academic Senate


______________________________________________________________
Andrea Hunter, President, Classified Senate


______________________________________________________________
Raemond Bergstrom-Wood, Student Trustee




College of Marin                                                                    Page 2 of 104
Follow-Up Report                                                                                                          Table of Content


Table of Content

Table of Contents
Follow-Up Report – Certification Page ........................................................................................... 2

Table of Content ............................................................................................................................. 3

Report Preparation ......................................................................................................................... 7

Recommendation #1 ....................................................................................................................... 9

   A. Preparations to Address Recommendation......................................................................... 9

   B. Resolution............................................................................................................................. 10

        1. Institutional Planning ........................................................................................................ 10

        2. Program Review Requests, Processes, Evaluation and Revisions .................................... 12

        3. Academic Senate Subcommittees .................................................................................... 13

        4. Other Plans ................................................................................................................... 1413

        5. Communication Strategies ........................................................................................... 1615

        6. Evaluation of Planning, Program Review and SLO Processes....................................... 1716

   C.        Analysis of the Results Achieved to Date....................................................................... 1817

   D. Additional Plans Developed ........................................................................................... 2119

Recommendation #2 ................................................................................................................. 2321

   A. Preparations to Address Recommendation................................................................... 2321

   B.        Resolution ...................................................................................................................... 2321

        1.      Collegewide/General Education SLOs ........................................................................ 2422

        2.      Degree and Certificate SLOs ....................................................................................... 2725

        3.      Course Level SLOs....................................................................................................... 2826

        4.      Non-Instructional Programs ....................................................................................... 3028

   C.        Analysis of the Results Achieved to Date....................................................................... 3229
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   D. Additional Plans Developed ........................................................................................... 3230

        1.      Collegewide/GE SLOs ................................................................................................. 3230

        2.      Degree and Certificate SLOs ....................................................................................... 3331

        3.      Course Level SLOs....................................................................................................... 3331

        4.      Non-Instructional Programs (Student Services Division SLOs) .................................. 3431

Recommendation #3 ................................................................................................................. 3633

   A. Preparations to Address Recommendation................................................................... 3633

   B.        Resolution ...................................................................................................................... 3633

        1.      Allocated Resources ................................................................................................... 3734

        2.      Created Sustainable Infrastructure ............................................................................ 3835

        3.      Delivered High Quality Curricula ................................................................................ 4037

   C.        Analysis of the Results Achieved to Date....................................................................... 4137

   D. Additional Plans Developed ........................................................................................... 4239

Recommendation # 4 ................................................................................................................ 4744

   A. Preparations to Address Recommendation................................................................... 4744

   B.        Resolution ...................................................................................................................... 4845

        1.      Established Research Priorities and Identified Research Data .................................. 4845

        2.      Implemented Data Delivery Methods to Expand Data Access .................................. 5047

        3.      Promoted Broad Institutional Dialogue and Critical Analysis via Specific Venues .... 5249

   C.        Analysis of the Results Achieved to Date....................................................................... 5753

   D. Additional Plans Developed ........................................................................................... 5860

Recommendation #5 ................................................................................................................. 6061

   A. Preparations to Address Recommendation................................................................... 6061

   B.        Resolution ...................................................................................................................... 6062

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Follow-Up Report                                                                                                          Table of Content


        1.      Library Services........................................................................................................... 6162

        2.      Academic Support Services ........................................................................................ 6263

        3.      Student Support Services ........................................................................................... 6364

   C.        Analysis of the Results Achieved to Date....................................................................... 6667

   D. Additional Plans Developed ........................................................................................... 6768

Recommendation #7 ................................................................................................................. 7576

   A. Preparations to Address Recommendation................................................................... 7576

   B.        Resolution ...................................................................................................................... 7677

        Background – Revision of Facilities Planning Committee Charge ..................................... 7677

        Committee Action.............................................................................................................. 7677

        Facilities Master Plan Scope of Work Statement .............................................................. 7778

   Background ........................................................................................................................... 7778

   Elements to be included: ...................................................................................................... 7879

   C.        Analysis of the Results Achieved To Date ...................................................................... 8081

   D. Additional Plans Developed ........................................................................................... 8182

Recommendations #8 ............................................................................................................... 8384

   A. Preparations to Address Recommendation................................................................... 8384

   B.        Resolution ...................................................................................................................... 8384

   C.        Analysis of the Results Achieved to Date....................................................................... 8586

        Scope of Work Statement.................................................................................................. 8586

   D. Additional Plan Developed ............................................................................................ 8687

Recommendation 9....................................................................................................................... 88

   A. Preparations to Address Recommendation....................................................................... 88

        1.      Board Policy/Administrative Procedure Revision Project.............................................. 88

College of Marin                                                                                                                  Page 5 of 104
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   D. Additional Plan Developed ................................................................................................ 93

Appendix A .................................................................................................................................... 99

Appendix B .................................................................................................................................. 100

Appendix C .................................................................................................................................. 101

   Resolution................................................................................................................................ 102

   Analysis of the Results Achieved to Date ................................................................................ 102

   Additional Plan Developed ...................................................................................................... 102

Appendix ..................................................................................................................................... 104




College of Marin                                                                                                                Page 6 of 104
Follow-Up Report                                                            Report Preparation


Report Preparation

College of Marin (CooM) began its preparations for the Follow-Up Report in early February
2011 to respond to the recommendations cited in the letter reaffirming accreditation from the
Accrediting Commission for Community and Junior Colleges dated January 31, 2011. I, President
Coon, led the conversation about the timeline, responsible parties, review process and
adequate resource support, and then finalized the details of the preparation plan.

As part of this preparation, I assigned the Cabinet members to serve as liaisons and provide
support to specific committees to address each recommendation. I, emphasized to the Cabinet
and college communitying that the development of action plans and the completion of the
Follow-Up Report required broad participation from constituent groups, including participatory
governance committees, faculty, staff, and students.

Cabinet members and lead faculty prepared their assigned recommendation responses., Each
preliminary response was reviewed and amended by all relevant committees and campus
constituencies.followed by each responsible committee’s review. The Cabinet liaisons then sent
their reports to Accreditation Liaison Officer/Director of Planning, Research and Institutional
Effectiveness (PRIE) Dr. Chialin Hsieh (ALO) whose office combined, edited, formattedand
formatted the preliminary report., worked with The new Vice President of Student Learning
(VPSL), Dr. Ken Meier then performed a comprehensive review and revision of the document
before submitting and submitted the single draft Follow-Up Report to me. After I reviewed and
edited the report, the ALO’s office sent it to the Cabinet members and responsible committees,
followed by the Management Council, for their review and feedback.

In August 2011, the electronic link to the draft Follow-Up Report was emailed to the College
community via the President’s Weekly Briefing and to seek for feedback as well as posted it on
the college website. The entire college community was solicited for feedback on the report.On
the week of September 5th, On September 5th the revised Follow-Up Report was sent to the            Formatted: Superscript

members of the Academic Senate, the Classified Senate, the College Council, and the Planning
and Resource Allocation Committee for final review.

On September 12, 2011, the link to the Follow-Up Report was again provided to College Council
members along with their meeting materials for their final review and the Council unanimously
approved the report at their September 15, 2011 meeting.

Lastly, the Follow-Up Report was submitted to the Board of Trustees on September 16, 2011 for
review prior to the formal presentation to the Board of Trustees on September 20, 2011.

College of Marin                                                                    Page 7 of 104
Follow-Up Report                                                               Report Preparation


The final Follow-Up Report was submitted to the commission on October 14, 2011.




Acknowledgements

I wish to thank all members of the College listed as responsible parties within this report and all
those who have contributed to its preparation.

If you have any questions, do not hesitate to contact Dr. Hsieh or myself.


                                             __________________________________________
                                                         David Wain Coon, Ed.D.
                                                         Superintendent/President




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Follow-Up Report                                                                 Recommendation #1


Recommendation #1

In order to meet standards, the team recommends that the college regularly update all
institutional plans and systematically evaluate the effectiveness of all planning and resource
allocation processes. The college should communicate to all college stakeholders the results of
these assessment activities, and implement identified improvements on a continuous basis to
support and improve student learning. Additionally, the team recommends that the college
ensure that planning is linked to budgeting for the effective use of its resources. (I.B; I.B.6; I.B.7;
III.D.1.A; III.D.3)

A. Preparations to Address Recommendation

Recommendation #1 involves planning and action steps covering a wide range of college
processes. Therefore, the Planning and Resource Allocation Committee (PRAC) and its various
subcommittees, in addition to the Academic Senate and its subcommittees, gathered evidence
and performed analysis to address the concerns of the Commission. PRAC is co-chaired by the
Academic Senate President and the Vice President for Student Learning (VPSL) who acts as
both CIO/CSSO for CoM.provided input toward its resolution.

President David Wain Coon (superintendent/president) appointed Interim Vice President of
Student Learning Angelina Duarte (VPSL) and Academic Senate President Sara McKinnon (co-
chairs of the Planning and Resource Allocation Committee (PRAC)), in addition to Director of
Planning, Research and Institutional Effectiveness Chialin Hsieh (director of PRIE) as the liaisons
to work with PRAC, the Academic Senate, and their subcommittees on this first
recommendation.

The PRAC subcommittees identified to investigate and respondwork toon Recommendation #1
included the Instructional Equipment Committee (IEC), the Technology Planning Committee
(TPC), the Facilities Planning Committee (FPC) and the Professional Development Committee
(PDC). This effort was supported by; in addition to two ad hoc committees: the Full- Time                  Formatted: Font: Italic

Faculty Allocation Committee (FTFAC), and the Student Access and Success Initiative
Workgroup.

The Academic Senate subcommittees identified to work on this recommendation included the
Student Learning Outcome Assessment Council (SLOAC), the Distance Education Committee
(DEC) and the Program Review Committee (PRC). Department chairs, deans, and directors are
actively engaged in these processes and played a formative role in responding to the
recommendation. and deans also played a role in several of these processes.
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Follow-Up Report                                                             Recommendation #1


(See Appendix 1.A. for a list of committees and member names.)



B. Resolution

1. Institutional Planning

a. Strategic Plan Action Steps: In creating the Strategic Plan 2009-2012 (The Strategic Plan),
the former Institutional Planning Committee (which later combined with the Budget Committee
to form PRAC) established first specified measurable institutional planning priorities and
objectives that are to be achieved and validated through− and then developed specific action
steps. to achieve them.

Administrators responsible for implementing these action steps presented Strategic Plan
progress reports twice a year to PRAC. (These progress reports are also posted on the PRIE
website.) At the PRAC meeting of January 25th, 2011, responsible parties demonstrated
reported increased progress by certifying completion of ing 50 to 100 percent of the 11
remaining (original) action steps. Additionally, the responsible parties added 9 new action steps
since July 2010. Progress on these new action steps reportedly rangesd from 25 to 50 percent
at this time. Increased progress was again reported at the The May 2011 PRAC meeting
validated, citing effective completion of 90 to 100 percent on all but one original action step. As
of July 19, 2011, progress substantially remained the same. (See Appendix 1.B.i. and ii. - PRAC
Minutes and 1.C- PRIE Website url with Strategic Plan Updates.)

b. The Integrated Planning Manual (Program Review Templates/Timelines): Based on
evaluation of the planning process in May 2010, the Integrated Planning Manual was revised in
fall 2010. The timeline for completing program review was amended to include:

1)a Mini-Program Review (unit plan) forto justify annual departmental and program budget
requests; available to everyone annually as needed, and

2)a ComprehensiveFull Program Review that includes analysis of program integrity and
vitality,looks at curriculum review, student learning outcomes, and progress on continuous
quality improvement of the teaching and learning process. etc. to be Normally comprehensive
program reviews will be completed on a three-year cycle for academic disciplines, student
services areas, and administrative areas and on a two-year cycle for CTE programs.

The online program review template was revised accordingly. (See Appendix 1.D. – PRAC
Minutes showing approval of IPM)

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Follow-Up Report                                                            Recommendation #1


c. The Integrated Planning Manual (Planning Process Timelines): This manual was revised
again in spring 2011. Because a decision was made to reduce CoM’s summer program by 50
percent without much input, the scheduling process was investigated more deeply. It became
apparent there was a The review of planning processes revealed a disconnect between the
budget development timeline and the academic planning and scheduling timeline. After
analyzing the timelines, Tthe manual was revised to clarify information requirements,
deadlines, appropriate approving parties, integration with the governance system, and the
number of semesters to be affected by recommendations. (See Appendix 1.E – Planning Cycle
Chart)

d. Facilities Master Plan: PRAC co-chairs met with the Facilities Planning Committee (FPC) in
December 2010 to request that they work on the creation of a Facilities Master Plan. The
charge of the FPC was revised and approved through the participatory governance process.
After reviewing a number of plans at other institutions,the committee researched other plans
the committee recommended to the president in spring 2011 that a In spring 2011, it was
decided to find a consultant should be retained to assist with the facilities planning process.
(See Recommendation # 7- Facilities for more information)

e. Technology Plan 2010-2016: A number of the action steps outlined in The Technology Plan
2010-2016 (approved by PRAC in March of 2010 and by the Board of Trustees on October 21,
2010) have been implemented including:

Migration from Blackboard® to Moodle®, a new course management system that will be used
for all distance education online, classes and for hybrid classes and web-enhanced classes. This
system will create a consistent platform that will be more user-friendly and will address the
need for student authentication. Within a year every course will be provided routinely with a
shell for the new course management system . (See Recommendation #3 – Distance Education.)

Resource 25 scheduling system (implemented)

Updating of three computer labs (completed)

E-911 phone system (in progress).

(See Appendix 1.F Director of IT’s Action Step Updates.)

f. Computer Replacement Plan: Although a provision for a computer replacement plan was
included in The Technology Plan 2010-1016 , it was revised in again in March 2011 with a new
computer replacement plan. Although it still remains unfunded, aA systemtrategy for resource
reallocation was proposed. The new VPSL will propose a strategy for leveraging additional

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Follow-Up Report                                                            Recommendation #1


dollars to enhance technology in direct support of student learning. PRAC requested that the
Instructional Equipment Committee (IEC) identify existing emergency computer replacement
needs and match them with available repurposed computers. This process has been completed
and The college faculty and staff with is now addressing more effectively the emergency needs
are getting newer computer needs of faculty and staff. s. (See Appendix 1.G. Computer
Replacement Plan Update of March 2011 and 1.H.Documentation of replacing computers with
repurposed computers.)

g. Technology Plan Part 2: In response to WASC recommendation #8, PRAC requested that the
Technology Planning Committee (TPC) work on a revised, updated and more comprehensive
technology plan. (See Recommendation #8 – Technology)

h. Professional Development Plan: The Professional Development Committee (PDC) created its
2011-2012 Professional Development Plan with the following three priorities:

          i. Institutional Needs:
                  SLO Implementation Support and Training
                  Distance Education Moodle® Online Courseware Learning System Training
                  Planning and Research: Argos Dashboard pilot testing and training
                  Disaster Preparedness Training
         ii. Results of Individual Professional Development Needs Assessment (Spring 2011)

         iii. Other Needs including:

                Mandated Employee Safety Training
                Employee Orientations
                Board Policies and Procedures
                Resource 25
                Management Training
(See Appendix 1.I.________________)

2. Program Review Requests, Processes, Evaluation and Revisions

a. Program Review Instructional Equipment Requests: The IEC determined decided it is
essentialwould be better to give chairs and deans more input into the planning and program
review process, including and in particular, into the prioritization of equipment requests. Once
A new more inclusive the process was completed in May 2011, the IEC will evaluate was asked
to evaluate the effectiveness of the process for prioritizing instructional equipment annually.d
technology requests in program review. (See Appendix 1.J. May 25 IEC Minutes)

College of Marin                                                                    Page 12 of 104
Follow-Up Report                                                             Recommendation #1


b. Staffing Requests: Upon ratification of the Marin Community College District United
Professors of Marin (MCCD/UPM) faculty contract, a new procedure for determining full-time
faculty needs was required because of a current initiative for academic renewal. The Board and
President have committed to hiring 21 full-time, tenure-track faculty members.needed. Using
the questionnaire from the program review template, the Academic Senate created a Full-time
Faculty Allocation Procedure, which was approved and implemented in April and May of 2011.
The procedure was presented to the faculty at large at an open forum in the end of April 2011.
(See Appendix 1.K. FTFAC Procedure)

As part of the procedure, a Full-Time Faculty Allocation Committee (FTFAC) was formed out of
PRAC. This committee looked at the stated needs for full-time faculty from the last three years
of program reviews. Disciplines were identified using answers from the program review
template’s full-time faculty needs questionnaire and, in addition to data from the Office of
Instructional Management. Recommendations were presented to the department chairs for
input. PRAC then submitted the final recommendations to the superintendent/president. (See
Appendix 1.L. PRAC Recommendation Letter and 1.M.Accompanying Cost Analysis 1.N.Full Time
Faculty Allocation PowerPoint.)

3. Academic Senate Subcommittees

a. Distance Education Subcommittee: This committee meets regularly. all year researching and
developing a It developed a Course Outline addendum for distance education (DE) courses,
provideding input into the Moodle® migration process, and reviseding student and faculty
evaluation forms to be used for DE classes (which were submitted to given to the Academic
Senate forto approvale and passed on to the faculty union for negotiation).

(See Appendix 1.O. DE Website link )

b. Student Learning Outcome Assessment Council (SLOAC): This group has created developed
common rubrics, currently being piloted, to assess the college-wide outcomes in general
education classes. PRIE created the tool for tracking pre and post-test results. In addition, a new
facilitator position was created in April 2011 to assist the student services areas in developing
and assessing student learning outcomes. A college-wide SLO assessment plan was developed
by the council and submitted to the Senate for review and approval.created. (See
Recommendation # 2 – Student Learning Outcomes).

Two members of this committee from the College Skills Department added six pages to the
Academic Senate SLO Wikispace to provide an online resource of best practices that basic skills
teachers at CoM, as well as others in the field, are using in order to lay the foundation for

College of Marin                                                                      Page 13 of 104
Follow-Up Report                                                                  Recommendation #1


success as improved academic achievement as students move through basic skills classes (ESL
and English Skills) and into general education and career and technical education
coursesclasses. The Aactivities and resources are organized based on the College’s SLOs and the
rubrics that are being currently piloted in general education classes. (See Appendix 1.Oto
contain link http://com-academic-senate-slos.wikispaces.com/AH BS 1-BestPractices.

c. Program Review Committee: The Academic Senate revised the Program Review Committee’s
charge in October 2010 by clarifying its role and establishing procedures for communication
between the committee and the reviewers. Committee members read through the reviews in
February 2011 and prepared comments and input which were sent back to the reviewers and,
as well as provided to the committees evaluating the requests.

4. Other Plans

a. Basic Skills Initiative Action Plan: The College’s Basic Skills Initiative Steering Committee
created developed a five-year plan in 2007. On June 1, 2011, they submitted a five-year
progress report detailing the work that the committee has done to implement its plan since
2007 and offered the following recommendations:

      Improve Student Support Services
           i. Make student success in the English and math sequences a top institutional
              priority.
          ii. Increase meaningful outreach to high school students and faculty.
         iii. Emphasize and provide easy access to full matriculation for our basic skills
              students.
      Improve the institutional climate for basic skills students

            i. Offer sufficient sections of basic skills courses to meet the demand.

           ii. Implement priority enrollment for CoOM students, not out-of-county students.

           iii. Embark on a serious study of our basic skills students’ aspirations.

           iv. Update and implement the Student Equity Plan (SEP) and the recommendations
               of the Task Force on Campus Climate.

           v. Embark on a college-wide effort to research and collaborate on Latino student
              trends and issues.

(See Appendix 1.P.i Basic Skills Initiative Five-Year Action Plan and 1.P.ii. Basic Skills Initiative
Five Year Progress Report with Recommendations.)
College of Marin                                                                           Page 14 of 104
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b. Enrollment Management Planning: The enrollment management plan referred to by the
WASC team was actually an outreach plan. While the marketing, outreach and recruitment of
students is an important part of an are essential elements of enrollment mangementplan, an
integrated strategic enrollment plan and encompasses a myriad of core educational processes
and systems including matriculation, curriculum review and planning, schedule building, and
student retention and success strategies and activities. there are many more aspects to
managing enrollment. Class offerings and scheduling are at the core of enrollment
management, but even before that, is a Best practices in enrollment management require a
deliberate and thoughtful and intentional definition of the core the student population and the
program service mix required to serve students effectively and efficiently within the restraints
of institutional capacity—fiscal, human, and facilities. that the College intends to serve, given
the financial and human resources and facility capacity available. It has been recently said that
Consider this: “All curriculum is, at bottom, a statement a college makes about what it thinks is
important” (J. Patton). The more clear and explicit the College’s priorities are, the more fully
this statement will hold true. Ultimately the curriculum is the purview of the faculty; and, the
responsibility for providing them with with accurate data, planning tools and institutional
capacity to support student learning other support is the responsibility of the administration.
This a necessarily collaborative process. Both parties possess a deep stake in a strong, credible
and effective curriculum as the operational expression of the college mission. Both parties play
a critical role in institutional capacity building.

The Interim VPSL has been collaboratingworking with the instructional deans and directors to
implement and continucontinuously refinee refining the Master Academic Schedule. that
departments use in scheduling. The Office of Instructional Management (OIM) has codified all
courses by core mission (Transfer, CTE, Basic Skills) indicating whether they meet
Intersegmental General Education Transfer Curriculum (IGETC), California State University (CSU)
Breadth Requirements, and local major requirements. s, as well as those which only meet
elective requirements or none of the above. The OIM tags courses that are elective or personal
interest in nature. (See Appendix 1.O.url for Course Offering Patterns by Department.)
Department chairs can employ this taxonomy to prioritize their curricula and schedule to assist
them and the Office of Student Learning in academic planning.um by any of these attributes to
assist them in their planning. (Recent Ttrend s indicateanalysis indicates a slight decrease in
elective offerings.) Longitudinal enrollment data are history has also been made available via
the ARGOS Reports and the new COoMllege of Marin Data Dashboard, which, with proper
training, will be useful tools for academic and strategic planning. should be very useful tools.
Systematic utilization of Use of student persistence, success and achievementsuccess rates and
waitother outcomes assessment data is being promoted by the Academic Senate and the Office
of Student Learning and is being employed increasingly across the district in short and long-
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Follow-Up Report                                                             Recommendation #1


term educational planning. COM has taken some important first steps in developing a
comprehensive strategic enrollment plan.

ing list information by courses/sections has been promoted and used.

There has been an attempt to develop departmental blueprints. However more work needs to
be done to arrive at a standard definition of what these entail, a standard strategy for their
development and how they fit into the larger context of an enrollment management plan.

The intent is to develop an enrollment management plan that includes an academic planning
tool kit that instructional deans can use in supporting faculty to plan and schedule curriculum. It
is important to have a means to contract or expand curricular offerings based on student needs,
or in some cases, financial exigencies. Although CoM is in beginning stages of developing a
comprehensive enrollment management plan, it has taken some important first steps.

c. Student Access and Success Initiative: A work group was formed in January 2011 to develop
an integrated an integrated plan for revising and updating the Student Equity Plan,
reengineering combining the matriculation services, and scaling up basic skills initiative, and the
student equity plans to create a into a strengthened Student Access and Success Initiative.
Since student success is a partnership between the instructional area and the student services
area with critical support from the instructional technology (IT) area, Tthe group includes
representatives from faculty, administrative, and classified representatives from instruction,
student services, and instructional technology along these areas, with student representatives
also included. A work plan focused on “best practices” and “best processes” in upon the basic
components of in matriculation services is in draft form and will be communicated district-
wide has been drafted and will continue to be finalized out in 2011-12. Student equity
indicators will be included to measure student success; and recommendations from the 2011
COM Basic Skills Report will be integrated. Initial budget requests to support the various
aspects of the Student Success Initiative have been submitted to PRAC, all of which the
committee has has endorsed and recommended the initial budget requests of the initiative for
funding. In the future, this work group will inform the Student Access and Success Committee,
the formal governance committee reporting to PRAC.

(See Appendix 1.R.The Matriculation Plan (ANGLELINA) etc./1.S.i. PRAC recommendations letter
with (with regard to the Student Access and Success Initiative, 1.Sii?)

5. Communication Strategies

The following is a list of active communication strategies in support of integrated planning and
student success and achievement:which have been implemented:
College of Marin                                                                      Page 16 of 104
Follow-Up Report                                                          Recommendation #1


       Monthly open forums with the superintendent/president (at both the Kentfield and
        Indian Valley Campus)
       Open forum on the Full time Faculty Allocation Procedure
       President’s Weekly Briefings (emailed to entire college community, posted on CooM
        Website, and paper copies made available upon request).
       Participatory Governance Committee (PGS) reports provided at meetings
       PGS committee minutes posted in Outlook’s Public Folders
       Monthly Data Nuggets (as explained in Recommendation #4 chapter)
       CoM Website
       PRIE Website
       Faculty Handbook
       DE newsletters and Website
       Basic Skills Website
       Curriculum web pages with links to the COR and Degree Databases, as well as to
        agendas, minutes and schedules
       Program review reports linked to the Faculty Handbook
       Academic Senate SLO Wikispace
       Annual governance review: Governance in Action publication
       Academic Senate News
       Academic Senate agendas and minutes posted on the Academic Senate Website

6. Evaluation of Planning, Program Review and SLO Processes

a. The Integrated Planning Manual: PRAC revised the Integrated Planning Model diagram in
April, 2011 to reflect adjustments to the timeline and process. Changes included identifying
responsible committees and, adding a newsecond outcome for Program Review entitled Action
Plans for Program Improvement,. defining the This outcome is college-wide and tied to a
Outcome after Implementation as the outcome for the college at large, and adding a new
Feedback Loop Process Assessment and Content Assessment. (See Appendix 1.O.iv. Integrated
Planning Manual’s Model URL.)

b. PRIE Surveys: PRIE sent out three surveys about processes in May 2011 to faculty, staff and
managers regarding WASC’s three primary requirements: Planning, Program Review and
Student Learning Outcomes. PRAC and its members were asked to will evaluate and make
recommendations for improvement of institutional effectiveness based on the survey results.
(See Appendix 1.O.v. PRIE survey results URL.)


College of Marin                                                                   Page 17 of 104
Follow-Up Report                                                              Recommendation #1


c. Program Review Committee: This committee met in May 2011 to evaluate the program
review template and to assess whether parts of CoM’s old current discipline review template
should be incorporated into the new program review template. Committee members also
discussed methods to document SLO assessment results and strategies for improvement that
could be linked to resource allocation. The template is has been revised for fall 2011. (See
Appendix 1.T.May 2011 Program Review Committee meeting notes-Sara)



C. Analysis of the Results Achieved to Date

The most important achievements of 2010-2011this academic year included the
administration’s commitment to finally rectify the revising the full-time/part-time faculty ratio
by agreeing to to recruit and hire a significant number tenure tracke new faculty., and the
There is also an exemplary institutional shift in philosophy regarding resource allocation
whereby new needs and initiatives are considered in tandem at the same time the overall
budget and deficits with deficit management and resource reallocation. are worked out. Even
more IIimportantly, both of these it is demonstrable that these achievements were firmly
driven by data generated by program review as well as changes in administrative leadership.

Full-time Faculty: After For the past seven long years there has been a relative dearth of
almost no full-time faculty hiring., during which time During this period 35 faculty members
retired or passed away most without replacement. Too many programs have declined to a
single full-time faculty leader and in some instances no full-time faculty at all., Tthis year PRAC
proposed that the administration find funding for a total of 22 full-time positions. A proposal
was made to fund 18 of the full-time faculty requests by converting part-time units to full-time
positions. A DE Coordinator will be combined with one of these full-time positions. In this way,
resources will be reallocated and the college will benefit from having a stable, reinvigorated
certificated workforce. In addition, two counselors, a librarian, and a director of Extended
Opportunity Programs and Services (EOPS) also have been were also requested (to be funded
through current open positions). (See Appendix 1.L, 1.M. PRAC rec. letter & cost analysis to
president re full-time hires.)

Resource Allocation Shift: Since the last Self Study evaluation team visit, with a new
superintendent/president and an interim vice president of Student Learning, CoM has made a
significant shift in its philosophy of resource allocation. Just as all of the state’s colleges are
experiencing cuts to services and offerings, CoM has had to face cuts as well. In past years, this
was dealt with by saying, “We don’t have any money, so we can’t give you anything new. Our
budget will be a rollover from the previous year.” For the first time, during this spring 2011,
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PRAC looked at all of the requests from Program Review, took into consideration the existing
deficit, added the costs for new requests and then looked for ways to fund them, as well as to
deal with the deficit. (See Appendix 1.U Minutes of PRAC meeting on May 24th and 1.S.i Letter to
president regarding budget.)

The Integrated Planning Manual Timeline was adjusted to take into account the disconnect
between budget development and academic scheduling. There also has been a shift in how the
department chairs provide input into the process. While individual department chairs generally
took responsibility to write program reviews over the last five years, department chairs and
division deans as a collective body were left out of the evaluation process. This year, input from
the chairs and deans was solicited for the both instructional equipment ratings and in the full-
time faculty recommendations. (See Appendix O._ Integrated Planning Manual Timeline
changes with Academic Planning.)

Enrollment Management: Chairs also have been assigned to closely examine and evaluate
their course offerings and Master Schedule in efforts to ensure the classes offered are the ones
that students really need. This is a first step towards an enrollment management plan. (See
Appendix 1.Q. Minutes of Chairs meeting in April 2011.)

Institutional Effectiveness: The assessments of institutional effectiveness were conducted
using surveys administered by PRIE in May 2011. The survey results revealed the following:

       Planning Process: The College community recognizes the participatory governance
        process and committees and believes that the college uses quantitative and qualitative
        data for planning. Challenges identified included ensuring that institutional plans,
        program review and SLO assessments are used for planning and resource allocation.

       Program Review: The College community recognizes that there is a program review
        process in place that is performed regularly and employed to improve curriculum and to
        inform and support the budget process., it is done regularly, and Tthe Academic Senate
        and Aadministration collaborated to have developed a framework for this process.
        Respondents identified the follow challenges: Challenges identified included: having the
        maintaining adequate fiscal and human resources resources to produce meaningful
        program reviews, having assuring meaningful collegial dialogscussions within programs
        about program review results including data on curriculum review and assessment of
        student academic achievement,, and institutionalizing establishing the belief that the
        feedback loops to assure that the college is effectively and efficiently utilizing program
        review results to foster continuous quality improvement across the district.College is
        effectively using program review results.

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       Student Learning Outcomes: Respondents indicated an awareness of the five college-
        wide SLOs,, and that they believed the Academic Senate and the Curriculum Committee
        were supporting the development of course-level and degree-level SLOs. Faculty are
        communicating and that they put SLOs in their syllabi. A significant number of faculty
        are producing authentic assessments at the course and program level while many others
        are developing strategies to achieve proficiency in outcomes assessment. Challenges
        primarilyA significant challenge concernesd SLOs implementation in the student
        services. The institution has responded by funding an assessment coordinator for
        student services, areas which is now demonstrating progress in have just embarked on
        the process of creating SLOs development. and developing assessments for their areas.

       (See Appendix 1.O__PRIE Survey Results URL.)                                                   Formatted: Font: Bold


The Program Review Template has been divided into two separate templates starting in fall
2010 and spring 2011 – one for Mini-Program Review for budget requests only (which can be
done as needed on an annual basis); and one for Full Program Review including curriculum,
student access and success, and SLOs (with 2012-2013 starting the new three-year cycle). In
addition, a new place has been added for programs to identify a “Point of Improvement” on
which they would like to focus their efforts, based on SLO assessment. They then have two to
three years until their next review to plan, implement and assess their success at improving
student learning. (See Appendix 1.O. __.URL for Program review template revision – working on
w/Dong-to provide by end of July 2011.)                                                                Formatted: Font: Italic, Font color: Purple


The aforementioned idea also was reflected in the Integrated Planning Model Diagram as
Action Plan for Program Improvement. (See Appendix 1.O.__ http://www.marin.edu//WORD-
PPT/IntegratedPlanning Model_Revised_4_19_2011/.pdf.)

Strategic Plan Action Steps: The administration is and managers have closely monitoring
closelyed the progress of the implementation of CoM’s Strategic Plan Action Steps. With nearly
100 percent of these action steps completed, the College is also starting to develop its strategic
plan for 2012-2015 based on its ten-year educational master plan. (See Appendix 1. O.__ URL
for Strategic Plan Action Steps PowerPoint update- upon DWC’s review and completion.)

Other major plans: Major improvements and changes are being implemented in the areas of
distance education and student learning outcomes assessment. Please see Recommendations
#2 (SLOs) and #3 (Distance Education).

A facilities plan is in the works and our Technology Plan is being revised and expanded. (See
chapters on recommendations #7 (Facilities) and #8 (Technology).

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D. Additional Plans Developed

The following activities/plans have either:

       been implemented and are being monitored with progress communicated regularly to
        the College community or

       will be implemented in 2011-2012.

Conclusion: There is a clear pattern of evidence that CoM has made tremendous strides in the        Formatted: Font: Not Bold

past two years in creating integrated planning systems focused on improving and documenting
student academic achievement. The college meets AACJC standards on planning and will
demonstrate proficiency in student outcomes assessment by Fall 2012. As indicated in the
following table, CoM is engaging in deliberative intentional planning, has developed an             Formatted: Font: Not Bold

institution-wide infrastructure for planning, and has identified appropriate planning champions
to assure the efficacy of college planning systems and processes.




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                    PLAN                         COMMITTEE/RESPONSIBLE PERSON


    Under PRAC:

    Strategic Plan Action Steps             VPSL, VP of College Operations, Dean of
                                            Workforce Development, Director of PRIE,
                                            Director of IT, Director of Learning Resources
    Integrated Planning Manual              PRAC
    Facilities Master Plan                  Facilities Planning Committee (see Rec. #7)
    Technology Plan                         Technology Committee (See Rec. #8)
    Computer Replacement Plan               Technology Committee + PRAC
    Professional Development Plan           Professional Development Committee

    Under the ACADEMIC SENATE:

    Distance Education (DE)                 Academic Senate – DE Committee
    Student Learning Outcome                Academic Senate’s SLO Assessment Council
    Assessment Plan
    Program Review Template                 Academic Senate’s Program Review Committee
    Fulltime Faculty Allocation Procedure   Academic Senate

    Other Plans IN THE WORKS:

    Basic Skills Initiative Action Plan     Basic Skills Initiative Steering Committee
    Enrollment Management Plan              VPSL with Dept Chairs and Deans
    Student Equity Plan and the             The Student Access and Success Initiative
    Matriculation Plan were combined to     Workgroup which will inform the Student
    create the Student Access and Success   Access and Success Committee
    Initiative

    Recommendations for 2011-2012:

    Staffing Plan                           Human Resources/Staffing Committee




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     Recommendation #2

     In order to meet the Commission’s fall 2012 deadline, the team recommends that the college
     accelerate its efforts to identify and assess measurable student learning outcomes for every
     instructional, library and student support program. The team further recommends that the
     college incorporate student learning outcome assessment results into program planning and
     resource allocation for the improvement of student learning. (II.A.1.a; RR.A.1.c; II.A.2.f;
     II.A.3.a,b; II.B.4; II.C.2)



A.       Preparations to Address Recommendation

     President David Wain Coon (superintendent/president) appointed Planning, Research, and
     Institutional Effectiveness Director Chialin Hsieh (director of PRIE) as the Cabinet liaison to work
     with the Student Learning Outcomes Assessment Council (SLOAC) and the Academic Senate to
     work on this recommendation.

     Email communication was the main method to communicate the progress of the response to
     this recommendation, along with several meetings.

     (See Appendix 2.A. for a list of committees and member names.)

     B. Resolution

     College of Marin (CoM) began planning its student learning outcomes (SLO) with the launch of a
     college-wide critical thinking SLO in the fall of 2005. Also beginning in 2005, all departments
     began preparing course level SLOs, which are to be included in all courses prior to approval by
     the Curriculum Committee. Work on various levels of SLOs – course, college-wide,
     degree/certificates – showed uneven development and great variance by program until the
     2009/2010 school year when the Program Review Committee oversaw the creation of a
     common timeline and a college-wide assessment plan for all facets of SLO work.

     At the same time, the College hired a director of planning, research, and institutional
     effectiveness who was tasked with supporting the creation and implementation of the college-
     wide assessment plan. Also in 2009, the Academic Senate, working with the Interim Vice
     President of Student Learning (VPSL), created the Student Learning Outcomes Assessment
     Council (SLOAC) to prepare the assessment plan and oversee the ongoing assessment process.


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This assessment plan sets out a formal process that all College constituents agree to follow in
assessing college-wide/general education, degree/certificate, course level, and non-
instructional SLOs. Further, the plan includes a timeline with benchmarks for the period from
spring 2011 to fall 2012. CoM is funding and supporting three student outcomes assessment
coordinators to oversee, champion, and communicate the progress of the district-wide
assessment movement. One of these coordinators is dedicated to student services. Finally, the
college recently hired a permanent Vice President for Student Learning (VPSL) who was a leader
in student outcomes assessment in the North Central Association (NCA) and the Arizona
Community College system. He has given assessment and institutional effectiveness
presentations to the Association of Community College Trustees, CIOs, ASCCC, RP Group, and
ACCCA. He has supported faculty at Bakersfield College and Butte College in developing strong
assessment systems and processes and training faculty state-wide in assessment strategies in
general education and basic skills in particular. The VPSL is enthusiastic about the progress of
the CoM faculty and staff in outcomes assessment as indicated in the following narrative.

1. College-wide/General Education SLOs

In January 2009, CoOM formally adopted the following five collegeCollege-wide/General
Education SLOs (College-wide/GE SLOs):

  i.    Written, Oral and Visual Communication: Communicate effectively in writing, orally
        and/or visually using traditional and/or modern information resources and supporting
        technology.

  ii.   Scientific and Quantitative Reasoning: Locate, identify, collect, and organize data in
        order to then analyze, interpret or evaluate it using mathematical skills and/or the
        scientific method.

 iii.   Critical Thinking: Differentiate between facts, influences, opinions, and assumptions to
        reach reasoned and supportable conclusions.

 iv.    Problem Solving: Recognize and identify the components of a problem or issue, look at it
        from multiple perspectives and investigate ways to resolve it.

  v.    Information Literacy: Formulate strategies to locate, evaluate and apply information
        from a variety of sources – print and/or electronic.

These cCollege-widewide/GE SLOs reflect the core competencies required for students who
complete the General Education (GE) program. As a result of the broad scope of the five SLOs,
they are also seen in the Degree/Certificate SLOs and in many of the Course-level SLOs as well.

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Spring/Fall 2010

In spring 2010, the SLO Facilitator compiled a list of core GE courses for each required area.
(See Addendum 2.B). Using enrollment data, it was determined which courses are offered
regularly and have sufficient student enrollment to participate in regular periodic assessment.

The administration completed a call for applications and used district-directed funds to support
faculty teams to develop rubrics for the College-wide/GE Learning Outcomes.

The College hosted Dr. Swarup Wood, an expert on assessment of GE outcomes, on campus
November 19, 2010 to assist faculty and staff to design the assessment process, review the
rubrics and provide feedback to the teams who wrote the rubrics. Special effort was made to
insure the rubrics were both broad enough to assess students’ abilities for the SLO in a variety
of courses and specific enough to enable faculty to assess individual students’ level of mastery.
Dr. Wood also addressed methods for using SLO assessment data to inform budget decisions.

Eight faculty members from the pool of applicants were interviewed and selected. These faculty
members formed teams to design seven rubrics for all of the College-wide/GE SLOs, except for
Information Literacy. The teams represented a range of GE areas in which the SLOs are
relevant. Four two-member teams developed separate rubrics for:

    1. Written communication (College SLO #1)

    2. Oral communication (College SLO #1)

    3. Visual communication (College SLO #1)

    4. Scientific Reasoning (College SLO #2)

    5. Quantitative Reasoning (College SLO #2)

    6. Critical Thinking (College SLO #3)

    7. Problem Solving (College SLO #4)

Faculty members received stipend pay for 15 hours of work during the fall 2010 semester and
15 hours of work during the spring 2011 semester.

Rubrics were completed under the guidance and leadership of SLOAC. All seven rubric drafts
were ready to pilot by spring 2011. Rubrics for each of the seven outcomes can be found on the
COM web site (See Appendix 2.__ URL:
http://www.marin.edu/com/ODP/InstitutionalPlanningPage.htm.)
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Spring 2011

At the beginning of the spring semester 2011, the faculty team members presented their
rubrics to the faculty and staff during the January 2011 Flex Week. Rubrics were made available
to all faculty teaching the relevant GE courses with the recommendation that they discuss using
the rubrics during department/discipline meetings.

Faculty members who teach the GE courses identified in the assessment schedule were eligible
to volunteer (whether full time or part time) for training and piloting of the rubrics. During the
January 2011 Flex Week training, faculty member volunteers indicated their selection of the
SLO rubric and class(es) they intended to pilot. Materials, training and support were provided
during the Flex training; and SLO facilitators were available throughout the spring semester to
assist faculty in the piloting task.

Faculty team members piloted the rubrics in their own classes at least twice during the
semester as they assessed students. The rubric was used for a pretest at the beginning of the
semester and for a post-test at the end of the semester. Over the course of the spring
semester, the Planning, Research and Institutional Effectiveness office (PRIE office)
communicated with the faculty members involved in the pilot, monitoredkept track of their
progress on the PRIE web page, and periodically inquired about the rubric usage while soliciting
feedback about the process. As faculty involved in the pilot completed assignments for pretests
or post-tests, they entered student scores from the rubric into the common reporting tool and
submitted the findings to the PRIE office.

Following the completion of the pilot, the GE SLO team members solicited feedback from
faculty who used the rubrics. The GE SLO teams met with SLOAC to revise the rubrics and the
reporting tool so the first set of GE course instructors could begin pre and post testing in fall
2011. (See Appendix 2.__ for Rotation of GE courses through the SLO assessment process -
Addendum II.)

At the end of spring 2011, the SLO facilitators, working with department chairs, completed a
schedule for assessing SLOs for the identified courses over a three-year period. Instructors
teaching these courses and working with the department chairs will determine which of the
College-wide/GE SLOs will be assessed in each course. Instructors will be encouraged to assess
more than one SLO if appropriate.

Fall 2011



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The Program Review template for instructional programs will be revised to include questions
for programs that address the first four College/GE Learning Outcomes. These questions will be:

       What did you learn from using the shared rubrics? (Report your findings.)

       What do you hope to change in the curriculum, pedagogy, course outline, etc. as a result
        of what you have learned? (Or what have you already changed?)

       Will these changes require new resources or a reallocation of resources? If so, using
        data, explain how this change is justified.

       How have changes (previously made) affected student learning?

All GE courses identified in the schedule will use the rubrics to assess student performance
according to the schedule in Appendix 2.B, and will report their findings using the common
recording tool. (See Appendix 2.B.)

Collegewide/GE Learning Outcomes will be printed in the Student Handbook as well as in the
2011-2012 Academic Calendar to communicate them to the College community.

2. Degree and Certificate SLOs

Degree and Certificate SLOs, developed by faculty through collaboration within their respective
programs or disciplines, represent the desired overarching learning outcomes for all students
pursuing degrees or certificates in the program or discipline. These SLOs are formally assessed
by the program or discipline faculty responsible for awarding the degree and/or certificate, and
are reported in the program review process.

For degrees and/or certificates where more than one department contributes courses to fulfill
the requirements, SLOs are established through collaboration among representatives from the
various programs or departments. Once developed, Degree and Certificate SLOs are submitted
to the Curriculum Committee as part of a degree or certificate revision for review and approval.

Whenever possible, Degree and/or Certificate SLOs are mapped to Course-level SLOs and to
Collegewide/GE SLOs to provide for the assessment of higher order SLOs in the
degree/certificate coursework.

Spring/Fall 2010

During this time the college established a new a new database was created into which existing
degree and certificate requirements arewere entered. In fall 2010, disciplines began reviewing
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these degrees and certificates in order to revise requirements as needed and to add SLOs for
each one. (See Appendix ---link to: http://programreview.marin.edu/de/

Spring 2011

The work continued into spring 2011, with about 70 percent completed by the end of this
semester.

Fall 2011

At this time, SLO facilitators will work with disciplines to develop methods find ways to assess
these SLOs to determine whether students are meeting Degree and Certificate SLOs.

3. Course Level SLOs

SLOs are included as a mandatory component of the Course Outline of Record. Faculty within
each department develop Course-level SLOs and determine the appropriate methods of
assessing them, with the PRIE office assisting with the development of assessment tools and
analysis of data.

SLOs common to all courses or several courses within a department, or a sequence of courses,
are assessed using a common rubric designed by faculty. The rubrics articulate specific
standards and criteria established by faculty responsible for teaching these courses.

A certain percentage of Course-level SLOs are assessed each semester as determined by the
faculty within the department. The expectation is that each course will be assessed at least
once within a three-year period. Each department keeps a schedule for determining when
assessment will take place (within the three-year cycle) and tracks which SLOs were assessed,
what rubric or assessment tool was used, the results or outcomes from the assessment, and the
interventions, if appropriate, which the departments intend to employ as a result of assessment
findings.

Each semester, faculty evaluate the results of the assessment activities, noting what student
needs and issues were revealed and how the assignments or teaching activities could be
altered, if necessary, to improve and/or maintain student learning. Faculty members, as a
group, address these findings in department/program meetings and report this work in their
Program Review. Funding requirements, identified as a result of SLO assessment and presented
in the department/program’s Program Review, are addressed by PRAC through the formal
annual budget development cycle.
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Course-level SLOs are mapped to College-wide/GE SLOs and Degree and Certificate SLOs, as
appropriate. The integrated maps for each discipline or program are kept on the Wiki (See
Appendix 2.__URL http://com-academic-senate-slos.wikispaces.com/.)

Spring/Fall 2010

By fall 2010 all departments/programs had inventoried all courses for SLOs and began to make
updates as appropriate. After preparing an inventory of all courses, the Curriculum Committee
tracked updates and their current statuses and then alerted all departments/programs of
courses that needed updating. This process will be ongoing. The Curriculum Committee
reviewed Course Outline of Record SLOs as submitted.

Spring 2011

Each department/program developed a schedule for assessing SLOs in specific courses. The
inventories are maintained in the assessment Wiki and in the catalog. and coordinate the
assessment schedule for Collegewide/GE SLOs, Degree and Certificate SLOs, and Course-level
SLOs.

Some department/program faculty began developing assessment rubrics for outcomes that are
common to all or several courses within the department/program, or a sequence of courses.
This process will continue as Course-level SLOs and rubrics are used, reevaluated, and rewritten
as needed.

Department/program faculty have begun developing assessment tools for Course-level SLOs
not included with the Degree and Certificate SLOs. Faculty members teaching these courses will
identify both assessment tools and assignments currently in use that can be applied to specific
outcomes.

Department/program faculty worked with the SLO facilitator and/or the PRIE office to finalize
the course level rubrics. Course SLOs are mapped to Collegewide /GE SLOs and
Degree/Certificate SLOs, as appropriate, to provide for the assessment of those higher-order
SLOs.

Two members of SLOAC from the College Skills Department added six pages to the Academic
Senate SLO Wikispace to provide an online resource of best practices that basic skills teachers
at College of Marin, as well as others in the field, are using in order to lay the foundation for
success as students move through basic skills classes (ESL and English Skills) and into general


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education classes. The activities and resources are organized based on the Collegewide/GE SLOs
and the rubrics currently being piloted in GE classes. (See Appendix 2.__(rec #1-B11.)

Fall 2011

Departmental focus on assessment: Department/program faculty will use the assessment tools
and rubrics in designated classes (those determined in the schedule for assessing SLOs in
specific courses) and with assistance from the PRIE office, will gather and analyze results.

       Department/program faculty will meet to consider the assessment outcomes:

       To analyze and discuss results

       To improve the design of the assessment tools and rubrics

       To determine methods for improving outcomes

       To review the schedule for the next round of courses for SLO study

       To prepare findings for reporting in the department/program Program Review

       To determine if the findings from the outcomes’ study will require requests for
        resources that will be included in the Program Review.

4. Non-Instructional Programs

Non-instructional programs that offer courses will follow the instructional process outlined for
Course level SLOs in the assessment plan. All other Nnon-instructional program SLOs are
developed collaboratively at the division level with involvement of the lead administrator and
classified staff.; and by each department working with the director and/or dean, the staff,
and/or faculty within departments at the department level. Non-Instructional Program SLOs
represent the desired outcomes of student support activities and are directly assessed each
academic year, culminating in the three-year cycle of the program review process.

College of Marin formally adopted four Student Services Division-level SLOS as follows:

  i.    Identify and use college resources that support student success.

  ii.   Identify and commit to educational goals.

 iii.   Develop effective planning skills that support educational goals and lifelong success.


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 iv.     Demonstrate self-advocacy.

Spring 2011

Student Services SLO Coordinator (SS SLO Coordinator) and the director of PRIE met with the
student services SLO team to determine four division-level SLOs. Each department identified
two or three Division-level SLOs they would measure in fall 2011.

Summer 2011

SS SLO Coordinator and the director of PRIE met with each department to develop assessment
for Division-level SLOs. SS SLO Coordinator and the director of PRIE met with each department
to identify Department-level SLOs, align them with Division-level SLOs, and develop
assessment. The 2011-2012 division-level assessment plan is in the process of development.will
be developed.

Fall 2011

All Student Services’ departments will measure Division and Department-level SLOs. A three-
year department-level assessment plan will be developed, as well as a three-year division-level
assessment plan.

Early Spring 2012

Departments, working with the PRIE office will gather and analyze results.

Spring 2012Spring 2012

Working collaboratively with PRIE, Departments will meet to:

        consider the assessment outcomes;

        analyze and discuss results;

        improve the design of the assessment tools;

        implement methods for improving outcomes;

        identify Division and Department-level SLOs to be measured the following semester;

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                                                                                                   Formatted: No bullets or numbering


      prepare findings for the Student Services Annual SLO Report and Program Review; and

      determine if the findings from the outcomes study will require requests for resources
        that will be included in the Program Reviews.



C. Analysis of the Results Achieved to Date

The process outlined above for assessing SLOs in GE classes will be followed each semester with
all GE courses identified in the schedule conducting an SLO review every three years. Data from
these assessments, including non-instruction programs, will be used to improve pedagogy,
curriculum, and student support services. PRAC will review assessment and program review
reports as an integral element of the budget development and allocation process. practices and
will serve, when appropriate, as evidence for changes in resource allocation including funding.

The SLOAC and Program Review Committee will be responsible for oversight of the rubrics and
the reporting tool and will conduct periodic surveys of faculty to determine if improvements to
the process are warranted.

It is our expectation that Ffindings from the GE SLO assessment will be used to validate GE
course offerings, improve these courses when appropriate, and serve as substantive data when
making budget request in the program review process.

For Course-level SLOs, department/program faculty will launch the second and subsequent
rounds of course-level assessments. Department/program faculty will implement course and
program-level interventions or adjustments for improving outcomes if warranted.

It is also our expectation that department/program faculty and staff will discuss changes to
rubrics, assessment tools, and assignments and review the SLO process as needed − and that
they will use program review as an opportunity to request funding for interventions or
improvements based upon SLO assessment findings.

D. Additional Plans Developed

    1. Collegewide/GE SLOs

 Fall 2011


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    The Program Review template for instructional programs will be revised to include questions
    for programs that address the first four Collegewide/GE Learning Outcomes. These questions
    will be:

  i.    What did you learn from using the shared rubrics? (Report your findings.)

ii.i.   What do you hope to change in the curriculum, pedagogy, course outline, etc. as a result of
        what you have learned? (Or what have you already changed?)

 iii.   Will these changes require new resources or a reallocation of resources? If so, explain,
        using data, how this change is justified.

 iv.    How have changes (previously made) affected student learning?

    All GE courses identified in the schedule will use the rubrics to assess student performance,
    according to the schedule in Appendix II and will report their findings using the common
    recording tool. (See Appendix II.)

   2. Degree and Certificate SLOs

    Fall 2011

    SLO facilitators will work with disciplines in finding ways to assess these SLOs to determine
    whether students are meeting Degree and Certificate SLOs.

   3. Course Level SLOs

    Fall 2011

    Department/program faculty will use the assessment tools and rubrics in designated classes
    (those determined in the schedule for assessing SLOs in specific courses). Department/program
    faculty working with the PRIE office will gather and analyze results.

    Department/program faculty will meet to consider the assessment outcomes:

           To analyze and discuss results

           To improve the design of the assessment tools and rubrics

           To determine methods for improving outcomes

           To review the schedule for the next round of courses for SLO study

    College of Marin                                                                     Page 33 of 104
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       To prepare findings for reporting in the department/program Program Review

       To determine if the findings from the outcomes study will require requests for resources
        that will be included in the Program Review.

4. Non-Instructional Programs (Student Services Division SLOs)

Fall 2011

All Student Services’ departments will measure Division and Department-level SLOs. A three-
year department-level assessment plan will be developed, as well as a three-year division-level
assessment plan.

Early Spring 2012

Departments, working with the PRIE office, will gather and analyze results.

Spring 2012

Departments will meet to:

       consider the assessment outcomes;

       analyze and discuss results;

       improve the design of the assessment tools;

       implement methods for improving outcomes;

       identify division and department-level SLOs to be measured the following semester;

       prepare findings for the Student Services Annual SLO Report and Program Review; and

       determine if the findings from the outcomes study will require requests for resources
        that will be included in the Program Reviews.




College of Marin                                                                    Page 34 of 104
Follow-Up Report                                                           Recommendation #2




Conclusion: There is a coherent pattern of evidence that CoM has made great progress on              Formatted: Normal

course level and program level SLOs in instructional programs. The college has allocated
significant resources to this effort. The Academic Senate President, assessment coordinators,
have done a commendable job of communicating the importance of outcomes assessment for
analyzing and validating institutional effectiveness. This team has also developed an integrated
assessment plan that views outcomes assessment as integral to strategic and academic
planning and resource allocation. The PRIE office has just launched a new “Data Dashboard” to
facilitate assessment across the district. The college will demonstrate proficiency in student
outcomes assessment by fall 2012.




College of Marin                                                                    Page 35 of 104
Follow-Up Report                                                          Recommendation #3



Recommendation #3

In order to meet standards, the team recommends that the college allocate resources to create
a sustainable infrastructure to support a distance education program that can deliver high
quality curricula and support student access and success.

A. Preparations to Address Recommendation

President David Wain Coon (superintendent/president) appointed Interim Vice President of
Student Learning (VPSL) Angelina Duarte and Director of Learning Resources Susan Andrien as
the administrative liaisons to work with the Distance Education Committee and the Moodle®
Migration Team. to work on Recommendation #3. Dr. Alisa Klinger servesd as a part-time online
learning faculty resource instructor and Moodle migration team leader. Her work is strategic in
addressing Recommendation #3.and also substantially contributed to the work involved with
this recommendation. (See Appendix 3.A. for a list of other participants and names of
committee members.)

Meetings were held throughout spring 2011 between the VPSL, the online learning faculty
resource instructor, and the director of Learning Resources to coordinate the development of
plans for development and implementation of strengthened institutional capacity in distance
education and web-based course management system (CMS). . All contributors were asked to
summarize the progress in their areas on April 12, 2011 and met to review the draft report on
May 16, 2011. (See Appendix 3.B.) (A1)

B. Resolution

The College has engaged in the following major activities to address this recommendation
(listed in chronological order):

      Migrated dozens of DE courses from BlackboardDecided to migrate to Moodle® as its
       new CMSourse Management System
      Hired .5 distance education (DE) instructor to lead the Moodle® Migration Team
      Established a workgroup to address ADA compliance for our online access
      Provided resources to support Remote Learner web hosting services (24/7)
      AllocatedProvided resources for pilot DE classes in the summer
      Identified specific classified staff to provide DE service to faculty and staff


College of Marin                                                                  Page 36 of 104
Follow-Up Report                                                           Recommendation #3


      Funded Recommended (by the Planning and Resources Committee (PRAC): a full-time
       faculty position in DE upon recommendation of PRAC and support of the President,
       along with ongoing support for Remote Learner, additional training funds, and an
       operational budget.
      Migrated all dozens of distance education courses from Blackboard® to Moodle®
      Drafted a DE faculty evaluation process
      Developed DE Tab on College of Marin (CoM) Website
      In process of developing Establishing an on-line counseling option for DE students


1. Allocated Resources

    Online Resource Instructor

    In fall 2010, the College hired a 0.27 online learning faculty resource instructor who
    conducted training sessions (six series) for faculty and staff in course design, course
    management systems navigation, and online pedagogy; with additional ongoing online and
    telephone support to individuals. This instructor also made presentations to the Curriculum
    Committee and the Academic Senate regarding best practices in DE, advising the Academic
    Senate regarding Title 5 and WASC requirements for DE. In spring 2011, this online faculty
    resource person again was rehired at .53 FTE and continued to chair the Academic Senate
    Distance Education Committee (ASDEC) and provide training for faculty (including a multi-
    media presentation April 1, 2011 led by a team from Santa Barbara Community College on
    their successful Moodle® migration attended by 26 faculty and staff, followed by a working
    lunch with the Moodle® Migration Team and the SBCC team). (See Appendix 3.__ - B2). The
    position of Online Learning Faculty Resource Instructor has been extended for fall 2011 as
    an 0.53 position, and a permanent DE faculty position hire has been approved by PRAC and
    and the President.is being planned for spring 2012. (See Appendix XXX)

    Moodle® Migration

    In fall 2010, the newly formed ASDECASDEC reviewed a variety of course management
    systems (CMS)Learning Management Systems (LMS) and recommended the adoption of
    Moodle® as the single CMSLMS to be used at CoM.; and Tthe Academic Senate passed athe
    resolution supporting this recommendation. A Moodle® Migration Team was formed in
    spring 2011 to plan for the migration. Three faculty members completed Moodle® training
    in fall 2010 or spring 2011 to prepare to pilot Moodle® in summer 2011.



College of Marin                                                                   Page 37 of 104
Follow-Up Report                                                             Recommendation #3


    In spring 2011, a .5 instructor was hired to head the Moodle® Migration Project. A total of
    29 faculty and staff have completed Moodle® training in spring and summer 2011. Training
    was conducted formally through Remote Learner. This summer, the online learning faculty
    resource instructor provided and will continue to provide hands-on follow-up with faculty
    who have completed the online training in Moodle® or @ONE to assist them in migrating
    their courses. The goal is to migrate to Moodle® all courses that are currently in
    Blackboard® for fall 2011, then to migrate all courses using other LMS for spring 2012. The
    online faculty resource instructor along with a CoM student collaborated on a Moodle®
    migration article that was featured in the Echo Times on April 7, 2011 to apprise students of
    Moodle® migration. (See Appendix 3.__- B3)

    An Educational Excellence and Innovation Fund grant was awarded to Dr. Alisa Klinger and
    Professor Ingrid Kelly to fund the migration of the Online Writing Center to Moodle® in
    summer and fall 2011. A Moodle version of Turnitin, a Web-based system for managing
    writing assignments through multiple phases of feedback and revisions, is being considered
    by the Basic Skills Initiative Steering Committee for implementation in 2012, when Moodle
    will be available to many basic skills students. A demonstration for key decision-makers was
    held on May 18, 2011 and attended by 23 CoM faculty and staff.

2. Created Sustainable Infrastructure

    ADA Compliance

    Meetings involving the VPSL, the vice president of College Operations, the director of
    Information Technology (IT), the coordinator of Disabled Students Programs and Services
    (DSPS), and the faculty resource instructor, were held in fall 2010 to address the
    recommendation of the Technology Plan 2010-2016 to evaluate the accessibility of
    technology at CoM to comply with Section 508. In fall 2010 and spring 2011, the alternate
    media specialist reviewed six of our online courses for Americans with Disabilities Act (ADA)
    compliance. A Flex presentation regarding ADA compliance was provided on January 20,
    2011 by Jayme Johnson of the High Tech Center Training Unit and was attended by 12
    faculty and staff. As CoM migrates to Moodle® in summer 2011, its hosting site, Remote
    Learner, provides additional services in ensuring ADA compliance (See Appendix 3.__ - B 5.)

    Library

    An online librarian was piloted in fall 2010 and in spring 2011 to provide direct online access
    to reference desk services to CoMDE students. In December 2010 PRAC recommended the
    position of digital services and instructional librarian with specific responsibility for

College of Marin                                                                      Page 38 of 104
Follow-Up Report                                                            Recommendation #3


    development, maintenance, and organization of electronic information sources through the
    Library, regardless of location, including the library’s interface with online courses. The
    position is funded and hiring is planned for spring 2012. (See Appendix 3.__ B6.)

    Webpage Infrastructure

    In fall 2010, CoM’s DE Homepage was updated to standardize welcome letters and provide
    more student and faculty support content, with links to issues of DE@COM, a monthly
    newsletter providing technological and pedagogical resources and announcements for
    instructors. The College’s DE page was also revised to provide greater access to services.
    and tThe online registration pathway to DE courses was revised for users' greater ease and
    accessibility. In spring 2011, the College of Marin Schedule of Classes and College of Marin
    Catalog for DE were streamlined and updated. (See Appendix B7 -
    http://www.marin.edu/com/ODP/InstitutionalPlanningPage.htm.)

    Spring 2011 Actions

       Developed procedures for ensuring that faculty updates to their course information
        occur in a timely manner.

       Implemented a new DE tab on MyCOM that includes links to student services to support
        student success: Welcome, announcements/what’s new section, counseling, Online
        Writing Center, tutorials, and Library, tech support/help desk contact information, DESC,
        and link to DE webpage.

       Revised Board Policies AP and BP 3720 Information Technology Use to include a
        reference to learning management systems. (See Appendix 3.__ Board Policy url)

       Created a new DE Administrative Procedure: AP 4105 Distance Education (June 28,
        2011), approved in the participatory governance system. (See Appendix 3.__ Board AP
        url.)

       Revised Board Policy 5500 Standards of Conduct in draft and tabled for fall 2011.

       Streamlined and updated the CoMllege of Marin Schedule of Classes and College of
        Marin Catalog for DE (See Appendix 3.__ - B7).

    Student Services

    In spring 2011, hours for CoM established DE counseling services. were provided. Also, an
    Institutional Research and Development grant was awarded to Counseling faculty member

College of Marin                                                                    Page 39 of 104
Follow-Up Report                                                            Recommendation #3


    Luz Moreno to develop online counseling to be available to DE students during designated
    times in fall 2011. In summer 2011, telephone counseling for DE students will be piloted.
    (was piloted? Please verify completion.) An Online Tutoring Request Application is in
    development, and the Tutoring Schedule will be posted online starting fall 2011. An online
    tutoring platform will be piloted this fall. (See Appendix 3.__ B8.)

    DESC

    In fall 2010, the Distance Education Support Center (DESC): streamlined and updated
    student support and assessment procedures and changes were made to the web page for
    DESC including adding steps for success in online courses and greater access to DESC
    support through telephone support (See Appendix 3.__ B9.)

3. Delivered High Quality Curricula

   Academic Senate Distance Education Committee

   In fall 2010, the Academic Senate formed the Academic Senate Distance Education
   Committee (DEC), a committee to advise the college concerning academic matters affecting
   Distance Education. In spring 2011., Tthis committee and the Academic Senate reviewed and
   revised the Curriculum Committee DE approval form (the Distance Education Course Outline
   Addendum). The Academic Senate reviewed and made comments for the union negotiators
   regarding the forms for Instructional Performance Distance Education (DE) Observations, and
   the form for Student Evaluation of Distance Education Course and Instructors. A Best
   Practices for Distance Education document also was also developed created for the
   Curriculum Committee. (See Appendix 3.__ B1.)

   Student Success

   The rate of student success in DE courses continued to improve from spring 2009 (52
   percent) to fall 2010 (54 percent). This reflects an upward trend from 33 percent in fall 2007
   (See Appendix 3.__ B4.)

   Curriculum Delivery

   As part of the Moodle® migration launch, the College has included three pilot DE classes. The
   intent is to offer 30 DE classes in the fall. The focus of the pilot classes is to test the new
   course management system and to ensure that the mechanism to deliver high quality
   curriculum is provided to faculty. The quality of the curricula itself will be evaluated at the
   end of the fall semester. The strengthening of the infrastructure will contribute to the
   delivery of high quality curricula.
College of Marin                                                                     Page 40 of 104
Follow-Up Report                                                               Recommendation #3


C. Analysis of the Results Achieved to Date

CoM has made significant progress toward creating a sustainable infrastructure for DE in a
short period of time. Our rate of student success and retention in DE courses has been
significantly improved. The part-time faculty member given the assignment of Online Learning
Faculty Resource Instructor also led the ASDEC. Academic policy and procedurespractices have
been reviewed and amended in collaboration with ASDEC, Academic Senate, and the
administration.through Board Policy and formalized through this committee advising the
Academic Senate. A single CMSLMS, Moodle®, has been identified and piloted., enabling
students to transfer their ability to use the LMS from semester to semester, and all DE faculty
who wish to be trained in Moodle® either have completed training or are scheduled for training
through Remote Learner, our host server, or through @ One trainings. Ongoing staff support
for students and faculty as they start using Moodle® as their LMS has been identified, and staff
are being trained for this purpose as this report is completed in May 2011. This progress has
been enabled by tremendous financial and policy support identified by President Coon, Interim
Vice President Duarte, and Vice President Harrison, as well as by the Union-District Workload
Committee, PRAC, and the Academic Senate.

The Online Learning Faculty Resource Instructor position has been funded through fall 2011.
There is a commitment to continue the current .5 assignment permanently. Because this
position is charged as liaison to the DEC, his or her leadership is essential; for example, a long-
standing problem recently addressed by the DEC is the lack of appropriate evaluation
instruments for DE instructors and an update to the forms used by the Curriculum Committee
for DE course descriptions. In the next year, the DEC plans to develop recommendations for
ensuring that new faculty teaching DE courses have the pedagogical and technological
qualifications to support continued DE student success.

Online access to support services for DE students is also in development at COM. In response
to this recommendation, we have been able to develop and begin implementation of a plan for
providing tutoring, counseling, reference librarian services, and more ready access to online
admissions, registration, financial aid and other matriculation services for online students. We
believe that the changes we have made to provide these services will also improve access to
support services for all students at CoM.

While we have clear goals and realistic plans for providing basic services and sustainable
infrastructure for DE, Conclusion: we are There is a clear pattern of evidence that CoM is
making significant progress toward meeting both of the following strategic objectives:



College of Marin                                                                        Page 41 of 104
Follow-Up Report                                                             Recommendation #3


       Strategic Objective 1.2.1.: to create a structure and protocol for distance education
        courses that includes an advisory committee to plan and assess instructional technology
        at CoM, a supervisor of the program, a teacher-resource person, technical support for
        staff and students, and a mid to long-term instructional technology plan.

       Strategic Objective 1.2.2: to determine specific targets for distance education course
        offerings by discipline for fall 2010 semesters.

The college will be soon providing a CMS shell for all classes. DE course offerings and student
services will expand dramatically over the next four years with appropriate high standards, best
practices in accesiblity, and crdielbe student authentication techniques. CoM will demonstrate
that the quality of its online education and services is equal to its face-to-face services.

However, since the Technology Plan 2010-2016 does not address the process for targeting
courses for DE offerings, this matter has been referred to the Academic Senate for their
recommendations in fall 2011. In the meantime, we plan to survey students, both those who
have taken online courses at CoM and those who have not yet done so, to learn more about
their needs.

D. Additional Plans DevelopedThis is overkill. Put it in with the evidence.

        We need a briefer, crisper report. Ken                                                         Formatted: Normal, No bullets or numbering




                              Person            Start        Completion
        Task                                                                     Assessment
                           Responsible          Date            Date
1. Develop DE Tab      Cathy Summa-Wolfe;     May,         June 1, 2011      DE tab goes live.
                                              2011
                       Ali Klinger, Online
                       Learning Faculty;

                       Shook Chung
2. Twenty-three        Faculty and staff;     ongoing      August 18,        Moodle training is
   faculty and staff                                       2011              completed.
   complete            Ali Klinger, Online
   Moodle training     Learning Faculty
   module.
3. Pilot three         Ali Klinger, Online    June 20,     July 29, 2011     Successful
   Moodle              Learning Faculty       2011                           completion of three
   courses,            Resource and English                                  summer semester
                       faculty;                                              Moodle courses
College of Marin                                                                      Page 42 of 104
Follow-Up Report                                                          Recommendation #3


                              Person            Start     Completion
        Task                                                                    Assessment
                           Responsible          Date        Date
                      Ingrid Kelly, English
                      faculty;
                      Kathleen Smyth,
                      Health faculty
4. Pilot online       Luz Moreno, DE          June 20,   July 29, 2011    Online students
   tutoring and       Counselor;              2011                        enrolled in fall 2011
   telephone                                                              will access
   counseling for     Greta Siegel, Dean of                               counseling tutoring
   the three online   Student                                             services.
   courses offered    Development and
                      Special Service;                                    (I don’t believe any piloting
   in summer 2011                                                         of online counseling was
                      Becky Reetz, Interim                                done during summer
                      EOPS Director and                                   2011.A. Klinger; Also omit
                                                                          in Rec 5.) Angelina & Greta
                      Tutoring Coordinator
                                                                          indicated change to fall.)

5. Migrate all        Susan Andrien,          ongoing    Aug. 18, 2011    Faculty and students
   current            Director of Learning                                can effectively
   Blackboard         Resources;                                          access courses in
   courses to                                                             Moodle
   Moodle             Ali Klinger, Online
                      Learning Faculty
                      Resource;

                      Angelina Duarte,
                      VPSL;

                      Marshall Northcott,
                      Director of IT

6. ASK DE@COM         Luz Moreno, DE          ongoing    August 1, 2011   a) Email address is
   will be            Counselor;                                          available, activated
   developed and                                                          and responded to by
   posted             Greta Siegel, Dean of                               counseling staff.
   appropriately      Student
   for student        Development and                                     b) Students access
   access including   Special Services                                    answers to common
   :email             (student services                                   questions through
   addresses,         areas);                                             Counseling FAQ
   answering                                                              page
                      Ali Klinger, Online
   protocols, FAQs    Learning Faculty
   and staff
College of Marin                                                                      Page 43 of 104
Follow-Up Report                                                      Recommendation #3


                            Person             Start    Completion
        Task                                                              Assessment
                          Responsible          Date       Date
   assignments for    Resource;
   each of the
   following areas:   Susan Andrien,
                      Director of Learning
   DE (Ask            Resources;
   DE@COM)
                      (academic support
   Online Writing     areas);
   Center (Ask
   OWC@COM)           Marshall Northcott,
                      Director of IT
   DESC (Ask DESC
   @COM)

   Library

   Admissions and
   Registration

DSPS

EOPS
International

Veterans

Athletes

Tutoring

Financial Aid

7. Online Learning    Angelina Duarte,       ongoing   August 20,     UDWC call goes out
   Faculty            VPSL                             2011           to faculty. Faculty
   Resource                                                           member position is
   Instructor is      Susan Andrien,                                  being extended for
   funded. and        Director of Learning                            fall 2011.
   posted (through    Resources
   a UDWC call)                                                       Funding is
                      Linda Beam,
   for fall 2011 .                                                    identified.
                      Executive Dean of HR

8. Develop Online     Luz Moreno, DE         ongoing   September 1,   a) Students can
Counseling                                                            access counseling
College of Marin                                                               Page 44 of 104
Follow-Up Report                                                        Recommendation #3


                            Person              Start     Completion
        Task                                                                Assessment
                          Responsible           Date          Date
Services              Counselor                          2011           services through
                                                                        MyCOM portal and
a) develop two        Greta Siegel, Dean of                             Counseling web
portals for student   Student                                           page (linked to DE
questions             Development and                                   page).
(MyCOM portal         Special Services
and Counseling                                                          b) Students can
web page)             Cathy Summa-Wolfe,                                access counseling
                      Director of                                       through Live Chat 4
b) Develop Live       Communications and                                hours per week.
Chat capability       College Relations
and post
availability of a     Marshall Northcott,
live counselor 4      Director of IT
hours/day in 2-
hour blocks



 9. Migrated          Ingrid Kelly, DE        June 15,   August 18,     Students can access
 Online Writing       faculty;                2011       2011           OWC in Moodle.
 Center to                                                              Conducted pilot
                      Ali Klinger, Online                               with 3 online
 Moodle.              Learning Faculty                                  summer courses.
                      Resource;

                      Marshall Northcott,
                      Director of IT

10. Establish         ASDE;                   ongoing    December 15,   Process for
process for                                              2011           determining
recruiting and        Linda Beam,                                       qualifications of new
hiring faculty who    Executive Dean of HR                              faculty for DE is in
are qualified to                                                        place. DE-
teach new DE                                                            qualification
courses. Language                                                       Language is
has been                                                                incorporated into
developed for                                                           faculty recruitment
recruiting and                                                          and hiring materials
hiring DE-capable
faculty

11. Student survey    Susan Andrien,          August     November 15,   Data on student
College of Marin                                                                Page 45 of 104
Follow-Up Report                                                      Recommendation #3


                            Person            Start     Completion
        Task                                                              Assessment
                         Responsible          Date          Date
on DE needs is       Director of Learning   2011       2011           needs for DE will be
implemented and      Resources;                                       gathered and
results analyzed.                                                     analyzed.
                     Faye Mueller, DESC
                     Instructional
                     Specialist;

                     ASDE Committee;

                     Chialin Hsieh,
                     Director of PRIE

12. Process for      Susan Andrien,         August     December 15,   Process has been
targeting specific   Director of Learning   20, 2011   2011           reviewed by all
courses for          Resources;                                       stakeholder groups
offering in DE                                                        and incorporated
modality will be     Online Learning                                  into revised
recommended by       Faculty Resource                                 Strategic Plan
ASDE, reviewed by    Instructor;
college community    ASDE Committee;
and approved by
the AS.              Academic Senate;

                     VPSL;

                     President David Wain
                     Coon;

                     Director of PRIE
                     Chialin Hsieh




College of Marin                                                              Page 46 of 104
Follow-Up Report                                                              Recommendation #4


Recommendation # 4

In order to meet standards, the team recommends that the college strengthen the role of
research through a broad institutional dialogue and critical analysis of research data, especially
in light of the changing student demographics. Institutional efforts should focus on providing
information based on statistical data and communicating it widely to all appropriate
constituencies in order to improve institutional effectiveness.



A. Preparations to Address Recommendation

President David Wain Coon (superintendent/president) appointed Director of Planning,
Research, and Institutional Effectiveness Chialin Hsieh (director of PRIE) to be the liaison for the
president’s Cabinet, the Research Advisory Group (RAG) and the Office of Planning, Research,
and Institutional Effectiveness (PRIE office) for this recommendation.

Numerous email threads and multiple individual and staff meetings were used to communicate
progress regarding this recommendation’s response. At its meeting of April 18, 2011, RAG
discussed progress of the recommendation response, including a review and revision of the
draft recommendation report.

Although the icon labeled Internal and External Research strategically was placed in the center
of the College’s Integrated Planning Model since inception, President Coon, as CoM’s new
superintendent/president, clearly set the focus and importance upon strengthening the role of
research and data-driven decision making with his PowerPoint presentation entitled College of
Marin 2011: Who We Are Today! at the January 2011 Convocation. The presentation provided
numerous, clear, data-based charts and graphs (provided by the PRIE office) depicting both
student and employee demographics and student retention and success outcomes.results to
define the College community. (See Appendix 4.__cite Manual and Appendix 4.__ PowerPoint
URL.) Additionally, Dr. Coonthe superintendent/president also announced at this time the
creation of a brand new menu-driven software system (CoM’sollege of Marin’s Data
Dashboard, explained below) designed to provide the College community with widespread
access to timely and accurate data (projected to become available in fall 2011).




College of Marin                                                                       Page 47 of 104
Follow-Up Report                                                             Recommendation #4


B. Resolution

To strengthen the role of research as described in Recommendation #4, the PRIE office, the
Cabinet, and Research Advisory Group (RAG) have completed actions categorized under the
following sequential three major areas:

       established the College’s research priorities and identified research data;                    Formatted: Indent: Left: 0.25", No bullets or
                                                                                                       numbering

       implemented data delivery methods to expand data access to all appropriate
        constituencies; and

               identified and began utilization of specific institutional venues to promote broad     Formatted: Indent: Left: 0.5", No bullets or
                                                                                                       numbering
        institutional dialogue and critical analysis of research data.

       Following are descriptions of the College’s accomplishments relating to the above-
        mentioned three major areas of activities.

    1. Established Research Priorities and Identified Research Data

        a. Background: Established Priorities
            In May 2010, the director of PRIE, in efforts to determine the type of data to provide
            the College which would create the highest benefit, collaborated with former Vice
            President of Student Learning Nick Chang (FVPSL) regarding how to establish the
            College’s research objectives. Based on this discussion, the director of PRIE began
            initiated a series of interviews with deans, department chairs and some of the
            Academic Senatorse faculty members to explore their definitions of student success
            and determine what research tools and data templates will be most useful in
            improving and documenting student academic achievement across the district..
            Since the goal was to attain as much feedback as possible from the designated
            group, the process lasted several months to accommodate interviewees’ busy
            administrative and teaching schedules. (See Appendix 4.__ interview notes.)

            In August 2010 the director of PRIE interviewed key stakeholders and identified the
            recurring components from the definitions of student success collected from the
            interviews and incorporated them into a draft research agenda which she presented
            to the RRAG AG and asked for its feedback. (see Appendix 4.__ link to Memo to RAG
            11-24-10 re: Dashboard Development Plan – research agendaa.). After Tthe results
            were prioritized and reconciled with the Educational Master Plan 2009-2019
            priorities and the Strategic Plan 2009-2012’s objectives., RAG then set the research
            priorities for the College as follows:
College of Marin                                                                      Page 48 of 104
Follow-Up Report                                                              Recommendation #4


                  Student Achievement, including:
                        student retention
                        student success
                        student cohort success
                        program review information
                        degrees/certificates awarded;
                  Student demographics (enrollment by both campuses)

            (Note: The superintendent/Ppresident’s goals also were incorporated into the
            research priorities after his arrival. – one of which, He highlighted data-based
            strategic enrollment management as a critical priority for the , was assigned to the
            Vice President of Student Learning (VPSL) and the director of PRIE) for future
            collaboration.)

            b. Identified Statistical Data and Reports                                                 Formatted: Indent: Left: 0.75", No bullets or
                                                                                                       numbering

        Following the establishment of the research priorities, the PRIE office identified an vast
        array of statistical data and reports, which could be used as reference material for
        future critical analysis. This were data was grouped under three categories: student
        access, student success, and institutional effectiveness.

        The majority of the data and reports, some of which are listed below, include student
        demographics, enrollment information, and data on student achievement: breakdowns
        (e.g. gender, ethnicity, age, campus):.

                  Student Enrollment
                  Student Characteristics
                  Student Demographics
                  Campus Enrollment
                  Day and Evening Enrollment by Campuses
                  Student Success by Department
                  Student success by Discipline
                  Degree/Certificate Awarded
                  Transfer to CSU or UC
                  Course Offering Patterns
                  Adults with College Degrees in Marin County
                  ARCC 2011 PowerPoint and Notes
                  Puente Project 2011
                  Strategic Plan Progress Reports
College of Marin                                                                      Page 49 of 104
Follow-Up Report                                                            Recommendation #4


             Various Survey Results Reports
        These reports arewere then, and continue to be, posted to the PRIE Website (under the
        Institutional Research section)., thereby both enhancing the data selection scope for
        analysis and decision-making and promoting institutional data transparency for both the
        College community and the general public. (See Appendix 4._
        http://www.marin.edu/com/ODP/InstitutionalPlanningPage.htm#InstResearch.)

    2. Implemented Data Delivery Methods to Expand Data Access

    With regards to the aforementioned statistical data and ensuring the College The PRIE in
    collaboration with the Office of Student Learning is committed to “…communicating
    [statistical data]it widely to all appropriate constituencies…” as indicated in
    Recommendation. #4 indicates, the office of PRIE evaluatesd its existing delivery methods
    on a continuous basis.. As a result of this evaluation, PRIE’s raffirms commitment to two of
    its existing delivery methods while implmenting three new communication modalities: was
    reaffirmed (one of which was expanded); and three substantial new delivery methods were
    created.;

    The following is a list of all of these data delivery methods:

              The Institutional Research section on the PRIE Web page (Enhanced)
              The College of Marin Fact Book (New)
              A Monthly Data Nugget distribution procedure (New)
              The Data Dashboard System (New)
              Report Presentations at Participatory Governance System (PGS)Committee
               Meetings (To Continue)

    Below are descriptions of current the above-described data delivery methods, including
    details of their implementation.

    a. Institutional Research section on the PRIE Web site (enhanced and continued)

    As explained in section 1.b. above, Tthe PRIE office has escalated its efforts to make data
    both more accessible and comprehensive by posting all of its fulfilled research requests
    from both internal and external sources, in addition to other research priority-related data
    and reports. (See Appendix 4.__
    http://www.marin.edu/com/ODP/InstitutionalPlanningPage.htm#InstResearch) .

    The link for this research page has been provided to the cCollege community in numerous
    President’s Weekly Briefings, and the name of the page is communicated frequently
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    repeatedly has been mentioned in numerous Participatory Governance System (PGS)
    meetings. Further, the staff development program administrator, a PRIE staff member, has
    has providedd demonstrations showing how to access the PRIE Institutional Research
    section of the PRIE homepage at the College Council meeting of May 12, 2011, the PRAC
    meeting of May 10, 2011, the Academic Senate meeting of May 19th, and the Classified
    Senate meeting of June 1, 2011.(See Appendix 4.__ committee minutes and Website.)

    b. The College of Marin Fact Book (NEW)

    College of Marin is in progress of issuing its first Fact Book containing institutional overview
    data on student enrollment, student demographics, student academic characteristics,
    faculty, staff, and administration-related demographic characteristics, enrollment trends,
    student success, institutional effectiveness, transfer, and degrees/certificates awarded. (See
    Appendix 4.__ for link.)

    c. Ongoing Monthly Data Nugget Distribution Procedure (NEW)

    RAG and the Cabinet provided feedback to the PRIE office regarding the selection of
    important topics or data relevant to the College community. PRIE then created and
    disseminated simple related monthly data briefings, or Monthly Data Nuggets, (targeted to
    the selected topics) in order to promote a broad institutional dialogue and critical analysis
    of research data (per Recommendation #4), increase data literacy, focused student
    outcomes assessment, and to supportassist in college planning efforts (beginning April
    2011).

    Below are the Monthly Data Nuggets which the College has distributed to date:

         Month                   Name of Monthly Data Nugget

         April 2011              The 2011 ARCC Report

                                 The Fall 2009 to Fall 2010 College of Marin Success
         May 2011
                                 Rates and Comparison with the State Average Report

         September 2011.         The Transfers to Four-Year Universities Report

    Additionally, the first Monthly Data Nugget, the 2011 ARCC Report, was presented to the
    Board of Trustees on May 17th and to the Academic Senate on May 19th, 2011.

    d. The Data Dashboard System (NEW)


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    During his convocation address in Jan. 2011, Dr. Coon also announced and presented
    screenshots of the new College of Marin Data Dashboard System to be deployed in fall
    2011. As part of the College’s commitment to expand its data access to college constituents,
    and therefore make its institutional data for decision-making more transparent and useful,
    the superintendent/Ppresident explained that the system was developed to provide faculty,
    department chairs, deans, administrators and others with accessible instant enrollment and
    student success information to use in their discussions, planning and decision-making.

    RAG members pilot-tested the functions of the CoMllege of Marin Data Dashboard System.
    which related to their informational needs after being trained by the PRIE office (which
    oversaw its development starting in summer 2010). In spring 2011, administrators,
    classified staff and faculty interested in participating in the pilot-test group were also
    invited to conduct pilot testing and were asked to provide feedback on the efficacy of the
    system. The PRIE office implmentedoversaw customized system improvements based on
    such user feedback whenever possible. Pilot testing continued until Ffull-scale deployment
    of the system occurs at the beginning of the in fall 2011 semester. (See Appendix B— Data
    Dashboard displays).

3. Promoted Broad Institutional Dialogue and Critical Analysis of Datavia
   Specific Venues

    In order Tto promote broad institutional dialogue and critical analysis of research data as
    Recommendation #4 cites, PRIE, with the support from the Cabinet and RAG, identified and
    utilized the following specific institutional venues to comply with the recommendation:
    :accomplish this:

           Public Forums with the President at both campuses: discussion of April Data Nugget
           College Council: discussion of April and May data Nugget.
           Governance Committees: discussion of April and May Data Nuggets
           Academic Senate – April Data Nugget
           Board of Trustees – April Data Nugget
           President’s Weekly Briefing: has included information about April and May Data
            Nuggets
           Multiple multi-party email dialogues have resulted from data presentations,
            presenting a variety of voices and opinions regarding data presented, its on data
            relevance to the cCollege community and stakeholders and its utility forapplication
            toward planning. (Math Retreat, PRAC Processes Evaluation, PGS Evaluation)


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           PRIE is currently evaluating whether to consult with editors of The Echo Times
            (student newspaper) in fall semester 2011 about presenting data to students.

As further indication of the College’s increased efforts to promote critical analysis since the
recommendation was issued, the PRIE office has also laid the groundwork to gather the data for
institutional such data-driven dialogscussions by providing survey design, content consultation,
and survey distribution management and results delivery to relevant administrative groups
including cabinet, Office of Student Learning, Colleg Operations, Human Resources, and
Community Relations. several administrative groups forthe PRIE is also proactive in in
implementing Participatory Governance System Survey, the Modernization Survey, three
Planning-related (Planning, Program Review and Student Learning Outcomes) surveys, the
Graduating Student Survey, and the Student Services’ Survey. (See Appendi4.__.). Also, in
connection with survey services, in an effort to reduce costs associated with the previously
used paper-based ACT Student Opinion Survey and to provide the option to provide paper
surveys (as needed) to other groups (i.e., local high school students), Tthe PRIE office
conducted an administrative mini program review to request the purchase of the AutoData
System in April 2011 (which the Cabinet later approved) to gather data and as much feedback
in an effective and efficient manner.as possible to provide statistical data for critical analysis.

Results of the above-mentioned surveys were used in a variety of ways. (See “Resulting Action”
in Table 1 for details).

The director of PRIE has continuesd to provide numerous research-based reports using a variety
of charts, graphs and attention-getting symbols to highlight data highs, lows or anomalies.
unusual patterns at Report and presentations are given to various administrative and
participatory governance related meetings to promote critical analysis and to provide a deeper
more nuanced view of the college and its learners., in addition to providing statistical, research-
related planning guidance and custom-designed data tracking tools to faculty for completing
their student learning outcome assessment requirements. Supporting faculty and staff
outcomes assessment activities is a continuous commitment for PRIE staff.

Although substantial progress has been made in this area in a relatively short time since the
recommendation was issued, promotion of broad institutional dialogue and critical analysis of
research data will remain one of the top ongoing priorities for the College. The arrival of the
new VPSL will accelerate the creation of a culture of evidence at the college. The VPSL has been
involved in data-based planning, enrollment management, accreditation, and student outcomes
assessment for a quarter of a century. He established institutional research offices at three
previous colleges. He is an active member of the RP Group and a prominent researcher on the

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history, mission, and outcomes of community colleges. He is making a strong commitment to
partner closely with PRIE and the Academic Senate to assure that timely and accurate data will
inform collaborative decision-making at the college. The cCollege’s leaders will continue to
emphasize the importance of expanding efforts in this area at all levels to achieve meaningful,
future collaboration to establish a strong foundation for well-made decisions in the future to
guarantee the future success of its students, especially in these challenging economic times.

                                         *       *      *

Brief Chronology of Specific Resolutions: (Overkill, you may include in your evidence if you
desire. This document must be shorter. Too many words irritate the commission as much as
too few! Ken                                                                                           Formatted: Font: Not Bold


Fall 2010

The College of Marin Data Dashboard System was developed which allows faculty, department
chairs, deans and others to independently and instantly generate information related to
enrollment and student success to use in discussions and data-based decision-making.

January 2011


 The PRIE office initiated development of the College’s first fact book. (The Cabinet and RAG
  helped define the book’s elements, which were combined with the elements presented in
  the new Accrediting Commission for Community and Junior Colleges (ACCJC) Evaluation
  Manual.) The PRIE office worked on the book’s format and content, targeting its availability
  for fall 2011.

 CoM’s new superintendent/president emphasized the research role by presenting
  demographic and student outcome information to the faculty and staff at the spring
  Convocation (see Appendix C—Convocation PowerPoint) and also announced the
  development of The College of Marin Data Dashboard System (announcing access by staff
  and faculty by fall 2011.

 To assist the pilot Collegewide/General Education Student Learning Outcome group
  (Collegewide/GE SLO Group) as they developed the common rubrics for four of the five
  college-level SLOs, PRIE developed an Excel tracking tool for faculty to enter their results into
  rubrics (with training to use the tracking tool provided to faculty at the January 20, 2011 Flex
  workshop). In March 2011, the pilot Collegewide/GE SLO group met again and shared the
  strengths and challenges of using the common rubrics and this tracking tool. In response to
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   the feedback, the director of PRIE made minor adjustments to the tracking tool. In June
   2010, faculty submitted their completed Excel tracking tool with their pre and post results.
   (The pilot Collegewide/GE SLO group plans to meet to discuss the processes they learned
   and how the College can improve its processes in order to improve student learning.)

February 2011


 The RAG continued studying student success information. (See Appendix D—Dialogue on
  student success rates.) The low math success rate, especially in basic skills math, was
  discussed and brought to the attention of the Cabinet. As a result, a recommendation was
  made to hold a retreat in May 2011. The VPSL held this retreat with math faculty to have a
  conversation about basic skills math success rates. To prepare for the retreat, the VPSL asked
  the faculty to study articles on accelerated developmental learning, including Taking Student
  Success Seriously in the College Classroom, written by Vincent Tinto, from Syracuse
  University, February 2011 (See Appendix 4.__
  http://www.league.org/publication/shitepapers/files/20110225.pdf). Afterwards, many
  participants agreed that they had started an important dialogue. The department chair and
  the area dean both intend to promote the continuance of the dialogue (and promote critical
  analysis).

 The positive findings of the study on the effectiveness of the PUENTE PROJECT were shared
  and resulted in continued funding for the program. (Such findings have been shared with the
  Cabinet and Puente personnel and program.)

March 2011


 Due to recent communication from the Chancellor’s Office about course offering priorities,
  data on the College’s course offering patterns was produced and shared at the Cabinet
  meeting; and the VPSL also brought this information to her deans and department chairs for
  further discussion. This information informed administrators and faculty about the College’s
  offerings and generated discussion regarding the priorities of its course offerings. As a result,
  the department chairs asked for more information to be produced on a department level. In
  May 2011, the information was produced and disseminated at the department level.
  Although several departments claimed that they were mainly offering courses at the transfer
  level, the data indicated the majority of the courses offered are at the basic skill level. The
  dialogues about course priorities started!

April 2011
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 The director of PRIE and the superintendent/president presented the ARCC 2011 Report to
  the College at-large in spring 2011. Feedback related to strategies for improving student
  persistence rates and success rates was generated from Classified Senate, Board of Trustees,
  Academic Senate, and PGS meetings and was shared at the president’s Cabinet meeting. As
  of this time, no specific strategies were finalized or enacted based on this ARCC 2011 Report.
  However, the superintendent/president invited Scott Lay, Executive Director of the
  Community College League of California, to be the guest speaker for the fall convocation to
  address issues regarding student success.

 The director of PRIE conducted the PRIE office’s Administrative Mini Program Review (which
  the president’s Cabinet approved) to request new survey software, AutoData System, in
  which either paper or online surveys could be used. (After evaluating cost effectiveness, the
  director of PRIE proposed the purchase of this new software to conduct student climate
  surveys in-house instead of using an outside vendor in efforts to streamline resources.)

 The RAG recommended revising the Integrated Planning Model to include two new
  components:

          Program Improvement as a follow-up function for Program Review (instead of only
           Resource Allocation); and

          a Feedback Loop for the entire integrated planning model cycle consisting of: a)
           process assessment and b) content assessment .

   Such recommendations were approved by PRAC and implemented (See Appendix 4.__
   revised Integrated Planning Model; url).

May 2011


 Assessment/evaluation survey results for CoM’s planning processes (using the new software,
  AutoData System) were shared at the May PRAC meeting. Overall perception of planning
  processes from the college-at-large was positive. People were hopeful for the processes and
  felt informed on decision-making. Areas identified as needing improvement were: a) better
  communication, b) a better link between planning and resources allocation, and c) better use
  of program review and/or SLO results for program improvement. In the fall, sub-committees
  (Program Review Committee, Student Learning Outcomes Assessment Council, and planning
  group) planned to bring specific strategies for improvement back to the Senate and to PRAC.

 Based on the results of the PGS Participant Survey conducted in May, the Governance
  Review Council (GRC) plans to review and possibly revise the functions of three committees
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   in fall 2011. Feedback indicated the charges of the Student Access and Success (SAS)
   Committee and the Educational Planning Committee (EPC) need to be examined carefully to
   clarify their responsibilities and assess the placement and function of these committees
   within the PGS. In addition, the survey indicated the Instructional Equipment Committee
   (IEC) is struggling with its role in light of cuts in state categorical funding for instructional
   equipment. The survey also indicated the committee needs better data on which to base its
   recommendations. The GRC will work with PRAC to analyze the SAS, the EPC and the IEC
   committee functions to better align them with institutional plans and needs; and make
   recommendations to College Council as appropriate for revision.

 In summer, several plans were simultaneously implemented. Please see the Section D for the
  Additional Plans Developed.

C. Analysis of the Results Achieved to Date

The numerous Ssubstantial efforts and actions (including the development of the an entirely
new College of Marin Data Dashboard System) undertaken and completed by various
individuals and groups as described in this response chapter demonstrate the cCollege’s strong
clear commitment to strengthen the role of institutional research, data-based planning, and to
develop a comprehensive program for assessing and improving student learning.

Due to careful planning and use of identified sustainable institutional venues, data dialogue
engagement has occurred (although sometimes resulting in requests for additional information
to enact solutions for improvement). The recent increased availability of reports (often with
data highlighted in presentations, such as the 2011 ARCC Report), along with the structured
data topics, have increased critical analysis and promoted fact-based decision-making for
planning and continuous quality improvement. Feedback from various data dialogues has been
received by PRIE and other Cabinet-level administrators, and brought to weekly Cabinet
meetings for further discussion and , decisions or actions. (Although this process has not been
fully systematized yet, to create a collaborative data-driven culture, Tthe Cabinet will soon
discuss and develop a morea systematic process for of using data analysis dialogue to inform
and drive decision-making.lead to action.

The data-based dialogscussions at a recent the math retreat exemplifiesd a milestone first step
in this area of data-based collaborationcollaboration.s and the use of the Increasing utilization
of the “Monthly Data Nuggets”and other statistical reports in the participatory governance
system committees and academic departments indicates significant progress in creating a
culture of evidence across the college. underscores the culture shift of data integration.

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Numerous examples of decisions made based on data can be found in the extensive listing in
the column entitled Resulting Action of Table 1 of this report.

In the area of communication, the use of Governance in Action, a publication with its link
announced in the President’s Weekly Briefing, has improved communication with the College
community during this period, providing them with updates regarding the progress achieved by
the various participatory governance committees, including that of PRAC which bases its
decisions on data from program review.

Lastly, it is important to note that in its Integrated Planning Model which the College uses as its
guide for institutional planning, the icon entitled Internal and External Research remains
strategically placed in the very center of the model with arrows portraying its connection and
critical relationship to the majority of each of the College’s planning components – further
emphasizing the College’s commitment to its use of research data for all of its planning
decisions. Thus, escalating the role of research is not just accreditation-driven, but has become,
and will continue to provide, the foundation for the institution’s planning process − keeping it a
top priority.

Conclusion: Thanks to the leadership of a vigorous new Director of PRIE, Dr. Chialin Hsieh, and
the support and advocacy of President Coon and the Academic Senate, the college is making
rapid progress in aggregating and communicating solid data to support research-based
decision-making at all levels of the organization. Clearly, there is room for improvement, but
substantial progress has been CoM is proud of its recent accomplishments in the areas of
research and data-based planning, accomplished in the few short months remaining of the
2011 academic year since the College received the recommendation in February 2011since the
college received this recommendation in 2010. CoM is committed to developing a superb
research function and extensive culture of evidence over the next two years.



D. Additional Plans Developed (Evidence File?)

The following activities/plans have either (a) been implemented and will be monitored via
closing of the Integrated Planning Model’s “Feedback Loop” process, or (b) are planning to be
implemented in fall 2011.

       A new Fact Book
       Monthly Data Nuggets
       SLOs: Excel tool using voice “Camtasia” software to help faculty input data to the excel
        tracking tool.
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       Flex Workshop: College of Marin Data Dashboard System training
       Student Opinion Survey
       Administrative Training in the College of Marin Data Dashboard System and SLO
        implementation (summer 2011 and fall 2011)
       Scott Lay (President/CEO, Community College League of California) was invited as fall
        Convocation guest speaker regarding Vision 2020 Student Success
       Surveys
              PGS – future plan in fall 2011
              Student, Staff, Faculty Surveys
              Planning processes
                     a) PRAC to develop actions from the sub-committees’ recommendations;
                     b) PRIE office to implement own suggestions (based on survey feedback):
                            i. Post survey results online, including reasons to celebrate
                           ii. Recommend that PRAC provide regular updates re: data-based
                               decisions in President’s Weekly Briefings monthly September
                               through May (to address feedback that program review process is
                               not linked to resource allocation);
                          iii. Post course offering information on Website;
                          iv. Actively collect information for, continue to produce and
                               distribute Governance in Action (publication providing PGS
                               committee actions and updates, including the status of decisions
                               recommended to the superintendent/president).

       Workshop on College of Marin Data Dashboard System (to be scheduled during the fall
        semester)




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Recommendation #5

In order to meet standards, the team recommends that the college remedy the lack of library
services, learning resources and student support services for evening, Indian Valley Campus, and
online students (II.B.3.a; I.C.1.c, ER 14, ER 16).

A. Preparations to Address Recommendation

President David Wain Coon (superintendent/president) appointed Interim Vice President of
Student Learning Angelina Duarte (VPSL) and Dean of Student Development and Special
Services Greta Siegel as the contact persons to work on Recommendation #5.

The deans in Student Services are collaborating have been working with the director of
Learning Resources and the dean of Workforce Development and College Community
Partnerships to extend library, learning resources and student services to IVC students, evening
students, and online students. A team of student services, Information Technology (IT) and
marketing staff is has been focusing on the implementation of online counseling to all students,
including Distance Education (DE) students. The primary challenge is the provision of continues
to be providing the necessary resources to expand hours and delivery modes of service.

Discussions regarding the expansion of service hours occurred in individual meetings among the
student services deans, as well as in one-on-one meetings with the interim VPSL. On May 5,
2011, a meeting was held which included the interim VPSL, the dean of Workforce
Development and College Community Partnerships, the director of Learning Resources, the
Tutoring coordinator, the director of IT, the director of Planning, Research and Institutional
Effectiveness (PRIE), an instructional specialist for the DESC, a Library faculty member, and the
Counseling faculty member committed to the working on the project to develop online
counseling project.. After the meeting, a summary was sent to all invitees for their review and
additions. (See Appendix 5.__A1.)

After Iinformation for this report was gathered throughout spring 2011. from all contributors,
Tthe VPSL met with the dean of Student Development and Special Services to develop plans for
implementation in fall 2011. The final draft of this report was reviewed by the VPSL before
being sent to the superintendent/Ppresident for final approval on June 30, 2011.

B. Resolution

To address Recommendation #5, the College engaged in increaseding service hours in the
following major service areas:
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        1. Library Services

        2. Academic Support Services

        3. Student Support Services

1. Library Services

    a. Kentfield Evening Students

    Library services including a reference librarian and a library learning resources assistant
    have been available until 9:00 p.m. for decades.

    b. IVC Day and Evening Students

    Since 2006 reference librarian services have been provided via telephone for students at the
    Indian Valley Campus (IVC). In fall 2010, the librarians located at the Kentfield Campus (KTD)
    traveled to IVC on six occasions to conduct library orientations at the request of faculty. In
    December 2011 a full-time librarian position, including day and evening hours to be located
    at IVC, was submitted to PRAC; and has been recommended by PRAC for funding for spring
    2012.
    In January 2011, the new library building at IVC was completed and opened for use. The
    College’s short-term staffing solution for classified library staff was to assign library staff
    (learning resource assistants) to work at IVC eight hours a week starting on Friday, April 6,
    2011.

    In June 2011, the dean of Workforce Development, the director of IT, and the director of
    Learning Resources met and developed recommendations for long-term staffing of the IVC
    library, including provisions for the new full-time librarian’s office space. These
    recommendations were forwarded to the VPSL and Vice President of College Operations on
    June 20, 2011. Plans were developed to change the assignment of two Media Services
    coordinators currently located 100 percent at Kentfield to regular hours at IVC. In summer
    2011 supervision of Media Services was reorganized and moved to the IT Department. A
    Learning Resources Assistant is being reassigned from Kentfield to IVC for 9.5 hours a week
    during fall 2011. (The revision of the original staffing plan is in development.) (See Appendix
    5.__ Job description)

    The ProQuest database requested through Program Review by health programs located at
    IVC and KTD has been recommended by the Instructional Equipment Committee and PRAC.
    Pending the President’s approval, it will be ordered and installed for fall 2011.
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    c. Online Students
    Until fall 2010 reference librarian services were available to online students only by
    telephone. In fall 2010 and spring 2011, an online reference librarian was specifically
    assigned to serve online students by creating a Web presence and contacting the online
    instructors with contact information. The full-time librarian position requested in 2010 and
    expected to be hired for spring 2012 includes primary responsibility for the library’s
    interface with online courses. Online databases, reference works, and periodicals requested
    by the various IVC programs have been identified and will be ordered for fall 2011.

2. Academic Support Services

    a. Kentfield (KTD) Evening Students
    The Media Center is a student computer lab providing access to computers and instructor-
    assigned software, and staffed until 9:00 p.m. by full-time staff assigned to assist students
    for the purpose of complementing classroom instruction with various software applications
    and the use of computer technology. Evening academic tutoring in all subjects is available
    one evening a week on the Kentfield Campus in Room LC 160. Writing faculty and
    instructional specialists in writing (ISWs) provide on-site tutoring in writing until 7:00 p.m.
    Mondays through Thursdays during fall and spring semesters; and in summer 2011 writing
    center services are available two evenings a week until 7:00 p.m. In addition, the English
    Skills Lab that provides assistance with basic skills English is open two evenings a week; and
    is staffed by faculty until 6:30 p.m. four days a week.

    b. IVC Day and Evening Students
    Since 2007 the Internet Café at the IVC campus has been open until 7:30 p.m., providing
    access to computers and staff support for students using educational technology. In spring
    2011, Instructional Specialists in Writing (ISW) were assigned to the IVC campus for two
    hours a week; and starting in fall 2011, seven hours per week of ISW time is being assigned
    to support students on the IVC campus. In fall 2011, the ISWs and peer tutors are
    scheduled to visit IVC classes and advertise the new services. that will be available.

    c. Online Students
   The Online Writing Center (OWC) staffed by an online writing instructor, has been available
   to all students, including online and IVC students, since 2005. In fall 2010, five hours of ISW
   time was assigned to serve students through the OWC. To better serve online students, the
   OWC is being (Q:done?)(Ali said Susan needs to confirm.) migrated to Moodle in summer
   2011 and plans for faculty to develop interactive video and other student-friendly resources
   for the OWC are being considered for Basic Skills Initiative (BSI) funding. An Online Tutoring
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   Request Application is in development for fall 2011, and the Tutoring Schedule has been
   posted online since summer 2011. An online tutoring platform is being piloted in fall 2011.

3. Student Support Services

Kentfield Evening Students
Media Services are available to provide media and equipment to evening classes until 8:00 p.m.
Monday through Thursday at the Kentfield campus.

The Kentfield bookstore is open until 7:00 p.m. four days a week.

Evening counseling is available until 6:00 p.m. two days per week (Wednesday and Thursday)
which mirrors the service hours of Admissions and Records. It will be scheduled until 7:00 p.m.
in fall 2011 based on student need. (Pls. verify previous sentence due to conflict by two editors.)

Assessment and testing is available for day and evening hours. Counseling (specifically related
to this area?) is available until 6:00 p.m. but will be expanded to 7:00 p.m. based on student
need. (Pls. verify previous sentence due to conflict by two editors.)

Offices of Admissions and Records
The Office of Admissions and Records on the Kentfield and IVC campuses are open from 8:00
a.m. to 7:00 p.m. the first three weeks of instruction for each school term. After the first three
weeks of instruction, both offices are open from 8:00 a.m. to 4:30 p.m. two days a week and
from 8:00 a.m. to 6:00 p.m. two days a week. Both offices offer services from 8:00 a.m. to 4:30
p.m. on Fridays.

The Office of Admissions and Records offers services on the Saturday prior to the opening of
instruction for each school term form 8:00 a.m. to 1:00 p.m. The College will be offering these
same services on Saturday on the IVC campus commencing fall 2011.

Offices of Financial Aid
The Office of Financial Aid for the KTD campus offers services from 9:00 a.m. to 4:00 p.m.
Monday through Thursday, and from 9:00 a.m. to 12:00 p.m. on Fridays.

The Office of Financial Aid on the IVC campus offers services from 9:30 a.m. to 3:00 p.m.
Monday through Thursday. The office is closed on Fridays.

Commencing with the fall 2011 school term both offices will expand service to one evening as a
pilot to determine if there is a real need for these expanded services.

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As a result of the our current economic situation and the increase in enrollment and
nonresident tuition, the College has realized a 100 percent increase in the amount of federal
and state financial aid applications. However, the College’s staffing resources has not kept up
with this need; as a result staffing resources are currently strained and expanding open services
at this time would compromise the processing and awarding of federal and state financial aid.

IVC Day and Evening Students
In fall 2011 the two Media Services coordinators will be assigned to the IVC campus for two
days and evenings per week.

In spring 2011, the dean of Workforce Development worked with the dean of Student Services
to develop a plan for fall 2011 to locate day and evening student services, including an IVC
Bookstore, in Building 17 in the large glass-in secure “double-office” space. The space will be
established to provide bookstore purchases in the Career Study Center in Bldg. 17 facing the
campus green at the IVC. This location will support a secure area for books and book store
supplies that can be sold on a regular schedule. Bookstore hours will flex to student demand
days and evenings. As an example, during the high-demand weeks just before and just after
each semester begins, the Book Depot will be open to sell books to students for courses at IVC.
In addition, regular hours will be established throughout the semester when students will be
able to purchase basic school supplies such as Scantrons, blue books, pencils, paper, pens and
others as requested by students to support studies throughout the year.

In spring 2011, IVC offices for EOPS, DSPS, Tutoring and Student Affairs, programs were given a
permanent location where students will be served on a regular basis, both day and evening
(please clarify the language-too many words (Offices, programs) Doesn’t make sense?). This
multi-departmental office will also be co-located in the Career Study Center with other
expanded student services such as tutoring and “Transfer Central” described below. It is
believed that by co-locating programs designed to meet individual student needs such as
tutoring and transfer assistance, students are more likely to access services also offered by
EOPS, DSPS, Tutoring and Student Affairs in this informal and easy access environment.

Services for transfer are being set up in the Admissions & Records lobby area at Kentfield with
information program sheets listing all program requirements for graduation and transfer.
“Transfer Central” at IVC is a computer station set up to automatically connect students to
such websites as “Assist” and a direct line for phone, online counseling and regular transfer
information sessions for students inquiring about or planning for transfer to four-year
university programs or academic programs at other colleges. As an efficiency, the Job
Placement Center will merge with the Transfer and Career Center. This will streamline services

College of Marin                                                                    Page 64 of 104
Follow-Up Report                                                             Recommendation #5


for students exiting College of Marin whether for educational transfer or to apply for
employment.

Starting in spring 2011, aA DSPS counselor has been available on a regularly scheduled basis at
IVC. This service is located in the Career Study Center, Building 17. In spring 2011, EOPS is
transitioning from IVC counseling “services by appointment” model to increasing face to face
counseling hours.

In spring 2011, Student Support Services began offering Saturday services at IVC, in the same
format as on the KTD campus, on the Saturday before the first class day for each semester.
Assessment and Testing’s service hours will be expanded at the IVC campus in fall 2011. The
testing office is now giving math and English placement tests at IVC two full days per month.
Prior to this, there had been no regular testing presence at IVC. Since Assessment and Testing
does not have dedicated facilities at the IVC campus, it is necessary to utilize a computer lab,
which is also used by students for certain credit classes. Therefore, we must schedule the
computer lab for testing on days when no ongoing classes are being held there. When classes
are not in session on Fridays, we have greater scheduling flexibility.

In spring 2011, the IVC student organization ASIVC (The Associated Students of Indian Valley
Campus) merged with ASCOM (Associated Students of College of Marin). ASCOM hosts events
for students on both the KTD and IVC campus. In fall 2011, Student Affairs will invite IVC
students to form new clubs. Guidance and support for organizing new clubs will be available on
both campuses. Information racks with forms for starting new clubs, listing of existing clubs,
forms to request funds for student-related functions, etc., will be available at both campuses.
Equipment will be purchased so that student ID pictures may be taken at IVC at the beginning
of each semester. A centrally located bulletin board will post student affairs-related
information (i.e., ASCOM meeting information, club meetings information, and other pertinent
information).

Starting in spring 2011, the Outreach and School Relations hold office hours at IVC in order to
partner with faculty and visit with high schools. In fall 2011, the Student Ambassador team will
schedule tours of the IVC campus as well as the KTD campus.

Online Students
In summer 2011, CoM migrated to a single Learning Management System (LMS) in an effort to
increase the student success rate in online courses. To assist with this learning process, Media
Services coordinators are being trained in Moodle® so that they can begin providing support for
online students and faculty in using media in their courses.

College of Marin                                                                     Page 65 of 104
Follow-Up Report                                                              Recommendation #5


Since spring 2010, online book ordering has been available through the CoM bookstore.

In fall 2010, counseling faculty member Luz Moreno received an institutional individual
research and development grant to research and implement online counseling services. In
summer, 2011, telephone counseling for online students is being (was?) implemented.( I do not
believe this occurred, but confirm with Greta. A. Klinger)In fall 2011, online counseling will be
implemented. (Not sure if this is a true statement. Linda Beam)

In spring 2011, the DE tab on the COM Website was reorganized to provide easy access to
online services from the DE home page. Phone counseling was made available and the phone
number for students to reach a counselor is listed on the DE tab of students’ MyCOM portal.

An “Ask COM” feature is being developed for online students. This service will increaseand in
order to provide online services to increase access and service for all students at both
campuses who are interested in accessing this modality. and all modalities. Student services
staff, with the help of IT and Communications and Community Relations staff, are working to
develop protocols for these pages in summer 2011 and fall 2011 (including FAQs and the
capacity for students to leave questions for a counselor, who will respond within two academic
days). A team of student services, IT, marketing and Web personnel is also working to design
and implement a period of Live Chat which will be available to DE students, as well as all
students. When Live Chat is off-line, the system will revert to the FAQ/Leave a Question Mode.

In fall 2010, the DESC streamlined and updated student support and assessment procedures.
Changes were made to the Web page for DESC including adding steps for success in online
courses and greater access to DESC support through telephone support.

C. Analysis of the Results Achieved to Date

CoM has made progress toward providing library services, learning resources and student
support services for evening, Indian Valley Campus, and online students. However, as the
institution moves forward, there are some overarching challenges to address. Long-time CSEA
and UPM staff who have been located at Kentfield for years are being reassigned to the IVC
campus, and others are being asked to work online when they have always worked face-to-
face. Successful transition will require training, flexibility and careful organization in order to
provide seamless services by fall 2011. In some cases, job duties for staff must be redeveloped
to accommodate their new duties supporting online learning and/or working in multi-purpose
roles at IVC.

While the responsible parties for Recommendation #5 are pleased with their progress achieved
so far in planning, in this time of limited resources the institution is challenged to build
College of Marin                                                                       Page 66 of 104
Follow-Up Report                                                               Recommendation #5


sustainability into these student services. The Assessment and Testing Office does not have
dedicated facilities at the IVC campus. (As previously explained, it is necessary to utilize a
computer lab, which is also used by students for certain credit classes, so the lab must be
scheduled for testing on days when no ongoing classes are being held there. Although on
Fridays when classes are not in session at IVC there is greater scheduling flexibility for the lab,
this may not provide enough choice for students at the IVC campus.) The new VPSL will
investigate remediating this situation by establishing a netbook mobile lab that will run
Accuplacer and could also be used for expanded assessment activities in high schools and th
community. Finally, Currently, no supervisory staff from the Office of Admissions and Records
is assigned to the IVC campus, and this must be addressed on a long-term basis. A
reorganization plan that will address this is being developed.

Online services could provide the greatest flexibility for students, faculty and staff; however, we
need to provide instruction and support for students to be able to access these services. While
many students come to COM with basic computer skills, this may not be consistently true for
older students and students from diverse economic, linguistic, and social backgrounds. The
College needs to learn more about the computer abilities of its students and provide support
for ongoing learning in the 21st century skills − the same skills that CoM’s instructors
increasingly expects of students in many of their courses. A survey is being considered. (Is this
true? )(Angelina advised asking Chialin re commitment to this survey.) If so, change sentence to:
The PRIE office currently is considering the implementation of a survey to learn about its
students’ computer abilities. ?

Conclusion: Despite our fiscal constraints, the CoM is being very proactive in addressing the
concerns in Recommendation #5. Every community college in California is challenged to
maintain matriculation and student support services in the face of severe categorical cuts and
increasing student and community demands. Recruitment of additional faculty, counselors,
and support staff tied to creative use of technology and leveraging of new external resources
will assure that our students are supported with the services required for completion of their
education goals.                                                                                        Formatted: Font: Not Bold


(See Appendix 5.__ - Evidence: Use Luz’s IR and D, which is in Rec #3 Appendix; Nanda’s email
about Library staffing (attached); Becky’s and my meeting summary from May 5 mtg (attached)

D. Additional Plans Developed (Evidence? This tends to be redundant)




College of Marin                                                                       Page 67 of 104
Follow-Up Report                                                        Recommendation #5


                            PERSON                START     COMPLETI
TASK                                                                    ASSESSMENT
                            RESPONSIBLE           DATE      ON DATE

Develop DE Tab              Greta Siegel, Dean    ongoing   10/1/2011   DE tab, in
                            of Student                      and         development in
                            Development and                 ongoing     spring 2011, is live.
                            Special Services
                                                                        FAQs have been
                            (student services
                                                                        written and posted
                            areas)
                                                                        based on student
                            Cathy Summa-                                questions received in
                            Wolfe                                       summer 2011 in pilot
                                                                        telephone counseling
                            Ali Klinger, Online
                                                                        staff
                            Learning Faculty
                            Resource Instructor                         Protocols have been
                                                                        developed for
                                                                        automatic responses
                                                                        to student questions
                                                                        and to

                                                                        Assign Counselors to
                                                                        answer student
                                                                        questions.

ASK DE@COM will be          Luz Moreno, DE        ongoing   8/15/2011   a) Email address is
developed and posted        Counselor                       and         available, activated
appropriately for student                                   ongoing     and responded to by
                            Greta Siegel, Dean
access including: email                                                 counseling staff.
                            of Student
addresses, answering
                            Development and                             b) Students access
protocols, FAQs and staff
                            Special Services                            answers to common
assignments for each of
                            (student services                           questions through
the following areas:
                            areas)                                      Counseling FAQ page.
Admissions and Records
                                                                        Continue to
DSPS                                                                    implement on-line
                            Robert Balestreri,
                                                                        services
EOPS International          Dean of Enrollment
                            Services.

College of Marin                                                                Page 68 of 104
Follow-Up Report                                                        Recommendation #5


                            PERSON                START     COMPLETI
TASK                                                                    ASSESSMENT
                            RESPONSIBLE           DATE      ON DATE

Veterans                    Chris Schultz         ongoing

                            Jason Lau

Athletes                    Arnulfo Cedillo,
                            Director of Student
                            Affairs & Health
Financial Aid               Center

                            Matt Markovich,
                            Director of
                            Athletics and
                            Physical Education

                            David Cook,
                            Director of
                            Financial Aid

ASK DE@COM will be          Susan Andrien,        ongoing   8/15/2011   a) Email address is
developed and posted        Director of                     and         available, activated
appropriately for student   Learning Resources              ongoing     and responded to by
access including :email                                                 counseling staff.
                            (academic support
addresses, answering
                            areas)                                      b) Students access
protocols, FAQs and staff
                                                                        answers to common
assignments for each of     Marshall Northcott,
                                                                        questions through
the following areas:        Director of IT
                                                                        Counseling FAQ page.
DE (Ask DE@COM)             Ali Klinger, Online
                            Learning Faculty
Online Writing Center
                            Resource
(Ask OWC@COM)

DESC (Ask DESC @COM)

Library

Tutoring



College of Marin                                                               Page 69 of 104
Follow-Up Report                                                          Recommendation #5


                            PERSON                 START      COMPLETI
TASK                                                                      ASSESSMENT
                            RESPONSIBLE            DATE       ON DATE



Develop Online              Luz Moreno, DE         ongoing    9/1/2011    a) Students can
Counseling Services         Counselor                                     access counseling
                                                                          services through
a) develop two portals      Greta Siegel, Dean
                                                                          MyCOM portal and
for student questions       of Student
                                                                          Counseling web page
(MyCOM portal and           Development
                                                                          (linked to DE page).
Counseling web page)
                            Cathy Summa-
                                                                          b) Students can
b) Develop Live Chat        Wolfe, Director of
                                                                          access counseling
capability and post         Communications
                                                                          through Live Chat 4
availability of a live      and College
                                                                          hours per week.
counselor 4 hours/day in    Relations
2-hour blocks
                            Marshall Northcott,
                            Director of IT

Migrate Online Writing      Susan Andrien,         6/15/201   8/18/2011   Students can access
Center to Moodle.           Director of learning   1                      OWC in Moodle.
                            Resources

                            Ingrid Kelly, DE
                            English faculty

                            Ali Klinger, Online
                            Learning Faculty
                            Resource Instructor

                            Marshall Northcott,
                            Director of IT

Establish process for       ASDE                   ongoing                Boilerplate language
recruiting and hiring                                                     for recruitment and
                            Linda Beam,
faculty who are qualified                                                 hiring
                            Executive Dean of
to teach new DE courses.
                            HR                                            Process for
Language has been                                                         determining
                            Area Deans and
College of Marin                                                                 Page 70 of 104
Follow-Up Report                                                        Recommendation #5


                             PERSON               START      COMPLETI
TASK                                                                    ASSESSMENT
                             RESPONSIBLE          DATE       ON DATE

developed for recruiting     directors                                  qualifications of new
and hiring DE-capable                                                   faculty for DE is in
faculty                                                                 place. DE-
                                                                        qualification
                                                                        Language is
                                                                        incorporated into
                                                                        faculty recruitment
                                                                        and hiring materials

Develop regular schedule     Greta Siegel, Dean   07/20/11   8/1/2011   Survey students
for IVC student services     of Student                      and        during Fall ’11
                             Development and                 ongoing    semester for
                             Special Services                           assessment and
                             (student services                          feedback regarding
                             areas)                                     adequacy and quality
                                                                        of services
                             Susan Andrien,
                             Director of
                             Learning
                             Resources, Nanda
                             Schorske, Dean of
                             Workforce
                             Development &
                             College-Community
                             Parnerships and
                             IVC

Develop flyer of regularly   Greta Siegel, Dean   07/30/11   8/1/2011   Distribute flyer to
scheduled student            of Student                      and        students during Fall
services for IVC students    Development and                 ongoing    ’11 semester for
                             Special Services                           assessment and
                             (student services                          feedback regarding
                             areas)                                     adequacy and quality
                                                                        of services
                             Susan Andrien,
                             Director of
College of Marin                                                               Page 71 of 104
Follow-Up Report                                                         Recommendation #5


                             PERSON               START      COMPLETI
TASK                                                                     ASSESSMENT
                             RESPONSIBLE          DATE       ON DATE

                             Learning
                             Resources, Nanda
                             Schorske, Dean of
                             Workforce
                             Development &
                             College-Community
                             Partnerships and
                             IVC

                             Cathy Summa-
                             Wolfe, Director of
                             Communications
                             and Community
                             Relations

Continuously improve         Greta Siegel, Dean   09/01/11   11/1/2011   Distribute flyer
student services at IVC in   of Student                      and         revised for the spring
response to student          Development and                 ongoing     ’12 that reflects
feedback and within          Special Services                            student feedback
constraints of resources     (student services                           regarding adequacy
                             areas)                                      and quality of
                                                                         services
                             Susan Andrien,
                             Director of
                             Learning
                             Resources, Nanda
                             Schorske, Dean of
                             Workforce
                             Development &
                             College-Community
                             Parnerships and
                             IVC

                             Cathy Summa-
                             Wolfe, Director of
                             Communications
College of Marin                                                                Page 72 of 104
Follow-Up Report                                      Recommendation #5


                   PERSON          START   COMPLETI
TASK                                                  ASSESSMENT
                   RESPONSIBLE     DATE    ON DATE

                   and Community
                   Relations




College of Marin                                            Page 73 of 104
Follow-Up Report                                                        Recommendation #5


Recommendation # 6 (Place holder; subject to edit)

As noted in the Commission’s letter dated January 31, 2011, ( http://www.marin.edu/WORD-
PPT/1-31-11ACCJCAccreditationLtr.pd), the College was asked and has addressed the
recommendations listed below.

          Recommendation #1
          Recommendation #2
          Recommendation #3
          Recommendation #4
          Recommendation #5
          Recommendation #7
          Recommendation #8
          Recommendation #9

The College confirmed with ACCJC Vice President Jack Pond that Recommendation 6 from the
Evaluation Report received December 10, 2010 did not need to be addressed in this Follow-Up
Report.




College of Marin                                                                Page 74 of 104
Follow-Up Report                                                             Recommendation #7


Recommendation #7

In order to meet standard, the team recommends that the college develop a facilities master
plan to ensure the effective utilization and quality of physical resources which are necessary to
support its programs and services. (III.B.2.b)

A. Preparations to Address Recommendation

President David Wain Coon (superintendent/president) appointed Director of Modernization
Laura McCarty as the liaison between the president’s Cabinet and the Facilities Planning
Committee (FPC) for Recommendation #7.

The FPC, co-chaired by Erik Dunmire and Laura McCarty, convened November 1, 2010 (Laura,
please just verify all dates --did you later verbally mention June? Also, just to verify, College
Council approved FPC charge to include creation of 5-yr facilities master plan March 10, 2011
but FPC appeared to work on it in Nov. 2010, right?) and established plans to meet and
communicate on a regular basis to work on this project.

Other faculty members, in addition to Faculty Lead and FPC Co-Chair Erik Dunmire, were invited
to supplement this effort and review drafts and the final report, given the project’s direct
impact on student learning and the quality of institutional life.

(See Appendix 7.A for list of all responsible party names.)

The FPC members developed and agreed to use the following steps to develop the facilities
master plan for the College:

    1. Research “best practice” by looking for models of effective facilities master plans
       completed by other California Community Colleges.

    2. Identify existing College of Marin (CoM) reference documents such as the Educational
       Master Plan 2009-2019, Strategic Plan 2009-2012, and other campus data/information.

    3. Identify additional information to collect.

    4. Create the Facilities Master Plan: Using the assistance of a consultant when necessary,
       analyze the data and draft the plan, including all supportive information.




College of Marin                                                                      Page 75 of 104
Follow-Up Report                                                              Recommendation #7


B. Resolution

Background – Revision of Facilities Planning Committee Charge

In his email of October 27, 2010 to FPC Co-Chair and Director of Modernization Laura McCarty,
former Vice President of Student Learning Nick Chang indicated that both he and Academic
Senate President Sara McKinnon wanted to discuss with FPC “how to reconnect FPC to the
larger planning group PRAC” (Planning, Resource Allocation Committee) and “to incorporate its
plan(s) with the long term plans of the College…”. Chang further indicated the need to integrate
the College’s program review facility comments into the FPC’s planning process. (See Appendix
7.B.)

In fall 2010, the FPC and PRAC sent the Governance Review Council (GRC) a recommendation to
revise the FPC’s charge to include the creation of a five year facilities master plan. This
recommendation also included other language to clarify FPC’s responsibilities, including
“Deliberate and make recommendations in support of the Planning and Resource Allocation
Committee timeline”, and also emphasized the relationship between student success and
classroom facilities. GRC members agreed in February 2011 to recommend the revised FPC
charge to the College Council, also further recommending that FPC base their facilities-related
decisions on student learning needs. The College Council approved the recommendation at its
March 10, 2011 meeting. (See Appendix XX for revised charge, Appendix XX for GRC minutes of
November 16, 2010, December 14, 2010, and February 24, 2011 and Appendix XX for College
Council minutes of March 10, 2011.)

Committee Action

The FPC co-chairs reconvened their committee on November 1, 2010 and met monthly
thereafter to make progress on their four previously cited, specific steps (listed in Section A
above) to develop the facilities master plan, which includes the following actions:

      Defined its charge, including its relationship to the College’s master plan process (See
       previous section, Background – Revision of Facilities Planning Committee Charge.);
      Discussed best practices for facilities master plans and reviewed plans from Evergreen
       Valley College, Peralta Community College District, Coastline Community College and
       Allan Hancock Community College;
      Met with two faculty resources and discussed the importance of including the needs
       and data supplied in the program review process;
      Defined and evaluated pros and cons of using consultants for the plan development;

College of Marin                                                                       Page 76 of 104
Follow-Up Report                                                                Recommendation #7


      Identified Educational Master Plan 2009-2019 recommendations relating to the
       development of a CoM facilities master plan (See Brief Chronology of Specific
       Resolutions, 3/14/11 later in this chapter for bulleted recommendations.);
      Finalized the scope of work statement for hiring a master plan consultant, including
       discussion relating to: requirement for a maintenance schedule in addition to total cost
       of ownership, ADA accessibility requirements, and development the defining of
       priorities (See Facilities Master Plan Scope of Work Statement below.);
      Presented timeline for work completion (listed in section E below.);
      Scheduled the consultant procurement process for June 2011 (See Timeline for
       Completion of the Facilities Master Plan in section D of this chapter.)

(See Brief Chronology of Specific Resolutions later in this chapter for specific dates, names and
other details.)

After the group performed itstheir thorough analysis of components to be included in the plan,
it then created the following Facilities Master Plan Scope of Work Statement to be included in a
Request for Proposal as follows:

                    Facilities Master Plan Scope of Work Statement

Background:
The District desires to create a facilities master plan for the effective utilization and quality of
physical resources at both campuses: Kentfield and Indian Valley Campus (IVC). The plan must
directly support the District’s programs and services.

The plan must meet the following objectives:

    1.   Satisfy accreditation requirements;
    2.   Update the District’s five-year construction plan in accordance with State standards;
    3.   Define a master planning process which can be updated in response to new data;
    4.   Develop a preventative maintenance plan including total cost of ownership of buildings.

Direction for creating the plan shall come from the District’s Facilities Planning Committee. The
plan shall be guided by the objectives and recommendations set forth in the District’s
Educational Master Plan 2009-2019, the Strategic Plan 2009-2012, and program review
documentation. (See Appendix 7. www.marin.edu/faculty/handbook/ProgramReview2009-
2010.htm) The process shall follow a rational planning process and shall be data-driven.




College of Marin                                                                         Page 77 of 104
Follow-Up Report                                                             Recommendation #7

Elements to be included:
    1. A quantitative evaluation of existing space − including updates reflecting recently
       completed Measure C bond projects;

    2. Classroom/lab utilization data, enrollment projections, WSCH calculations, facilities
       maintenance requirements and other data needed to meet the objectives above;

    3. A list of current educational programs (that is, degree, certificate and transfer
       programs), student services and other activities (library, etc.);

    4. The current and projected enrollment (FTES), faculty (FTEF), and staff by educational
       program;

    5. The For student support services programs,. tThe list of programs and other activities
       should include all functions both on and off campus. Every function that uses space,
       equipment, or systems should be on the list − food service, library, distance learning
       programs, facilities maintenance, etc. The programs and activities should be described
       quantitatively in terms of their current and projected life span, weekly student contact
       hours (WSCH), full time employees, location, and hours of operation;

    6. The learning goal created by each program;

    7. The learning environment needed for that experience;

    8. All space, equipment, or systems required for each program and other activity;

    9. Solution options including utilization strategies of existing facilities, and
       new/modernization projects. For IVC in particular, include opportunities and restrictions
       such as zoning, environmental, and legal;

    10. Preparation of a campus design;

    11. Prioritization, cost and phasing projections;

    12. Development of a preventative maintenance schedule including total cost of ownership.




College of Marin                                                                      Page 78 of 104
Follow-Up Report                                                                 Recommendation #7


Brief Chronology of Actions Taken to Address this Recommendation:

10/27/10           Former Vice President Nick Chang and Academic Senate President Sara
                   McKinnon indicated they would like to discuss how to reconnect the FPC to the
                   larger planning group, and to incorporate its plans with the long-term plans of
                   the College (such as the Educational Master Plan 2009-2019 and the Strategic
                   Plan 2009-2012 with its strategic objectives). Additionally, they wanted to make
                   sure that Program Review facility comments get integrated into the planning
                   process. (Laura McCarty, Nick Chang, Sara McKinnon, e-mail discussion of
                   10/27/10). (See Appendix A.)

11/1/10            FPC met; began to define the group’s charge and the master plan process. (Laura
                   McCarty, Nick Chang, Erik Dunmire, Sara McKinnon, Don Flowers, Heather
                   Holiday). (See Appendix B. Meeting Minutes)

12/15/10           FPC met; discussed best practice for facilities master plans. (Meeting attended by
                   Laura McCarty, Erik Dunmire, Don Flowers, and Robert Thompson). (See
                   Appendix C.)

2/14/11            FPC met; discussed timeline for development of facilities master plan and getting
                   information from Program Review. (Laura McCarty, Erik Dunmire, Fernando
                   Agudelo-Silva, Robert Thompson, Don Flowers, Leigh Sata, Maridel Barr) (See
                   Appendix D.)

3/14/11            FPC met with faculty resources Peggy Dodge and Blaze Woodlief. They
                   dDiscussed the importance of includingintegrating needs/data in Program
                   Review. FPC reviewed several examples of facilities master plans (Evergreen
                   Valley College, Peralta Community College District, Coastline Community College,
                   and Allan Hancock Community College.) They dDiscussed the pros and cons of
                   using consultants. The group Identified recommendations from the Educational
                   Master Plan 2009-2019 that relate to the development of a CoM facilities master
                   plan:

                    College Systems (page 36)
                   The Challenge: Some college systems are under-developed and have not been
                   fully adapted to changing times and current practices. Several systemic issues
                   have been identified in previous planning efforts. Facilities are one such issue.
                   Although major renovations of facilities are funded through Measure C Bond
                   modernization program, all facilities in need of updating are not currently
                   funded. The Indian Valley campus is underutilized and needs extensive
College of Marin                                                                          Page 79 of 104
Follow-Up Report                                                                Recommendation #7


                   rehabilitation and recent increases in enrollment have strained this campus’s
                   existing staffing and internal systems.….
                    Student Access 3 (page 35):
                   Support Distance education offerings by providing:
                   The hardware and software needed to offer on line courses successfully
                   Faculty training in online instruction, and;
                   Evaluation of all aspects of distance education
                    College Systems 1 (page 36):
                   Develop, implement, and evaluate a plan that addresses the physical plant,
                   educational use, and District support of the Indian Valley campus.
                    College Systems 2 (page 36):
                   Actively pursue all avenues to update facilities, develop processes for
                   accountability related to adherence to timelines, and review and update the
                   College of Marin Facilities Master Plan 2004 as needed. (See Appendix E.url for
                   Facilities Master Plan 2004)

4/25/11            FPC met and further discussed the scope of work statement for hiring a master
                   plan consultant. Main points included the requirement for a maintenance
                   schedule, in addition to total cost of ownership, ADA accessibility requirements,
                   and the defining of priorities. A timeline for completing the work was presented.
                   (See Section D below, Timeline for Completion of the Facilities Master Plan.)

5/9/11             FPC met and finalized scope of work statement and reviewed timeline (See
                   section E below). The consultant procurement process was scheduled for June
                   2011. (See Appendix __.)

6/28/11            Board of Trustees approved authorization to request proposals for the Facilities
                   Master Plan consultant. Proposals were requested from seven firms. (See
                   Appendix XX Board of Trustees minutes and proposal request letters.)

7/22/11            Proposals currently being reviewed by FPC to develop a short list for interviews.

August-October 2011              Any new updates?

C. Analysis of the Results Achieved To Date

The College has completed three of the four action steps in its plan created to address the
development of the facilities master plan: to ensure the College’s effective utilization and
quality of its physical resources as follows:

College of Marin                                                                        Page 80 of 104
Follow-Up Report                                                             Recommendation #7


    1. The FPC has researched and studied “best practice” by examining models of effective
       facilities master plans completed by other California Community Colleges, preparing
       itself to work with the selected consultant.

    2. The FPC has identified existing CoM reference documents containing necessary
       information for consideration or integration into the plan’s development (the
       Educational Master Plan 2009-2019, Strategic Plan 2009-2012, and program review
       documentation.

    3. The FPC has identified other additional information to collect. (Note: However, upon
       working with the selected consultant, additional information may be identified.)

Having laid the groundwork with its completed preparations (including securing Board of
Trustee approval and securing proposals from seven firms), the College is positioned now
appears ready to proceed with the final step:

    4. Create the Facilities Master Plan Development: Using the assistance of a consultant
       when necessary, analyze the data and draft the plan, including all supportive
       information, and communicate the results widely across the district and within the
       community as part of an iterative and collaborative process..

                Conclusion: It is apparent to the college community and some external                  Formatted: Normal, Indent: Left: 0.5", No
                                                                                                       bullets or numbering
        observers that the college bond measure building program and restoration efforts have
        been hampered by the absence of a comprehensive facilities plan tied to an effective
        and intentional educational master plan. Now that the master plan is in place the
        college is making great strides in developing the facilities master plan to support student
        learning. As outlined in this section, the college is now positioned to complete this plan
        in order to assure effective stewardship of taxpayer contributions to built environment
        and learning infrastructure of the college.                                                    Formatted: Font: Bold


D. Additional Plans Developed(This is redundant and will bore the
   readers. Maybe it can be shifted to evidence? KM)

The responsible parties will continue to be the Facilities Planning Committee (as defined in
section 1 of this chapter), in addition to the master plan consultant to be hired in the
procurement process (see timeline below).

1. Timeline for Completion of the Facilities Master Plan

   Procurement of Consultant

College of Marin                                                                      Page 81 of 104
Follow-Up Report                                                           Recommendation #7


            1.     Draft RFQ                      Mon., 4/18/11 - Fri., 05/13/11
            2.     Bid Documentation              Mon., 5/16/11 - Fri., 06/10/11
            3.     BOT approval for procurement   Tues., 6/28/11 - Tues.,06/28/11
            4.     Receive proposals              Wed., 6/29/11 - Tues.,07/19/11
            5.     RFQ review and selection       Wed., 7/20/11 - Tues.,08/30/11

   Development of Facilities Master Plan
          6. Strategic review                     Wed., 08/31/11 - Tues., 10/25/11
          7. Educational Plan coordination        Wed.,10/12/11 - Tues., 01/3/12
             and analysis
          8. Site and Facilities analysis         Wed.,12/28/11 - Tues., 03/20/12

            9. Option Development                 Wed., 03/21/12 - Tues., 06/12/12
            10. Solution Development              Wed., 06/13/12 - Tues., 09/4/12
            11. Document and Approvals            Wed., 09/05/12 - Tues., 09/25/12
            12. Deadline for Completion           Mon., 10/15/12

2. Proposed Action Steps

The FPC will continue to meet and collaborate, guide the work of the consultant, and develop
the plan (per the timeline and tasks above).

Additionally, the committee will identify key findings from the results of the recent “Measure C
Bond Modernization Program Survey” relevant to campus master planning and work to
implement solutions for any cited problematic areas which could be addressed during the
development of the facilities master plan. (See Appendix XX-H.)

Further, should the consultant require additional surveys, the FPC will initiate survey
development with the PRIE office and provide results and analysis as needed to the consultant.

3. Methods for Evaluation

The co-chair of the FPC will provide the president’s Cabinet with progress updates for their
review on a monthly basis, in addition to other participatory governance system committees
(i.e., the College Council).




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Follow-Up Report                                                           Recommendation #8


Recommendations #8

In order to meet standards, the team recommends that the college establish and communicate
a sustainable technology plan for the acquisition, maintenance and replacement of
infrastructure, equipment, support and training to meet institutional needs. The team further
recommends regular evaluation of this plan for its effectiveness in prioritizing and funding
current and projected long term technology needs.(III.C.1a; III.C.1.b; III.C.1.c; III.C.1.d)



A. Preparations to Address Recommendation

President David Wain Coon (superintendent/president) appointed Vice President of College
Operations Al Harrison (VPCO) as the liaison between the president’s Cabinet and the
Technology Planning Committee to respond to work on Recommendation #8. The Board,
administration, faculty and staff understand the critical importance of involving the
establishing and communicatingestablishment and communication of a sustainable technology
plan for the College., in addition to the guidance and development of the technology planning
process. To assure extensive faculty ivolvement in the technology planning, Academic Senate
President Sara McKinnon was also appointed as faculty lead in responding to this
recommendation.

(See Appendix 8.A for a list of Technology Planning Committee members.)

B. Resolution

The Technology Planning Committee (TPC), consisting of managers, faculty, staff, and student
representation, met on the dates listed at the end of this section to:

       Discuss and develop strategies to complete the recommendation in a timely manner.

       Consider the most efficient way to resolve the issues and identify needed resources
        (including consultant services), if any.

       Create a revised Technology Plan with the assistance of a consultant selected with a
        “Request for Qualifications” (RFQ) process. (The VPCO presented a draft of the RFQ for
        committee review and recommendations for changes as appropriate.)



College of Marin                                                                   Page 83 of 104
Follow-Up Report                                                               Recommendation #8


In spring 2011, the committee reviewed the final RFQ and a list of potential consultants. From
the list, the committee will select a number of consultants to whom the College will send the
RFQ. (See Appendix 8.A.)

The VPCO was scheduled to receive the proposals during summer 2011 which he will bring to
the TPC’s first fall-meeting for review and selection of a limited number of the consultants for
issuance of invitations for interviews.

From the interview process, the committee will select one consultant for recommendation to
the College superintendent/president.

                                             *     *      *

Brief Chronology:

3/24/11            The VPCO met with the Technology Planning Committee (TPC) and reported that
                   the College’s Cabinet had asked for the TPC to work with an individual consultant
                   or firm to produce a technology plan which would provide the College with a
                   more appropriate planning document than prior ones, and one that would
                   satisfy WASC’s accreditation requirements.(See 8.__Appendix A.)

4/21/11            The VPCO provided the TPC with a draft Request for Qualification (RFQ) proposal
                   for the committee to use to solicit consultants to assist with the project. After
                   considerable discussion, the committee members were asked to review the RFQ
                   and submit suggestions and changes to the VPCO for incorporation into the final
                   document. (See Appendix 8.__ B)

5/5/11             TPC met and agreed on the RFQ after including some minor changes. The
                   committee suggested the proposals be available by the first week of classes in
                   fall 2011. RFQ was forwarded to the VPCO. (See Appendix 8.__ C)

5/17/11            The Board of Trustees approved the superintendent/president’s
                   recommendation to authorize staff to request proposals for an outside
                   consultant who would, in conjunction with the College’s TPC, assist the College in
                   developing a sustainable technology plan. The Board of Trustees also authorized
                   staff to negotiate a contract with the selected consultant. (See Appendix 8.__D)

5/31/11            The consultant procurement process isgets scheduled for June 2011. (See
                   8.__Appendix C)

XX/XX/11           Updates of actions occurring before October 2011 to be provided here
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Follow-Up Report                                                            Recommendation #8




C. Analysis of the Results Achieved to Date

The group performed a thorough analysis of the necessary components of the RFQ and also
created the following scope of work statement to be included in a Request for Proposal:

                                  Scope of Work Statement

Background:

College of Marin is interested in consultant services to work with its Technology Planning
Committee and its college staff to develop a sustainable technology plan for the acquisition,
maintenance and replacement of the College’s technology infrastructure, equipment, support
and training to meet the institution’s needs.

Elements to be included:

This project will consist of a technology audit and planning effort to:

    1. Investigate existing technology master plans, standards, infrastructures, enterprise
       services, and organizational structure.

    2. Evaluate viability of existing technology resources to support the College’s mission,
       vision, business objectives, and growth objectives.

    3. Recommend and plan upgrade, replacement, and migration strategies for technology
       resources to sustainably support future demands.

    4. Recommend methodology to attain secure student access, including registration
       coursework and social interaction.

    5. Recommend methodology to promote collaboration between faculty and staff in
       respect to administrative systems both on campus and remotely.

    6. Evaluate current web-based technologies and staffing levels.

    7. Evaluate current course management software used by faculty and levels of utilization
       both in online teaching and traditional classroom settings.

    8. Recommend methodologies to provide measurable outcomes to assist in the ability to
       report on improvements and success.

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Follow-Up Report                                                               Recommendation #8


    9. Assist in building a methodology for the introduction of new technologies which
       provides for the evaluation, testing, implementation, and utilization of future
       technological change.

    10. Establish maintenance schedule including total cost of ownership.

D. Additional Plan Developed

The responsible parties will continue to be the TPC as listed in section 1, in addition to the
technology plan consultant to be hired in the procurement process (see timeline below).

                                 Tentative Project Schedule
       Phase                      Completion Date             Start Date

       Assessment                 October 1, 2011             December 1, 2011

       Draft Report                                           February 1, 2012

       Final Report                                           April 20, 2012


Proposed Action Steps
Throughout the above listed tasks (2011-2012), the TPC will continue to meet, guide the work
of the consultant, and develop the plan.

Methods for Evaluation
Methods for evaluation will include monthly progress reviews with the President’s Cabinet and
other shared participatory governance system groups such as the College Council.

Conclusion: CoM recognizes the strategic importance of instructional technology in a highly             Formatted: Font: Not Bold

competitive globalizing environment. One of the biggest challenges to institutional stability is
the incessant need to continuously update technology. The college agrees that it requires a
coherent technology planning process tied to the educational master plan and facilities plan.
CoM is making significant progress in its overall planning efforts. It is now taking the necessary
and proactive actions to assure that the college will be able to support and sustain technology
acquisition, maintenance, and renewal on a consistent and relatively predictable basis. The
sustainable technology plan will be an important tool not only for planning but also for
supporting and focusing entrepreneurial efforts to leverage additional resources to provide


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Follow-Up Report                                                         Recommendation #8


students with access to the technology they need to achieve their educational and career
goals.




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Follow-Up Report                                                            Recommendation #9


Recommendation 9

In order to meet standards, the team recommends that the board focus on developing policies
that support the quality, integrity and effectiveness of student learning programs and services.
The board should deliberate with due diligence and make timely decisions that are in the best
interests of the institution. The board should act as a whole and adhere to board policy once a
decision has been made, and support the superintendent/president’s authority in administering
board policies and procedures. (IV.B.1; IV.B.1.a; IV.B.1.f; IV.B.1.j; IV.B.2; IV.B.2.c)


A. Preparations to Address Recommendation

This section was prepared by the superintendent/president and his staff.

B. Resolution

    1. Board Policy/Administrative Procedure Revision Project

    Background:

    At its April 2007 meeting, the Board of Trustees approved a contract with The Community
    College League of California (CCLC) to update the District’s Board policies and administrative
    procedures. This Board Policy/Administrative Procedure Revision Project was announced to
    the College community on September 10, 2007. (See Appendix A).

    (CCLC offers a policy and procedure service, to which the Marin Community College District
    of Marin subscribes, to provide support to California Community Colleges to keep their
    Board policies and procedures up-to-date as laws and regulations change.)

    Approval of the contract was based on the recommendation of former President Frances L.
    White, Ph.D. that the District work with a professional representative from CCLC to assist in
    revision of the District’s Board policies and procedures and align them with League-
    recommended language (which has been vetted by the law firm of Liebert, Cassidy and
    Whitmore) to ensure they reflect current laws and legal codes.

    During the summer of 2007, the Office of Organizational Development and Institutional
    Effectiveness (now renamed to the Office of Planning, Research and Institutional
    Effectiveness) worked to establish a review process, flow charts (see Appendix B), and a
    schedule of chapter review meetings for the ensuing year.

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Follow-Up Report                                                             Recommendation #9


    Dr. Jane B. Wright, the CCLC representative appointed to assist the District through the
    review process, reviewed all of the District’s current Board policies and procedures,
    integrated the College’s existing language into CCLC’s recommended language templates
    and included current legal citations for legal codes, laws, and regulations.

    At a Board Study Session held May 13, 2008, Dr. Wright and Mary Dowell, Senior Partner of
    the law firm of Liebert, Cassidy, and Whitmore, provided additional information on the
    Board Policy/Procedure Revision Project and clarified legal issues and the approval process.

    Project Status Summary

    As the District enters the fifth year working with Dr. Wright and CCLC to review and revise
    College of Marin’s (CoM’s) Board policies and administrative procedures, it has completed
    the revision of 154 Board policies (83 percent complete) and 143 administrative procedures
    (79 percent complete). (See Appendix C.)

    With regards to the revised Board policies which specifically “…support the quality,
    integrity and effectiveness of student learning programs and services”, 24 (of the 27 total)
    policies categorized under the Academic Affairs’ chapter have been revised, approved by
    the Academic Senate, sent through the governance process, adopted by the Board and
    posted on the Board of Trustees’ website. Additionally, 26 (of the 29 total) policies
    categorized under the Student Services’ chapter have gone through the governance review
    process, been approved by the Academic Senate when necessary, adopted by the Board
    and posted on the Board of Trustees’ website. (See –url for Board of Trustees’ website.)

    It is anticipated that the Board Policy/Administrative Procedure Revision Project will be
    completed by the end of the 2011-2012 academic year. The District acknowledges that once
    this initial revision is complete, Board policies and administrative procedures will need to be
    maintained and updated in accordance with the legal updates provided as part of CCLC’s
    Policy and Procedure Service and in accordance with the recommendations of local legal
    counsel.

    As current Board policies are revised and new Board policies are written, they are presented
    to the Board of Trustees for consideration; once approved, they are posted to the Marin
    Community College District Board Policies and Administrative Procedures website
    (http://www.marin.edu/com/ODP/BoardPolicies.htm). (Administrative procedures are sent
    to the Board as information items and posted to the website after Board review.)




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2. Actions Taken to Address Other Issues (deliberation with due diligence,
   timely decisions and acting as a whole)

   Background:

   After Frances L. White, Ph.D. retired from the District on June 30, 2010, the Board of
   Trustees appointed Albert J. Harrison, III (the current vice president of College Operations) to
   the interim superintendent/president role on July 1, 2010.

                                           *      *      *

   The Board immediately began the search for a permanent superintendent/president. On
   September 21, 2010 the Board appointed David Wain Coon, Ed.D. to the permanent
   superintendent/president position, the role of which Dr. Coon assumed on December 1,
   2010. Selected from a large pool of qualified candidates and with over 20 years of experience
   in higher education and over five years of experience as president of another California
   Community College, President Coon was well prepared for the challenges of the position and
   the District.

   Retreats and Board Self-Evaluation

   The Board and the superintendent/president participated in two successful retreats in the
   first part of 2011. The first retreat, held on January 28th, primarily focused on establishing
   priorities for the superintendent/president’s first six months. Following is a summary of the
   minutes for this retreat:

        Dr. David Wain Coon presented and discussed his goals and priorities for the six month
        period January through June 2011. Board members provided feedback on the proposed
        goals. Based on the input received from the Board of Trustees, Dr. Coon committed to
        redrafting his goals, making them more measurable, for review at a subsequent
        meeting.

   The secondary purpose of the January 28th retreat was to discuss the Board’s Annual Self-
   Evaluation, results of which are described in the meeting minutes as follows:

        The Trustees reviewed the evaluation tool and results from the 2008-2009 Board of
        Trustees Self-Evaluation. Trustees Conti, Hayashino, and Treanor will serve on this year’s
        Board Self-Evaluation Committee and develop and recommend a self-evaluation tool and
        process to the full Board.



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   The Board’s Policy on Self-Evaluation is as follows:

                               BP 2745 BOARD SELF‐EVALUATION

                         (ACCJC Accreditation Standards IV.B.1.e and g)

        The Board of Trustees is committed to annually assessing its own performance as a
        Board in order to identify its strengths and areas in which it may improve its functioning.
        To that end, the Board of Trustees has established the following processes:

        A committee of the Board shall be appointed at the annual organizational meeting in
        December to determine the instrument or process to be used in Board self‐evaluation.
        Any evaluation instrument shall incorporate criteria contained in these Board Policies
        regarding Board operations, as well as criteria defining Board effectiveness promulgated
        by recognized practitioners in the field.

        The process and the instrument for evaluation shall be recommended to and approved
        by the Board of Trustees.

        All Board members will be asked to complete the evaluation instrument and submit
        them to the Board Committee on Self‐Evaluation.

        A summary of the evaluations will be presented and discussed at a regular meeting of
        the Board. The results will be used to identify accomplishments in the past year, areas of
        improvement, and goals and objectives for the following year.

        Date Adopted: April 20, 2010


   Consistent with Board Policy 2745 (above), the Board Committee on Self-Evaluation
   developed language for an evaluation instrument that included 50 questions, with a rating
   scale of unsatisfactory, satisfactory and excellent; and also provided the opportunity for
   comments/feedback. (CoM’s Office of Planning, Research and Institutional Effectiveness
   assisted the committee with the set up and deployment of the survey tool using Zoomerang®
   survey software.)

   Five of the seven trustees completed the electronic survey. One survey question (Do Board
   members respect the majority decision after honoring members’ right to express opposing
   viewpoints?) specifically focused on the matter of the board acting as a whole. Of the five
   board members who responded, two responded with Unsatisfactory, two with Satisfactory

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   and one with Excellent. The written response of the Board Committee on Self-Evaluation is
   as follows:
      There has been conflict about this in the past when the board was divided on issues. There
      are differing viewpoints on this issue that are summarized by these two comments:

                  This is a cornerstone of any board ethics policy and certainly part of Standard IV
                   for WASC. Unfortunately, when board members refuse to recognize this
                   responsibility and try to couch it in terms of 1st Amendment, the ethics of the
                   board as a whole is called into question. We can’t revisit every past decision of
                   the board.

                  The political process always involves strategies to keep working issues that are
                   unresolved. The best way to improve this area is to work for consensus and
                   compromise to the greatest extent possible. When people have a chance to be
                   heard, it is far more likely they can let it go when a decision does not go their
                   way.

   On March 26th the Board president facilitated a follow up retreat to discuss the results of the
   Board’s Self Evaluation, with six of the seven board members attending. The following five
   recurring themes from the results of the Board’s Self Evaluation were presented:

        1.   Decision Making
        2.   Staying informed on policy and current trends
        3.   Developing strategic direction
        4.   Fundraising
        5.   Topics for future board meetings

   Board members then discussed the following concepts related to effective decision-making
   that emerged from the Self Evaluation survey results:

            All perspectives heard and respected
            Ability to synthesize perspective, compromise, and create shared direction
            Assure adequate information
            Structure meetings to allow for thorough, yet timely, decision making
            Effectively assimilate community input
            Thorough, timely staff work
            Acting as whole and adhere to policy once a decision is made


The Board’s evaluation of the retreat was overwhelmingly positive.

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Follow-Up Report                                                            Recommendation #9


C. Analysis of the Results Achieved to Date
With regards to the aspect of Recommendation #4 for the Board to “…focus on developing
policies that support the quality, integrity and effectiveness of student learning programs and
services”, substantial progress has been accomplished as part of the Board
Policy/Administrative Procedure Revision Project as follows:

       24 (of 27 total) Board policies listed under Academic Affairs were updated;

       26 (of 29 total) Board policies listed under Student Services were updated.

Overall, 154 Board policies (83 percent of the total) have been updated; along with 143
administrative procedures (79 percent of the total).

In terms of development of new Board policies, the CCLC’s Policy and Procedure Service
provided review for all legally required Board policies and administrative procedures. During
this review and revision process, several new Board policies were also developed, reviewed and
approved by appropriate parties, sent through the governance process and adopted by the
Board of Trustees.

As for other components of Recommendation #4, the Board also has achieved progress in these
areas. Under the leadership of the Board president and in collaboration with the
superintendent/president, the Board has been working in a collegial and effective manner. The
two retreats and the Board’s Self Evaluation process promoted reflection, collaboration and
team-building – the necessary components of an effective, unified leadership team. In a
relatively short time period since President Coon assumed leadership for the College, many
issues have been addressed and/or resolved, thus enabling the Board to be more timely in
deliberating and making decisions.

D. Additional Plan Developed(If all agree, I suggest we be consistent and
   eliminate the table below. It replicates so much that is scattered
   throughout this report.

Conclusion: The College of Marin Board and President have made very significant progress in
responding to this recommendation. President Coon will continue to work with individual board
members and the Board as a whole to ensure it fulfills the expectations of this standard.




College of Marin                                                                      Page 93 of 104
Follow-Up Report                                                                        Appendix


Table 1: Brief Chronology of the Resolutions:


  Month                    Topic             Committee/Office              Resulting Action
 (fall 2010 -
spring 2011)

                   Data Dashboard         RAG                      Draft frame of the Data
October                                                            dashboard were available to
                                          IR Website
                                                                   pilot group.

November           Data Dashboard         Dashboard Pilot Group    Adjusted the Data Dashboard
                                          (Administrators and      utilization based on feedback
                                          Faculty)                 from pilot group.

                                          Cabinet

                                          IR Website

December           Survey: Interest in    Student Affairs Office   Indicated the need for more
                   Student Clubs at IVC                            activities/clubs for students at
                                                                   IVC.



                   Survey: Nursing        Health Sciences Office   These surveys assessed SLO,
                   Program Assessment                              course and program satisfaction
                                                                   as well as job information. The
                                                                   results were used to:

                                                                   change how instructors taught
                                                                   classes;

                                                                   select clinical agencies;

                                                                   modify the curriculum



January            Student and Staff      Convocation              The College gained a better
                   Demographics                                    understanding of student, staff,
                                          IR Website
                                                                   faculty and administrative
                                                                   demographics as well as course
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Follow-Up Report                                                                      Appendix


                                                                  offering pattern s and student
                                                                  success information.



                   Continue working on   PRIE plus consultant,    Training in use of Data
                   Fact Book and Data    based on pilot group’s   Dashboard provided to faculty
                   Dashboard             feedback.                and staff identified as pilot
                                                                  testers.



February           Student Course        RAG                      VP of Student Learning held a
                   Success                                        Math Retreat with Math faculty
                                         Cabinet
                                                                  (5/13/2011) (see Math Retreat
                   Spring 2011
                                         IR Website               Agenda, Vincent Tinto paper:
                   Enrollment
                                                                  Taking Student Success Seriously
                                                                  in the College Classroom.




                   PUENTE PROJECT        Cabinet                  Provided funding for continuing
                                                                  this program.



March              Course Offering       Cabinet                  Student Learning Division—
                   Patterns                                       Department Chair meetings ;
                                         IR Website
                                                                  Discuss(ed) course offering
                                                                  priorities


April              ARCC 2011 Report      College Council          Discussed ways to improve
                                                                  success and persistence rates;
                                         Management Council
                                                                  possible strategies under
                                         PRAC                     consideration from 04-20-11
                                                                  Classified Senate Minutes:
College of Marin                                                                   Page 95 of 104
Follow-Up Report                                                                            Appendix


                                            RAG                        (evidence)

                                            President Public Forum

                                            Board of Trustees          Scott Lay will be invited to the
                                            meeting                    fall Convocation as a guest
                                                                       speaker to continue the
                                            Senate meetings
                                                                       conversation about student
                                            Monday Briefing            success strategies.

                                            IR Website



                   Integrated Planning      RAG/PRIE                   Our IPM model needs to not
                   Manual (IPM) Model-      recommended to PRAC        only focus on resource
                   revised                                             allocation but also program
                                                                       improvement. Make sure there
                                                                       is a “closing the loop” structure
                                                                       in place in this model.

                   Basic Skill Initiative   President                  Some recommendations from
                   Report                                              BSI:
                                            BSI Committee
                                                                       (a) make student success in the
                                                                       English and math sequences a
                                                                       top institutional priority; (b)
                                                                       increase meaningful outreach to
                                                                       high school students and faculty;
                                                                       (c) emphasize and provide easy
                                                                       access to full matriculation for
                                                                       our basic skills students; (d)
                                                                       offer sufficient sections of basic
                                                                       skills courses to meet the
                                                                       demand; etc.



May                COM Student Course       College Council            Researching “Single Stop USA”
                   Success Rate in                                     program which provides
                                            PGS chairs received Data
College of Marin                                                                         Page 96 of 104
Follow-Up Report                                                                       Appendix


                   comparison with the     Nuggets to discuss at   comprehensive help and referral
                   State                   meetings as             of students to various programs
                                           appropriate             including free tax preparation,
                                                                   legal services, and other
                                           Monday Briefing
                                                                   resources so they can focus on
                                           IR Website              their studies and remain in
                                                                   school. If the President decides
                                                                   to go forward, the program
                                                                   would be implemented in the
                                                                   2010-11 school year.

                   Course Offering       Academic Department       Course offering priorities by
                   Pattern by Department Chairs, VP of Student     department
                                         Learning


                   Survey: Measure C       Modernization Team      Evaluation in process for
                   Bond Modernization                              improvement of the following
                   Program (05-11-11)                              areas (a) methods of
                                                                   communication with the campus
                                                                   community; (b) user input into
                                                                   the design process; (c) follow up
                                                                   and resolution of
                                                                   problems/concerns.

                   Survey: Participatory   Governance Review       Based on the results,
                   Governance System       Council (GRC)           Governance Review Council
                   Survey                                          plans to review and possibly
                                                                   revise the function of three
                                                                   committees in fall 2011
                                                                   including SAS, EMP, and IEC).
                                                                   The survey also indicated the
                                                                   committee needs better data on
                                                                   which to base its
                                                                   recommendations.

                   Surveys: Planning       PRAC                    Overall perception of planning
                   Processes                                       processes from college-at-large
                                           Cabinet
                                                                   was positive. People were
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Follow-Up Report                                                                Appendix


                   Assessment/Evaluation RAG                hopeful for the processes and
                                                            felt informed on decision
                                                            making. Areas for improvement
                                                            were (a) better communication,
                                                            (b) a better link between
                                                            planning and resources
                                                            allocation, and (c) a better use
                                                            of program review and/or SLO
                                                            results for program
                                                            improvement. In the fall sub-
                                                            committees (Program Review
                                                            Committee, Student Learning
                                                            Outcomes Assessment Council,
                                                            and the planning group) will
                                                            bring specific strategies back to
                                                            PRAC for recommendations.

June               Survey:               Admission Office   Fine tune the Portal and
                                                            implement online purchase of
                   Graduating Students
                                                            student parking permits
                   Feedback
                                                            by November 2011, and the
                                                            electronic transmission of
                                                            academic transcripts to the
                                                            CSU's at that same time.

                   Student Learning      SLOAC              Email dialogues about SLO
                   Outcomes: Pilot                          process have occurred including
                   pretest results                          revision of rubrics (evidence).
                                                            Minor adjustments to the
                                                            tracking tool were performed.
                                                            The SLO group will meet to
                                                            discuss the processes they
                                                            learned and how the College can
                                                            improve its processes in order to
                                                            improve student learning.




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Appendix A



President’s Monday Briefing
Policy Procedure Revision Project Announcement
September 10, 2007

Board Policies and Administrative Procedures Project (BP/AP)

This fall the college is embarking on a major project to revise and update our Board Policies and
District Procedures collectively known at COM as the “Gold Book.” The process will be
structured to align college policies and procedures with current state and federal laws, Title 5,
Ed. Code and accreditation standards as well as college practice.

College Council has approved the formation of a Policy & Procedure Task Force to review and
recommend revisions to current policies and procedures. In order to ensure an open, fair and
transparent process, representatives from all constituent groups including the Senates and the
unions will be asked to participate on the Task Force.

Dr. Jane Wright, a former Accreditation Liaison Officer who now works with the Community
College League of California (CCLC) will work with us to facilitate the project. CCLC, along with
legal counsel from the firm of Liebert, Cassidy, and Whitmore have developed recommended
language used by community colleges throughout the state to update their Board Policies and
Procedures. Dr. Wright will work closely with the Task Force to ensure proposed policies and
procedures meet legal requirements, reflect the needs of College of Marin and move forward in
a timely manner. I fully support this important endeavor and will periodically include
information in the Monday Briefing to apprise you of the progress.

For more information contact the Office of Organizational Development & Planning:
Bernie Blackman, BP/AP Project Manager, x7545
Kathleen Kirkpatrick, BP/AP Project Coordinator, x7344




College of Marin                                                                    Page 99 of 104
Follow-Up Report       Appendix




Appendix B




College of Marin   Page 100 of 104
Follow-Up Report                                                     Appendix




Appendix C



               Board Policies (BP)             4
                                               Ch.
               Pending                         5           29    0          26
               College Council                 Ch.
               Recommendatio         Complet   6           26    0          26
         Total n                     e         Ch.
 Ch.                                           7          30     5         15
 1            2                  0         2   Total     180     5        154
 Ch.
 2           37                  0        36     Percent
 Ch.                                            Complete
 3           31                  0        26    (including CC
                                                  Approval)
 Ch.         25                  0        23
                                                 88.33%
College of Marin                                                Page 101 of 104
Follow-Up Report                                                            Appendix


                                                Analysis of the Results Achieved to
                                                Date
         Administrative Procedures (AP)

                Pending
                College Council
                                                Additional Plan Developed
                Recommendatio       Complet
          Total n                   e
 Ch.
 1                0             0          0
 Ch.
 2           12                 0          11
 Ch.
 3           33                 0          25
 Ch.
 4           32                 0          28
 Ch.
 5           35                 0          27
 Ch.
 6           29                 0          29
 Ch.
 7           42                 0          23
 Total      183                 0         143

   Percent
  Complete
  (including CC
    Approval)
    79.00%
Figure as of 7.20.2011.

This chart changes as the chapters are
reviewed by their respective administrators
and numbers are adjusted accordingly.



Resolution




College of Marin                                                        Page 102 of 104
Follow-Up Report   Recommendation #9




College of Marin         Page 103 of 104
Follow-Up Report       Appendix



Appendix




College of Marin   Page 104 of 104

								
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