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Institutional Self-Study in Support of Reaffirmation of - Taft College

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					Institutional Self-Study in Support of
      Reaffirmation of Accreditation

                    Porterville College

                                        Submitted by:

                                  Porterville College
                                  100 E. College Avenue
                                    Porterville, CA 93257

                                        Submitted to:

                            Accrediting Commission for
                        Community and Junior Colleges
             Western Association of Schools and Colleges

                                        October 2006
Porterville College


         Certification of the Self-Study Report  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .5
         History and Background of the Institution  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .9
         Significant Developments Since the Last Site Visit  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 13
         Demographic Information and Institutional Data  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 17
                     District Profile  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 19
                     College Profile  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 31
                     City Profile                         .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 37
                     County Profile  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 41
                     Organization of the Institution  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 46
         Response to Previous Recommendations  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 51
         Abstract of the Self Study  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 59
         Organization of the Self Study .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 63
         Student Learning Outcomes Progress  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 71
         Certification of Continued Compliance  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 75
         Standard Reports:
                     Mission Statement and Themes within Standards  .  .  .  .  .  .  .  .  .  .  .  .  . 83
                     Standard I:                       Institutional Mission and Effectiveness  .  .  .  .  .  .  .  .  . 87
                     Standard II:                      Student Learning Programs and Services .  .  .  .  .  .  .  . 97
                     Standard III: Resources  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 131
                     Standard IV: Leadership and Governance  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 161
         Self-Study Summary  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 177

Porterville College

Certification of the
 Self-Study Report

Porterville College

                                                             Certification of the Institutional Self-Study Report

Certification of the Institutional Self-Study Report

August 2006

TO:                Accrediting Commission for Community and Junior Colleges
                   Western Association of Schools and Colleges

FROM:              Porterville College
                   100 E. College Avenue
                   Porterville, CA 93257

This Institutional Self-Study Report is submitted for the purpose of assisting in the determination
of the College’s accreditation status.

We certify that there was broad participation by the campus community, and we believe the Self-
Study Report accurately reflects the nature and substance of this institution.

Dennis Beebe                    President, KCCD Board of Trustees

Sandra Serrano                  Chancellor, KCCD

Dr. Rosa Carlson                President, Porterville College

Steven Schultz                  Vice President/Accreditation LO

Bill Henry                      Academic Senate President

Michelle Hart                   CSEA President

Anthony Hannah                  ASPC Representative

Porterville College

      History and
   Background of
Porterville College

Porterville College

                                                                     History and Background of Porterville College

                                                                 The College has built and sustained a first-class
History and Background of                                   learning environment that prepares its students to
      Porterville College                                   reach their education and career goals, all in an atmo-
                                                            sphere that promotes personal attention and sense of
      Porterville College was established in 1927 as        community . The College is proud of its reputation
a part of the Porterville Union High School and             for being academically and student focused, which
College District . All of the classes were taught in high   includes the provision and maintenance of a physical
school classrooms until 1944 when a building was            environment that is comfortable and pleasant and
constructed on the high school campus specifically for      accommodates learning .
the junior college . The College moved to its current
                                                                  The College offers educational programs that
location in 1955 . The College dissolved its relation-
                                                            include transfer, basic skills, occupational, community
ship with the high school district in 1967 and joined
                                                            service, and economic development . Among these
with the Kern Community College District (KCCD)
                                                            are several unique occupational training programs,
that same year .
                                                            including Administration of Justice, Police Cadets, a
     The current campus location covers approxi-            Police Reserve Officer Academy, Corrections, Fire-
mately seventy acres and provides educational oppor-        fighter Academy, Psychiatric Technician, and Licensed
tunities to people from a geographic area covering          Vocational Nursing . With broad community support,
2,800 square miles in southeastern Tulare County .          the College initiated a Registered Nurse instructional
The educational programs offered include transfer,          program in collaboration with Bakersfield College
basic skills, workforce preparation, community              that holds accreditation with the Bureau of Registered
education, and economic development .                       Nursing . In addition, the College is participating
                                                            in a grant with California State University, Fresno,
      Porterville College serves the community of           to encourage more students to select agriculture as
Porterville, with a population of over 43,000, and          a career and to encourage the College’s agriculture
a larger Tulare County service area population of           students to transfer to CSU, Fresno to complete the
over 100,000 . The rural institution enrolls almost         baccalaureate .
4,000 full- and part-time students each year . The
                                                                 A five-year Title V Hispanic Serving Institutions
KCCD covers an area of approximately 24,800 square
                                                            grant totaling $2,100,000 was awarded to the College
miles in parts of Kern, Tulare, Inyo, Mono, and San
                                                            in 2003 . Activities within this grant include the
Bernardino Counties . Geographically the largest
                                                            training of instructional faculty to serve as academic
community college district in the United States, the
                                                            advisors to students; expanded Learning Center
KCCD services a population base of about 744,911
                                                            efforts in mathematics through the implementation
and an estimated enrollment of 24,536 students .
                                                            of ALEKS and expanded use of PLATO to improve
Off-campus educational centers exist in Delano,             reading and writing; training 100 full-time and
Lake Isabella, Edwards Air Force Base, Bishop, and          adjunct faculty in assessing student learning outcomes;
Mammoth . All three colleges are accredited by the          expanding vocational programs; and commitment
Western Association of Schools and Colleges .               to making an entire Associate’s degree available to
     A District-wide “Measure G” bond was passed            students in an online environment .
in 2002, providing the College with over thirty (30)             There are 10 academic divisions within the
million dollars to fund a variety of projects . The         College: Applied Technology, Business Education,
College has begun a multi-year facilities enhancement       Education and Career Development, Fine and
project, funded primarily by Measure G funds . In the       Applied Arts, Health Careers, Language Arts, Physical
near future, groundbreaking will occur on the library       Education and Athletics, Science and Mathematics,
expansion and relocation of the child care center .         Social Sciences and Student Learning Services . These

Porterville College

divisions offer a broad range of majors and transfer
opportunities, certificates, and remedial courses and
programs . Currently, the College offers eighteen
Associate in Arts or Associate in Science degree majors
and over twenty certificate programs . The College
continues to position itself to meet the growing and
changing needs of the community .
     “Student Learning” is a common theme at
the College, and the numerous support services are
offered in the spirit of student-centered learning .
Included in these services are academic advising
and counseling, child care, Disability Resource
Center (DRC), financial aid, Extended Opportunity
Programs and Services (EOPS), Cooperative Agencies
Resources for Education (CARE), Student Support
Services, food services, bookstore, student activities
and clubs, athletics, transfer center, tutoring, assess-
ment, admissions and records, orientation, Wellness
Center, and veterans’ services .
      The Porterville College Foundation actively
supports the College in developing activities,
programs, and facilities that are in the best interest
of our students . During the last ten years, the net
asset allocation of the Foundation has grown and
changed considerably . In 1991, the net assets were
approximately $350,000, with more than eighty
percent dedicated for scholarships . Today, the
Foundation estimates its net assets to be approxi-
mately $3 .3 million . The Foundation sponsors an
energetic campaign to support college programs and
faculty projects . During the past year, the Founda-
tion awarded $105,000 in scholarships at its annual
banquet .
     The College is very proud of its reputation
of being both academically-focused and student-
centered, as well as being considered a pleasing
education environment due to its attractive campus .
As indicated in the mission statement, while the
College promotes a student-centered learning environ-
ment, the “staff commits itself to innovation, respect,
collaboration, and participatory governance .”

Developments Since
  the Last Site Visit

Porterville College

                                                                Significant Developments Since the Last Site Visit

Passage of Bond Measure                                    FTES Shortfall

     A District-wide “Measure G” bond was passed                 During the summer 2005, the District enroll-
and provided the College with over thirty (30) million     ment figures from the previous academic year showed
dollars to fund the completion of the following            that the District did not meet its FTES targets .
projects: chemical storage, renovation of the Science-     Therefore, each college in the District was forced to
Math building, utility infrastructure improvements,        reduce its expenditures accordingly . As this shortfall
remodeling of the library, lease of portables and          was being analyzed, it was noted that enrollments in
eventual building of a new child care center, and          community colleges across the State were significantly
various other long-term projects .                         down as well . The general belief was that the enroll-
                                                           ment decline was the result of an improved job market
       Since the passage of the bond, the costs of
                                                           in conjunction with the increase in student fees .
construction have escalated dramatically . Therefore,
many of the projects listed on the original bond                To meet the required budget reduction amount,
request will probably not be accomplished . The prior-     the BRTF was again called to evaluate the budget and
ities for usage of the bond measure will be the projects   recommend appropriate reductions . Again, almost
listed above . Some consideration is being given to        every program or area on campus was affected . Even
include another bond measure on a future ballot in         though making these reductions impacted programs
order to accomplish the goals of the initial bond prior    and services, the main goal in these reductions was to
to the escalation of building and construction costs .     impact students the least .

State Budget Crisis                                        Title V Grants

     During the 2002 budget development process,                 The College has entered into two different
the State experienced an extremely difficult economic      Title V grants . The first grant is a collaborative
situation that resulted in reduced funding to              grant between the College of the Sequoias (COS)
community colleges throughout the State . Because          and Porterville College to serve the students of our
of this, the College was forced to make significant        common county and communities . This grant has
reductions in personnel and other discretionary areas .    three specific components: a) Interactive digital video
Supply, equipment, and travel budgets were reduced,        SMART classrooms – These classrooms create digital
while some staff were either laid off or took advantage    learning communities that combine students from
of the retirement package offered by the District .        both campuses to allow instructors to offer classes that
                                                           have previously been dropped due to low enrollment .
     The College implemented a Budget Reduction
                                                           This provides students from both campuses access to
Task Force (BRTF) that examined the budget thor-
                                                           a richer array of courses; b) Learning Communities –
oughly to look for reductions that could be made
                                                           This component focuses on the use of interest groups
while minimizing the impact on students . The BRTF
                                                           to increase retention . Students attend classes that are
was comprised of a cross-section of personnel from all
                                                           linked together and thereby create a community of
constituency groups on campus . Although a balanced
                                                           learners that have increased support through common
budget was achieved, the reductions impacted almost
                                                           classes and time together; and c) Outreach – This
every program on campus .
                                                           section of the grant will increase outreach and allow
                                                           for review of the curriculum at each of the feeder high

Porterville College

schools to help students place higher in English and       established at the College, and general supervision of
math sequences .                                           the submission of grants is coordinated through the
                                                           College Learning Council .
      The second grant is a stand-alone Title V grant
that provides the following activities: 1) Increasing
Student Services . The components within this activity
are: a) expanding student advising by utilizing faculty
advisors who receive a stipend to serve as academic
advisors in their specific area of the teaching and
educational expertise; b) providing a math lab utilizing   Selection of New President
ALEKS and an English lab utilizing PLATO tech-
                                                                 Beginning in January, 2006, a new President
nologies to assist students in developmental levels
                                                           began her tenure at the College . The previous
of math and English; and c) the development and
                                                           President had taken the presidency position at Bakers-
implementation of student learning outcomes through
                                                           field College during the spring 2005 term . After his
the training of campus faculty on learning outcomes .
                                                           departure, the College employed an interim President
2) Expanded Vocational Programs . The components
                                                           while the search for the permanent position was
within this activity are: a) the development of an all
                                                           ongoing .
purpose industrial technician . When the grant was
first developed, a diesel technology program was going          Dr . Rosa Flores Carlson, Vice President of
to be implemented, but as the program was being            Academic Services at COS, was named the new
developed, it was felt that a program that was broader     President . Dr . Carlson has 22 years of service in the
in scope would be more appropriate for our area and        California Community College system . Her work
would provide more employment opportunities;               in community colleges has been exclusively in the
and b) distance education leading to the Associate         San Joaquin Valley, so she brings to the position a
Degree . This portion of the grant will enable students    keen understanding of the needs of our students and
to complete a degree online – either through online        community .
courses being offered by the College or through coor-
dination with the other District colleges .

Hiring of a Grant Writer

      Due to the continued financial difficulties facing
the College, and understanding the uncertainties of
State funding, the College worked with the Porter-
ville College Foundation to hire a grant writer . In an
effort to work collaboratively with local industry, the
Porterville College Foundation will fund part of the
grant writer’s salary while the local hospital, Sierra
View Hospital, will fund the remainder .
     Through this combined effort, part of the grant
writer’s time will be focused on the needs of the
College and the other part of his time on hospital
needs . A grants oversight subcommittee has been

and Institutional

Porterville College

                                                                 Demographic Information and Institutional Data

District Profile                                            $114 million . While the District was established as a
                                                            separate entity on July 1, 1968, educational services
     The multi-campus Kern Community College                have been provided to residents of this area for many
District serves an area of approximately 24,800 square      years prior to that time: at Bakersfield College since
miles in parts of Kern, Tulare, Inyo, Mono, and San         1913, at Porterville College since 1927, and in the
Bernardino Counties . Geographically the largest            Ridgecrest area since 1951, now Cerro Coso College .
community college district in the United States,            Off-campus educational centers exist in Delano,
the Kern District serves a population base of about         Lake Isabella, Edwards Air Force Base, Bishop, and
744,911, and an estimated enrollment of 24, 536             Mammoth . All three colleges are accredited by the
with an annual operating budget of approximately            Western Association of Schools and Colleges .

                                                            KERN COMMUNITY COLLEGE DISTRICT

                                  Porterville College

                                                                                    Cerro Coso College

                                                         Bakersfield College

  State-Approved Centers
          Weill Institute
          Bishop and Mammoth

Porterville College

                                                                                                                                        MAMMOTH LAKES
                                                                                                                                         MAMMOTH UNIFIED

                                                                                                                                                                                           MONO COUNTY
                                                                                                                                                                                            INYO COUNTY
                                                                                                                                                                       ROUND VALLEY ELEMENTARY

                                                                                                                                                                                                           BISHOP UNION
                                                                                                                                                                                         BISHOP            ELEMENTARY

SERVICE AREA                                                                                                                                                                                                            BIG PINE
                                                                                                                                                                                                               BIG PINE UNIFIED

                                                                                                                                                                                                                       OWENS VALLEY UNIFIED


                                                                                                                                                                                                                                                                                                                         EV IFO

                                                                                                                                                                                                                                                                                                                            AD RN
                                                                                                                                                                                                                                                                                                                               A IA
                                                                                                                                                                                                                                                       LONE PINE

                                                                                                                                                                                                                                                                                                                    DEATH VALLEY UNIFIED

                                                                                                                                                                                                                                                                                                                      FURNACE CREEK


                                                                                                                                                            SPRING VILLE UNION
                                                                                                                                                                                                                                         INYO COUNTY
                                                                                                                                                                                                             TULARE COUNTY

                                                                                    WOODVILLE                                                  CITRUS SOUTH TULE
                                                                                                                           ALTA                                                                                                                                                                                TRONA UNIFIED
                                                                                    PLEASANT                                                         PORTERVILLE
                                                                                    VIEW                                       PORTERVILLE           ELEMENTARY
                                                                                                                HOPE                PORTERVILLE COLLEGE
                                                                                                            TERRA BELLA

                                                       ALLENSWORTH            EARLIMART                                                                                         HOT SPRINGS
                                     KINGS COUNTY                                           COLUMBINE
                                                                                                                    RICHGROVE                                                                                                                                     INYO COUNTY

                                                           POND UNION                        DELANO UNION
            LOST HILLS UNION

                                                        SEMITROPIC                     MCFARLAND UNIFIED                                                               KERNVILLE UNION
                                          LOST HILLS

                                                                                       SCHOOL DISTRICT                                                                                            SOUTH FORK UNION
                                                                          WASCO         MCFARLAND UNIFIED                                                                                           KERN VILLE
                                                                                                                                          LINNS VALLEY
                                                                WASCO UNION                                                                POSO FLAT                                                                                                              SIERRA SANDS UNIFIED

                                                                                      RICHLAND      SHAFTER                                  UNION                                                                                                             CERRO COSO COLLEGE
                               BELRIDGE                                                 LERDO
                                                                        MAPLE                                                                                                                                                                                       RIDGECREST
                                                                                        UNION        BEARDSLEY

                                                              BUTTONWILLOW                              NORRIS
                                                                                                                               BAKERSFIELD COLLEGE
                                                                                                                                                                                                                                                                                       SAN BERNARDINO COUNTY

                                                       BUTTONWILLOW UNION
                                                                                 RIO BRAVO ROSEDALE       BAKERSFIELD CITY
                                                                                                                                                                                                                                                                         KERN COUNTY

                                                                                  GREELEY UNION      FRUITVALE
                                                                                   UNION                              EDISON
                                                                                                                                                                    CALIENTE UNION


                                   MCKITTRICK                           ELK HILLS             UNION


                                                                                                        PANAMA - BUENA




                                                                                                        VISTA UNION

                                                                                                                                                                                                                             MOJAVE UNIFIED
                                                       MIDWAY                        LAKESIDE





                                                                                                                                                                   TEHACHAPI UNIFIED

                                                                                                                                                               TEHACHAPI UNIFIED

                                                                     TAFT CITY


                                                                         MARICOPA UNIFIED

                                                                                                                                             ARVIN UNION

                                                                                                                  EL TEJON

                                                                         MARICOPA UNIFIED                                                                                                                                                               MUROC UNIFIED

                                                                                                                                                                                             KERN COUNTY                                                 EDWARDS
                                                                                                                                         LEBEC                                     SOUTHERN KERN UNIFIED

                                                                                             Demographic Information and Institutional Data

Kern Community College District Enrollment
      and FTES

Enrollment – Fall 2004
  Bakersfield College  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 15,572
  Cerro Coso College  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 5,113
  Porterville College  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3,851
  Kern Community College District  .  .  .  .  .  . 24,536

Full-Time Equivalent Students (FTES) 2004-
  Bakersfield College  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 11,907
  Cerro Coso College  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3,270
  Porterville College  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3,066
  Kern Community College District  .  .  .  .  .  . 18,243

Full-Time Equivalent Students (FTES)
Targets 2005-06 (0% Growth)
  Bakersfield College  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 11,907
  Cerro Coso College  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3,270
  Porterville College  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  .  . 3,066
  Kern Community College District  .  .  .  .  .  . 18,243

                                                                     Kern Community College District

                                                        Fall Student Headcount and Annual FTES Trends
                                                                                                                                                                             Porterville College

                                                                   Headcount and FTES Trends

                                                                           Fall Term Student



                                                                                  Annual FTES



                                1990-   1991-   1992-     1993-   1994-   1995-     1996-     1997-   1998-   1999-   2000-   2001-    2002-     2003-
                                1991    1992    1993      1994    1995    1996      1997      1998    1999    2000    2001    2002     2003      2004

     KCCD Institutional Research Team                                               Chart 1                                   Fall Student Headcount: CCCCO MIS Reporting
                                                                                                                                           Annual FTES: CCFS-320 Reporting
                                                             Kern Community College District
                                                      Fall Term Student Headcount Trends

                                                              Student Headcount Trends


                                     17%                           14%
                          20,000                                               Porterville College                                           21%

                                     22%                           25%
                                                                              Cerro Coso College
                          15,000                                                                                                             64%

      Student Headcount
                          10,000                                              Bakersfield College


                                    Fall    Fall    Fall    Fall    Fall    Fall    Fall     Fall     Fall    Fall    Fall    Fall    Fall      Fall
                                   1990    1991    1992    1993    1994    1995    1996     1997     1998    1999    2000    2001    2002      2003
     KCCD Total                    22,745 21,489 22,175 21,180 22,195 20,622 20,963 22,269 21,889 24,420 24,014 25,956 26,659 24,992
     Porterville College           3,909   3,156   3,218   3,032   3,096   2,978   3,037   3,192     3,448   3,661   3,883   4,809   4,518    3,886
     Cerro Coso College            5,026   5,162   5,277   4,854   5,564   5,490   5,388   5,652     5,195   5,598   5,376   5,528   5,645    5,153
     Bakersfield College           13,810 13,171 13,680 13,294 13,535 12,154 12,538 13,425 13,246 15,161 14,755 15,619 16,496 15,953
                                                                                                                                                       Demographic Information and Institutional Data

                                                                        Kern Community College District

                                                                Annual FTES (Full-Time Equivalent Student) Trends

                                                                                                                                                                     Porterville College




              Annual FTES
                                                                              Porterville College
                                                                                                    19%                                                     65%
                            10,000            17%                            Cerro Coso College


                             5,000                                           Bakersfield College

                                        1990-       1991-   1992-   1993-    1994-    1995-    1996-      1997-   1998-   1999-    2000-    2001-   2002-    2003-
                                        1991        1992    1993    1994     1995     1996     1997       1998    1999    2000     2001     2002    2003     2004
           Porterville College          2,054       2,061   2,099   2,091    2,282    2,359    2,395      2,501   2,669   2,759    2,858    3,308   3,300    3,075
           Cerro Coso College           2,137       2,353   2,543   2,643    2,360    2,474    2,622      2,824   2,784   2,829    2,953    3,079   3,116    3,418
           Bakersfield College 8,397                8,648   8,822   8,665    8,530    8,664    8,835      9,227   9,837   10,024 10,498 10,833 11,342 11,827
                KCCD Total: 12,588                  13,062 13,464   13,399   13,173 13,497     13,852     14,551 15,290   15,612   16,309   17,219 17,757 18,319

     BC Institutional Research and Planning                                          Chart 3
                                                                             Kern Community College District
                                                                        Fall 2003 Students by Ethnicity

                 Kern Community College District                                                                                                 Bakersfield College

                                                Asian-Pacific                                                                    Asian-Pacific
                                                  Islander                                                                         Islander
                                                              Black                                                                              Black
                               Unknown/ Other       3.2%                                                                             3.3%
                                                              5.6%                                                Unknown/ Other                 6.9%
                                   3.5%                               Filipino                                        3.4%                               Filipino
                                                                       2.5%                                                                               2.7%

                    Hispanic                                                                          Hispanic
                     34.0%                                                                             38.7%

                                                                      White                                                                               White
                    American Indian                                   49.2%             Fall 2003                                                         43.4%
                                                                                                           American Indian
                        1.8%                                                          Total Student            1.7%

                                                                                       BC - 15,953

                                                                                        CC - 5,153
                                                    Asian-Pacific                                                                  Asian-Pacific
                                     Unknown/ Other                                     PC - 3,886
                                                      Islander                                                                       Islander    Black
                                         4.5%           3.3%
                                                                                                                      Unknown/ Other 2.9%
                             11.1%                               Black                KCCD - 24,992                       2.8%
                                                                 5.0%                                                                                 Filipino
                                                                         Filipino                                                                      3.0%
                  American Indian                                                                      Hispanic
                      2.3%                                                                              45.3%


                                                                                                                 American Indian
                                                       White                                                         1.5%
                  Cerro Coso College                   72.1%                                                                                     Porterville College

                                                                                                                                                                                       Demographic Information and Institutional Data

     KCCD Institutional Research Team                                                    Chart 3                                                         Source: CCCCO MIS Reporting
                                                                                      Kern Community College District
                                                                                    Fall 2003 Students by Gender and Age

                                                                                                                                                                                                                                Porterville College

                                        Gender                                       Female       Male                                              Age                        <19         20-24      25-29          30-34
                                                                                                                                                                               35-39       40-49      50+

                                        18,000                                                                                                      18,000
                                                                                      KCCD Total
                                                                                                                                                                                                       KCCD Total
                                                                                       Male: 40%
                                                                                                                                                                                                           50+: 8%
                                        16,000                                        Female: 60%                                                   16,000
                                                                                                                                                                      4%                                 40-49: 12%
                                                                                                                                                                                                         35-49: 7%
                                                                                                                                                                     10%                                 30-34: 8%
                                        14,000                                                                                                      14,000
                                                                                                                                                                                                         25-29: 12%
                                                     42%                                                                                                              6%                                 20-24: 28%
                                        12,000                                                                                                                                                             <19: 26%
                                                                                                                                                    12,000            8%

                                        10,000                                                                                                      10,000

                                         8,000                                                                                                       8,000           32%

          Fall 2003 Student Headcount
                                                                                                                      Fall 2003 Student Headcount
                                         6,000                                                                                                       6,000

                                         4,000                          39%                                                                          4,000                                17%
                                                                                          35%                                                                                           9%                     12%
                                                                                                                                                                     28%                   9%                6%
                                                                        61%                                                                                                            12%                      9%
                                         2,000                                            65%                                                        2,000                                                  10%
                                                                                                                                                                                           19%                 26%

                                                                                                                                                                                       19%                  23%
                                           -                                                                                                           -
                                                 Bakersfield        Cerro Coso     Porterville College                                                           Bakersfield         Cerro Coso     Porterville College
                                                  College            College                                                                                      College             College

                                                                                           Fall 2003 Total Student Headcount
                                                               Bakersfield College - 15,953        Cerro Coso College - 5,153                                Porterville College - 3,886

     KCCD Institutional Research Team                                                                      Chart 4                                                                                Source: CCCCO MIS Reporting
                                                                                    Kern Community College District
                                                                                 Fall 2003 Student Characteristics

                   Unit Load                                                                                          <3         3-5.9      6-8.9          9-11.9       12-14.9            15+

                                                                                      PC                                                                            KCCD Total
                Porterville College 15% 19% 14% 10% 25%                17%          PT: 57%                                                                                         15+ - 9%
                                                                                    FT: 42%                                                                                      12-14.9 - 22%
                                                                                                                                                                    PT: 68%       9-11.9 - 14%
                                                                                                                                                                    FT: 32%        6-8.9 - 18%
                                             22%         32%      17%    9% 15% 5%                  PT: 80%                                                                        3-5.9 - 25%
               Cerro Coso College
                                                                                                    FT: 20%                                                                          <3 - 12%

               Bakersfield College           9%                    24%                          19%                        16%                      24%                8%              PT: 68%
                                                                                                                                                                                       FT: 32%

                                     -                   2,000           4,000            6,000            8,000            10,000          12,000          14,000            16,000             18,000
                                                                                                      Fall 2003 Student Headcount

                    Day - Evening Enrollment                                                                                                         Day        Evening            Unknown

                                                                                                                                                                              KCCD Total
                 Porterville College               59%           25%    16%                                                                                                 Unknown - 10%
                                                                                                                                                                             Evening - 24%
                                                                                                                                                                               Day - 66%
                Cerro Coso College                       71%                  25%    4%

                Bakersfield College                                                   67%                                                           23%                10%

                                         -               2,000           4,000              6,000             8,000         10,000          12,000           14,000           16,000             18,000

                                                                                                       Fall 2003 Student Headcount

                                                                                    Fall 2003 Total Student Headcount
                                               Bakersfield College - 15,953                   Cerro Coso College - 5,153                 Porterville College - 3,886

                                                                                                                                                                                                              Demographic Information and Institutional Data

     KCCD Institutional Research Team                                                                    Chart 5                                                                Source: CCCCO MIS Reporting
                                                                                            Kern Community College District
                                                                                      Fall 2003 Student Characteristics

                                        Academic Level                               Associate Degree +                                            Enrollment Status                           Other
                                                                                                                                                                                               Returning Student
                                                                                                                                                                                                                                 Porterville College

                                                                                                                                                                                               Continuing Student
                                             18,000                                  Freshmen                                                                                                  First-Time Transfer
                                                                                      KCCD Total                                                                                               First-Time Student
                                             16,000                                Associate + - 9%                                                  16,000              1%                           KCCD Total
                                                                7%                 Sophomore - 23%                                                                                                       Other - 3%
                                                                                    Freshmen - 68%                                                                                                  Returning - 19%
                                             14,000                                                                                                  14,000                                        Continuing - 58%
                                                                                                                                                                                            1st Time Transfer - 4%
                                                                                                                                                                                                    First-Time - 15%
                                             12,000                                                                                                  12,000

                                             10,000                                                                                                  10,000

                                              8,000                                                                                                   8,000


                                                                                                                     Fall 2003 Student Headcount

               Fall 2003 Student Headcount
                                              6,000                                                                                                   6,000

                                              4,000                                                                                                   4,000                                  20%
                                                                               15%                    7%                                                                                                       19%
                                                                                                     25%                                                                 3%
                                              2,000                                                                                                   2,000
                                                                               67%                                                                                      16%
                                                                                                                                                                                             14%                3%
                                                -                                                                                                       -                                                      10%
                                                      Bakersfield     Cerro Coso           Porterville                                                         Bakersfield      Cerro Coso            Porterville
                                                       College         College              College                                                             College          College               College

                                                                                         Fall 2003 Total Student Headcount
                                                            Bakersfield College - 15,953          Cerro Coso College - 5,153                                  Porterville College - 3,886

     KCCD Institutional Research Team                                                                      Chart 6                                                                                 Source: CCCCO MIS Reporting
                                                                KCCD 75/25 Ratio Trends
                                                            (Full-time/Part-time Faculty Ratio)








                           Fall 1995   Fall 1996   Fall 1997    Fall 1998   Fall 1999   Fall 2000   Fall 2001   Fall 2002   Fall 2003
     Bakersfield College    69.7%       68.5%       67.1%        68.1%       69.3%       70.5%       70.4%       73.0%       76.4%
     Cerro Coso College     43.1%       47.0%       36.1%        63.5%       39.0%       38.9%       45.9%       49.5%       51.1%
     Porterville College    71.5%       72.2%       72.2%        65.8%       67.5%       70.8%       75.0%       69.1%       71.9%
     KCCD Total             65.7%       65.5%       61.2%        67.0%       62.6%       63.9%       66.3%       67.1%       70.0%

                                                                                                                                        Demographic Information and Institutional Data
Porterville College

                                           Kern Community College District
                                                         75/25 Ratio
                                               Full-Time/Part-Time Faculty Ratio

                                                         Full-Time       Part-Time
                                Fall 2003               Contract         Adjunct           Total
                                                      FTEF       %    FTEF         %         FTEF

                         Bakersfield College          238.00    76.4% 73.46        23.6%     311.46
                         Cerro Coso College            59.60    51.1% 56.95        48.9%     116.55
                         Porterville College           82.00    71.9% 32.04        28.1%     114.04
                         KCCD Total                   379.60    70.0% 162.45       30.0%     542.05

                                Fall 2002               Contract         Adjunct           Total
                                                      FTEF       %    FTEF         %         FTEF

                         Bakersfield College          239.22    73.0% 88.58        27.0%     327.80
                         Cerro Coso College            60.00    49.5% 61.25        50.5%     121.25
                         Porterville College           82.00    69.1% 36.74        30.9%     118.74
                         KCCD Total                   381.22    67.1% 186.57       32.9%     567.79

                                Fall 2001               Contract         Adjunct           Total
                                                      FTEF       %    FTEF         %         FTEF

                         Bakersfield College          235.50    70.4% 99.23        29.6%     334.73
                         Cerro Coso College            53.00    45.9% 62.42        54.1%     115.42
                         Porterville College           84.63    75.0% 28.16        25.0%     112.78
                         KCCD Total                   373.13    66.3% 189.81       33.7%     562.94

                                Fall 2000               Contract         Adjunct           Total
                                                      FTEF       %    FTEF         %         FTEF

                         Bakersfield College          221.00    70.5% 92.61        29.5%     313.61
                         Cerro Coso College            43.00    38.9% 67.58        61.1%     110.58
                         Porterville College           74.24    70.8% 30.61        29.2%     104.84
                         KCCD Total                   338.24    63.9% 190.80       36.1%     529.03

                                Fall 1999               Contract         Adjunct           Total
                                                      FTEF       %    FTEF         %         FTEF

                         Bakersfield College          218.00    69.3% 96.46        30.7%     314.46
                         Cerro Coso College            44.00    39.0% 68.74        61.0%     112.74
                         Porterville College           71.63    67.5% 34.54        32.5%     106.17
                         KCCD Total                   333.63    62.6% 199.74       37.4%     533.36

                                Fall 1998               Contract         Adjunct           Total
                                                      FTEF       %    FTEF         %         FTEF

                         Bakersfield College          219.00    68.1% 102.71       31.9%     321.71
                         Cerro Coso College            45.00    63.5% 25.84        36.5%      70.84
                         Porterville College           66.63    65.8% 34.63        34.2%     101.26
                         KCCD Total                   330.63    67.0% 163.18       33.0%     493.80

IRP 75-25 Ratio Report - 1995-Present All Sites.xls                                                Data Source: KCCD LSC - HR
                                                  Demographic Information and Institutional Data

College Profile

                         Porterville College Student Profile
                                     Spring 2005

                    ETHNICITY                             TOP MAJORS DECLARED
 American Indian/Alaskan Native      71   1.9%   Undeclared                    1171 30.6%
 Asian                              107   2.8%   Nursing, LVN                   487 12.7%
 Black Non-Hispanic                  68   1.8%   Liberal Studies/Liberal Arts   355   9.3%
 Filipino                           118   3.1%   Child Development              306   8.0%
 Hispanic                          1893 49.4%    Social Science                 232   6.1%
 Pacific Islander                     5   0.1%   Psychiatric Technology         221   5.8%
 Unknown/Non-Respondent/Decline      97   2.5%   Administration of Justice      141   3.7%
 White Non-Hispanic                1473 38.4%    Business Administration        102   2.7%
 Total                             3832 100.0%   Business                        88   2.3%
                                                 Human Services Certificate      69   1.8%
                                                 Natural & Physical Science      64   1.7%
                                                 Correctional Science            49   1.3%
                                                 English                         49   1.3%
                                                 Information Systems             48   1.3%
                                                 Accounting                      44   1.1%
                                                 Fire Technology                 41   1.1%
                                                 Art                             39   1.0%
                                                 Office Technology               30   0.8%
                                                 Human Svs/Develop Disabilit     28   0.7%
                                                 Mathematics                     25   0.7%
             EDUCATION LEVEL                     Computer Graphics/MultiMed      20   0.5%
HS Diploma                2840     74.1%         Agriculture Tech & Science      18   0.5%
GED                        351      9.2%         Registered Nursing              18   0.5%
Not a HS graduate          211      5.5%         Preschool Teacher Certificate   17   0.4%
Associate degree           158      4.1%         Agribusiness                    15   0.4%
Bachelor or higher         119      3.1%         Child Development Teacher       14   0.4%
Foreign secondary school    54      1.4%         Photography                     14   0.4%
Special Admit               42      1.1%         Educational Aide                13   0.3%
Enrolled in adult school    32      0.8%         Mental Health/Substnce Abus     11   0.3%
High school proficiency     22      0.6%         Welding                         11   0.3%
Non-Response                 3      0.1%         Other                           92   2.4%
Total                     3832    100.0%         Total                         3832 100.0%

Porterville College

                                           Porterville College Student Profile
                                                       Spring 2005
                 GENDER                                                                               AGE DISTRIBUTION
Female               2554               66.6%                                                  19 or Younger     851  22.2%
Male                 1278               33.4%                                                  20 - 24          1202  31.4%
Total                3832              100.0%                                                  25 - 29           420  11.0%
                                                                                               30 - 34           311   8.1%
                                                                                               35 - 39           221   5.8%
                                                                                               40 - 49           386  10.1%
                                                                                               50 +              441  11.5%
                                                                                               Total            3832 100.0%

              EDUCATIONAL GOAL                                                                         UNIT LOAD
BA after completing AA        1577                               41.2%                     Less than 6        1515                     39.5%
Undecided                      611                               15.9%                     6 - 8.5             542                     14.1%
Educational development        353                                9.2%                     9 - 11.5            421                     11.0%
Prepare for new career         259                                6.8%                     12 - 14.5           799                     20.9%
Earn vocational certificate    229                                6.0%                     15 +                481                     12.6%
BA w/o completing AA           207                                5.4%                     Non - Credit         74                      1.9%
Maintain certificate/license   136                                3.5%                     Total              3832                    100.0%
Vocational degree w/o transfe  127                                3.3%
Associate degree w/o transfer  118                                3.1%
Job advancement                115                                3.0%
Discover career interests       49                                1.3%
Improve basic skills            37                                1.0%
GED preparation                 14                                0.4%
Total                         3832                              100.0%

                                                                                          FEEDER HIGH SCHOOLS
                                                                                  Porterville High        862                          22.5%
                                                                                  Monache High            789                          20.6%
                                                                                  Porterville Adult       198                           5.2%
                                                                                  Lindsay Senior High     175                           4.6%
                                                                                  Delano High             134                           3.5%
                                                                                  Other Tulare County     131                           3.4%
                                                                                  Granite Hills High      130                           3.4%
                                                                                  Strathmore High         107                           2.8%
                                                                                  Citrus High              77                           2.0%
                                                                                  Other High School      1229                          32.1%
                                                                                  Total                  3832                         100.0%

                                                                     1 of 2
Institutional Research Office
Porterville College
Data Source - Banner report SWRTMFF headcount status of A,B,C, or F
Note: Data from Banner will differ slightly from Chancellor’s office reported data due to changes in student records after submission of data to
Chancellor’s office.
                                                                               Demographic Information and Institutional Data

                                        Porterville College
                                Fall 2005 Census Demographics Report

   Table 1: Enrollment and Full-Time Equivalent Students (FTES), with comparison to previous year

                                                       Fall 2005       Fall 2004            #               %
                                                                                       Difference       Difference
                   # Active sections                         518              479              39              8.14
                   Enrollment (unduplicated)               3,800            3,763              37                .98
                   Enrollment (duplicated)                12,948           12,853              95                .74
                   FTES (estimated)                    1,593.490        1,596.787          -3.297             -.206

     Table 2: Estimated FTES by Accounting                                           Table 3: Students by Ethnicity
                                                                                                                      #             %
                                  Estimated        % of                                                            students      students
                                    FTES           total               Asian                                             92          2.42
    Weekly Census                  1097.150         68.85              Black/African American                            74          1.95
    Daily Census                    205.821         12.92              Filipino                                         108          2.84
    Positive Attendance             231.826         14.55              Hispanic                                       1,950         51.32
    Open Entry                        58.226         3.65              American Indian/Alaskan Native                    72          1.89
    Independent Study                   .467           .03             Other non-white                                    0             0
                                                                       Pacific Islander                                   9           .24
                                                                       White, non-Hispanic                            1,390         36.58
                                                                       Unknown/Non-respondent                           105          2.76

Table 4: Students by Gender                      Table 5: Full* and Part-time                          Table 6: Students by
                                                           Students                                    Day/Evening Status

                #              %                                 #        %                                       #             %
             students       students                         students students                                 students      students
Male            1,304           34.32           Full-time       1,776     46.74                  Day              3,114         81.95
Female          2,496           65.68           Part-time       2,024     53.26                  Evening            686         18.05
                                                * Full-time means taking 12 or
                                                more units in a term.

Notes: Data for tables 1 and 2 come from KCCD Banner report SWRPROD, except for unduplicated headcount, which comes from
the report SWRREGI. All other data come from the report SWRREGI. All data are as of Census day, which for the Fall 2005 term
was 9-6-05 (9-7-04 for Fall 2004). Full-term data, which better reflect the entire student body, will be available after the term ends.

Porterville College

                                                     Porterville College Employee Profile
                                                                   Fall 2004
                                                  Adjunct           Child Care           Classified       Confidential/         Full-time
                                                  Faculty            Teachers              Staff          Management             Faculty                 Total
                                                 #      %           #      %             #       %         #      %             #       %           #            %

                   Total                         70     28.9%        7       2.9%       77      31.8%        7      2.9%        81      33.5%      242     100.0%

                                                  Adjunct           Child Care           Classified       Confidential/         Full-time
                                                  Faculty            Teachers              Staff          Management             Faculty                 Total
                                                 #      %           #      %             #       %         #      %             #       %           #            %

                  Female                         35     50.0%        7      100.0%      55      71.4%        3      42.9%       44      54.3%      144      59.5%

                   Male                          35     50.0%        0       0.0%       22      28.6%        4      57.1%       37      45.7%       98      40.5%

                                                  Adjunct           Child Care           Classified       Confidential/         Full-time
                                                  Faculty            Teachers              Staff          Management             Faculty                 Total
                                                 #      %           #      %             #       %         #      %             #       %           #            %

                   0 - 35                        14     20.0%        2      28.6%       18      23.4%        0      0.0%        11      13.6%       45      18.6%

                   36 - 45                       10     14.3%        2      28.6%       28      36.4%        1      14.3%       22      27.2%       63      26.0%

                   46 - 55                       26     37.1%        3      42.9%       19      24.7%        2      28.6%       26      32.1%       76      31.4%

                    56 +                         20     28.6%        0       0.0%       12      15.6%        4      57.1%       22      27.2%       58      24.0%

                                                  Adjunct           Child Care           Classified       Confidential/         Full-time
                                                  Faculty            Teachers              Staff          Management             Faculty                 Total
                                                 #      %           #      %             #       %         #      %             #       %           #            %

  American Indian/Alaskan Native                 0       0.0%        0       0.0%        1       1.3%        0      0.0%         0      0.0%        1          0.4%

                   Asian                         2       2.9%        0       0.0%        1       1.3%        0      0.0%         2      2.5%        5          2.1%

           Black Non-Hispanic                    1       1.4%        0       0.0%        1       1.3%        1      14.3%        1      1.2%        4          1.7%

                  Filipino                       2       2.9%        0       0.0%        2       2.6%        0      0.0%         0      0.0%        4          1.7%

                 Hispanic                        7      10.0%        1      14.3%       15      19.5%        0      0.0%         9      11.1%       32      13.2%

Unknown/Non-Respondent/Decline                   18     25.7%        1      14.3%        4       5.2%        0      0.0%        14      17.3%       37      15.3%

           White Non-Hispanic                    40     57.1%        5      71.4%       53      68.8%        6      85.7%       55      67.9%      159      65.7%

Institutional Research Office
Porterville College
Data Source - Banner report NWRSXEA run on the 20th of September 2004 (excludes temporary casual staff and instructors with classes starting after Sep 20th)
Note: Data from Banner will differ slightly from Chancellor’s office reported data due to dynamic nature of Banner.

                                                                                          Demographic Information and Institutional Data

                                                 Porterville College
                     Degrees and Certificates Awarded by Major and Academic Year
               Associate of Arts Degrees Awarded by Major and Academic Year, 1999/00-2004/05

                    Major                            1999-00         2000-01         2001-02         2002-03         2003-04         2004-05
 Administration of Justice                                8               3               5               6               2              10            34
 Agriculture Tech & Science                               0               0               0               2               1              1              4
 Art                                                     0                0              1               1               0               0              2
 Automotive Technology                                    0               0               0               1               0               0             1
 Biology                                                  1               0              0               0               0               0              1
 Business                                                 6               6              7               2                5              6             32
 Business Administration                                  0               5               4               8               5              11            33
 Business Management                                      1               0               0               0               0              0              1
 Child Development                                       12               7              9               5               11             21             65
 Commercial Art                                           1               0               0               1               0              0              2
 Computer Information Systems                             0               4               0               0               0              0              4
 Computer/Information Science                             1               0               0               0               0               0             1
 Construction Technology                                  1               0               0               0               0               0             1
 Correctional Science                                     1               3               5               3               6               2            20
 Drafting                                                0                2              2               1               1               0              6
 Educational Aide                                         0               0               0               0               0              0              0
 English                                                  2               4              3               4               2               5             20
 Fine Arts                                                1               0              0               0                0              0              1
 Fire Technology                                          1               0               0               0               0               0             1
 General Studies                                         89               0              0               0               0               0             89
 Health Information Technology                            1               0               0               0               0               0             1
 Human Services                                           0               0              0               0               0               0              0
 Humanities                                              0               0               0               0               0               0              0
 Humanities/Fine Arts                                     1               0              0               0                0              0              1
 Information Systems                                      0               0               4               6               5              4             19
 Liberal Arts/ Science                                    1               0               0               0               0              0              1
 Liberal Studies                                         1               67              0               0               0               0             68
 Liberal Studies/Liberal Arts                             0               0              64              46              37             50            197
 Mathematics                                             3                0              0               0               5               1              9
 Mental Health/Substnce Abuse                             0               0               0               0               0              0              0
 Music                                                   2                0              0               0               0               0              2
 Natural & Physical Science                               0               0               0               4               0              0              4
 Nursing LVN                                             0                0              0               0               0               0              0
 Office Technology                                        1               3               2               0               2               4            12
 Preschool Teacher Certificate                            0               0               0               0               0              0              0
 Physical Education                                       2               0               0               0               0              0              2
 Psychiatric Technology                                   3               0               0               0               0               0             3
 Secretary/Admin. Office Asst.                            0               0               0               0               0               0             0
 Social Science                                          23              49              66              91              69             119           417
 Welding                                                  0               0              2               0                0              0              2

 All majors                                             163             153             174             181             151             234           1056
Note: Majors and Certificates offered have changed over time. To be consistent we have included all titles, as assigned, during their respective calendar year.
Institutional Research Office
Porterville College
Data Source – Banner report swrdegc

Porterville College

                                                  Porterville College
                      Degrees and Certificates Awarded by Major and Academic Year
              Associate of Science Degrees Awarded by Major and Academic Year, 1999/00-2004/05

                     Major                           1999-00         2000-01         2001-02         2002-03         2003-04         2004-05
  Biology                                                 10               0              0                0              0               0            10
  Natural & Physical Science                               0              10              14               12             8               14           58
  Physical Science                                         0               0              0                0              0               0             0

  All majors                                              10              10              14               12             8               14            68

        Certificates of Achievement (less than 1 year) by Major and Academic Year, 1999/00-2004/05

                   Major                         1999-00         2000-01         2001-02         2002-03         2003-04         2004-05
  Business                                            1               0               0                0              0               0               1
  Secretary/Admin. Office Asst.                       1               0               0                0              0               0               1

  All majors                                          2               0               0                0              0               0                2

      Certificates of Achievement (1-2 year) Awarded by Major and Academic Year, 1999/00-2004/05

                     Major                           1999-00         2000-01         2001-02         2002-03         2003-04         2004-05
  Accounting                                              1                0               1                0              0               1              3
  Administration of Justice                               1                3               2                2              1               2             11
  Business Management                                     0                0               0                0              0               0              0
  Child Development Teacher                               1                2               0                0              0               0              3
  Computer/Information Science                            1                0               0                0              0               0              1
  Correctional Science                                    0                3               3                5              1               0             12
  Human Services                                          0                0               0                0              0               0              0
  Human Services Certificate                              0                2               2                0              0               1              5
  Mental Health/Substnce Abuse                            2                4              14                7              8               6             41
  Nursing, LVN                                            0                0              27               35             13              30            105
  Office Technology                                       0                0               1                0              1               0              2
  Preschool Teacher Certificate                           0                1               0                0              0               2              3
  Psychiatric Technology                                  0               41              54               77             34              64            270
  Secretary/Admin. Office Asst.                           0                0               0                0              0               0              0
  Supervision Certificate                                 0                2               0                2              0               0              4
  Vocational Nursing                                      0               23               0                0              0               0             23

  All majors                                              6               81              104              128            58              106              483
 Note: Majors and Certificates offered have changed over time. To be consistent we have included all titles, as assigned, during their respective calendar year.
 Institutional Research Office
 Porterville College
 Data Source – Banner report swrdegc

                                                                                                 Demographic Information and Institutional Data

City Profile

   City of Porterville

                                              At a glance…
                                              Population in 2000 .............................................................................................................................39,615
                                              Population in 1990..............................................................................................................................29,536
                                              Annual rate of growth........................................................................................................................... 3.0%
                                              Area.................................................................................................................................................... 14.07 sq mi.
                                              Density .................................................................................................................2,815.01 people / mile2
                                              Status................................................................................................................Incorporated City (1902)
                                              County Rank....................................................................................................................................................... 3


    Race & Ethnicity          All People         Under 18                                       Over 65
    Hispanic              19,589     49.4%    8,409    62.0%                                  671    18.0%
    White                 16,649     42.0%    3,981    29.3%                                2,832    75.8%
    Asian / Pacific Is.    1,789      4.5%      616     4.5%                                  130     3.5%
    Black                    406      1.0%      122     0.9%                                   23     0.6%
    Native American          378      1.0%      122     0.9%                                   24     0.6%
    Other                     24      0.1%        4     0.0%                                    3     0.1%
    Multi-Racial             780      2.0%      316     2.3%                                   65     1.7%
    Total Population      39,615     100 %   13,570    100%                                 3,738    100%

   Age Distribution

                                                                                                                                              Nativity and Place of Birth

                                                                                                                                              US Born                                    30,984                77.4%
                                                                                                                                                     from California                     24,133                77.9%
                                                                                                                                                     different state                        6,454              20.8%
                                                                                                                                                     outside the
                                                                                                                                                         50 states^                             397               1.3%

                                                                                                                                              Foreign Born                                  9,041              22.6%
                                                                                                                                                     Now a citizen                          2,433              26.9%
                                                                                                                                                     Not a citizen                          6,608              73.1%

                                                                                                                                              ^outlying islands, Puerto Rico, and
                                                                                                                                              abroad to US parents.

Porterville College

  City of Porterville

   Education and Employment
   Employment status                                                                                  Full Time / Part Time
   Participation            Male    Female     Hispanic         White      Total ††                  Hours          Male Female
   In workforce             8,527    7,626           7,499       7,282    16,153 58.6%              35 + hrs        7,609    5,953
   In military                 18        0               0          18        18 0.1%            15 – 35 hrs        1,030    1,759
   Working                  7,363    6,789           6,221       6,713     4,152 51.3%            1 – 15 hrs          318      398
   Unemployed               1,146      837           1,278         551     1,983 7.2% ^
   Not in workforce         4,764    6,646           4,420       5,729    11,410 41.4%             No work          4,334    6,162
   †† Individuals over 16 only

  Occupation                          Male             Female                  Totals           Employment by sector
  Managerial                            582                403               985      7.0%
  Professional                        1,004              1,652             2,656     18.8%
  Service & Support                   1,134              1,357             2,491     17.6%
  Sales                               1,000              2,344             3,344     23.6%
  Farming & forestry                  1,116                492             1,608     11.4%
  Construction                        1,130                 18             1,148      8.1%
  Production                            521                405               926      6.5%
  Transporting                          876                118               994      7.0%       Sector
                                                                                                          Agricultural       11%
 Working Families with Children                                                                           Industrial         13%
  Situation                                  Children age 0-6              Children age 6-17
                                                                                                          Service            58%
  Parent(s)* work                            2,490      57.3%              5,532      65.3%
  Parent(s)* at home                         1,858      42.7%              2,945      34.7%               Public               18

 Highest Educational Level Attained** by Ethnicity
  Level                                                           All People                   Hispanic                      White
  Less than 8 grade
                                                              4,870        22.3%                  3,575                        787
  Some High School                                            3,466        15.9%                  1,619                      1,557
  HS Diploma/GED                                              5,043        23.1%                  1,438                      3,133
  Some College                                                4,897        22.5%                  1,332                      3,277
  Associates Degree                                           1,111          5.1%                   196                        813
  Bachelors Degree                                            1,610          7.4%                   305                      1,152
  Graduate or Higher                                            794          3.6%                   141                        523
  All 25+ individuals                                        21,791         100%                  8,606                     11,242

 Employment status for those 16-19 who are in school
  Situation                                            All People               Hispanic                   White
  In school and not working                            1,465                    854                        409
  In school and working                                418                      133                        225
  In school and looking for work                       161                      112                        22
  Work in same town                                    7,875                    57.4%

                                                                                   Demographic Information and Institutional Data

City of Porterville

 Education and Employment

     Current School Enrollment by ethnicity
      Grade Level                                              All People                               Hispanic                     White
      Pre-School/Head-Start                                           453                                    270                        140
           Percentage in private schools                            26.9%                                 21.1%                      42.1%
      Gr. K-8                                                       7,239                                  4,668                      1,931
           Percentage in private schools                             2.4%                                   1.7%                       4.8%
      Gr. 9-12                                                      3,208                                  1,854                        979
           Percentage in private schools                             3.1%                                   1.8%                       6.1%
      Colleges / Trade schools                                      2,266                                    867                      1,118
           Percentage in private schools                            11.9%                                 12.1%                      12.5%
      Total Enrollment                                             13,166                                  7,659                     4,168
      Percentage of TOTAL population in school                                                                                       33.2%

 Income and Poverty

                                              Income Distribution (all households)
                                                              County Median
   2,000 1,563
   1,500       1,170                                                                   1,132             977
                               984 1,020       855                                              1,010
   1,000                                              804       752      670
                                                                               438                                 291
     500                                                                                                                 139     82      76
 Income        $0-     $10-    $15-    $20-    $25-    $30-     $35-    $40-    $45-     $50-    $60-     $75- $100- $125 $150- Over
 Range       $10K     $14K    $19K    $24K    $29K    $34K     $39K    $44K    $49K     $59K    $74K     $99K $124K $149K $199K- $200K

                                                                                                               Households in poverty
Other measures of poverty (households)
                                  All People                  Hispanic                 White                                                  8%
On public aid                         1,318                     n /a                   n /a                                      22%

Overcrowded                           2,291                    1,721                   275
                                                                                                                    Married w/kids        31%
No telephone                          297                       190                     80                          Single Parents        39%

No vehicle                            1,495                     744                    634                          Other family types        8%
                                                                                                                    Unrelated people      22%
                     (Households listed below are lacking complete…)

Kitchen Facilities                    255                       74                      55                 Measures of Poverty
                                                                                                           In 2000 the official poverty level
Plumbing Fixtures                      51                       33                      10                 was an annual income of $17,463
                                                                                                           for a family of four.

Porterville College

  City of Porterville

   Income and Poverty

                                                      Important Medians
 Median Type            All People         Hispanic    White     Median Type       All People   Hispanic    White
 Household Income         $32,046          $26,123    $37,865    Male income ‡        $31,849   $23,267    $37,290
 Family income            $35,136          $26,114    $44,209    Single Fathers       $22,417       n /a      n /a
 Per Capita income        $12,745           $8,349    $18,179    Female income ‡      $24,649   $21,386
                                                                 Single Mothers       $15,310       n /a      n /a


                     Population                        1990           2000          Change
                     Total Population                  29,536         39,615        34.1%
                     Hispanic                          10,299         19,589        90.2%
                     White                             16,787         16,649        – 0.8%
                     Asian / P.I.                      1,824          1,789         – 1.9%
                     Black                             253            406           60.5%
                     Native American                   301            378           25.6%

                     Age                               1990           2000          Change
                     Under 18                          9,686          13,570        40.1%
                     Over 65                           3,778          3,738         – 1.1%

                     Education                         1990           2000          Change
                     Less than HS Diploma              6,740          8,336         23.7%
                     HS diploma                        3,761          5,043         34.1%
                     College Degree                    3,339          3,515         5.3%

                     Employment                        1990           2000          Change
                     Working                           1,0532         14,170        34.5%
                     Unemployed                        1,545          1,983         28.3%
                     Not working                       9,061          11,410        25.9%

                     Sector employed in                1990           2000          Change
                     Agricultural Sector               1,280          1,588         24.1%
                     Industrial Sector                 1,697          1,820         7.2%
                     Service Sector                    5,882          8,248         40.2%
                     Education / Gov’t.                1,648          2,496         51.5%

                     Poverty                           1990           2000          Change
                     All people in poverty             7,593          9,921         30.7%
                     Under 18 in poverty               3,590          4,683         30.4%
                     Households in Poverty             2,003          2,451         22.4%
                     Receiving Public Aid              2,020          1,318         –34.8%

                                                                                                 Demographic Information and Institutional Data

County Profile

   County of Tulare

                                              At a glance…
                                              Population in 2000 ..........................................................................................................................368,021
                                              Population in 1990...........................................................................................................................311,921
                                              Annual rate of growth........................................................................................................................... 1.7%
                                              Area.............................................................................................................................................4,839.09 sq mi.
                                              Density ........................................................................................................................76.05 people / mile2
                                              County Rank............................................................................................................................Not Ranked


   Race & Ethnicity           All People         Under 18                                      Over 65
   Hispanic              186,846     50.8%   77,763    62.6%                               7,482    20.8%
   White                 153,916     41.8%   36,770    29.6%                              25,960    72.3%
   Asian / Pacific Is.    11,714      3.2%    4,104     3.3%                               1,240     3.5%
   Black                   5,122      1.4%    1,861     1.5%                                 415     1.2%
   Native American         3,011      0.8%      929     0.7%                                 319     0.9%
   Other                     444      0.1%      163     0.1%                                  48     0.1%
   Multi-Racial            6,968      1.9%    2,662     2.1%                                 591     1.6%
   Total Population      368,021     100 %   13,570    100%                                3,738    100%

   Age Distribution

                                                                                                                                               Nativity and Place of Birth

                                                                                                                                               US Born                                 284,897                  77.4%
                                                                                                                                                      from California 223,851                                   78.6%
                                                                                                                                                      different state                     58,576                20.6%
                                                                                                                                                      outside the
                                                                                                                                                         50 states^                          2,470                 0.9%

                                                                                                                                               Foreign Born                               83,124                22.6%
                                                                                                                                                      Now a citizen                       21,567                25.9%
                                                                                                                                                      Not a citizen                       61,557                74.1%

                                                                                                                                               ^outlying islands, Puerto Rico, and
                                                                                                                                               abroad to US parents.

Porterville College

  County of Tulare

   Education and Employment
   Employment status                                                                                Full Time / Part Time
   Participation            Male   Female     Hispanic         White      Total ††                  Hours          Male Female
   In workforce           85,975   67,830       72,256         71,023   153,805 59.4%             35 + hrs 79,325        51,146
   In military               118        0           41             77       118 0.1%           15 – 35 hrs 9,589         16,944
   Working                75,362    6,789       58,889         65,966   134,094 52.1%           1 – 15 hrs 3,324          4,417
   Unemployed             10,495      837       13,326          4,980    19,593 7.6% ^
   Not in workforce       41,048    6,646       44,690         50,092   103,515 40.2%            No work 34,785          57,790
   †† Individuals over 16 only

  Occupation                         Male            Female                   Totals           Employment by sector
  Managerial                         5,574             4,617             10,191      7.6%
  Professional                       7,511            13,321             20,832     15.5%
  Service & Support                 10,411            11,297             21,708     16.2%
  Sales                             10,627            19,820             30,447     22.7%
  Farming & forestry                15,759             4,753             20,512     15.3%
  Construction                      10,944               352             11,296      8.4%
  Production                         6,569             3,311              9,880      7.4%
  Transporting                       7,967             1,261              9,228      6.9%       Sector
                                                                                                         Agricultural     15%
 Working Families with Children                                                                          Industrial       15%
  Situation                                 Children age 0-6              Children age 6-17
                                                                                                         Service          55%
  Parent(s)* work                       19,108       52.2%               46,608      59.7%
  Parent(s)* at home                    17,476       47.8%               31,437      40.3%               Public           15%

 Highest Educational Level Attained** by Ethnicity
  Level                                                    All People                         Hispanic                    White
  Less than 8 grade
                                                       47,161          23%                     37,281                     6,623
  Some High School                                     31,351         15.3%                    15,503                    13,763
  HS Diploma/GED                                       47,004         22.9%                    14,536                    28,826
  Some College                                         42,886         20.9%                    11,152                    28,571
  Associates Degree                                    12,926          6.3%                      3,093                    8,820
  Bachelors Degree                                     15,956          7.8%                      2,116                   12,504
  Graduate or Higher                                    7,604          3.7%                        966                    5,888
  All 25+ individuals                                 204,888         100%                     84,647                   104,995

 Employment status for those 16-19 who are in school
  Situation                                         All People                 Hispanic                   White
  In school and not working                         13,506                     7,741                      4,505
  In school and working                             4,572                      2,082                      2,015
  In school and looking for work                    1,871                      1,100                      649

                                                                                     Demographic Information and Institutional Data

County of Tulare

 Education and Employment

     Current School Enrollment by ethnicity
      Grade Level                                               All People                                Hispanic                  White
      Pre-School/Head-Start                                          5,767                                   3,787                   1,609
           Percentage in private schools                             26.1%                                  14.9%                   53.7%
      Gr. K-8                                                       65,443                                 40,887                  19,248
           Percentage in private schools                              4.5%                                    1.7%                  10.9%
      Gr. 9-12                                                      28,896                                 16,669                    9,773
           Percentage in private schools                              3.9%                                    2.9%                    6.3%
      Colleges / Trade schools                                      17,959                                   7,713                   8,553
           Percentage in private schools                             12.5%                                  11.0%                   14.3%
      Total Enrollment                                            118,065                                  69,056                  39,183
      Percentage of TOTAL population in school                                                                                      32.1%

 Income and Poverty

                                               Income Distribution (all households)
                                                               County Median
  15,000 12994
                      9151                                                                9103
  10,000                      9155    9081     8201                                               9409 8045
                                                       7981     7075     6362
   5,000                                                                         5372                            3786
                                                                                                                                 1409 1441
 Income        $0-     $10-    $15-     $20-    $25-    $30-     $35-     $40-    $45-     $50-    $60-     $75- $100- $125 $150- Over
 Range       $10K     $14K    $19K     $24K    $29K    $34K     $39K     $44K    $49K     $59K    $74K     $99K $124K $149K $199K- $200K

                                                                                                                 Households in poverty
Other measures of poverty (households)
                                  All People                   Hispanic                  White                                               6%
On public aid                         9,525                      n /a                    n /a                                     24%

Overcrowded                           21,323                    16,987                   2,587
                                                                                                                     Married w/kids       34%
No telephone                          3,021                     1,825                    822                         Single Parents       36%

No vehicle                            10,663                    5,436                    4,294                       Other family types      6%
                                                                                                                     Unrelated people     24%
                     (Households listed below are lacking complete…)

Kitchen Facilities                    1,833                      557                     431                 Measures of Poverty
                                                                                                             In 2000 the official poverty level
Plumbing Fixtures                     1,563                      736                     266                 was an annual income of $17,463
                                                                                                             for a family of four.

Porterville College

  County of Tulare

   Income and Poverty

                                                     Important Medians
 Median Type            All People      Hispanic      White        Median Type           All People    Hispanic       White
 Household Income         $32,046       $26,123      $37,865       Male income ‡             $31,849       $23,267   $37,290
 Family income            $35,136       $26,114      $44,209       Single Fathers            $22,417          n /a      n /a
 Per Capita income        $12,745           $8,349   $18,179       Female income ‡           $24,649       $21,386
                                                                   Single Mothers            $15,310          n /a      n /a


                     Population                             1990                  2000            Change
                     Total Population                     311,921               368,021            18.0%
                     Hispanic                             120,893               186,846            54.6%
                     White                                170,283               153,916            –9.6%
                     Asian/P.I.                            12,468                11,714            –6.0%
                     Black                                  4,305                 5,122            19.0%
                     Native American                        3,328                 3,011            –9.5%

                     Age                                    1990                  2000            Change
                     Under 18                             101,542               124,252            22.4%
                     Over 65                               33,788                35,917             6.3%

                     Household Types -                         1990                  2000         Change
                     Married couples                          26,243                28,991         10.5%
                     Married w/children                       32,941                35,132          6.7%
                     Single parents                           12,473                14,449         15.8%
                     One person household                     17,689                18,913          6.9%

                     Education -                               1990                  2000         Change
                     Less than HS Diploma                     70,714                78,512         11.0%
                     HS diploma                               40,873                47,004         15.0%
                     College Degree                           33,284                36,486          9.6%

                     Employment -                           1990                  2000            Change
                     Working                              119,226               134,212            12.6%
                     Unemployed                            14,252                19,593            37.5%
                     Not working                           84,919               103,515            21.9%

                     Sector employed in -                      1990                  2000         Change
                     Agricultural Sector                      22,443                20,383         –9.2%
                     Industrial Sector                        20,045                20,678          3.2%
                     Service Sector                           60,605                72,529         19.7%
                     Education/Gov’t.                         15,871                20,504         29.2%

                     Poverty -                                 1990                  2000         Change
                     All people in poverty                    69,125                86,572         25.2%
                     Under 18 in poverty                      33,707                40,271         19.5%
                     Households in Poverty                    17,106                20,967         22.6%
                     Receiving Public Aid                     17,762                 9,525        –46.4%

                                           Demographic Information and Institutional Data

                                                              Appendix 10A1(a)
District and College Organization


                                                                                                                                      Spring, 2006

                                                                                      Dr. Rosa F. Carlson

              Human Resources - District
     Associate Director – Ken Robinson                                                                                        Administrative Assistant,
                                                                                                                                                                           Porterville College

     Human Resources Technician - Janet Hawkins              President’s Cabinet                                                     President
     Human Resources Assistant – Jennie Brisson               Academic Senate                                                       Carol Brown

                                                                                                                                            Information Center Assistant
                                                                                                                                                           Dina Ebeling

       Public Information Officer                                                                   Director,                         Institutional Researcher
              Monte Moore                   Vice President, Learning
                                                                                                Business Services                           Michael Carley
                                                 Steven Schultz                                    Donna Berry                                  (faculty)

                                               Dean of Learning                                                                        Institutional Research
                                                                                            Maintenance & Operations
                                              Dr. Kathleen Bennettt                                                                            Analyst
                                                                                                Auxiliary Services
                                                                                                  Gary Wallace                                  Vacant

                                                  Dean of Learning                             Executive Director,
                                                   Antonia Ecung                          Porterville College Foundation
                                                                                                  Virginia Gurrola
                                            Admissions & Records /
                                                Financial Aid
                                               Virginia Gurrola
                                                                                                        A dm i n is t r a t iv e
                                                                                                           St r uc t ur e

          6/21/2006 4:51:13 PM                                         Page 1 of 14                                        PRES OFFICE – ORGANIZATION CHART – WORD/cb
                                                                                                                                                   --- Accreditation
                                                                              PRESIDENT                                                            --- Admissions & Records
                                                                          Dr. Rosa F. Carlson                                                      --- Catalog
                                                                                                                                                   --- Class Schedule
                                                                                                                                                   --- Commencement
                                                                                                                                                   --- Deans of Learning
                                                                      Vice President, Learning                                                     --- Faculty Evaluations
                                                                           Steven Schultz                                                          --- Financial Aid
                                                                                                                                                   --- Educational Master Plan
                                    Curriculum Specialist                                                                                          --- New Faculty Orientation
                                       Olene Burkhart                                                Administrative Secretary                      --- Faculty Loads
                                                                                                          Kathie Gifford                           --- Athletics
                                                                                                                                                            --- Athletic Director
                                                                                                                                                                 Carroll Land

       Dean of Learning                               Dean of Learning
        Antonia Ecung                                Dr. Kathleen Bennett                                                                      Director
                                                                                                                                        Admissions & Records /
                                                                                                 Administrative Secretary                   Financial Aid
          Administrative Assistant                                                                       Vacant                            Virginia Gurrola
             Diane Thompson
                                                     Health, Physical Education, and
                                                     Math & Natural Science                                                                Admissions & Records
                College Nurse                                                                    Department Asst. II – 47.5                     Supervisor
                                                     Applied Technology                                 (at PDC)
                Cindy Rowlett                        Business Education                                                                         Lydia Smith
                                                                                                      Maggie Cullum
                                                     Health Careers
                                                    Support Programs:
      Fine & Applied Arts
       Education & Career Development                Computer Labs                                --- Porterville Developmental               --- Admissions & Records
       Social Science (HMSV)                         VTEA                                             Center (PDC) Faculty & Classes
      Language Arts                                  Distance Learning
     Support Programs:                               Learning Center                                                                         Assistant Director,
       Wellness Center                               Title V                                                                                   Financial Aid
       Disability Resource Center (DRC)              Library Media Center                                                                      Perla Olmedo
       Student Grievances (per division)             Technology Services
      Transfer Center                                Community & Contract Education
       Matriculation & Assessment                    PDC Classes                                                                              --- Financial Aid
       Student Activities / ASB                      Student Grievances (per division)
       Student Discipline                            Instructional Technology
      Title V – COS
       EOPS / Mini Corps
     CalWORKS                                                Tech Prep Coordinator                                        Office of Learning
                                                                                                                          Office of Learning
     Articulation                                                 Jim Carson
     Counseling                                                                                                                                PORTERVILLE COLLEGE
                                                                                                                                                Kern Community College District

                                                                                                                                                                                    Demographic Information and Institutional Data

           7/10/2006 4:05:30 PM                                                 Page 7 of 14                                     PRES OFFICE – ORGANIZATION CHART – WORD/cb

                                                                            Dr. Rosa F. Carlson
                                                                                                                                                                  Porterville College

                                                                          Executive Director,
                                                                     Porterville College Foundation
                                                                                 (Interim)                  Executive Secretary
                                                                             Virginia Gurrola                 Rebecca Carley
                                                                                                        --- Foundation
                                                                                                        --- Retirement Celebration (annual)
                                                                                                        --- SMART Lab – Denise Goodman
                              PORTERVILLE COLLEGE FOUNDATION                                            --- Scholarship Awards Night (annual)
                                                                                                        --- Swap Meet
                                                                                                        --- Spring Festival (annual)
                Community Members                         College Representatives
                     Geary Austin                Dr. Rosa Flores Carlson, College President
           Betty Bluekle, 2 nd Vice President
            Richard Christenson, President             Dr. Herb Bonds, District Trustee
                     John Corkins                  Sonia Huckabay, Business Supervisor
                      Lucy Garcia                         Dr. Jeff Keele, PC Faculty
                    Ken Goodwin                  Virginia Gurrola, Interim Executive Director
                  Nancy Wise Hutton
                                                    Rebecca Carley, Executive Secretary
                     Karen Johns
                    Mike Laughlin                    Anthony Hannah, ASPC President
                      John Nash
                   John Rankin, Jr.
          Mimi Stoneburner, 1st Vice President
                       Milt Stowe
                    Gordon Woods

                                                                                                  Porterville College
                                                                                                     Fo u n d a t i o n
                                                                                                                              PORTERVILLE COLLEGE
                                                                                                                                Kern Community College District

     6/21/2006 4:52:32 PM                                                  Page 4 of 14                           PRES OFFICE – ORGANIZATION CHART – WORD/cb
                                   Porterville College Participatory Governance Process

                                                      Board of Trustees

                                                                                        Chancellor’s Cabinet
                           Executive Council              Chancellor                    *All Participatory
                                                                                        Governance Groups

                                                         PC President
                                                                                                    Business Office
                           Academic Senate
                                                      President’s Cabinet
                                                                                                    M/O Office

                                                   College Learning Council                         Institutional
                                                       *All Participatory                           Research Office
                                                     Governance Groups
                                                                                                    Office of Learning
                  LEGEND                                                                            1 – VP
                                                                                                    2 - Deans
     All Participatory Governance Groups             Budget
         • CCA (Faculty Union)                       Planning
         • CSEA (Classified Union)
         • ASPC (Student Government)                                          Student Services      Academic          Support
         • Faculty Chairs / Program                  Enrollment               Programs and          Divisions         Programs, i.e.
            Directors                                Management               Activities                              Library,
         • Academic Senate                                                                                            Information
         • Administration                            Facilities                                                       Technology.
     Solid Line: Direct Reporting or Line of
     Dashed Line: Recommending or

                                                                                                                                       Demographic Information and Institutional Data
     KCCD Governance Process
             Chart                                                                                                               BOT                                Internal Auditor

                                                                                                                                                                                                                                                                        Porterville College

          Executive Council
        (Presidents and District
           Office managers)

        Chancellor’s Cabinet                                                                                                                                                                                                           Information
       *All Governance Groups            PC President             BC President                CC President                Business Services               Educational Services                    Human Resources

                                                                                                                                        Business Services
                                                                                                                                                                                 Instruction                    Collective Bargining                 District-wide IT
         Academic Senate
         Rely primarily on for
          academic matters
                                                                                                                                       Facilities Planning &                                                        Classified Job
                                                                                                                                                                             Student Services                                                        Banner Steering
                                                                                                                                          Construction                                                                 Analysis

                                                                                                                                                                           Distance Education
                                                                                                                                        Finance Systems/                       Task Force                           Fringe Benefits

                                                                                                                                                                            Child Development
                                                                                                                                                                                                                Conf/Mgmnt Study

                                                                                                                                                                             Banner Student                          Banner HR

                                                                                                                                                                           Banner Financial Aid

              This organization/governance chart portrays      * All Participatory Goverance                 LEGEND
              KCCD’s administration’s decision-making          Groups include representatives                                                                    Dashed Line: Governance or Operational
              lines of authority and the governance entities   for:                                  Solid Line: Administration line of Authority
                                                                                                                                                                 Recommending/Advising line
              and routes that recommend/advise KCCD
              decision-making. The primary KCCD                     SGA (Student
              participatory governance entity is                    Government)
              Chancellor’s Cabinet. All other KCCD                  CSEA (Classified union)                                               Governance                    Administration Advisory         Operational Advisory
              committees advise Executive Council or                CCA (Faculty union)             Administrative Decision-         Recommending Committee                    Council                      Committee
              KCCD administration on policies, procedures           Academic Senate                         Making
              and operational affairs.                              Administration
      Response to
        from Last
Comprehensive Visit

Porterville College

                                                   Response to Recommendations from Last Comprehensive Visit

Response To Recommendations From Last                      Initial Summary Response to
Comprehensive Visit                                        Recommendations
                                                           • In spring 2001, the Budget Planning and Review
      In October 2000 a comprehensive accredita-
                                                               Committee was provided with more information
tion site visit was conducted and the following year
                                                               and broader powers .
the Accrediting Commission required the College to
                                                           • In March 2001, the district received the final
submit an Interim Report . On April 16, 2002, a team
                                                               report from the KH Consulting Group . Many of
visited the College to validate the accuracy of the
                                                               the recommendations from this report addressed
Interim Report regarding the progress toward comple-           concerns of the accreditation site team visit .
tion of the recommendations .                              • In April 2001, the Institutional Planning and
      Listed below are the recommendations from the            Review Committee (IPRC) approved the
last comprehensive visit, the College’s initial summary        “Indicators of Effectiveness and Student Success .”
response to the recommendations, and the conclusion        • In spring 2001, it was the consensus of the
of the interim visit team’s report – this information          President’s Cabinet that a new organizational
is taken directly from the September 2003 Mid-Term             structure be adopted .
report .                                                   • In spring 2001, it was the consensus of the
                                                               President’s Cabinet that the Instructional
    Following the information from the Mid-Term                Council, the IPRC, and the Budget Planning
Report is the College’s continued progress to date             and Review Committee (BPRC) be combined to
toward the completion of the recommendations .                 form a new College Learning Council (CLC) .
                                                           • During fall 2001, the CLC, working with the
                                                               Academic Senate, reviewed and modified the
                                                               program review process .
Recommendation 1:
                                                           • In February 2002, the CLC began the task of
     The College should build on its current                   updating the Educational Master Plan .
     planning efforts, with particular attention
     to strategic planning, institutional research         Conclusion from the Interim Visit Report
     and documentation, and institutional
     effectiveness core indicators. Included in the             The college has made substantial progress in
     college effort should be the establishment            addressing the major issues contained in these two
     of a college-wide agreement on a planning             recommendations . Implementation of the program
     and evaluation process linking planning,
                                                           review process and completion of the college’s master
     evaluation, assessment of outcomes, and
     budgeting. The process should be made                 plan will provide final evidence of the institution’s
     available to everyone with the college                success .
                                                           Continued Progress Toward Completion of
Recommendation 2:                                               The program review process was completed and
     The College should further develop and                continues to be evaluated and modified . In fall 2005,
     implement an integrated planning and                  the CLC began the task of reviewing the process
     budgeting management system that links                to ensure completion and linking the reviews with
     planning to institutional goals and outcomes          budget development, student outcomes, and insti-
     that are clearly communicated to the entire           tutional planning . Some programs and divisions had
     college community.
                                                           been expressing frustrations with the complexity and
                                                           time consuming aspects of the process in addition to
                                                           the usefulness of the result .

Porterville College

     In spring 2006, the CLC adopted a revised          •	 The College increased its variety of modes of
program review process . This revised process was          offering instruction, including online and distance
designed to be more user-friendly and better link          education, hybrid classes and videoconferencing .
program review with budget and staffing plans .         •	 Although the College has excellent financial aid
Each division and program that has not completed a         and disability resource services, a renewed effort
program review recently under the previous process         was begun in spring 2002 to review and update
has been directed to complete a review under the new       software in the Learning Center .
process by the end of the spring term .                 •	 Although recognized as a need, evaluation shows
                                                           that budget constraints prohibit expansion of
     During the 2001-02 academic year the Educa-
                                                           counseling services on the weekends .
tional Master Plan was updated to cover the years
from 2002-09 . Since that update, significant reduc-    Conclusion from the Interim Visit Report
tions in staff and budgets have occurred and any
further revision to the master plan have been put on          Some effort has been made to address this recom-
hold until such time the College could appropriately    mendation . However, there appears to be a need for
ascertain its financial and staffing situation .        additional effort to gather demographic information
                                                        to assist the college in addressing the educational
                                                        needs of the community . This may be difficult in light
                                                        of pending budget constraints but should continue to
Recommendation 3:                                       be an important focus of the College in updating their
     The College should continuously assess the         educational master plan .
     extent to which its educational programs
     are meeting community needs through
     appropriate data collection, analysis of that      Continued Progress Toward Completion of
     data with respect to local demographics and        Recommendation
     economics, and effective communication
     with the Porterville community. Specific                 The institutional researcher continues to make
     attention should be paid to what degree and        efforts to gather appropriate demographic data
     certificate programs are offered and how
     courses within these programs are scheduled        necessary to assist in evaluating the needs of the
     during days, evenings, and weekends.               community . A research assistant was hired through
                                                        the Title V grant to support the research needs of the
                                                        activities within the grant .
Initial Summary Response to
Recommendations                                               In spring 2006 the district began the process to
                                                        hire a district-wide Director of Institutional Research .
•	 During 2001-02, Porterville College expanded
                                                        As indicated in the job definition, this position “…is
   its voc/tech programs with the hiring of an agri-
   business coordinator and the development of a fire   responsible for institutional research which includes
   academy .                                            the development and dissemination of analytical
                                                        data related to academic, student, administrative, and
•	 Evaluations show that budget constraints will
                                                        development programs, data supportive of strategic
   prevent significant change in improvement of
   advising services .                                  planning, accreditation activities, enrollment trends,
                                                        and required federal and state reports, research,
•	 During spring 2002 the Porterville College Mission
                                                        design, analysis and trend monitoring for institutional
   Statement and Educational Master Plan was revised
                                                        decision-making .” In the listing of the examples of
   and a new four-year cycle of program review
   process was drafted .                                duties, the job description states that this position will
                                                        work with the research staff at the colleges to coordi-
                                                        nate research functions within the district . With the

                                                    Response to Recommendations from Last Comprehensive Visit

assistance of this position, related research needs of       training of faculty in developing and implementing
the College will be better addressed .                       student learning outcomes .
                                                                  During the fall 2002 term, a group of five faculty
                                                             members attended a statewide conference on learning
Recommendation 4:                                            outcomes . Then during the following spring term, the
                                                             College sent a group of fifteen faculty and adminis-
      The College should ensure that appropriate
      learning outcomes are established for all of           trators to a learning outcomes workshop designed
      its degree and certificate programs and that           for community colleges and presented by a statewide
      these outcomes are stated in the College               research organization . This group then served as a
      Catalog and in other appropriate college               resource to programs and divisions working on the
      publications. Students completing these                development of learning outcomes .
      programs should be able to demonstrate
      appropriate achievement of these learning                    Since that time, a growing number of partici-
      outcomes.                                              pating faculty members have been trained in learning
                                                             outcomes through campus wide or divisional
Initial Summary Response to                                  workshops . A stipend is paid via the Title V grant
Recommendations                                              to faculty members who attend a summer training
                                                             program in learning outcomes . This special training
•	 After a period of dormancy, in spring 2002 a new
                                                             began in the summer of 2005 and will continue until
   four-year cycle for program review was drafted . This
   program review defines the process for establishing       the summer of 2008 . Each summer session allows for
   and evaluating all of the College’s educational           20 faculty members to receive training .
   programs .                                                     The College began the development of student
•	 The College recognizes that learning outcomes             learning outcomes at the course level . Some divisions
   should be published in the College catalog and            have developed outcomes at the program level, but
   all publications . Once established, these will be        more work is commencing in that area . In addition,
   published in the next edition of the catalog .            the College Learning Council will be discussing the
•	 Although learning outcomes have not yet been              implementation of learning outcomes at the institu-
   established, the process for implementation of            tional level . All these outcomes will be published in
   these outcomes has begun with the development             the catalog once developed .
   of the program review process and hiring of an
   institutional researcher .

Conclusion from the Interim Visit Report                     Recommendation 5:

      The college has not yet fully addressed this                The College should formalize its procedures
recommendation but is attempting to address the issue             for the evaluation of transfer credit into a
                                                                  policy statement and publish that policy
of the development of learning outcomes by relying                statement in the College catalog.
on research data as well as the newly revived program
review process . It is expected that they will incorporate
the learning outcomes in their college publications .        Initial Summary Response to
Continued Progress Toward Completion of                      •	 In January 2001, the Dean of Learning, Director
Recommendation                                                  of Admissions and Records, and the articulation
     With the assistance of a Title V grant, the                officer evaluated related statements in various
                                                                college catalogs to draft a policy to address the
College has been working aggressively relating to the
                                                                recommendation of the accreditation team .

Porterville College

•	 To reduce expenditures, the College has decided         of any minority applicants with the exception of the
   upon a new 2-year catalog, rather than a yearly one .   Director of Human Resources, who may soon be
   Therefore, this statement will be included in the       transferred to the district office .
   next printing of the catalog .
                                                           Continued Progress Toward Completion of
Conclusion from the Interim Visit Report                   Recommendation
     This recommendation has been met .                         The Staff Diversity/Affirmative Action (SD/AA)
                                                           Committee was renamed to better coincide with
Continued Progress Toward Completion of                    currently used language as the Equal Opportunity
                                                           and Diversity Advisory Committee (EODAC) and
      Although this recommendation has been met,           remains an active committee on campus .
it should be noted that the College went back to                In the summer of 2002, the College employed
printing a catalog on a yearly basis . The number of       an African-American female to one of the Dean
catalogs printed was reduced in comparison to years        of Learning positions . With the reorganization of
past, but the essential staff and offices on campus have   administrative responsibilities due to recent layoffs,
printed catalogs available and the catalog continues to    the Director of Admissions and Records has been
be available on the website .                              assigned to an Hispanic female . In addition, the new
                                                           College president recently hired is an Hispanic female .
                                                               The College continues to appreciate and improve
Recommendation 6:                                          upon the diversity of its staff .
      The College should immediately develop
      and implement a comprehensive affirmative
      action plan to include goals, timetables, and
      strategies for compliance. The team noted            Recommendation 7:
      that three previous accreditation teams cited             The Board of Trustees should develop a
      this deficiency.                                          sound financial plan that would include a
                                                                prudent reserve and insure that dependable
                                                                and timely financial information is made
Initial Summary Response to
                                                                available to the Board, the District, and
Recommendations                                                 the colleges for effective financial decision
•	 The Affirmative Action Committee, which had                  making.
   been essentially moribund for five to six years,
   was reactivated in the fall of 1999 and renamed
                                                           Initial Summary Response to
   the Staff Diversity/Affirmative Action (SD/AA)
   Committee .
•	 A comprehensive affirmative action plan was             •	 The Kern Community College District developed
   developed and approved in the spring of 2001 .             and began utilizing a new budget allocation model
                                                              developed by a subcommittee of the district’s
Conclusion from the Interim Visit Report                      participatory governance process .
                                                           •	 New financial reports were developed in order to
      Satisfactory progress has occurred in response          provide timely and useful financial information .
to this recommendation with development of the
                                                           •	 The Board of Trustees established a finance
affirmative action plan and efforts to open the campus
                                                              subcommittee to further enhance its oversight role .
community to dialog to cultural diversity . However,
it should be noted that the administrative changes
recently undertaken did not include the employment

                                                   Response to Recommendations from Last Comprehensive Visit

Conclusion from the Interim Visit Report                   •	 In October 2001, the Board established a
                                                              subcommittee to direct the educational activities of
      Although the board has set an immediate goal of         the Board . A number of educational activities have
a 3 percent reserve and a goal of 5 percent reserve by        been implemented .
2005, it appears to be unlikely that in an environment
                                                           •	 The Board developed and has included n the
of potentially diminishing revenue a prudent reserve          Policy Manual a Statement of Ethics that all Board
can be maintained with the substantial salary increase        member must comply with .
granted for the next three consecutive years . The
district has not met this recommendation .                 Conclusion from the Interim Visit Report

Continued Progress Toward Completion of                         This recommendation has been met .

     Even with the state’s present fiscal environment
and the likelihood of further reductions in income due     Recommendation 9:
to recent shortages in enrollment, along with signifi-           The District and college leadership should
cant increases in PERS contributions, health care, and           clarify procedures and outcome expectations
workers compensation rate increases, the district has            for shared or participatory governance and
now met its 5 percent reserve goal .                             assure that they are widely understood,
                                                                 workable, and used.
     After a period of inactivity, the district-wide
Budget Allocation Task Force is being reconstituted to
                                                           Initial Summary Response to
develop an allocation formula that aligns income with
expense by college and also takes into account indi-
vidual college conditions such as centers and size .       •	 The new College president instituted the following
                                                              changes to increase the participation of all staff into
                                                              the governance of the campus: (a) Open Forums
                                                              were scheduled regularly to discuss any topic of
Recommendation 8:                                             concern staff may be having, (b) The President’s
      The Board of Trustees should adopt and
                                                              Cabinet was expanded from a membership of eight
      distribute policies covering its mission                to a membership of thirty-nine, (c) the College
      statement, CEO evaluation, Board self-                  Learning Council was created to replace three
      evaluations, and policy review. It is                   former standing committees that many times
      recommended that these provisions be                    operated independent of each other .
      incorporated in the District Policy Manual.          •	 The district implemented the following changes:
                                                              (a) A district-wide strategic planning workshop was
Initial Summary Response to                                   held and a statement was drafted that committed
Recommendations                                               the district to transform itself to a learning-
                                                              centered cooperative, (b) The Chancellor, following
•	 Statements of Educational Philosophy, Educational          the model established by Porterville College,
   Values, and Goals of Community College                     expanded his cabinet in both membership and
   Education are now incorporated into the District           responsibility, (c) In response to the KH audit
   Policy Manual .                                            recommendations, the Chancellor’s Cabinet set
•	 The Board adopted and disseminated a Statement             up a subcommittee to develop an action plan to
   of District goals which included core objectives for       help foster mutual response and formally define a
   the Board .                                                participatory governance structure, (d) The district
•	 A subcommittee of the Board developed a process            has moved decisively to clarify procedures and
   for the evaluation of the chancellor . The chancellor      outcome expectations for district-wide governance
   is evaluated annually each spring .

Porterville College

   and to assure that those procedures are understood
   and used .                                               Recommendation 11:

Conclusion from the Interim Visit Report                          The College should stabilize its
                                                                  administrative leadership and review its
     This recommendation has been met .                           management structure to insure that all
                                                                  administrative/management positions are
                                                                  effective, necessary, and supportive of the
                                                                  college’s mission and size.
Recommendation 10:
      The Board of Trustees should clearly                  Initial Summary Response to
      define and widely disseminate the roles               Recommendations
      and responsibilities assigned to District
      administrators and those assigned to college
                                                            •	 During the spring 2001, the College reorganized its
      administration so that the appropriate                   administrative structure and was transformed to a
      responsibilities and authority are identified            learning-based structure .
      and related accountability standards are              •	 As part of the new participatory governance
      established.                                             structure on campus, the administrative position
                                                               job responsibilities were developed during spring
Initial Summary Response to                                    2001 through shared input from all segments on
Recommendations                                                campus .

•	 Section Ten of the District Board Policy Manual          Conclusion from the Interim Visit Report
   includes policies that related to the administrative
   organization and delineate the responsibilities of             The college has undertaken a significant reorgani-
   the chancellor, college presidents, and managerial       zation of its administrative leadership . It appears that
   staff .                                                  the new structure has been favorably received . With
•	 Section Ten policies also require that all               the permanent employment of the three administra-
   confidential and management position descriptions        tive positions, they will have completed addressed this
   be maintained on a current basis with the                recommendation .
   Chancellor . All confidential and management
   position descriptions are updated on an annual           Continued Progress Toward Completion of
   basis .                                                  Recommendation
•	 The KH action team was formulated to address the               The three new administrative positions were
   recommendation relative to the implementation            filled and this recommendation has been met .
   of a meaningful performance appraisal process for
   increase accountability and defined performance
   expectations and outcomes .

Conclusion from the Interim Visit Report

       It appears that the concerns expressed by faculty,
staff, and administration at the college regarding the
relationship of district administration and college
governance have been adequately addressed .


Porterville College


                                                          u Standard 2:
ABSTRACT                                                    Student Learning Programs and Services

       The following is an abstract of each of the               Institutional Commitment: The College is
standards of accreditation and is based upon the          committed to providing its students with quality
themes that pervade these standards . Although this       instructional and student services programs that
report identifies a variety of areas that need improve-   enhance student learning and personal, academic, and
ment, this self study shows that the College is in        vocational development . The staff work hard to ensure
general compliance with all the standards of accredita-   its programs and services provide students with the
tion .                                                    appropriate services; Evaluation, Planning, and
                                                          Improvement: The College has recently modified
uStandard 1:                                              and enhanced its program review process to ensure
  Institutional Mission and Effectiveness                 adequate evaluation is on-going and linked to staffing
      Institutional Commitment: The College               and budget . This process will foster effective evalua-
mission statement provides the framework for which        tion of programs and assist the College in its overall
all planning and decision-making is effectuated across    planning and improvement; Student Learning
campus . Students truly remain the focus and the          Outcomes: As noted throughout this self-study,
College is committed to providing an educational          the College has committed itself to development of
environment that fosters student learning in an envi-     learning outcomes via a grant that has assisted the
ronment of respect and collaboration among staff;         staff in training and development . This development
Evaluation, Planning, and Improvement: The                has begun at the course level and now is moving to
College has enhanced its program review process and       the program and institutional level; Organization:
effectively links this process to staffing and budget .   The participatory governance bodies on campus have
All staff have input into the planning process through    greatly assisted the instructional and student services
effective participatory governance bodies; Student        programs with input from all campus constituency
Learning Outcomes: The College has entered into           groups . This organizational structure and the input
an active process in the development of learning          that derives from it helps to enhance overall instruc-
outcomes . The program review process emphasizes          tional and support service to students; Dialogue:
learning outcomes and through a grant the College         The dialogue that occurs throughout the campus has
has committed itself to institutional development of      assisted the College in the delivery of its instructional
outcomes; Organization: All constituency groups           and student services programs . Ideas and suggestions
are actively involved in the governance of the College    are often shared and this open communication fosters
and this participatory approach is fostered and           evaluation and development of services; Institu-
encouraged through all operations of the campus;          tional Integrity: The College recognizes the chal-
Dialogue: The College is proud of the effective           lenges it faces with staffing and budgetary constraints
dialogue it maintains and this dialogue has now           and works hard to ensure students receive the most
become an expectation among staff; Institutional          effective instructional and student services programs
Integrity: A by-product of the effective dialogue that    possible .
is maintained on campus is honesty and integrity .
                                                          u Standard 3:
Open communication breeds honesty and from                  Resources
honesty comes integrity .
                                                                Institutional Commitment: The recent budget
                                                          crisis has impacted the College’s ability to fill positions
                                                          that are vacant due to retirements or previous layoffs
                                                          and the financial resources are seemingly at the bare
                                                          subsistence level . Even with the minimum in staffing

Porterville College

and resources, the College continues to emphasize           participatory governance committees – the President’s
students first and has planned accordingly; Evalu-          Cabinet and College Learning Council . This review
ation, Planning, and Improvement: Due to the                and possible modifications will enhance the already
significant budget reductions, the College evaluated        effective committee structure; Student Learning
its budget in great detail through a task force repre-      Outcomes: The committees have as their guiding
senting all campus constituency groups in an effort to      principle the mission statement of the College, specifi-
evaluate expenditures and to plan for services based        cally regarding its focus on students . This focus keeps
on these reductions; Student Learning Outcomes:             all committee discussions and decisions centered upon
The College will begin to evaluate student learning         students; Organization: The organization of the
outcomes at the program and institutional level in          College has greatly improved over the recent years . The
terms of human, physical, technological, and financial      College is proud of its commitment to participatory
resources . As noted earlier, students continue to be the   governance and how all employees have the opportu-
focus of the College and there has been a concerted         nity for participation and input; Dialogue: Because of
attempt to minimize the affects of budget reduc-            the College’s committee structure and its commitment
tions on students; Organization: The participatory          to participatory governance, dialogue has become part
governance bodies and campus committee structure            of the campus culture . It is no longer a hope, but now
have assisted the College to better plan in all of its      an expectation . Especially during the recent difficult
resource areas . Personnel from the human, physical,        times with the budget, effective dialogue has made the
technological, and financial resources programs are         decisions more broad-based and accepted college-wide;
actively involved in the governance of the campus;          Institutional Integrity: Integrity has been enhanced
Dialogue: Each of these resources areas has provided        with the College’s commitment to the concept that all
effective input into the ongoing discussions of the         employees have a voice and are encouraged to partici-
campus . This has helped to ensure these resources areas    pate . When all issues are openly discussed, the integrity
are adequately addressed in light of the recent reduc-      of the College is without question . The leadership of
tions that have been made; Institutional Integrity: In      the College and the campus committee structure and
the past, the budget was essentially a closed document      processes currently in place have fostered integrity and
known in detail to only a few . During recent years, the    honesty across the campus .
budget and all the resources of the College have been
opened up to all for evaluation and comment . This has
fostered an honest assessment of College resources and
provided each employee with a better understanding of
its allocation .

u Standard 4:
  Leadership and Governance

      Institutional Commitment: The College is
committed to the concept of participatory governance
and broad participation is encouraged and fostered .
The new president of the College and the governing
board of the district support this governance approach;
Evaluation, Planning, and Improvement: To
improve upon the governance structure, the new
president is reviewing all committees and the campus
is engaged in an evaluation of two of the largest

Organization of
 the Self-Study

Porterville College

                                                                                   Organization of the Self-Study

                                                                 During the spring and fall 2005 terms, the
      The organization of the Accreditation Self-Study     co-chairs of the committees gave monthly progress
began in fall 2004 when a group of College staff           reports to the CLC . Each committee was working
attended the Accrediting Commission’s self-study           under the timelines that were established . As the
workshop in Bakersfield . A report on this workshop        committees were nearing the completion of their
was presented to the College Learning Council              research, each committee assigned a writer(s) to work
(CLC), which serves as the accreditation self-study        on the completion of their respective report . The
steering committee during the accreditation cycle .        initial draft of each committee’s report was submitted
The CLC then appointed a working group to plan the         by the December 2005 deadline .
organization of the self-study .                                These reports, along with the introductory infor-
     During the remainder of the fall 2004 term,           mation, were compiled and submitted to the editor for
the working group met to review the information            compilation into the final draft of the self-study . As
provided in the Guide to Evaluating Institutions .         work was being completed on the final draft, monthly
Recommendations for proceeding with the self-study         progress reports were given to the CLC . Each draft
were presented for approval to the CLC at its meeting      was presented for review to the CLC, President’s
in December . The recommendations were approved,           Cabinet and Academic Senate as it was completed .
and the final plans were put in place .                    Input was solicited from all constituency groups on
                                                           campus . The final report was approved at the end
      At the spring 2006 flex days, Vice President Steve   of the spring 2006 term and was then submitted for
Schultz, the Accreditation Liaison Officer and coor-       review and approval to the Kern Community College
dinator of the self-study process, gave a presentation     District (KCCD) Board of Trustees .
on the new accreditation standards and the process
by which the College was to complete its self-study .            The self-study process and the completion of the
A handout was provided to all staff on the standards,      final report were accomplished in a collaborative and
timelines, committee memberships, and various              participatory manner . Members of each committee
recommendations for completion of the standard             worked cooperatively to answer the Commission’s
reports . At the end of the flex days presentations,       questions, complete the research, and write their
those in attendance were broken into their respec-         respective report . The completion of the self-study
tive committees to begin the discussion and planning       was a campus-wide effort that exemplifies the College
process .                                                  mission statement commitment to participatory
                                                           governance .
      In an effort to provide the most comprehensive
involvement among College employees, every staff
member on campus was assigned to one of the nine
self-study committees . It was understood, however,
that not all would be able to actively participate, but
everyone was given the opportunity . In addition to
providing a fairly equal balance in membership among
the constituency groups on campus, co-chairs from
management, faculty, and classified were assigned to
each committee . During the initial meetings of each
of the committees, the Commission’s questions were
divided among the members of the committee, and
other duties were assigned as appropriate .

Porterville College

2006 Accreditation Self-Study Timeline

September    Attend Commission’s accreditation self-study workshop in Bakersfield .
October      Accreditation workgroup that will discuss and plan organization of the self-study was established
             and approved by the College Learning Council (CLC) .
November     Accreditation workgroup continues discussions .
December     Workgroup recommendations presented to CLC for approval .

January      Presentation at flex days – standard committee meetings .
February     Committees meet to plan, create surveys, and coordinate research .
March        Student surveys are conducted . Committee research continues .
April        Standard committees meet, research continues – report to CLC .
May          Standard committees’ progress reports and plans for next academic term are presented to CLC and
             President’s Cabinet .
August       Presentation at flex days and committees meet .
September    Committees meet to evaluate progress, finalize research and report to CLC .
October      Research by committees completed and report to CLC on progress .
November     Begin writing draft of standard report and report to CLC .
December     Complete introductory section . Standard committees submit first draft of reports to CLC . Draft
             reports and introductory section are submitted to editor .

January      Editor begins writing first draft of complete report .
February     Editor continues writing draft and reports progress to CLC and President’s Cabinet .
March        First complete draft submitted to CLC, President’s Cabinet, and Academic Senate for review .
April        After receiving and including input, editor submits second draft to CLC, President’s Cabinet, and
             Academic Senate for review .
May          Final draft is presented to CLC, President’s Cabinet, and Academic Senate for approval . The report
             is sent to graphics for printing .
June         Final draft is sent to Board for initial review .
July         Board approves self-study report .
August       Distribution of self-study to appropriate constituency groups and report placed on website .
September    Self-study report is sent to Commission six weeks prior to visit .
October      Site visit .

                                                                  Organization of the Self-Study

Accreditation Self-Study Committee               Morgan, Randy
Membership                                       Neeley, Phyllis
    *Faculty co-chair                            Nelson, Darryl
    **Classified co-chair                        Regier, Susan
    ***Management co-chair                       Williams, Darryl
                                                 Student Representative

Standard 1 – Mission and Institutional
Effectiveness                                Standard 2 – Student Learning Programs: B.
    Ball, Karen                              Student Support Services
    Brisson, Jennie**                            Aparicio, Angela
    Gervasi, Jeff*                               Cabrera, Diana
    Gardea, Jacinto                              Carrera, Frances
    Gifford, Kathie                              Davis, Bret
    Glahn, Ron                                   Ecung, Antonia***
    Hathaway, Stewart                            Eitelgeorge, Scott
    Medley, Ellen                                Figueroa, Nora
    Molyneaux, Desiree                           Garcia, Baldo
    Moore, Monte                                 Gurrola, Virginia
    Noel, Tim                                    Jordan, Mary Jo
    Roche, Chris                                 Leasure, Amy
    Rodgers, Sharon                              Martin, Carmen
    Schultz, Steve***                            Ortega, John
    Serna, Leonor                                Osborne, Richard*
    Tanguma, Joe                                 Phillips, Tammy
    Wagstaff, Ann Marie                          Thompson, Diane**
    Waddle, Sherie                               Trueblood, Vicky
    Wiens, Joel                                  Student representative
    Zeboskey, Karen
    Student representative
                                             Standard 2 – Student Learning Programs: C.
                                             Library and Learning Support
Standard 2 – Student Learning Programs: A.       Bailey, Linda
Instructional Programs                           Barker, Lorie
     Anaya, Andrea                               Bennett, Kathy***
     Bennett, Kathy***                           Bethurum, Tom
     Burkhart, Olene                             Black, Melissa*
     Dale, Dan                                   Butler, Vern
     Franco, Arlene                              Callison, Shauna
     Goode, Richard*                             Chavez, Donna
     Imbert, Ruby                                Martinez, Grace
     Johnson, Robert                             Minchew, Todd
     Layman, Connie**                            Morgan, Dixie
     Lombardi, Val                               Oldershaw, Kathy
     McGill, Marlene                             Prahovic, Victoria
     Messchaert, Andy                            Pummill, Cindy

Porterville College

    Salsedo, Scott                              Standard 3 – Resources: C. Technological
    Schultz, John                                   Amaro, Kristine
    Styer, Charlene**                               Bennett, Kathy***
    Wise, Ted                                       Boone, Dan
    Student representative                          Carson, Jim
                                                    Chan, Patrick
Standard 3 – Resources: A. Human Resources          Craig, Chris**
    Allen, Diane*                                   Crewse, Terry
    Baca, Dina                                      Engel, Dan
    Behrens, Kim                                    Fallert, Judy
    Burcham, Vickie                                 Guerrero, Irene
    Guillen, Lupe                                   Harter, Terry
    Hawkins, Janet***                               Hodges, Catherine
    Heffelfinger, Jill                              Luna, Tony
    Herrera, Mercy                                  Martinez, Elvira
    Leppert, Bob                                    Mouanoutoua, Kongming
    Morris, Jeff                                    Powell, Pam
    Natera, Carlos                                  Roman, Maria*
    Robinson, Ken                                   Viotto, Rosemary
    Simons, Phil                                    Wilkins, Carol
    Smith, Lydia**
    Syrdahl, Rickelle
    Wright, John                                Standard 3 – Resources: D. Financial
    Student representative                          Berry, Donna***
                                                    Benander, Kathryn
                                                    Bezayiff, David*
Standard 3 – Resources: B. Physical Resources       Boudreaux, Portia
    Britton, Craig                                  Childress, Pam
    Coleman, Mary                                   Drake, Beverly
    Davis, Matt                                     Duke, Tiffany
    French-Unser, Sara                              Gutierrez, Connie
    Gonzalez, Theresa                               Huckabay, Sonia**
    Josten, Muriel*                                 Kim, Young
    Kavern, Dave                                    Lozano, Vira
    Minter-Proctor, Teresa                          Moorhead, Carol
    Narvaiz, Alex                                   Satko, Jon
    Nix, Annette                                    Speer, Irene
    Roan, John                                      Tanner, Prudy
    Ruelas, Miguel                                  Wallace, Carlene
    Rude, Kathy                                     Wiggins, Gina
    Silva, Rosario
    Stinson, Carrie**
    Wallace, Gary***                            Standard 4 – Leadership and Governance
    Ward, Beverly                                   Bishop, Karen
    Wechselberger, Danielle                         Brannan, George
    Student representative                          Brown, Carol

                    Organization of the Self-Study

Ecung, Antonia***
Halopoff, Janice
Hart, Michelle**
Henry, Bill
Hensley, David
Keele, Jeff*
King, Tammy
Olmedo, Perla
Patterson, Denise
Pendleton, Donna
Piersol, Chris
Roderick, Lee
Rowlett, Cindy
Sciacqua, Danny
Sporer, Rene
Vega, Miles

Porterville College

Learning Outcomes

Porterville College

                                                                                       Student Learning Outcomes

                                                            faculty trained in SLOs by the last training session in
STUDENT LEARNING OUTCOMES                                   summer 2008 .

      With the assistance of a Title V grant, Porterville        As noted above, the CLC will soon begin the
College has been working diligently toward the devel-       dialogue on development of institutional outcomes .
opment of student learning outcomes (SLOs) . The            In addition, some divisions and programs such as
College has predominately begun the development             Psychiatric Technician, Vocational Nursing and
of learning outcomes at the course level through the        Language Arts have already developed program level
training assistance provided via the grant . The College    outcomes . Other divisions and programs will be
Learning Council (CLC) and Academic Senate will             developing their own program level outcomes as their
be coordinating the development of institutional            faculty members are trained in SLOs .
outcomes while program outcomes will be developed                In fall 2005, a Faculty Engagement Survey was
as part of the divisional program review process .          conducted to gather information about methods of
     As with most colleges in the system, the initial       inter-faculty communication and baseline data on
discussions regarding the development of student            faculty participation in activities related to the intro-
learning outcomes were met with some hesitation .           duction of SLOs at the course and program level .
However, through the participatory governance                    Fifty responses (50) were received, including
structure and the open dialogue that is part of the         thirty-nine (39) full-time faculty and eleven (11)
College culture, the process toward acceptance and          adjunct instructors . The 39 full-time faculty members
development of learning outcomes was a rather               represent a response rate of forty-eight (48) percent
smooth one .                                                of the full-time faculty at the College . The adjunct
      In late September 2002, the California Assess-        faculty response rate was not calculated as the survey
ment Institute provided a training session on SLOs          notice was sent out via email, and many adjunct
that was attended by one campus administrator, the          faculty members do not have an email address .
institutional researcher, and three faculty members .             Almost half of the survey respondents (45 .5%)
The following year, various other campus staff              indicated that they had received some training in
attended training sessions at Bakersfield College           SLOs at the College specifically, while more than one-
sponsored by the RP Group and at Modesto College .          third (36 .4%) had received training elsewhere, such as
As a result of attending these conferences and              at workshops or conferences . More than three in five
workshops, faculty began assisting each other in on-        (60 .5%) of the faculty reported having implemented
campus training .                                           SLOs in their coursework, and almost half (45 .2%)
      The Title V grant provides faculty with a stipend     reported having outcomes listed on the course syllabi .
to attend a one-week summer session . The summer                  Porterville College is committed to the concept
training sessions began in 2004 and will end when the       of student learning outcomes and continues to
grant concludes in summer 2008 . Faculty members            actively work toward the development of institutional,
who attend the one-week training sessions will receive      program and course level outcomes . The mission
half of the stipend for attending and the remaining         statement of the College indicates this commit-
half when their report on the outcomes they produced        ment by stating that “staff members are committed
is submitted to the director of that grant activity .       to providing an excellent educational experience
To date, twenty (20) full-time faculty members and          to our diverse community in an environment that
eighteen (18) adjunct faculty members have attended         fosters student learning and success .” The College
a training session . The full-time faculty members          will continue in this effort to develop, implement and
represent thirty-five percent (35%) of our full-time        measure SLOs at all levels .
faculty on campus . The goal is to have all full-time

Porterville College

Certification of

Porterville College

                                                                            Certification of Continued Compliance

Certification of Continued Compliance with the Eligibility Requirements

Through the self-study process, the College reviewed the eligibility requirements and the related activities and
services provided to ensure continued compliance with accreditation standards . The Self-Study Report describes
and analyzes how well the College is meeting each of the standards .

Statement of Assurance

Date:    Spring 2006

We hereby certify that Porterville College continues to meet the eligibility requirements for accreditation .

Dennis Beebe, President, KCCD Board of Trustees

Dr . Rosa Carlson, President

Porterville College

1. Authority                                              8. Educational Programs
Porterville College is authorized to operate as an        Porterville College’s principal degree programs are
educational institution and to award degrees by an        congruent with its mission, are based on recog-
appropriate governmental organization or agency           nized higher education fields of study, are of suffi-
as required by each of the jurisdictions or regions in    cient content and length, are conducted at levels of
which it operates . The College is accredited by the      quality and rigor appropriate to the degrees offered,
Western Association of Schools and Colleges and is        and culminate in identified student outcomes . A
part of the California Community College system .         significant number of its degree programs are of two
                                                          academic years in length .
2. Mission
The Porterville College mission statement is clearly      9. Academic Credit
defined, adopted and published by its governing board     Porterville College awards academic credits based on
consistent with its legal authorization and is appro-     generally accepted practices in degree-granting institu-
priate to a degree-granting institution .                 tions of higher education .

3. Governing Board                                        10. Student Learning Achievement
The Kern Community College District (KCCD),               Porterville College has actively begun the process of
which includes Porterville College, Cerro Coso            developing, implementing and publishing student
College and Bakersfield College, has a functioning        learning outcomes at the course, program and institu-
governing board responsible for quality, integrity and    tion levels .
financial stability of the institution and for ensuring
that the institution’s mission is being carried out .     11. General Education
                                                          Porterville College defines and incorporates into
4. Chief Executive Officer                                all of its degree programs a substantial component
Porterville College has a chief executive officer         of general education designed to ensure breadth of
appointed by the KCCD Board of Trustees, whose            knowledge and promote intellectual inquiry .
full-time responsibility is to the institution .
                                                          12. Academic Freedom
5. Administrative Capacity                                Porterville College’s faculty and students are free to
Porterville College has sufficient staff, with appro-     examine and test all knowledge appropriate to their
priate preparation and experience, to provide the         discipline or area of major study as judged by the
administrative services necessary to support its          academic/educational community in general .
mission and purpose .
                                                          13. Faculty
6. Operational Status                                     Porterville College has a substantial core of qualified
Porterville College is operational, with students         faculty with full-time responsibility to the institution .
actively pursuing its degree programs .                   The core is sufficient in size and experience to support
                                                          all of the institution’s educational programs .
7. Degrees
A substantial portion of Porterville College’s educa-     14. Student Services
tional offerings are programs that lead to degrees, and   Porterville College provides for all of its students
a significant portion of its students are enrolled in     appropriate student services that support student
them .                                                    learning and development within the context of its
                                                          mission .

                                                            Certification of Continued Compliance

15. Admissions
Porterville College has adopted and adheres to
admission policies consistent with its mission that
specify the qualifications of students appropriate for
its programs .

16. Information and Learning Resources
Porterville College provides long-term access to suffi-
cient information and learning resources and services
to support its mission and instructional programs .

17. Financial Resources
Porterville College operates within the KCCD
funding allocation formula to adequately support its
mission and to ensure financial stability .

18. Financial Accountability
The KCCD annually undergoes and makes available
an external financial audit by a certified public accoun-
tant on each of the colleges within the District .

19. Institutional Planning and Evaluation
Porterville College has utilized an extensive program
review process that is currently under evaluation . The
information from these reviews is made public . Insti-
tutional planning and review are part of the ongoing
evaluative responsibilities of the College Learning
Council . The development of institutional, program
and course learning outcomes is currently underway,
and these will be systematically reviewed and made
public .

20. Public Information
Porterville College provides a catalog for its constitu-
ents with precise, accurate and current information .

Porterville College


Porterville College

                                                                                                  Standard Reports

THE MISSION STATEMENT AND                                    among the various constituency groups across campus
THEMES WITHIN STANDARDS                                      and the College is proud of its mission statement .

     The College mission statement will be evident in        • Evaluation, Planning, and Improvement
the accreditation standard reports in this self-study .            Since the last accreditation visit, the College
In addition, the accreditation themes that pervade           has significantly changed its planning and evaluation
these standards will be intertwined throughout these         processes . The committees that may have been meeting
reports .                                                    and working independently of each other in the past
                                                             have now been incorporated into the broader College
                                                             Learning Council (CLC) . As stated in its committee
College Mission Statement
                                                             description, the general charge of the CLC is to “coor-
      Students are our focus at Porterville                  dinate and communicate the college-wide planning,
      College. All staff members are committed               budgeting and reporting processes . The CLC must
      to providing an excellent educational                  also interface with all segments of the College to
      experience to our diverse community                    provide the highest quality learning services to our
      in an environment that fosters student
                                                             students and communities served by the College .”
      learning and success. In promoting a
      student-centered learning environment,                      Although some modifications to this are being
      the college staff commits itself to                    evaluated, this larger committee representing all
      innovation, respect, collaboration, and                the campus constituency groups and programs has
      participatory governance.                              provided for effective communication and overall
                                                             college-wide planning .
                                                                   Throughout many of the following standards it
Themes Within Standards                                      will be evident that most of the campus operations
• Institutional Commitment                                   eventually funnel themselves through the CLC in one
                                                             way or another for review and discussion . As noted
       As noted above, the first sentence in the College
                                                             in the committee description, the CLC comprises
mission statement is: “Students are our focus at             the broadest representation of constituency group
Porterville College .” This commitment to students           members than any other committee or council on
first is evident throughout the standards and in the         campus . Planning and evaluation is an ongoing aspect
general, on-going operations of the campus . The             within the CLC .
mission statement itself is more than a mere statement;
rather, it is an institutional intention that truly guides         During the past few years while the College has
the College .                                                been faced with budget cuts and decreasing revenue,
                                                             the focus of resource distribution, budget reductions,
      The development and implementation of                  or program modifications has always centered upon
institutional, program, and course student learning          the impact these decisions will have upon students .
outcomes are being actively pursued as the College           Regardless of the nature of the issue that may be
is further trained in this concept . Since the institu-      impacting the planning of the College, the students
tion is committed to students as its focus, the College      will continue to be the focus of discussion . These
will continue to improve upon the development of             discussions and the decisions that may result are the
outcomes as one of its primary goals during the next         general charge of the CLC .
few years .
                                                             • Student Learning Outcomes
     The review of the mission statement will be an
ongoing effort of the College . The mission statement             Student learning outcomes have been an integral
was developed through a truly collaborative effort           part of the College’s vocational programs; however,

Porterville College

the majority of academic divisions and various student        patory governance .” Through this commitment comes
services programs are new to the concept . Under-             enhanced dialogue and through this dialogue comes
standing this, the College has been actively involved         improved collective thinking and effort .
in the training of faculty and staff in student learning
                                                                   Prior to the last accreditation visit, the College
outcomes and how these outcomes will affect the
                                                              was mired in an environment replete with mistrust,
planning and evaluation of campus activities .
                                                              misinformation and limited dialogue . Since the last
     A Title V grant was received by the College in           accreditation visit, the campus climate has changed
which one of its activities was the training of staff         considerably . This change is due in large part to the
in the development of student learning outcomes .             reorganization of the committee structures on campus
The College has begun this development process at             that now emphasize dialogue, input, collaboration,
the course level . Many of the faculty members have           and a commitment to participatory governance .
already been trained and training will be on-going
                                                                    As this current accreditation process began, it
during the next several years .
                                                              was emphasized during the initial presentation at flex
      The mission statement emphasizes the commit-            days that the best self-study would be one in which
ment of the College to the concept of learning                everyone had to opportunity to participate and that
outcomes when it states, “All staff members are               all opinions, ideas, and suggestions were valued and
committed to providing an excellent educational               respected . It was felt that only through this collabo-
experience to our diverse community in an environ-            ration could a thorough analysis of the College be
ment that fosters student learning and success .” As the      effectuated .
Colleges moves toward the development of student
                                                                   Dialogue will continue on campus long after the
learning outcomes at the institutional and program
                                                              accreditation process has concluded . It was empha-
levels, this commitment will be further evident in the
                                                              sized through this self-study process that dialogue
progress that will be attained .
                                                              generates the kinds of review, analysis, and open
• Organization                                                discussions that can only improve the operations of
                                                              the College in its service to our student population .
     The reports on the standards will show the insti-        Therefore, the College commits itself to continuing
tutional commitment to having an inclusive and inten-         the dialogue process and re-commits itself to the
tional effort to keeping students and student learning        promotion of a student-centered learning environ-
as the focus in all the campus activities . As stated         ment based upon respect, collaboration, and participa-
previously, the first sentence in the College mission         tory governance as indicated in the mission statement .
statement is “Students are our focus at Porterville
College .” The College has in place the organizational
means to ensure there is dialogue and input from all
constituency groups in the planning and evaluation of
all College efforts as well as to ensure that these efforts
maintain the focus on students and student learning .

• Dialogue
      Porterville College prides itself on its efforts to
encourage dialogue between and among the various
constituency groups through collaboration and open
discussion . The College mission statement emphasizes
this effort by stating that “the college staff commits
itself to innovation, respect, collaboration, and partici-

                                                          Standard Reports

• Institutional Integrity
      A by-product of the College’s commitment to
institutional dialogue has been the demonstration of
honesty and integrity . The College has long believed
that the lack of openness and dialogue breeds suspi-
cions and fosters confusion; however, with dialogue
comes honesty and trust . This has been the spirit in
which the College has operated under and is evident
in the standards that follow .
     Not only are honesty, integrity, and truthfulness
an integral part of the campus, they are also expecta-
tions of the students . As noted in the attachments and
evidence documents, College policies and procedures,
hiring and employment practices, Board policies,
and all related contracts and guidelines exemplify the
commitment to institutional integrity as an integral
part of the daily operations of the College .

Porterville College

                                                                                                        Standard I

Standard I                                                  Self Evaluation

                                                                 The College, through the CLC, reviewed the
Institutional Mission and                                   mission statement and agreed that it reflected our
Effectiveness                                               broad educational purposes, student population, and
                                                            commitment to student learning . In addition, the
                                                            statement is consistent with the broad mission of the
                                                            California Community Colleges as stated in Cali-
A. Mission
                                                            fornia Education Code section 66010 .64 .
      The institution has a statement of                          The mission statement is widely publicized and
      mission that defines the institution’s
                                                            available to the general College and local community .
      broad educational purposes, its intended
                                                            It appears on the College website, in the College
      student population, and its commitment
      to achieving student learning.                        catalog, class schedule, Educational Master Plan and
                                                            other printed information .

Descriptive Summary                                               The mission statement provides the framework
                                                            for all planning and evaluation . Because it had not
      The Porterville College mission statement is as       been reviewed since the previous accreditation cycle,
follows: “Students are our focus at Porterville College .   the CLC recommended a more frequent review of the
All staff members are committed to providing an             statement .
excellent educational experience to our diverse
community in an environment that fosters student            Planning Agenda
learning and success . In promoting a student-centered      • The CLC will conduct an annual review of its
learning environment, the college staff commits itself        mission statement each spring term beginning in
to innovation, respect, collaboration, and participa-         2007 .
tory governance .”
     During the spring of 2001, the new College
President directed the College Learning Council             A. 1. The institution establishes student
(CLC) to review the mission statement and to                        learning programs and services aligned
integrate into a new mission statement the broad                    with its purposes, its character, and its
educational purposes of the College and its commit-                 student populations.
ment to student learning and participatory gover-
nance . After thorough review and discussions within        Descriptive Summary
the CLC, and with input from the various councils,
senates, and committees across campus, an updated                The mission statement expresses the commitment
mission statement was approved by the College               of the College to its students and to providing an envi-
community .                                                 ronment that promotes student learning and success .
                                                            As the mission statement indicates, “Students are our
     In preparation for this self-study, in spring of       focus at Porterville College .” College programs and
2005 the CLC assembled a working group to review            services are provided in “an environment that fosters
the mission statement and to make recommendations           student learning and success .”
for modification as appropriate . After review of the
current statement, the working group recommended                Minutes of campus participatory governance
to the CLC in fall of 2005 that no changes be made .        bodies, including President’s Cabinet, CLC and other
                                                            committees and working groups reflect the commit-
                                                            ment of the College to programs and services that are

Porterville College

student-oriented and meet the needs of our diverse         also found in various College and program-specific
community .                                                publications . Therefore, the mission statement is
                                                           widely publicized and available to the general College
Self Evaluation                                            and local community .
      The College responds to the mandates of the
                                                           Planning Agenda
mission statement through courses that meet the
general education and major requirements for gradu-               None
ation and transfer, day and evening course offerings to
accommodate the community, and clubs and organiza-
tions to encourage student involvement in campus life .
                                                           A.3.     Using the institution’s governance
The College also participates in a joint grant with the
                                                                   and decision-making process, the
College of the Sequoias (COS) in Visalia (a college                institution reviews its mission
that is local, but not in our district) to implement               statement on a regular basis and
learning communities and offer televised courses to                revises it as necessary.
broaden the range of course offerings .
      The College determines that it meets the needs of    Descriptive Summary
its students by collecting appropriate data on retention         The College mission statement was developed,
and graduation rates . Course-level student learning       approved and communicated through the highest
outcomes have been under development since 2004 .          level of participatory governance . Future mission
Program- and institution-level learning outcomes need      statements may be modified to reflect new programs .
to be developed .                                          However, the College is proud of the collaborative
                                                           effort this mission statement represents .
Planning Agenda
                                                                As part of the self-study process, a working
• The CLC will begin dialogue in fall 2006 regarding
   the process for establishment of institutional          group from within the CLC was established to review
   student learning outcomes .                             the mission statement and make recommendations
                                                           for modification as appropriate . Input from the
                                                           college community was requested, and this input was
                                                           reviewed and discussed by the working group . There
A.2. The mission statement is approved by the              was consensus across the campus that the mission
       governing board and published.                      statement was excellent, and no revisions were recom-
                                                           mended . The working group’s recommendation to
Descriptive Summary                                        continue with the current mission statement was
       The mission statement was reviewed by a working     brought to the CLC for approval . This recommenda-
group of the College Learning Council during               tion was then brought to and approved by President’s
the 2005 fall term and submitted to the CLC and            Cabinet .
President’s Cabinet for approval . The KCCD Board of
                                                           Self Evaluation
Trustees reaffirmed the mission statement in fall 2005 .
It is also publicized in various college materials and           The current mission statement incorporates the
resources .                                                interests, input and recommendations of the College’s
                                                           various constituency groups . However, the College
Self Evaluation                                            needs to review the mission statement on a regular
     The mission statement is printed in the College       basis .
catalog, the website, semester class schedules, and is

                                                                                                     Standard I

Planning Agenda                                          Planning Agenda
• The CLC will conduct a review of its mission           • The Office of Institutional Research will distribute
  statement each spring term beginning in 2007 .           the faculty engagement survey every three years .

A.4.   The institution’s mission statement is
       central to institutional planning and
       decision making.

Descriptive Summary

      The College mission statement provides direction
for all campus planning activities . Every program and
service centers on students and the creation and main-
tenance of a student-centered learning environment .
All campus activities, general planning and decision-
making are conducted though a process of participa-
tory governance .

Self Evaluation

      Students remain the focus in College planning
and decision-making processes . The College has faced
severe budget reductions over the past few years,
which have influenced such areas as the hiring of new
faculty and staff and development of class schedules
to maximize enrollment . However, decisions in these
areas are always designed to minimize the impact they
will have on students .
      In the fall 2005 faculty engagement survey,
52% of respondents reported that they were familiar
with the mission statement and had used it in some
fashion in their work, while another 44% responded
that they knew we had a mission statement but had
never seen it . Only 4% had never heard of the mission
statement . In addition, 18% of faculty reported that
their division, department or area had its own mission
statement .
      College personnel are actively engaged in the
participatory governance process, and constituency
groups on campus work collaboratively in their service
to students .

Porterville College

                                                            curriculum (through the Curriculum Committee) .
B.     Improving Institutional Effectiveness                It is made up of an Executive Committee (President,
       The institution demonstrates a conscious             President-Elect, and Past President) and a representa-
       effort to produce and support student                tive from each division as well as a representative from
       learning, measures that learning, assesses           the adjunct faculty .
       how well learning is occurring, and makes
       changes to improve student learning. The                   The CLC meets twice a month and is made up
       institution also organizes its key processes         of all College administrators and program directors,
       and allocates its resources to effectively           all division chairs, and representatives of CCA, CSEA
       support student learning. The institution            and the Associated Students of Porterville College .
       demonstrates its effectiveness by providing          The CLC is chaired by the College Vice President and
       1) evidence of the achievement of student
       learning outcomes and 2) evidence of
                                                            a faculty and classified co-chair elected each fall . The
       institution and program performance. The             responsibilities of the CLC include coordinating and
       institution uses ongoing and systematic              communicating College-wide planning, budgeting
       evaluation and planning to refine its key            and reporting . Hence it oversees the development of
       processes and improve student learning.              the budget, program review, enrollment management
                                                            and grant development and administration .
                                                                 Finally, most College-wide decisions receive final
                                                            approval through consensus of the President’s Cabinet .
B.1.    The Institution maintains an ongoing,
        collegial, self-reflective dialogue                 This cabinet, which meets once a month, is chaired by
        about the continuous improvement                    the College President and includes all members of the
        of student learning and institutional               Academic Senate and all members of the CLC .
        processes.                                                All three of these participatory bodies are
                                                            supported in their work by campus-wide committees
Descriptive Summary                                         that are co-chaired by an administrator and either a
      In response to widespread dissatisfaction with        faculty member or a classified employee . Their work
the tenor and efficacy of campus dialogue, shortly          may also be supported by sub-committees and ad-hoc
after his arrival in the fall of 2000, former President     task forces . One of these task forces--the Budget
William Andrews initiated a process to restructure          Reduction Task Force (BRTF)--merits further elabo-
the governance system at Porterville College . As a         ration .
result of that restructuring, everyone who works at or             The BRTF was created in 2002 to respond to
attends Porterville College now has the opportunity         expected state budget cuts . It was assigned the respon-
to participate in campus-wide dialogue and decision-        sibility of making budget reduction recommendations
making .                                                    to the CLC . The BRTF is made up of representatives
     In the new structure, decision-making takes place      from administration, faculty, students and classified
in multiple groups and on multiple levels, sometimes        staff, and has conducted budget reviews and facilitated
simultaneously . However, most major decisions that         campus-wide budget discussion prior to making its
do not involve contractual issues are deliberated in        recommendations . Since 2002, the BRTF has been
one of three bodies: the Academic Senate, the College       called into service an additional two times to respond
Learning Council (CLC), or the President’s Cabinet .        to anticipated budget cuts or shortfalls .

     The Academic Senate meets twice a month                     Also meriting further elaboration is the role
and is responsible for representing the academic and        of the Office of Institutional Research . Its director
professional interests of the faculty, as well as setting   attends all meetings of the CLC, the President’s
the campus calendar and making decisions regarding          Cabinet and the BRTF in order to provide the statis-

                                                                                                        Standard I

tical data and analysis necessary to make planning          stressful times, it becomes increasingly important
decisions that lead to student success .                    that the College set clear goals and rely to the extent
                                                            possible on accurate, reliable, and objective data in
      Meetings of all campus committees and task
                                                            making decisions—particularly related to budget,
forces, including the Academic Senate, the CLC
                                                            enrollment management and program review . In
and the President’s Cabinet, are open meetings . All
                                                            short, lack of long range budget planning has made
are welcome to attend, and all are welcome to ask
                                                            difficult budget decisions even more difficult, lack of
questions and voice their concerns and opinions .
                                                            adequate enrollment management has hampered our
In addition, the College President holds occasional
                                                            efforts to meet enrollment targets and retention goals,
campus-wide forums to discuss issues, problems
                                                            and lack of follow-through on completing program
and questions that concern members of the campus
                                                            reviews has resulted in a reluctance to take the
community .
                                                            program review process seriously . Having recognized
     A document titled “Participatory Governance at         these deficiencies, the CLC is currently restructuring
Porterville College: An Introduction” was drafted and       the process used in each of these three vital areas
approved by CLC in spring 2005 and was designed             to ensure that planning is linked to budgeting and
to help all members of the campus understand the            that the necessary attention is given to creating and
process and facilitate participation .                      assessing student learning outcomes .

Self-Evaluation                                             Planning Agenda
      Given the near complete breakdown of dialogue         • During the spring 2006 term, the CLC will revise
and collegial process that took place prior to the            the process and set goals for program review so
arrival of President William Andrews, and due to              that planning can be better linked to budget and
the progress made in the last six years in restoring          student learning outcomes .
trust and accountability to that process and in taking      • The CLC will continue discussing the College
seriously the pledge in our mission statement to make         efforts and begin to set goals in enrollment
“students our focus,” Porterville College can be proud        management so that enrollment planning can be
of the current institutional processes . Nonetheless, the     linked to budget and student learning outcomes .
campus community understands that these processes           • During the spring 2006 term, a Budget Planning
need continual review and fine-tuning to work effec-          and Review subcommittee of the CLC will be
tively and promote student success .                          established to begin discussion on restructuring
                                                              budget development so that the budget can be
      The biggest threat to the continued health of our
                                                              more clearly linked to planning and student
campus dialogue is tension caused by repeated cuts
                                                              learning outcomes .
to the budget . Resulting layoffs and other budgetary
decisions have made it more difficult to run the
campus and serve the students . Classified staff and
faculty members cannot always agree on cost-saving          B.2.   The institution sets goals to improve its
modifications and cuts, nor can faculty members and                effectiveness consistent with its stated
classified employees always agree with administra-                 purposes. The institution articulates
tion . This tension is likely to continue as long as the           its goals and states the objectives
                                                                   derived from them in measurable
College remains understaffed in classified employees
                                                                   terms so that the degree to which they
and administrators and as long as the College is forced
                                                                   are achieved can be determined and
to make decisions that may eventually impact our
                                                                   widely discussed. The institutional
students .                                                         members understand these goals
     Given the importance of budget decisions in                   and work collaboratively toward their
sustaining healthy dialogue and student success in                 achievement.

Porterville College

Descriptive Summary                                        measured or adequately assessed to determine if these
                                                           goals are being met .
      The College mission statement enumerates broad
institutional goals for Porterville College . Within             When it was reviewing the mission statement in
it, the College has established the general goals of       the fall 2005 term, the CLC began discussing the idea
focusing on students, providing an educational experi-     of establishing broad institutional goals . In concert
ence that fosters student learning and promoting an        with the same discussions being held within the
environment of respect and collaboration among staff       Academic Senate, the CLC decided to establish yearly
in a participatory governance framework .                  goals each spring term in preparation for the following
                                                           academic year . Beginning then in the fall term, the
      During the past few years, the College has estab-
                                                           campus activities throughout the academic year would
lished goals that were dictated by circumstance . First,
                                                           focus on the achievement of these goals .
the State budget cuts from a few years ago required
the College to set budget percentage reduction goals       Planning Agenda
in order to submit a balanced budget to the District
Office . The Budget Reduction Task Force (BRTF)            • Establish yearly institutional goals each spring term
                                                             starting in 2007 .
was established to develop strategies and make recom-
mendations for expenditure reductions to achieve this      • When the goals are established, determine how the
goal . The BRTF was comprised of members repre-              achievement of these goals will be measured .
senting each of the constituency groups on campus .        • At the end of each academic year, the CLC
Secondly, due to the recent shortfall in enrollment,         will evaluate each of the established goals and
the District revised percentage growth goals for             determine if the goals have been met .
each campus to meet . Working through the College
Learning Council (CLC) and the BRTF, a cooperative
effort was maintained to meet the budget implica-
                                                           B.3.   The institution assesses progress
tions of the enrollment shortfall and develop activities          toward achieving its stated goals
for increasing enrollment in future terms . In both               and makes decisions regarding
cases, the College staff was well aware of the estab-             the improvement of institutional
lished goals and worked collaboratively to achieve the            effectiveness in an ongoing and
expected targets .                                                systematic cycle of evaluation,
                                                                  integrated planning, resource
      More specifically, various institutional and grant
                                                                  allocation, implementation, and re-
programs and services have established goals and
                                                                  evaluation. Evaluation is based on
objectives and are required to report on their achieve-           analyses of both quantitative and
ment as required or appropriate . The program review              qualitative data.
process also provides each division or program on
campus an opportunity to evaluate its goals and objec-     Descriptive Summary
tives and to make modifications for improvement .
These reviews are shared with the CLC and incorpo-               As stated in the description of the College
rated into the budget planning process .                   Learning Council (CLC), “The general charge of
                                                           this Council is to coordinate and communicate the
Self Evaluation                                            college-wide planning, budgeting and reporting
                                                           processes . The Council must also interface with
     Even though various programs and services across
                                                           all segments of the College to provide the highest
the campus may develop their own specific goals
                                                           quality learning services to our students and commu-
and objectives, the College, in a broader perspective,
                                                           nities served by the College .” This body serves as
has not established institutional goals that can be
                                                           the primary participatory governance committee on

                                                                                                        Standard I

campus, and most issues impacting the College, such       Planning Agenda
as budget development, program review and institu-
                                                          • During the spring 2006 term, a Budget Planning
tional planning, are funneled through the CLC for            and Review subcommittee of the CLC will be
information, review or approval .                            established to develop a consistent budget planning
     The established program review process used for         process . This process will be implemented in 2006-
both instructional divisions and non-instructional           07 .
programs provides an ongoing cycle of evaluation in
which both quantitative and qualitative data are used
to determine if established goals or objectives are       B.4.   The institution provides evidence
being met . In addition, the budget is reviewed and              that the planning process is broad-
approved by consensus by the CLC prior to being                  based, offers opportunities for
submitted for Board of Trustees’ approval .                      input by appropriate constituencies,
                                                                 allocates necessary resources, and
Self Evaluation                                                  leads to improvement of institutional
     Although extensive and thorough in its design,
the program review process has not been utilized as it
                                                          Descriptive Summary
should . Program reviews are often not completed due
to the complexity of the process and the time commit-           The College Learning Council (CLC) is the
ments necessary to effectively complete the reviews .     principal mechanism for College-wide planning and
In addition, the reviews are often not tied to budget     review . This council includes representatives from the
development or institutional planning . During the        students, classified employees, faculty members and
spring 2006 term, the CLC revised the process of          administration . Specifically, the CLC membership
program review so that planning can be better linked      consists of all division chairs, all directors of College
to budget and student learning outcomes .                 programs, all administrators, two representatives from
     Since the CLC is such a large body that deals        the faculty and classified unions, and two officers of
with many campus topics, the CLC began discussing         the student senate .
in the fall 2005 term the idea of implementing smaller         The general charge of the CLC is to coordi-
working groups to provide more focus and attention        nate and communicate the College-wide planning,
to various issues . These working groups would in turn    budgeting and reporting processes . Working often
recommend modifications of processes to the CLC .         in conjunction with the Academic Senate and the
      Currently, two working groups are being             President’s Cabinet, the CLC analyzes all planning
considered for formulation: (1) budget planning and       processes and actions, establishes the fiscal priorities of
development and (2) enrollment management . Due           the College, proposes the campus-wide purchases of
to the recent shortfall in enrollment, the CLC recog-     instructional equipment, revises campus research and
nized the need to provide more focus and attention to     research needs, reviews and recommends divisional
enrollment management considerations . In addition,       structures and reorganization plans, recommends
the State budget crisis and the financial impact of low   faculty and classified hiring priorities to the President,
enrollments have also recently emphasized the need to     and oversees the program review process as well as the
tie budget development to institutional planning .        action plan for the campus self-study .

     Although the CLC is a comprehensive partici-         Self Evaluation
patory governance body, it is often difficult to give
                                                               The CLC has been an effective mechanism
adequate time and attention to overall institutional
                                                          for broad-based discussions, planning and decision-
planning .
                                                          making . In the past, the campus had a variety of

Porterville College

committees working almost independently of each            student success completion, retention, persistence and
other . With the development of the CLC, these             transfer rates to the campus community . All reports
committees were consolidated into one larger               generated by this office are available for review via
committee that oversees all planning functions of the      the College website under the Program Review and
College . All constituency groups across campus are        Research Reports menus at www .portervillecollege .
represented on the CLC, so this committee provides         edu/research . In addition, this office provides assis-
for extensive participation in College planning discus-    tance to the staff in generating various reports relating
sions and activities .                                     to student demographics, local economic and other
                                                           data for their respective divisions or programs .
     During CLC discussions, decisions on specific
issues are reached by consensus, often after CLC           Self Evaluation
members gather input from their respective constitu-
encies . To keep abreast of the various responsibilities         The campus researcher conducts research in
and maintain a system of checks and balances, the          support of program requirements and is available
CLC meets twice per month and is co-chaired by a           to assist any staff member with research and data
representative from faculty, classified and manage-        needs . Research reports and statistical informa-
ment . In addition, the CLC reports to the President’s     tion is provided on the research web page, which is
Cabinet .                                                  available via the Internet, to all employees, students
                                                           and community members . The researcher periodically
     Since all committees and working groups across
                                                           sends campus wide emails notifying all employees of
campus report their findings and discussions to the
                                                           any additions or updates to the research web page .
CLC, the meetings have sometimes been found to be
consumed in reports with limited time for extensive            All research conducted is made available to the
discussion on broader issues that may be impacting         campus community via reports posted on the research
the College . Therefore, a small working group was         website .
established during the spring 2005 term to review and
make recommendations to improve the effectiveness          Planning Agenda
of CLC meetings .                                                 None
     During fall 2005, the working group presented
recommendations regarding possible improvements to
the CLC to President’s Cabinet and the CLC . These
recommendations were implemented in spring 2006 .
                                                           B.6.    The institution assures the
Planning Agenda                                                    effectiveness of its ongoing planning
                                                                   and resource allocation processes
       None                                                        by systematically reviewing and
                                                                   modifying, as appropriate, all parts of
                                                                   the cycle, including institutional and
                                                                   other research efforts.
B.5.    The institution uses documented
        assessment results to communicate
        matters of quality assurance to
        appropriate constituencies.
                                                           B.7.    The institution assesses its evaluation
                                                                   mechanisms through a systematic
Descriptive Summary                                                review of their effectiveness in
     The Office of Institutional Research collects                 improving instructional programs,
                                                                   student support services, and library
and periodically reports various statistics including
                                                                   and other learning support services.

                                                                                                       Standard I

Descriptive Summary                                             In addition to the program review process, the
                                                          College has also begun the utilization of a student
      In the spring 2002 term, the College Learning
                                                          satisfaction survey to gather students’ perspective
Council (CLC) implemented a program review
                                                          regarding the effectiveness of College programs
process for all instructional and non-instructional
                                                          and services . Although this survey was initiated in
divisions, programs and departments . As listed in
                                                          response to the self-study process, the College plans to
the Program Review Procedures Handbook, the
                                                          distribute the survey every two years so that longitu-
stated purpose of this review is as follows: “Program
                                                          dinal data can be compiled for periodic assessment
planning and evaluation is a self-study process used
                                                          and evaluation .
to help programs set goals and implement effective
assessment of those goals .” The mission of the           Self Evaluation
program review process is to “ensure educational
quality through the periodic review of all College               When the program review process was first
programs and support units, both instructional and        developed, each unit was to complete its review in
non-instructional .”                                      one term . As this new process was implemented, it
                                                          became evident that one term was not sufficient to
      In addition, the goals of the process as listed     complete a thorough review . Some units were either
in the handbook are to “evaluate College programs         not completing their reviews or were doing so in
as they relate to the philosophy and mission of the       too short of time to complete each stage adequately .
College; set and evaluate departmental goals and          Therefore, during the spring 2004 term the CLC
objectives to ensure their effectiveness in meeting the   reviewed and discussed the process and revised it so
needs of the students, staff, and community; compile      that each unit’s review would be completed in one
and disseminate information for the evaluation of         year .
existing programs and services, assure compliance with
all appropriate internal and external standards, and           All the programs and divisions on campus were
serve as the basis for future planning to improve the     assigned to a specific fall or spring term in which their
quality of all College programs and services; ensure      reviews were to be initiated . They would initiate
effective use of resources; and comply with Title 5,      the review process in one term and finish it the next .
accreditation, and matriculation requirements .”          This extension seemed to provide the necessary time
                                                          to complete the reviews in a thorough and detailed
      There are five specific stages to complete in       manner .
the program review process: Program Self-Study
Formation; Self-Study Report Development;                        During the spring 2005 term, the program review
Receiving and Reviewing Report; Review, Response,         process was again discussed and reviewed in CLC .
and Dissemination; and Recommendations and                Even though the timelines had been extended, it was
Reports . Each instructional and non-instructional        still evident that reviews were not being completed
program completes a program review following a            according to the guidelines established and outlined
four-year cycle . Approximately four or five programs     in the review process handbook . Those responsible
initiate a review each term .                             for the completion of the reviews expressed difficulty
                                                          in completing the reviews; therefore, some units had
      Included in each of the reviews are qualitative     not completed their reviews when assigned or had
and quantitative data including demographics, course      not done an adequate job completing their reviews . It
retention, course completion, FTES/FTEF, student          was decided in CLC to once again review the process
surveys and other program or division specific data .     and revise it accordingly so that the review process
In addition, each unit being reviewed identifies and      would provide the necessary data and information for
discusses trends, financial resource requirements,        a thorough review but at the same time not be so time
staffing issues and other needs that may be necessary     consuming and demanding that reviews would not be
during the next few years .

Porterville College

completed . It was agreed that the review process is a
thorough and extensive process, but one that may be      Standard I: Institutional Mission and
too time consuming and difficult to complete .                Effectiveness

      In the spring 2006 term, a revised program         A . Mission
review process was presented to the CLC for approval .       ♦ College mission statement
The new format elicits the same basic information            ♦ College Learning Council (CLC) membership
                                                               and minutes
as the previous model, but the process is streamlined
                                                             ♦ California Ed . Code Section 66010 .4
and structured to ensure that program reviews all
                                                             ♦ College Catalog and schedule
contain the same types of information in a consistent
                                                             ♦ Educational Master Plan
format . Under the revised program review process, all
                                                             ♦ President’s Cabinet Membership and minutes
programs requesting a budget increase or additional
                                                             ♦ Porterville College Title V Hispanic Serving
staff must submit a program review . This incentive
                                                               Institutions Grant
will increase the timely submission of program
                                                             ♦ KCCD Board of Trustees minutes
reviews .
                                                         B . Improving Institutional Effectiveness
Planning Agenda
                                                              ♦ Participatory Governance at Porterville College
• During Fall 2007, the CLC will review and                     document
  evaluate the revised program review process                 ♦ Academic Senate membership and minutes
  to ensure its usefulness and effectiveness in               ♦ Budget Reduction Task Force (BRTF)
  institutional planning and improvement .                      membership and minutes
                                                              ♦ Program review process
                                                              ♦ College Learning Council (CLC) membership
                                                                and minutes
                                                              ♦ Spring 2005 Student Satisfaction Survey

                                                                                                  Standard II

Standard II                                            Descriptive Summary

                                                             The planning of instructional programs at Porter-
Student Learning Programs                              ville College is clearly reflected in the mission of the
and Services                                           college which states, “Students are our focus…we are
       The institution offers high-quality             committed to providing an excellent educational
       instructional programs, student support         experience to our diverse community in an environ-
       services, and library and learning              ment that fosters student learning and success .” To
       support services that facilitate and            meet the range of educational needs of the Porter-
       demonstrate the achievement of                  ville community, the College offers transfer courses,
       stated student learning outcomes. The           general education courses, vocational programs, and
       institution provides an environment that        remedial courses . Twenty majors are available as well
       supports learning, enhances student             as 21 technical-vocational programs where students
       understanding and appreciation of               can earn Certificates of Completion . The Curriculum
       diversity, and encourages personal and          Committee has a rigorous process that ensures that all
       civic responsibility as well as intellectual,
                                                       programs meet the standards for approval set by the
       aesthetic, and personal development for
                                                       State of California Community College Chancellor’s
       all of its students.
                                                       Office . In addition, the College Articulation Officer
                                                       works with California State Universities, Universi-
                                                       ties of California and other institutions of higher
                                                       education to articulate courses as a means to provide
A.     Instructional Programs
                                                       access to Porterville College students who choose to
       The institution offers high-quality             transfer .
       instructional programs in recognized
       and emerging fields of study that               Self Evaluation
       culminate in identified student
                                                             Approximately 250 degrees and 110 certificates
       outcomes leading to degrees,
       certificates, employment, or transfer           are successfully completed annually .
       to other higher education institutions                Programs and courses offered at the College
       or programs consistent with its                 are developed according to a standard process . This
       mission. Instructional programs are             process begins with the Curriculum Committee
       systematically assessed in order to             reviewing and approving the creation or revision
       assure currency, improve teaching
                                                       of any new program or course . In addition, the
       and learning strategies, and achieve
                                                       Articulation Officer reviews each course that may be
       stated student learning outcomes. The
       provisions of this standard are broadly         submitted for transfer credit to ensure it meets the
       applicable to all instructional activities      requirements of the California State University and
       offered in the name of the institution.         University of California systems as well as private
                                                       institutions . After the courses or programs have gone
                                                       through the campus review and approval process, they
                                                       are then submitted to the KCCD Board of Trustees
A.1.    The institution demonstrates that all          for approval . Once the Board reviews and approves
        instructional programs, regardless of          these courses and programs, they are then forwarded
        location or means of delivery, address         to the State Chancellor’s Office for final approval .
        and meet the mission of the institution             All programs are reviewed in accordance with
        and uphold its integrity.                      Title 5 regulations . A regular cycle of program

Porterville College

planning and review is conducted to ensure currency         place students in appropriate level math and English
of the programs .                                           courses . The Office of Institutional Research routinely
                                                            makes available information on transfer rates, gradu-
Planning Agenda                                             ation and certificate completion . This information is
None                                                        utilized by divisions, programs and individual instruc-
                                                            tors to assess and improve their courses and programs .
                                                            Program review also addresses the demand for
                                                            particular programs and the success rates of students
A.1.a. The institution identifies and seeks to
                                                            in them .
        meet the varied educational needs
        of its students through programs                         Although the College does a good job assessing
        consistent with their educational                   students’ initial educational levels and placing them
        preparation and the diversity,                      accordingly, there is still not enough consistent
        demographics, and economy of its                    data reported on the progress of students through
        communities. The institution relies                 various stages, for example, developmental education
        upon research and analysis to identify              or general education . More specific data on these
        student learning needs and to assess
                                                            students could help the College address problems that
        progress toward achieving stated
                                                            impede the progress of students .
        learning outcomes.
                                                            Planning Agenda
Descriptive Summary
                                                            •	 During the 2007-08 academic year, the Office of
      Porterville College is located in Tulare County,         Institutional Research will develop a data tracking
one of the most economically depressed areas in                report to better track students through the
the State, with an unemployment rate between 8 .4              progression of sequential courses, especially in the
and 12 .6% . The target population for the College is          developmental program areas .
diverse and includes students from a variety of ethnic,     •	 As SLOs continue to be developed at the course
cultural, and economic backgrounds . The College is            level, the programs and divisions will begin to focus
open to any student over the age of 18 who demon-              on the development of outcomes at the program
strates the ability to benefit from a college education .      level starting in the fall 2006 term .
Students under the age of 18 are also admitted when
specific criteria are met . The majority of incoming
students assess at a developmental level and must           A.1.b. The institution utilizes delivery systems
take preparatory studies before beginning college-                  and modes of instruction compatible
level courses . Once they complete their preparatory                with the objectives of the curriculum
coursework, students’ varied educational needs are                  and appropriate to the current and
met through transfer programs, general education and                future needs of its students.
vocational programs .
                                                            Descriptive Summary
Self Evaluation
                                                                  The Curriculum Committee is the body that
     The instructional needs of Porterville College         reviews instruction at the course and program
students are a high priority within the institution,        levels . It is composed of faculty representatives from
and various methods are used to gather relevant             each division as well as the Curriculum Specialist, a
information . Initially, a placement test and consulta-     financial aid representative, the Articulation Officer
tion with a counselor provide first-time students with      and a Dean of Learning . The Curriculum Committee
information regarding their skill levels in math and        scrutinizes all courses for compliance with Title 5
English . Based on their assessment scores, counselors

                                                                                                      Standard II

regulations, the Education Code, matriculation regu-       Since there may be a district-wide decision regarding
lations and articulation needs .                           platforms, that determination has yet to be made .

Self Evaluation                                                  An activity of a cooperative Title V HSI grant
                                                           was the creation of learning communities through
      The methods of delivery are discussed when any       linked courses . In the first semester of its existence,
course is reviewed by the Curriculum Committee .           LISTO (the program supporting the learning commu-
The request for a class to be approved for distance        nities) had three learning communities . An anthro-
learning goes through a specific process, including        pology course was linked with an English course,
a valid rationale for teaching the course via distance     a political science course was linked to a transfer
delivery and appropriate method for evaluating             level English course, and developmental reading and
student learning .                                         writing courses are also linked . Porterville College is
      Technology has been included in the curriculum       in the initial semester at this time, but early reports
of numerous courses in a variety of ways . Most class-     from faculty involved in the learning communities has
rooms are equipped with ceiling-mount projectors           been very positive . Several more courses are planned
and computers that can access the Internet through         for next semester .
the college network . This has substantially increased
                                                           Planning Agenda
the use of multimedia . A number of faculty members
incorporate Power Point in their lectures, and some        •	 Beginning in fall 2006, the Office of Institutional
assign Power Point assignments that students present          Research will provide retention and success data on
to their classmates . Some faculty are also teaching          the students enrolled into the various methods of
                                                              delivery .
hybrid courses, where two days a week instruction is
in the classroom and one day a week instruction is
through the Internet . Instructors who teach hybrid
classes report that students are more engaged in the       A.1.c. The institution identifies student
material and are more communicative with each other                learning outcomes for course
and with the instructor as a result of the Internet                programs, certificates, and degrees;
component . Some instructors have websites that                    assesses student achievement of those
contain material for the course or provide a means                 outcomes; and uses assessment results
for students to keep track of their grades . There is              to make improvements.
technical support for faculty whose classes are offered
during the day but not for the students taking those       Descriptive Summary
classes .                                                        The primary means by which SLOs at the course
      The Title V HSI grant has the development            and program level are established is through the
of an online Associate degree as one of its activities .   Curriculum Committee . This committee is comprised
After substantial delay, an Educational Media Design       of all the division chairs, the Dean of Learning,
Specialist was hired . Her responsibilities include        Articulation Officer and the Curriculum Specialist .
teaching faculty how to develop or upgrade online          The development of learning outcomes at these two
courses and how to make any online material ADA            levels generally begins with the respective divisions or
compliant . She is beginning workshops on three            programs . The CLC will assume the responsibility of
platforms for online courses: Blackboard, Etudes           developing institutional learning outcomes .
and Moodle . At this time, the College does not have            All courses are developed and evaluated for
a mandated platform, but in the future, it is likely       compliance with Title 5, the Education Code and
that support will only be offered for one platform .       matriculation regulations . The course outline and
                                                           description includes methods of instruction, textbooks

Porterville College

used, grading, assignments, and how a student is to be      the College is not assessing learning outcomes at the
evaluated . SLOs will be added to course outlines as        institutional level . The College needs to formalize the
they are developed .                                        process of developing and implementing SLOs at the
                                                            institutional level .
Self Evaluation
                                                            Planning Agenda
      The College has become actively engaged in
the process of developing and implementing SLOs .           •	 Faculty training regarding student learning
Through a Title V grant, the College has received              outcomes will continue via the Title V grant .
funds to train 100 faculty members, full-time and           •	 During the 2006-07 academic year, the CLC will
adjunct, to implement SLOs in their classes . Faculty          begin developing institutional learning outcomes .
members from every division have attended training          •	 During the 2006-07 academic year, each
sessions on creating SLOs . When revisions have                division will begin discussion, development and
been made to course outlines as a result of training,          implementation of program level outcomes .
those outlines have again been presented to the
division at meetings and submitted to the Curriculum
Committee for final approval . The College is in the
                                                            A.2.   The institution assures the quality
third year of the grant and, so far, 38 faculty members            and improvement of all instructional
have taken an in-depth look at the course outline for              courses and programs offered in the
at least one course they teach . Each participating                name of the institution, including
faculty member developed new SLOs for these classes,               collegiate, developmental, and pre-
implemented the new objectives, and revised the                    collegiate courses and programs,
course outlines as necessary . Members of the Curric-              continuing and community education,
ulum Committee have become more familiar with                      study abroad, short-term training
course outlines through training they have received                courses and programs, programs for
via the Title V grant or through additional outside                international students, and contract or
training sessions they have attended .                             other special programs, regardless of
                                                                   type of credit awarded, delivery mode,
      Assessment of the effectiveness of SLOs has been             or location.
done within some divisions . For example, during the
fall 2005 semester, the Language Arts Division created      Descriptive Summary
a “common essay” for English classes . The essay was
given to all students taking classes in the two levels           The Curriculum Committee relies upon the
below transfer level . The essays were evaluated by         knowledge of the recommending faculty member,
all members of the division after extensive norming         CSU and UC requirements and Title 5 guidelines
took place . The division then engaged in a dialogue        as the basis for determining whether a program or
regarding the effectiveness of current SLOs for those       course should be offered, modified or inactivated .
classes . As a result, the division made changes in their   Curriculum Committee members also determine the
course outlines, including additional student contact       appropriateness of a course in relation to the College’s
hours . The division will meet again to assess the          mission statement .
results of these changes .                                        Title 5 dictates that prerequisites and co-requi-
     Student learning outcomes have generally not yet       sites undergo a review every six years . Every four
been developed for programs, certificates, or degrees,      years (and following its program review), divisions
with the exception of vocational programs . Some            are scheduled to do a curriculum review . This would
dialogue has taken place in the CLC and Curriculum          include a review of prerequisites and recommen-
Committee meetings regarding this . In addition,            dations, catalog descriptions, objectives, content,
                                                            textbook, methods of instruction and evaluation . Any

                                                                                                         Standard II

changes to outlines would go before the Curriculum          fire academy holds accreditation from the State Fire
Committee .                                                 Marshal’s office .
      Porterville College offers developmental courses           The curriculum process is such that each course
in reading, writing, math and English as a Foreign          or program is reviewed by a committee comprised
Language (EFL) . The pre-collegiate in-service training     of divisional and non-divisional representatives, a
courses in administration of justice and fire tech-         student representative and administration prior to the
nology would be considered continuing education .           College President’s review, Board of Trustees’ review
There are two community education courses: Basic            and State Chancellor’s Office review . The estab-
Firearms Safety and Traffic Safety . The College offers,    lished curriculum and program processes are good .
in addition to the vocational certificates, skills awards   However, not all divisions adhere to the timetable for
for accounting clerks, computer applications, general       review of courses .
business and office assistants . There is no study abroad
program or international student program . Pre-colle-       Planning Agenda
giate vocational courses are offered in administra-         •	 The Curriculum Committee will evaluate the
tion of justice, child development, fire technology,           curriculum review process on a yearly basis to
workforce preparation, education, health education,            ensure that divisions are adhering to the timetable .
history and human services . The administration of          •	 The Curriculum Handbook will be updated
justice and fire technology courses serve as in-service        annually beginning in 2006-07 .
training . The child development courses include
parenting classes . The education courses provide
students with learning skills and study strategies .
                                                            A.2.a. The institution uses established
The human services class in grief and life issues was
                                                                   procedures to design, identify learning
developed to meet community needs .
                                                                   outcomes for, approve, administer,
                                                                   deliver, and evaluate courses and
Self Evaluation
                                                                   programs. The institution recognizes
      Porterville College is proud of its excellent                the central role of its faculty for
curriculum and programs . The responsibility for the               establishing quality and improving
development of new courses and programs rests in                   instructional courses and programs.
the divisions . At that level, instructors are able to
assess student, community or business needs . The           Descriptive Summary
Curriculum Committee then reviews requests for new                At Porterville College, courses and programs
programs or courses in light of their fulfillment of the    are developed by faculty in the divisions according to
Educational Master Plan . The Curriculum Committee          the regulations of the State of California . Prepara-
process is outlined in the Curriculum Handbook . The        tion of a course outline is preceded by discussion and
handbook should be updated annually, and a Curric-          agreement on appropriate content and objectives . The
ulum Committee subcommittee was assigned the task           Curriculum Committee provides the forms for prepa-
of updating this document . However, that work is not       ration and sign-off by division members . Those forms
yet completed .                                             are then submitted to the Curriculum Committee
     In addition to advisory committees, some voca-         for approval and are retained by the Curriculum
tional programs have accrediting processes separate         Specialist . The Curriculum Committee is responsible
from the regular College procedures . The Voca-             for evaluating every course and program developed
tional Nurse and Psychiatric Technician programs            by faculty, based on the guidelines established by the
are accredited by the State, as are the corrections         Chancellor’s Office, Title 5 regulations, the Education
academies and law enforcement academies . The               Code and transfer institutions .

Porterville College

Self Evaluation                                            program review process more manageable and the
                                                           product more effective .
     The College continually evaluates the quality of
courses and programs . Articulation with the Cali-              Course outlines have undergone significant
fornia State University System and the University of       changes and improvements over the past several years .
California system is an indication of the quality and      As more faculty members are trained to understand
rigor of individual courses .                              the importance of creating and implementing appro-
                                                           priate SLOs, the College expects to see greater student
     Each division is responsible for establishing
                                                           learning and success . Through the regular cycle of
learning outcomes for courses within that division .
                                                           evaluation, faculty members are able to incorporate
Course outlines are required to be reviewed every six
                                                           what they have learned from previous semesters and
years . At that time, divisions take a close look at the
                                                           improve their classes as a result .
outcomes and make sure they are still appropriate for
the course . The divisions engage in a discussion of the         Course outlines and programs must be submitted
course in general and make necessary improvements .        to the Curriculum Committee for review after
Since several faculty members within a division,           divisions complete their program review . Prior to that
the division chair, and the Curriculum Committee           resubmission, divisions must undertake a review of the
sign off on the expected outcomes of a course, those       courses and programs they offer . When courses are
reviewing individuals are responsible for the appropri-    reviewed, a dialogue takes place within the division,
ateness of the outcomes .                                  which includes the effectiveness of the courses and
                                                           the appropriateness of the objectives and tools
      The Curriculum Committee is authorized
                                                           for measurement . Course outlines are updated to
to approve courses and programs . The academic
                                                           reflect this information and then are approved by the
divisions are administered by one of the two deans
                                                           Curriculum Committee .
on the campus . As a part of the faculty evaluation
process, courses are observed by administration and        Planning Agenda
peers and course syllabi (including student learning
                                                           •	 The CLC and Curriculum Committee will
outcomes) are discussed with the evaluee during
                                                              continue to review the process of developing,
evaluation meetings . These methods are not yet
                                                              implementing, evaluating and revising student
inclusive of all courses . Although all courses must be       learning outcomes at the course and program level .
approved by the Curriculum Committee, a formalized
method for ensuring that all courses are being taught
in accordance with the course outline has not been
established .                                              A.2.b. The institution relies on faculty
                                                                  expertise and the assistance of
     Programs are evaluated through the campus                    advisory committees when appropriate
program review process which is designed to review                to identify competency levels and
the effectiveness of campus programs in a four-year               measurable student learning outcomes
rotation . The program review process has not been                for courses, certificates, programs
as successful as hoped during the past three years .              including general and vocational
Many divisions found the process overwhelming . In                education, and degrees. The institution
addition, budget cuts have affected the implementa-               regularly assesses student progress
tion of plans established through program review . The            towards achieving those outcomes.
reporting process—bringing the completed document
to the CLC for review—has proved to be too cumber-         Descriptive Summary
some and has not resulted in an in-depth analysis of            At Porterville College, faculty members are
the material contained in the document . The process       the primary sources for SLOs in all courses . Faculty
is now being evaluated with the goal of making the

                                                                                                       Standard II

members include these outcomes in the course              areas . The College anticipates progressing to program
proposal and course revision process . In some areas,     and institutional level student learning outcomes
primarily vocational, faculty members work with           while course level outcomes are being completed .
professionals in their fields of expertise to determine
competencies for that discipline . Health Careers         Planning Agenda
and Applied Technology are two divisions that rely        •	 Faculty training regarding student learning
heavily on advisory boards for advice and review of          outcomes will continue via the Title V grant .
competencies required for students in those programs .    •	 During the 2006-07 academic year, the College
Those divisions have State-level boards and other            Learning Council will discuss and develop
accrediting bodies for review of their programs . In         institutional learning outcomes, while each
addition, the research analysts compile data on the          division will begin discussion, development and
retention, successful course completion, progress            implementation of program level outcomes .
within programs, and degree and certificate statistics
on an annual basis .

Self Evaluation                                           A.2.c. High-quality instruction and
                                                                 appropriate breadth, depth, rigor,
      The College has recently begun reviewing and               sequencing, time to completion, and
designing the competencies required for mastery in               synthesis of learning characterize all
individual courses . A Title V HSI grant has the devel-          programs.
opment of student learning outcomes as one of its
activities . For the past two summers, faculty members    Descriptive Summary
have been trained in the process of developing student
                                                                The quality of instruction and program offerings
learning outcomes . They have been given stipends for
                                                          are monitored through several processes . The
developing student learning outcomes for one course
                                                          Curriculum Committee approves all programs on the
they teach .
                                                          campus level; the Board of Trustees approves them
      Vocational programs also include highly             on the District level; and the California Community
structured methods for assessing student learning         Colleges Chancellor’s Office approves them at the
outcomes . From the beginning of their programs,          State level . Faculty members are hired on the basis
the Psychiatric Technician and Vocational Nursing         of their meeting the minimum requirements of the
programs provide explicit information to students         California Community Colleges Board of Governors
regarding the outcomes they will be responsible for at    and demonstrating excellence in their subject area
the end of their course of study . Evidence of success    and in their ability to communicate that information
is the passing rate for students taking the National      to students . The hiring process is very thorough, and
Council Licensure Exam for Practical/Registered           hiring committee members feel a strong obligation
Nurses (NCLEX-PN, NCLEX-RN) exam . Similar                to select only the finest candidates . When students
state exams are provided for graduates of the Police      complete a program at Porterville College, they
Academy .                                                 will have demonstrated mastery of a clearly defined
                                                          sequence of course under the instruction of highly
     At this point, the College is focusing on student
                                                          qualified instructors .
learning outcomes at the course level . The plan is to
complete the development of course-level student          Self Evaluation
learning outcomes by the end of the Title V grant—
October 2008 . Although some vocational programs               The faculty selection process at Porterville
currently have SLOs, they have not been developed at      College is designed to attract and hire the finest
the program and institutional level in non-vocational     possible instructors who have demonstrated an

Porterville College

advanced level of expertise within their disciplines .            Several vocational programs have separate
An important part of the selection process involves a       accreditation bodies . This is another method to gauge
teaching demonstration where faculty in that disci-         the quality of those programs . The Vocational Nursing
pline can observe not only the candidate’s breadth          and Psychiatric Technician programs are accredited by
and knowledge of his/her area, but also that person’s       the Board of Vocational Nursing and Psychiatric Tech-
ability to communicate that information effectively         nicians . Their current accreditation runs from 2002
to students . Porterville College instructors’ goal is to   until 2007 . Both the law enforcement and corrections
provide all students with an excellent educational envi-    academies hold certifications from the State . The
ronment, so they preserve the rigor that is appropriate     fire academy holds accreditation from the State Fire
for each class . Maintaining a pool of adjunct instruc-     Marshal’s office . The certifications for the law enforce-
tors who mirror the qualities and qualifications of full    ment and corrections are reviewed on an annual basis
time instructors has proved difficult .                     to ensure that the curriculum is current . The State
                                                            reviews the fire academy every four years .
      Because Porterville College is located approxi-
mately one hour from any four-year university, there        Planning Agenda
is a shortage of qualified instructors willing to work
in adjunct status . Although this has always been a         •	 Depending on the budget allocation, the College
challenge, recent increase in gas prices has exacerbated       will investigate including a staff development line
                                                               item in the 2006-07 budget .
the problem . In the process of approving someone
for adjunct teaching, the division chair provides the       •	 Beginning in fall 2007 and in consultation with the
Academic Senate President with the hiring documents,           College Learning Council, the Human Resources
including college transcripts and work experience .            office will investigate alternatives to increase the
                                                               pool of adjunct instructors .
Applicants must meet the minimum qualifications for
the entire discipline, rather than a particular course,
with the exception of some vocational programs .
The Academic Senate President approves or disap-            A.2.d. The institution uses delivery modes
proves the applicant based on the material provided                and teaching methodologies that
and information from the division chair . Once an                  reflect the diverse needs and learning
applicant has been approved by the Academic Senate                 styles of its students.
President, the division chair takes the application
packet to the appropriate dean for approval .               Descriptive Summary

      In the past, funds were available for faculty to            Porterville College faculty members are sensitive
participate in staff development activities that ensured    to the range of learning modalities of our student
that they stay current in all aspects of their instruc-     population and work diligently to meet those needs .
tional fields . Due to district-wide budget reductions,     As a result, the College supports a multitude of
Porterville College has been without a Staff Develop-       delivery modes and teaching methodologies . Methods
ment budget for several years . As a result, funding for    of instruction are included in the course outlines that
non-vocational faculty has not existed in recent years .    are approved by the Curriculum Committee . Based
This has made it a challenge for these faculty members      on the course content, instructors determine which
to attend conferences . However, vocational faculty         mode(s) should be used .
members have access to VTEA funds, which allows
them the opportunity to travel to conferences and           Self Evaluation
attend regional meetings with colleagues from other               Faculty members at Porterville College are aware
colleges .                                                  of students’ learning styles and address them in various
                                                            ways . First of all, in addition to traditional face-to-

                                                                                                          Standard II

face classes, instructors offer hybrid and online classes .   are also peer writing mentors available to help students
The College recognizes the complex lives of many of           with essays and research papers . In addition, the
our students, and online classes help them continue           Learning Center is staffed by math and English profes-
with their education in spite of work, daycare and            sors while students work on PLATO and ALEKS
other challenges . Through a Title V grant, Porterville       software programs to strengthen their skills in those
College will develop an online Associate’s degree or          areas .
work with sister colleges in the District to coordi-
                                                                    Another Title V grant activity is the development
nate the offering of courses for an online degree . In
                                                              of student learning outcomes . Thus far 38 faculty
January, 2006, faculty members will begin a training
                                                              members have received training in student learning
program to develop online courses . Other students’
                                                              outcomes and have developed them for their courses
learning styles are addressed through vocational
                                                              in workshops funded by the grant . By the end of the
classes, which are hands-on and performance based .
                                                              grant, (September 30, 2008), 100 faculty members
      Many instructors respond to students’ learning          will have been trained .
styles by incorporating class presentations, study
guides, handouts, videos related to the subject               Planning Agenda
matter, group work, PowerPoint presentations, and             •	 Because of the increasing number of assignments
Internet sites related to the course content . On a              requiring technology, a student production area
more frequent basis, students are being asked to                 where students could have access to a scanner,
create PowerPoint presentations for assignments .                powerful computers, and video equipment to make
Most students do not have those skills but are able to           presentations for assignments will be planned for
receive assistance in the Computer Lab . Textbooks               implementation during 2007-2008 .
often come with CDs which are used to supplement
the coursework . In addition, the Disability Resource
Center (DRC) personnel assess students’ learning              A.2.e. The institution evaluates all courses
styles and assist instructors in teaching methodolo-                 and programs through an ongoing
gies appropriate to individual students or groups of                 systematic review of their relevance,
students . Porterville College has a wealth of instruc-              appropriateness, achievement of
tors who were former high school teachers . Part                     learning outcomes, currency, and future
of their teaching credential coursework involved                     needs and plans.
addressing student learning modalities, and that
expertise has contributed to the awareness and accep-         Descriptive Summary
tance of student learning styles across the campus .
                                                                    Porterville College reviews its programs through
      Porterville College, through a Title V HSI              the program review process to assure college programs
grant with College of the Sequoias, has developed             relate to the missions of the College and District,
learning communities under the LISTO program .                meet the needs of students, staff and community
Students take classes that are linked, thus reinforcing       and comply with Title 5 requirements . Further, the
the content of the courses . In addition, learning            program review process provides standards for future
community students receive extra tutoring to help             planning to improve the quality of programs and use
them meet their educational goals . This is the first         of resources .
year for learning communities on this campus, but
                                                                   Title 5 requires the review of prerequisites and
instructors are encouraged by the success of students
                                                              co-requisites every six years, but the curriculum review
involved in them .
                                                              process follows one semester after the completion
     The Learning Center offers tutoring for as many          of the program review . Curriculum review includes
courses as qualified student tutors are available . There     the review of course outlines, degrees and certifi-

Porterville College

cates within the division . The individual division is      program review cycle . In the past year, this data has
responsible for the curriculum review process . Any         been the impetus for significant modifications in
additions, modifications or deletions to majors, certifi-   programs within the Business Division .
cates or course outlines as a result of the curriculum
                                                                  Some of the vocational programs, such as Health
review process go before the Curriculum Committee
                                                            Careers, have external certifying agencies . Students
for review and approval .
                                                            completing the Psychiatric Technician or Vocational
      As part of the review process, programs are asked     Nursing programs must pass state board exams to be
to report how the courses or services articulate or         certified . Administration of Justice students must also
complement high schools, other colleges within the          pass external testing to receive certification in those
District, four-year colleges and community needs .          fields .
This report also includes any licensing, certification or
job opportunities available to students completing the      Planning Agenda
program . Programs are asked to reference student data      •	 During the 2007-08 academic year, the Office of
and demographics, budget information and staffing .            Institutional Research will develop a data tracking
Finally, programs are asked to provide strengths, note         report to better track students through the
areas of improvement and future action plans or goals          progression of sequential courses, especially in the
for these areas . Enrollment, retention and success data       developmental program areas .
are available on the Office of Institutional Research
website . Also, copies of the approved program reviews
are available on this site .                                A.2.f. The institution engages in ongoing,
     The program evaluation does include a curricular              systematic evaluation and integrated
review . The Curriculum Committee at its September                 planning to assure currency and
14, 2004, meeting approved the Curriculum Review                   measure achievement of its stated
                                                                   student learning outcomes for courses,
rotation . This review encompasses course outline,
                                                                   certificates, programs including general
degree and certificate reviews . The final program
                                                                   and vocational education, and degrees.
review is submitted to the College Learning Council
                                                                   The institution systematically strives
(CLC) which is comprised of representatives from                   to improve those outcomes and makes
the instructional and non-instructional programs on                the results available to appropriate
campus .                                                           constituencies.

Self Evaluation
                                                            Descriptive Summary
     Porterville College conducts ongoing review of
                                                                  The Curriculum Committee is responsible for
student retention, success and persistence as a means
                                                            curricular planning and review . In accordance with
to evaluate the effectiveness of individual courses
                                                            Title 5 regulations, all courses are reviewed every
and programs . This information is available from
                                                            six years . Changes to degrees are approved by the
the Office of Institutional Research . However, more
                                                            Curriculum Committee and the Board of Trustees .
systematic review of progression within a sequence
                                                            Programs are reviewed through Program Review
of developmental-level courses and math and English
                                                            at least once every three years or any time a budget
courses should be regularly conducted in an effort to
                                                            request is made .
revise courses when necessary .
                                                                  General planning at the overall institutional level
     The Office of Institutional Research also provides
                                                            is ultimately coordinated through the CLC . Budget
data regarding the number of certificates awarded
                                                            considerations are reviewed by the CLC, which also
in each academic area . Analysis of these for specific
                                                            oversees the creation of the budget and prioritization
programs is conducted as part of the instructional
                                                            of expenditures .

                                                                                                      Standard II

     Data for planning is provided to the faculty or
various committees by the Office of Institutional         A.2.g. If an institution uses departmental
Research . Over the past few years, the availability             course and/or program examinations,
of data to faculty and committees has increased                  it validates their effectiveness in
tremendously . Regular reports regarding enrollment,             measuring student learning and
progress, and persistence in courses and programs                minimizes test biases.
are prepared by the Office of Institutional Research
and distributed to administration and division chairs .   Descriptive Summary
Budgetary information is provided by the Business              There are no departmental course examinations
Office .                                                  or institutional level examinations used at Porterville
                                                          College .
Self Evaluation

      Ongoing planning at the College has broad-          Self Evaluation
based participation through the CLC and President’s             The Office of Admissions and Records may be
Cabinet; however, there are some gaps between             petitioned by a student to be given credit by exami-
various areas of planning . For example, a recent         nation . If approval is granted, the comprehensive,
shortfall in enrollment revealed that the College and     in-depth course content examination is prepared and
the District had not anticipated how the increase in      administered by the division . Students may receive
state tuition and improvement in the local economy        credit for Advanced Placement Examinations and in
would impact enrollments . Even though this was a         four general subject areas awarded in accordance with
concern experienced throughout the state, the College     the College Level Examination Program (CLEP) .
did not have a plan or process in place to address        Outside testing agencies, such as National Council
these issues . Since this enrollment shortfall impacted   Licensure Examination for Practical Nurses/Regis-
the budget allocation, the College had to address         tered Nurses (NCLEX-PN, NCLEX-RN) are the
increasing enrollments while reducing its budget .        program level examinations .
     Since all institutional planning and campus               The Curriculum Committee and the Board
reporting runs through the CLC, the meetings are          of Trustees approve the content, instructional and
often found to be restrictive due to time constraints,    evaluation methodology used by faculty in the course
and in-depth planning often does not occur . Under-       presented .
standing this, the CLC has been considering re-insti-
tuting various sub-committees, such as the Budget         Planning Agenda
Planning and Review subcommittee, where more
in-depth planning and discussions could occur . These
subcommittees would then report back to the CLC
on their discussions, recommendations, etc .
                                                          A.2.h. The institution awards credit based on
Planning Agenda                                                  student achievement of the course’s
                                                                 stated learning outcomes. Units
     •	 During the spring 2006 term, the CLC will
                                                                 of credit awarded are consistent
implement the Budget Planning and Review subcom-
                                                                 with institutional policies that
mittee and this subcommittee will begin meeting                  reflect generally accepted norms or
formally in the fall 2006 term .                                 equivalencies in higher education.
     • During fall 2006, the CLC will further
discuss the development and implementation of an
Enrollment Management subcommittee .

Porterville College

Descriptive Summary                                          Self Evaluation

      Porterville College uses hours in class as the              In 2003 the decision was made to begin devel-
basis for awarding units of credit . Calculations of         oping student learning outcomes at the course level
the Weekly Student Contact Hours (WSCH), Daily               and progress to the program and institution level .
Student Contact Hours (DSCH), or positive atten-             Various divisions meet regularly to ensure continuous
dance are used to determine the units of various types       collaboration regarding learning outcomes at the
of attendance formats .                                      course level . Thirty-eight faculty members have been
                                                             trained and are developing learning outcomes for
Self Evaluation                                              individual courses on an ongoing basis .
       Porterville College grants credit for lower                 For general degree requirements, learning
division work from accredited colleges and universi-         outcomes are based on statewide standards included
ties . The curricula also include Credit/No Credit           in Title 5 regulations and requirements for under-
courses which students may take that are outside their       graduate education . Dialogue among Porterville
major area of study without jeopardizing their grade         College faculty regarding student learning outcomes
point average .                                              for degrees and certificates occurs during Curriculum
     At the present time, student learning outcomes          Committee meetings . However, national and/or state
are used minimally for credit granting purposes .            certificate requirements, program advisory commit-
However, the training of the faculty to use student          tees, and consultation with other institutions of higher
learning outcomes as a basis for credit granting is          education such as four-year colleges and universities
increasing, and progress is being made .                     play a major role in determining the student learning
                                                             outcomes for vocational programs . More precise
Planning Agenda                                              development of program and institution-wide student
                                                             learning outcomes will occur over time .
•	 The CLC and Curriculum Committee
   will continue to discuss and coordinate the               Planning Agenda
   development of student learning outcomes for all
   course offerings .                                        •	 During the 2006-07 academic year, the College
                                                                Learning Council will discuss and develop
                                                                institutional learning outcomes, while each
                                                                division will begin discussion, development and
A.2.i. The institution awards degrees                           implementation of program level outcomes .
       and certificates based on student
       achievement of a program’s stated
       learning outcomes.
                                                             A.3. The institution requires of all academic
                                                                  and vocational degree programs a
Descriptive Summary                                               component of general education
     Upon successful completion of a series of                    based on a carefully considered
                                                                  philosophy that is clearly stated in its
required courses within a program or certificate, the
                                                                  catalog. The institution, relying on the
student earns the right to receive a degree or certificate
                                                                  expertise of its faculty, determines
according to the related program . Following an initial           the appropriateness of each course
screening by college counselors, the Admission and                for inclusion in the general education
Records Office is responsible for certifying all degrees          curriculum by examining the stated
and certificates . All requirements which must be met             learning outcomes for the course.
in order to receive a degree or certificate are listed in
the College catalog .

                                                                                                       Standard II

Descriptive Summary                                          in analyzing each course for inclusion in the general
                                                             education curriculum .
     The “Philosophy of General Education for the
Associate Degree” in the College catalog states the
position of Porterville College regarding general
education .                                                A.3.a. An understanding of the basic content
                                                                  and methodology of the major areas
Self Evaluation                                                   of knowledge: areas include the
                                                                  humanities and fine arts, the natural
      The Porterville College catalog identifies and              sciences, and the social sciences.
explains the rationale for general education . This
rationale can be found under the heading “Philosophy       Descriptive Summary
of General Education for the Associate Degree .”
The rationale explains that students are required to            Porterville College students are required to
complete a program of core skills, including “…being       demonstrate competency by completing a sequence
able to read, write, and speak clearly and correctly; to   of courses in the areas of Education, Reading Profi-
use mathematics effectively .” Additionally, students      ciency, Communications, Mathematics, Biological
are expected to have knowledge of “…the methods of         Science, Physical Science, History/Political Science,
scientific inquiry and evaluation of the physical and      Social/Biological Science, Analytical Thinking, Ethnic
biological environment; and understanding of the           Studies, Health Education, Physical Education, and
political structure of government required of a citizen;   Humanities .
methods of inquiry and critical thinking; an ability
                                                           Self Evaluation
to fully appreciate and constructively use artistic
expression, cultural activities and aesthetic values; to         Porterville College meets the standards of the
be computer literate; and to be a wise consumer; to        State of California regarding the breadth of classes
acknowledge the value of diversity in other cultures       required for graduation . The Academic Senate has
and societies; to achieve good physical and mental         formed the Graduation Requirements Committee to
health; and to be aware of the ethical and moral           review requirements . Faculty may submit courses to
constraints placed on society and the individual .”        the Curriculum Committee, demonstrating within the
     The required areas of general education (Writing,     course content and course outline which competency
Reading Proficiency, Communications, Mathematics,          is being taught as part of the class . If approved, the
Biological Science, History/Political Science, Social/     course is then added to the catalog for the next year as
Behavioral Science, Analytical Thinking, Ethnic            meeting one or more of the competencies in this area .
Studies, Health Education, and Humanities) corre-               Faculty members at Porterville College are
spond to the essential skills and knowledge required       being trained in the development of student learning
by the State of California for students completing the     outcomes . Course outlines are required to contain
requirements for the associate degree .                    course content and delivery methods . This is an
     Although Porterville College has not yet fully        ongoing process .
implemented a process for analyzing courses for
                                                           Planning Agenda
inclusion as general education based on student
learning outcomes, this process is being discussed         None
within the Curriculum Committee .

Planning Agenda
                                                           A.3.b. A capability to be a productive
•	 During 2006-07, the Curriculum Committee will                  individual and life long learner:
   discuss and develop a process that will utilize SLOs           skills include oral and written

Porterville College

       communication, information
       competency, computer literacy,                       A.3.c. A recognition of what it means to
       scientific and quantitative reasoning,                      be an ethical human being and
       critical analysis/logical thinking, and                     effective citizen: qualities include an
       the ability to acquire knowledge                            appreciation of ethical principles;
       through a variety of means.                                 civility and interpersonal skills;
                                                                   respect for cultural diversity; historical
Descriptive Summary                                                and aesthetic sensitivity; and the
                                                                   willingness to assume civic, political,
     Competency requirements for Porterville                       and social responsibilities locally,
College students are maintained in the areas of                    nationally, and globally.
computer information, reading, writing, and math-
ematics . In addition, students must complete a series      Descriptive Summary
of courses that include communication, analytical
thinking, biological science, physical science, history/          The Porterville College mission statement
political science, social/political science, ethnic         pledges that the College will provide “an excellent
studies, and humanities .                                   educational experience to our diverse community
                                                            in an environment that fosters student learning and
Self Evaluation                                             success .” That perspective supports the Porterville
                                                            College Catalog Philosophy of General Education for
      The requirements for students’ performance to         the Associate Degree, which includes the statement
reflect satisfactory competency levels are clearly stated   “…the associate degree stresses the educational process
in the College catalog . Students demonstrate that they     to enhance intellectual potential and personal worth
have met these competencies by successful completion        of all students . Each student is assisted in developing
of the courses . The courses are part of a consistent       the skills necessary to achieve personal goals and
process that is regularly reviewed by the Curriculum        acquire the knowledge and attitudes essential for a
Committee in accordance with Title 5 regulations .          self-fulfilling, satisfying life .”
Planning Agenda                                             Self Evaluation
     None                                                        Individual faculty members determine where to
                                                            include, within the curriculum, the topics of ethics
                                                            and citizenship when a course is first proposed to the
                                                            Curriculum Committee . Individual faculty members
                                                            are encouraged to include the topics of ethics and citi-
                                                            zenship where appropriate within the curriculum .
                                                                 The Kern Community College District (KCCD)
                                                            Board of Trustees has developed policies regarding
                                                            plagiarism and cheating (KCCD Board Procedure
                                                            4F8) . Faculty members are encouraged to include
                                                            information in their syllabi on the topic of academic
                                                            honesty . This policy is also available in the College
                                                            catalog and on the campus website .

                                                            Planning Agenda


                                                                                                       Standard II

A.4.    All degree programs include focused                 A.5.   Students completing vocational and
        study in at least one area of inquiry or                   occupational certificates and degrees
        in an established interdisciplinary core.                  demonstrate technical and professional
                                                                   competencies that meet employment
Descriptive Summary                                                and other applicable standards and
                                                                   are prepared for external licensure and
      Requirements for an Associate of Arts and                    certificates.
Associate of Science degree are listed in the Porterville
College catalog . All degree programs (majors) require      Descriptive Summary
at least 18 credits of focused study and 31 credits in an
interdisciplinary core . The liberal arts major requires         Several Porterville College vocational programs
31 credits of interdisciplinary core in addition to a       require external licensure, and other certificate
total of 9 credits of diversified curriculum in Natural     programs provide the opportunity to test for state
Science/Math, Fine Arts, Foreign Language and Social        examinations in a particular field of study . These
Science .                                                   include the police academy, licensed vocational
                                                            nursing and psychiatric technician .
Self Evaluation
                                                            Self Evaluation
      Both anecdotal and statistical data confirm that
Porterville College students are well prepared for their          The College relies on faculty expertise and the
transfer majors . When students visit the campus after      assistance of advisory committees when appropriate
transferring, they often report being very comfortable      to identify competency levels and measurable student
in their university classes due to their excellent prepa-   learning outcomes for vocational courses, certificates,
ration at Porterville College . Within the last three       programs, and degrees . Some advisory committees
years, a study by the California Community Colleges         have not been meeting regularly and, therefore, this
Chancellor’s Office showed that, adjusted for factors       has hampered ongoing dialogue in the College efforts
outside our control, Porterville College was one of the     to improve these programs .
top five community colleges in percentage of students             The College does an excellent job with most of
who transfer . This demonstrates that PC is successful      its vocational programs . Students pass the national
in meeting the needs of transfer students .                 and state licensing exams at a high rate . In addition,
                                                            the College is proud of the diverse ethnic backgrounds
Planning Agenda                                             of students who graduate from vocational programs .
       None                                                 Due to the recent budget crisis, some vocational
                                                            programs were reduced or eliminated . When the
                                                            financial situation improves, the College would like to
                                                            build back some of its vocational programs that have
                                                            been lost and to develop those most needed by the
                                                            community .

                                                            Planning Agenda
                                                            •	 During the 2006-07 term, all vocational advisory
                                                               committees will be contacted and staff will
                                                               schedule meetings on a regular basis in their efforts
                                                               to provide needed dialogue among the College and
                                                               local employers .

Porterville College

                                                          Self Evaluation
A.6.    The institution assures that students
        and prospective students receive                        Student learning outcomes are part of each
        clear and accurate information about              course outline but are not always included in course
        educational courses and programs                  syllabi . However, Porterville College instructors are
        and transfer policies. The institution            currently being trained to develop student learning
        describes its degrees and certificates            outcomes, and some instructors are beginning to
        in terms of their purpose, content,               include that information in their course syllabi . As
        course requirements, and expected                 more classes are examined by instructors and more
        student learning outcomes. In every               current student learning outcomes are developed, the
        class section students receive a                  inclusion of that information in course syllabi will also
        course syllabus that specifies learning           increase . Student learning outcomes at the program
        objectives consistent with those in the
                                                          and institution level have not yet been addressed .
        institution’s officially approved course
        outline.                                          Planning Agenda

Descriptive Summary                                       •	 Faculty training regarding student learning
                                                             outcomes will continue, and all faculty will be
      Information about educational courses and              encouraged to include outcomes in each of their
programs and transfer policies is contained in the           syllabi .
Porterville College catalog . The College web site        •	 During the 2006-07 academic year, the College
also provides links to the class schedule, catalog and       Learning Council will develop institutional
Student Handbook as well as individual instructor            learning outcomes .
syllabi and web pages . Printed copies of the class       •	 During the 2006-07 academic year, each
schedule are also available at several locations on          division will begin discussion, development, and
campus and in the community .                                implementation of program level outcomes .
      Faculty members are required to provide students
with a copy of their syllabus . At the beginning of
each semester, faculty members are also required to       A.6.a. The institution makes available to its
provide the Curriculum Specialist with a copy of their           students clearly stated transfer-of-
syllabi . A new faculty evaluation process provides the          credit policies in order to facilitate the
opportunity for evaluees to discuss their syllabi with           mobility of students without penalty.
the committee as part of their portfolio . This process          In accepting transfer credits to fulfill
was initiated in fall 2005, and the response from the            degree requirements, the institution
committees and those being evaluated has been very               certifies that the expected learning
                                                                 outcomes for transferred courses are
positive . Faculty members appreciated the opportu-
                                                                 comparable to the learning outcomes
nity to share their syllabi and discuss strengths and
                                                                 of its own courses. Where patterns of
areas that could be improved .                                   student enrollment between institution
      The catalog description of each course is updated          are identified, the institution develops
during the six-year update of curriculum, and the                articulation agreements as appropriate
curriculum approval process reviews the catalog                  to its mission.
description for new courses . The ASSIST database is
available to all students via the Internet .              Descriptive Summary

                                                               Policies regarding transfer of coursework in and
                                                          out of the institution that are mandated by the Cali-
                                                          fornia Education Code and the KCCD Board Policy

                                                                                                        Standard II

Manual are clearly communicated to students through         coursework from other institutions to a Porterville
the College catalog (hard copy and online), Student         College course on the student’s record . Before this
Handbook, counselors and faculty advisors, current          system can be implemented, the Curriculum Specialist
General Education Checklist, Transfer Center and            needs to complete a large amount of data entry . A
the online ASSIST program . Computers are available         plan has been established to expedite the data entry so
to students in the Student Services area for access to      the Hershey Digital Imaging System can be in place by
ASSIST .                                                    the end of the fall semester, 2006 .

Self Evaluation                                                  Through ASSIST, changes to CSU or UC
                                                            curriculum are flagged for review of articulation agree-
      Porterville College works continuously to             ments . The courses are forwarded to the Curriculum
increase its offerings of coursework that are articulated   Committee for review by the Articulation Officer .
with UCs and CSUs, as well as other community
colleges in California . Coursework transferring into       Planning Agenda
the College is evaluated by the counseling staff and/or     •	 By fall 2006, the College will implement the
the Admissions and Records Office for equivalency .            Hershey Digital Imaging System that will expedite
If the student’s incoming coursework is from an                the evaluation of student transcripts .
institution with which Porterville College is already
articulated, the equivalency is easily determined . If
the coursework is not articulated, the evaluation is
                                                            A.6.b. When programs are eliminated or
passed on to an instructor of the particular discipline
                                                                   program requirements are significantly
for a determination . Communication of courses
                                                                   changed, the institution makes
transferring out of the College is also communicated               appropriate arrangements so that
to students during individual counseling appointment .             enrolled students may complete their
Porterville College’s General Education Checklist                  education in a timely manner with a
displays both CSU General Education Breadth                        minimum of disruption.
Requirements and IGETC checklists .
      Within the last year, Porterville College has         Descriptive Summary
modified and improved upon its Transfer Center .                  Porterville College students often require several
Transfer services were formally part of the counseling      years to complete their degree or program . In such
area but did not have a designated place for transfer       situations, Porterville College maintains catalog
staff and materials . The Transfer Center is now            rights in the selection of regulations determining
located and open for students in the cafeteria, a high      graduation requirements . These requirements include
traffic area . Course catalogs from other colleges and      general education/breadth requirements, major or
universities are in an easy-access area .                   certificate requirements, competency requirements,
      There has been no consistent practice of evalu-       and other requirements within the purview of the
ating student coursework transferring into Porterville      college . If students maintain continuous enrollment,
College at the time a new student is enrolled . Many        defined as enrollment in at least one semester during
times the evaluation is not completed until the review      the academic year on a continuing basis including
of coursework for graduation . However, the Admis-          summer session, they are entitled to catalog rights . If
sions and Records Office has a scanning device that         the catalog outlines an earlier version of an associate
will use the Banner articulation forms with a Hershey       degree or certificate program in which the division
Digital Imaging System . This will allow the Admis-         has discontinued or modified required courses,
sions and Records staff to input course equivalence         the division may authorize appropriate course
and scan the transcript . The device will articulate the    substitution .

Porterville College

Self Evaluation                                           to appropriate offices and individuals on campus .
                                                          Changes or modifications to these sections are made as
      Program changes adhere to the catalog rights for
                                                          appropriate and returned to the Office of Learning for
students . Division chairs make every effort to substi-
                                                          inclusion in the updated catalog . The catalog, which
tute current coursework if requested by students . In
                                                          is also available on the College website, provides the
this manner, Porterville College ensures that, when
                                                          general public with campus policies and procedures,
programs are eliminated or changed, students can
                                                          admissions and registration procedures, various
complete their education in a timely manner .
                                                          academic information and regulations, a description of
      The Porterville College Academic Senate has         instructional and student services, graduation require-
been addressing the issue of program discontinua-         ments and certification programs, and a listing of
tion for several years and has completed a document       administration, faculty, staff and Board members .
entitled, “Academic Program Discontinuation .”
                                                                The schedule of courses is printed and distributed
Safeguards that do not exist today will be in place
                                                          each term and is also available on the College website .
to protect against the arbitrary elimination of or
                                                          In addition to the course offerings, the class schedule
major changes in programs once this policy has been
                                                          includes information regarding admissions and
developed and implemented . The document as it is
                                                          registration procedures, a calendar of important dates,
currently written addresses the need to advise and
                                                          testing and orientation dates, web registration instruc-
assist students that have begun the program that it is
                                                          tions, fee refund policy, information regarding various
being eliminated or modified .
                                                          student services and programs, a staff phone directory
Planning Agenda                                           and a variety of related and important information
                                                          students need to know upon registration .
•	 During the 2006-07 academic year, the Academic
   Senate will propose its “Academic Program                    The Student Handbook is updated regularly and
   Discontinuation” process to the CLC for                printed each academic year and is made available to
   implementation as a College policy .                   all new students who attend an orientation session
                                                          prior to registering . This handbook provides various
                                                          information that is also found in the catalog and class
                                                          schedule but is printed in a more condensed and user-
A.6.c. The institution represents itself
                                                          friendly format . Copies of the handbook are available
       clearly, accurately, and consistently to
                                                          in the Student Services area and on the College
       prospective and current students, the
       public, and its personnel through its              website .
       catalogs, statements, and publications,                   Publications and brochures are developed and
       including those presented in                       reviewed for accuracy by department and administra-
       electronic formats. It regularly reviews           tors . How often they are developed usually depends
       institutional policies, procedures, and            on budget . Specific program information is provided
       publications to assure integrity in all
                                                          in the form of newsletters, handbooks, calendar
       representations about its mission,
                                                          of events, advertisements, and radio and television
       programs, and services.
                                                          announcements . The Public Information Office is
                                                          responsible for coordinating all contacts with outside
Descriptive Summary
                                                          news media .
     The College catalog is updated and published
once per year . Prior to its publication, the Office of   Self Evaluation
Learning coordinates the review of related infor-              While the Office of Learning and the Curric-
mation within the catalog . This review includes          ulum Specialist regularly review the catalog and class
the dissemination of various sections of the catalog      schedules, and the Public Information Office coordi-

                                                                                                     Standard II

nates publicity with the newspaper, radio and televi-    Academic Guidebook, the College catalog, the course
sion stations, Porterville College does not have any     schedule, the campus website, and instructors’ syllabi .
single office or position to coordinate the review of
handbooks, brochures, posters and advertisements .       Planning Agenda
Planning Agenda
•	 By fall 2007, the College will have assigned the
   responsibility of reviewing handbooks, brochures,
                                                         A.7.a. Faculty distinguish between personal
   posters and advertisements to one office or
                                                                conviction and professionally accepted
   individual .
                                                                views in a discipline. They present data
                                                                and information fairly and objectively.

A.7.    In order to assure the academic                  Descriptive Summary
       integrity of the teaching-learning
       process, the institution uses and makes                 Faculty members are expected to follow all
       public governing board-adopted                    policies in the KCCD Board Policy Manual . KCCD
       policies on academic freedom and                  Board Policy 4B5C addresses the topic of academic
       responsibility, student academic                  freedom: “The discussion of controversial issues in the
       honesty, and specific institutional               classroom is essential to the development of informed
       beliefs or worldviews. These                      and responsible citizens . Instructors are to be encour-
       policies make clear the institution’s             aged to provide opportunities for the development
       commitment to the free pursuit and                of clear thinking, balanced judgment, intellectual
       dissemination of knowledge.                       choices, and an understanding of the methods and
                                                         devices of propaganda .”
Descriptive Summary
                                                         Self Evaluation
      The topics of academic freedom and responsi-
bility are addressed in the KCCD Faculty Contract,            Porterville College students can disagree with
under the heading “Academic Freedom .” That section      information containing a personal bias presented as
states, in part, “The District recognizes the funda-     part of classroom instruction . They have access to the
mental right of the faculty member to be free from       student complaint process to address those concerns
any censorship or restraint which might interfere with   as well as to the faculty evaluation process where they
the faculty member’s obligation to pursue truth and      can provide anonymous perspectives .
maintain his/her intellectual integrity in the perfor-
mance of his/her teaching functions .”                   Planning Agenda

     The College catalog under “Academic Regu-           None
lations” includes a section on “Plagiarism and
Cheating .” Board Policy 4F8D10 and 4F8D11
“Student Conduct” specifically addresses cheating,       A.7.b. The institution establishes and
plagiarism, dishonesty, forgery and other forms of              publishes clear expectations
academic dishonesty.                                            concerning student academic honesty
                                                                and consequences for dishonesty.
Self Evaluation

      Specific policies regarding academic honesty
are readily available . This information is published
in KCCD Board Policy, the Faculty Contract, the

Porterville College

Descriptive Summary

     Porterville College expectations concerning
student academic honesty and consequences for
dishonesty are clearly specified in a variety of
locations, including KCCD Board Policy 4F8D, the
College catalog, the Student Conduct and Discipline
handbook, and many faculty syllabi .

Self Evaluation

     Porterville College places a strong emphasis on
academic honesty and provides students with ample
means to understand the concept and consequences
for not adhering to it . In addition to information
regarding academic honesty in the KCCD Board
Policy, the College Catalog, and the Student Conduct
and Discipline handbooks, most instructors include
information regarding cheating and plagiarism
on their syllabi and discuss those situations at the
beginning of each semester .

Planning Agenda


A.7.c. Institutions that require conformity
        to specific codes of conduct of staff,
        faculty, administrators, or students, or
        that seek to instill specific beliefs or
        worldviews, give clear prior notice of
        such policies, including statements in
        the catalog and/or appropriate faculty
        or student handbooks.
Not applicable to Porterville College .

A.8.     Institutions offering curricula in
        foreign locations to students other than
        U.S. nationals operate in conformity
        with standards and applicable
        Commission policies.
Not applicable to Porterville College .

                                                                                                       Standard II

B.     Student Support Services                           College Learning Council (CLC), organized under
                                                          the principles of shared governance, provides input
       The institution recruits and admits
                                                          into these policies and procedures and receives reports
       diverse students who are able to benefit
       from its programs, consistent with its             relative to overall performance .
       mission. Student support services
                                                          Self Evaluation
       address the identified needs of students
       and enhance a supportive learning                        The Student Equity Plan of 2004 provides a
       environment. The entire student                    summary of the status of student access, progress,
       pathway through the institutional                  learning and success, broken down by ethnicity . A
       experience is characterized by a
                                                          chart provided by the Office of Institutional Research
       concern for student access, progress,
                                                          illustrates this summary . The CLC is the committee
       learning, and success. The institution
       systematically assesses student                    most involved in the areas of access, progress, learning
       support services using student learning            and success .
       outcomes, faculty and staff input, and                    There are specific departments on campus which
       other appropriate measures in order                continue to have discussion and activities to address
       to improve the effectiveness of these              equity issues . The Disability Resource Center (DRC)
                                                          is dedicated to ensuring equal access and learning
                                                          opportunities to all disabled students . Extended
                                                          Opportunity Programs and Services (EOPS) holds
                                                          workshops to help students on academic probation
B.1.   The institution assures the quality                succeed . Improving Delivery of Educational Advising
       of student support services and                    for Students (IDEAS), a federally funded TRIO
       demonstrates that these services,
                                                          Student Support Services grant, was designed to assist
       regardless of location or means of
                                                          first generation, low income and disabled students
       delivery, support student learning and
       enhance achievement of the mission of              succeed in college and then transfer to a four year
       the institution.                                   institution . This grant ended in spring 2005 . The
                                                          directors of all student services programs and divisions
Descriptive Summary                                       meet regularly to discuss and explore means of
                                                          improving procedures and policies to meet the needs
      Student support services at Porterville College     of students, the campus, and surrounding communi-
strive to support students in their efforts to earn       ties .
certificates and degrees and to pursue lifelong
                                                                The College has received a Title V grant that
learning . Each area within the Student Support
                                                          will allow students to complete an Associate’s degree
Services division endeavors to assess success based
                                                          online . This increases the opportunity for access to all
on program reviews and state and federal mandates .
                                                          students .
The campus mission and goals guide these groups
in providing an environment that leads to academic        Planning Agenda
success . The College does this by meeting federal and
state regulations that require annual reports providing   None
information about student demographics, success and
enrollment patterns .
     Program reviews and evaluations are dissemi-
nated through campus committees to provide infor-
mation regarding Student Services procedures, policies
and outcomes to all campus entities . Additionally, the

Porterville College

                                                  Descriptive Summary
B.2. The institution provides a catalog for its
       constituencies with precise, accurate,          Porterville College is a public two-year
       and current information concerning the     community college accredited by the Western Associa-
                                                  tion of Schools and Colleges (WASC) . The following
                                                  information is included in the College catalog .
                                                        Updated annually, the catalog includes calendars
                                                  that reflect each term of the academic year; significant
B.2.a. General Information                        dates relating to each term; course descriptions; educa-
     Official Name, Address(es), Telephone(s),    tional mission; course, program, and degree offerings;
        and Web Site Address of the               admission and records procedures; program, certifi-
        Institution                               cate, degree and transfer requirements; services to
                                                  students; and the names of the faculty, administration,
    Educational Mission
                                                  staff and governing board . Information concerning
    Course, Program, and Degree Offerings
                                                  student fees and available financial aid services is
    Academic Calendar and Program Length
                                                  provided . Details regarding procedures for fee refunds
    Academic Freedom Statement
                                                  are also listed .
    Available Student Financial Aid
    Available Learning Resources
    Names and Degrees of Administrators
        and Faculty                                     The catalog is printed in English and parts of it
    Names of Governing Board                      also in Spanish . It includes a copy of Title VI of the
                                                  Civil Rights Act of 1964, Title IX of the Educational
                                                  Amendments of 1972, Section 504 of the Rehabili-
                                                  tation Act of 1973, the American with Disabilities
B.2.b. Requirements                               Act, and the Age Discrimination Act of 1975 . These
     Admissions                                   highlight the basis of the College’s policies on nondis-
                                                  crimination . The catalog informs students of their
     Student Fees and Other Financial
                                                  rights and responsibilities and also regulations such as
                                                  the College policy for academic honesty . Grievance
     Degree, Certificates, Graduation and         and complaint procedures and sexual harassment
     Transfer                                     policies are also outlined . The catalog is available in
                                                  the bookstore and on the College website .
                                                        The Student Handbook is also available on the
B.2.c. Major Policies Affecting Students          College website . The Student Handbook contains
                                                  information on admission, rights and responsibilities
    Academic Regulations, including               of students and guidelines to promote student success .
        Academic Honesty
    Nondiscrimination                                  The Porterville College schedule of classes also
    Acceptance of Transfer Credits                contains information on enrollment, policies, proce-
    Grievance and Complaint Procedures            dures, matriculation, testing, and additional student
    Sexual Harassment                             information . The schedule is available at the Informa-
    Refund of Fees                                tion Center, bookstore and on the College intranet .
                                                       The Board of Trustees Policy Manual is available
                                                  on the intranet .
B.2.d. Locations or publications where other      Planning Agenda
        policies may be found.

                                                                                                        Standard II

                                                          Planning Agenda
B.3.   The institution researches and
       identifies the learning support needs
       of its student population and provides
       appropriate services and programs to
       address those needs.                               B.3.b. The institution provides an
                                                                 environment that encourages personal
                                                                 and civic responsibility, as well as
                                                                 intellectual, aesthetic, and personal
B.3.a. The institution assures equitable access                  development for all of its students.
       to all of its students by providing
       appropriate, comprehensive, and                    Descriptive Summary
       reliable services to students regardless
       of service location or delivery method.                  The College provides a number of opportuni-
                                                          ties for students to participate in clubs and organiza-
Description Summary                                       tions that promote service to the community as well
                                                          as individual growth . The Associated Students of
      The admission and update forms are the initial
                                                          Porterville College (ASPC) encourages students to
tools used to identify student needs, followed by the
                                                          become involved in campus government, clubs, and
assessment and placement processes . These forms
                                                          organizations . There are currently 15 official clubs on
and processes provide the basis for an accurate needs
                                                          campus: Alpha Chi Mu chapter of Phi Theta Kappa,
assessment .
                                                          Anthropology Club, Chess Club, Child Development
      Numerous College programs also assist in the        Center Parents’ Club, One in Christ Club, Creative
determination of students needs, including financial      Alternatives Fine Arts Club, Earth & Science Club;
aid, advising and academic counseling, DRC, EOPS,         Human Services Club, LISTO, MEChA, Mini-
Mini-Corps, CalWORKS and child-care services .            Corps, Multicultural Club, Philosophy Club, Sign
These programs have various assessment tools for          Language Club, Student Outreach Resource Club,
determining student needs . In addition, many have        College Writers Group and ASPC .
their own tracking system to monitor progress and
                                                               Students who serve on the ASPC Executive
provide intervention .
                                                          Board must be enrolled in a student government class,
Self-Evaluation                                           which is taught by a faculty member . The purpose of
                                                          the course is to provide students with leadership skills .
     The College provides equitable and quality           A full-time faculty member with release time acts as
support services for numerous student needs . These       the advisor to the ASPC .
needs, some of them self-reported, are compiled in
                                                               As part of the College commitment to shared
yearly reports completed by various support services .
                                                          governance, students are represented on most campus
The College provides appropriate, comprehensive,
                                                          committees . Even though students are welcome
and reliable services to students regardless of service
                                                          on College committees, it is often difficult to find
location and delivery method .
                                                          students who are able to serve on a regular basis . Two
      In spring 2005, the Office of Institutional         of the major obstacles for student participation are
Research conducted a student satisfaction survey .        employment and class schedules .
The results were generally favorable, and the student
                                                               Counselors and faculty are available to assist
population expressed satisfaction with various campus
                                                          students in making effective academic, personal and
services .
                                                          career decisions . Counselors and advisors assist
                                                          students with their educational plans, majors, course

Porterville College

selection, transfer preparation, graduation planning,      the questionnaires are used as part of each counselor’s
career search, referral to other services, personal and    evaluation documentation to improve the services to
crisis counseling, study skills and retention .            students . The questionnaire poses a series of questions
                                                           through which the student rates the counselor’s effec-
Self-Evaluation                                            tiveness . Completed questionnaires are returned to a
      The College offers high-quality instructional        neutral location .
programs, student support services, and library and
                                                           Self Evaluation
learning support services that facilitate the personal
development of its students . The College provides an            The program review process provides another
environment that supports learning, enhances student       mechanism through which the Counseling Depart-
understanding and appreciation of diversity, and           ment may evaluate itself and the services provided
encourages personal and civic responsibility as well as    to students . Their most recent review included the
intellectual, aesthetic, and personal development for      strengths, areas of improvement, strategies and actions
all of its students .                                      for program enhancement and improvement . The
                                                           review indicated that the Counseling Department is
Planning Agenda                                            lacking the necessary personnel to meet the needs of
None                                                       the student population at the College. The depart-
                                                           ment works in collaboration with other programs to
                                                           provide much-needed services to students .

B.3.c. The institution designs, maintains, and                  In spring 2005 a survey was conducted to gather
        evaluates counseling and/or academic               information from students regarding their satisfaction
        advising programs to support student               with the various institutional and support services
        development and success and                        offered by the College . The survey was conducted
        prepares faculty and other personnel               in English writing classes, with a total of 654 surveys
        responsible for the advising function.             returned from these classes . The survey included
                                                           an assessment of academic advising and personal
Descriptive Summary                                        advising/counseling . Even though the recent program
                                                           review recognized the need for additional counselors,
     The Counseling Center recently completed a
                                                           the results of the survey indicated students were
program review . In addition, the most recent accredi-
                                                           generally satisfied by the services in these areas .
tation visit recommendations were evaluated, and
those that the College could support fiscally have been         In fall 2005, a resident mental health therapist
implemented .                                              was hired to address students’ psychological coun-
                                                           seling needs . The therapist is available two days a week
      An area that has recently been improved is the
                                                           in the Disability Resource Center (DRC) office area .
translation of written material into Spanish to meet
the needs of the largest segment of students, those        Planning Agenda
whose first language is Spanish . This has resulted
in a clearer understanding of College services and         •	 Each year when the College is developing its
procedures and has led to increased enrollment of that        staffing plan, the counseling staff will have the
                                                              opportunity to submit proposals to the CLC to
population .
                                                              hire another counselor .
      The Counseling Department has solicited
feedback on advising services from students through
a post-advising questionnaire . As students complete
their session with a counselor or faculty advisor, they
are asked to complete the questionnaire . The results of

                                                                                                      Standard II

B.3.d. The institution designs and maintains              B.3.e. The institution regularly evaluates
       appropriate programs practices,                           admissions and placement instruments
       and services that support and                             and practices to validate their
       enhance student understanding and                         effectiveness while minimizing biases.
       appreciation of diversity.
                                                          Descriptive Summary
Descriptive Summary
                                                                Several groups in the KCCD review and evaluate
     A variety of active groups on campus promote         College admissions and placement instruments . The
student understanding and appreciation of diversity .     Banner Student Team Committee and the District’s
These groups include the Equal Opportunity and            Student Services Committee also accept the mandate
Diversity Advisory Committee (EODAC) and the              to validate the effectiveness of both of these areas .
Cultural and Historical Awareness Program (CHAP) .        The Matriculation Advisory Task Force (MATF)
The DRC also contributes to the understanding and         completes periodic reviews and evaluation of the
appreciation of diversity through some of its events .    placement instruments and future plans for that area .
Finally, a number of student groups on campus, such       The placement instrument and admissions practices,
as ASPC, Porterville College Writers Group, Anthro-       procedures and policies are also monitored by the
pology Club and MEChA, organize events promoting          state and federal governments . Annual reports for
appreciation of diversity .                               both of these areas go to the District Student Services
     Several annual events at the College promote         Committee for review and are forwarded to the
student understanding and appreciation of diversity .     appropriate government agency .
These events include Disability Awareness Month,               Information relative to the review and evaluation
Black History Month, Dialogue on Diversity Week,          of these programs is distributed through the CLC and
Women’s History Month and Asian-Pacific Heritage          President’s Cabinet .
Month .
                                                          Self Evaluation
                                                                As of June 30, 2006, the Asset placement
      As reflected in the College Mission Statement,      test will be discontinued . The College is currently
the College supports and appreciates diversity .          reviewing alternative assessment instruments .
Faculty members also promote student involvement
in diversity events by offering students extra credit     Planning Agenda
for their participation and attendance . The diversity-   • By fall 2006, a new placement instrument will be in
related events maintained by the College and its            effect .
respective programs are well publicized and attended .
In the spring 2005 student satisfaction survey, 55% of
students rated campus events and cultural activities as
                                                          B.3.f. Student records are maintained
either good or excellent, and 73 .9% gave the college
                                                                  permanently, securely, and
a rating of good to excellent in preparing students to
                                                                  confidentially, with provision for
respect diversity .                                               secure backup of all files, regardless
                                                                  of the form in which those files are
Planning Agenda

Porterville College

Descriptive Summary                                       learning and success .” These services include advising
                                                          and counseling, child care, the DRC, CalWORKS,
      Concern for the security and confidentiality        Wellness Center, financial aid, EOPS, Cooperative
of student records is of paramount importance at          Agencies Resources for Education (CARE), cafeteria,
Porterville College . A digital imaging program was       bookstore, student activities, student government,
recently purchased to scan student transcripts and        athletics, transfer services and veterans’ assistance .
other key documents in a permanent and secure
                                                                In addition to ongoing self-evaluation through
fashion . At this time, hard copies of transcripts
                                                          various program meetings and discussion, each
from 1998 to present are securely stored but have
                                                          student services program is reviewed through the
yet to be scanned . Transcripts prior to 1998 have
                                                          College’s program review process . These reviews are
been stored on microfilm, and hard copies of these
                                                          coordinated through the CLC . When a review is
documents have been kept as well . Two copies of each
                                                          completed, it is submitted to the CLC and recom-
microfilm document exist, one stored in a fireproof
                                                          mendations for budget or staffing are reported at that
container on campus and the second in a similar
                                                          time . As noted in previous sections of this report, the
manner at the KCCD office in Bakersfield . A system
                                                          program review process is currently under review and
using encrypted passwords serves to secure online
                                                          modification .
access to confidential information . Additionally,
information regarding student records can be altered           In addition to the program review process,
only by authorized personnel from Admissions &            the College recently evaluated its student services
Records . Security policies to be implemented in case     programs through the student satisfaction survey that
of a natural or unnatural disaster are overseen by the    was distributed as part of this self-study process . It
District . The College is phasing out the use of social   has been the goal of the campus to institutionalize or
security numbers on all forms and is replacing them       standardize an evaluation to be given to students on
with system-generated ID numbers .                        an annual or bi-annual basis, but budgetary limitations
                                                          have made the purchase of such an evaluation tool
Self Evaluation                                           prohibitive .
       The College meets the standard .                        MATF meets periodically to discuss and review
                                                          all matriculation-related activities, including outreach,
Planning Agenda                                           admissions, orientation, advising and follow-up . These
                                                          meetings often generate ideas and suggestions for the
None                                                      improvement of services to students .
                                                                The College’s Office of Institutional Research
                                                          collects data on demographics, enrollment, gradua-
B.4.    The institution evaluates student                 tion, retention and success rates . This information is
        support services to assure their                  distributed to the College and utilized in evaluating
        adequacy in meeting identified student            the services provided to students .
        needs. Evaluation of these services
        provides evidence that they contribute            Self Evaluation
        to the achievement of student learning
                                                               The College is doing a good job of providing
        outcomes. The institution uses the
                                                          support services to students in its efforts to foster
        results of these evaluations as the basis
                                                          student learning and success . Although the College
        for improvement.
                                                          would like to expand its services to provide additional
                                                          evening or weekend service, budget and staffing limita-
Descriptive Summary                                       tions have not allowed this . The student services
     The College offers a variety of student services     programs participate in the program review process,
in support of the institution’s mission to provide        and student opinions are evaluated every two years
“an excellent educational experience to our diverse       through a student satisfaction survey .
community in an environment that fosters student

                                                                                                       Standard II

Planning Agenda                                           campus . It was built in 1980 when the Porterville
None                                                      College student population was fewer than 2,500 .
                                                          At the present time, the LMC houses approximately
                                                          36,102 volumes, 150 serial subscriptions, and over
                                                          12,000 titles through NetLibrary . The library also
C.    Library and Learning Support Services               subscribes to a number of databases . There are 50
                                                          computer stations and 3 printers available for student
       Library and other learning support services
                                                          use .
       for students are sufficient to support the
       institution’s instructional programs and                  Porterville College anticipates breaking ground
       intellectual, aesthetic, and cultural activities   for a new Learning Resource Center (LRC) and
       in whatever format and wherever they
       are offered. Such services include library
                                                          renovation of the current LMC within one year .
       services and collections, tutoring, learning       Although these changes were originally scheduled
       centers, computer laboratories, and learning       to be underway now, various delays have postponed
       technology development and training. The           the work . However, there are firm commitments to
       institution provides access and training to        begin the process leading to work on these two facili-
       students so that library and other learning
                                                          ties . Before that can begin, modular classrooms must
       support services may be used effectively and
       efficiently. The institution systematically        be situated, two buildings must be demolished, and
       assesses these services using student              several offices and faculty services must be relocated .
       learning outcomes, faculty input, and other
       appropriate measures in order to improve
                                                               The College achieves the mission of the College
       the effectiveness of the services.                 and selects and maintains library educational
                                                          equipment through the following:
                                                                Direct input of faculty: Each year request forms
                                                          for books, videos, or databases to be kept in the library
C.1     The institution supports the quality of           as supplemental material are sent out to all faculty
        its instructional programs by providing           members . Through this process, faculty members
        library and other learning support                are asked to submit titles of specific materials that
        services that are sufficient in quantity,         would enrich the content of their area . The library has
        currency, depth, and variety to facilitate        limited funding, and selection of materials is on a first-
        educational offerings, regardless of
                                                          come basis as funding allows, but most requests have
        location or means of delivery.
                                                          been purchased . Because a new library is scheduled
                                                          to be built within the next two years, more funds have
                                                          been channeled into databases and e-library selections
C.1.a. Relying on appropriate expertise of                in the past few years .
       faculty, including librarians and other                  Campus organizations: The College has a
       learning support services professionals,           number of organizations that stimulate student
       the institution selects and maintains
                                                          interest in social or cultural areas . Among these
       educational equipment and materials
                                                          are the Cultural and Historical Awareness Program
       to support student learning and
       enhance the achievement of the                     (CHAP), one activity of which is the Manzanar
       mission of the institution.                        Project . A reference librarian is involved in these
                                                          groups, and when discussion indicates that there are
Descriptive Summary                                       materials that would further the focus of the group,
                                                          those titles are purchased as funding allows .
      The current Library Media Center (LMC)
is located at the center of the Porterville College

Porterville College

      Written library assignments: Instructor-               of building communities and to maintain excellence in
generated assignments are brought to the attention of        teaching in two-year colleges .” According to an ACRL
the faculty librarians, either by direct notification from   report, colleges with 3,000-4,999 students (Porter-
the instructor or the student in search of information .     ville College has an enrollment of 3,901) should
If the faculty librarian feels the currently available       have a minimum of one administrator, three profes-
resources are inadequate, the instructor is notified         sional librarians, and three technicians, not including
and attempts are made to identify and purchase those         student assistants . Porterville College currently has no
items that will aid in successful completion of the          Library Director . Some of the duties of that position
assignments .                                                are being handled by a reference librarian who receives
                                                             a stipend to serve as the Interim Library Director, and
      The College faculty librarians and technicians
                                                             others have become the responsibility of a Dean . The
are sensitive to the mission mandate to provide the
                                                             College also has only two reference librarians, one
finest educational experience possible . Whenever
                                                             of whom, as mentioned above, is handling director
possible, resources are purchased to specifically address
                                                             responsibilities in addition to her reference respon-
curriculum needs and to respond to course assign-
                                                             sibilities . In addition, it has been difficult to find a
ments, research questions and reading requirements
                                                             qualified pool of applicants for adjunct or interim
developed by College faculty . Furthermore, research
                                                             positions . The LMC also has only 2 .5 technicians .
librarians select electronic resources from those
                                                             Lack of adequate staffing and resources has resulted in
evaluated by the Electronic Resources Committee
                                                             some compromise of services to students .
of the Council of Chief Librarians of the California
Community Colleges .                                               The ACRL also gives guidelines for appropriate
                                                             sizes of collections for single campuses . A campus
     In addition to services provided in the library,
                                                             with 3,000-4,999 students should have the following:
the Disability Resource Center (DRC) is staffed by
                                                             60,000 volumes (Porterville College has 26,000); 500
learning support professionals who address the various
                                                             current serial subscriptions (Porterville College has
learning challenges presented by College students .
                                                             150); 750 videos and films (the College has close to
The DRC provides textbooks and other educational
                                                             that number); and fewer than 1000 other items, which
materials in alternate formats for print-disabled and
                                                             include microforms, cartographic, graphic, audio and
learning-disabled students to ensure equal access to
                                                             machine-readable materials . The College also has
educational sources for this population .
                                                             NetLibrary (online books) with 12,000 titles .
     The College also provides a variety of other
                                                                  The College has been planning a library
resources with specific populations or learning
                                                             expansion for several years . The College will develop a
outcomes in mind . These include labs and tutoring
                                                             plan to put more library resources into increasing the
opportunities across the campus .
                                                             collections when the new facility is completed . The
Self Evaluation                                              reference librarians report that the 36,102 volume
                                                             number is misleading because many of the volumes
      The library resource selection is generally            are very old (average copyright date 1979) and should
broad-based . Reference librarians and technicians           be weeded from the collection . There has been no
are sensitive to changing needs and provide appro-           inventory done in recent years to determine what the
priate materials as funding allows . Industry standards      actual number of useable volumes is, but there is no
provide benchmarks against which to evaluate the             doubt that the number would be far below 40,000,
adequacy of several features of the LMC . The Associa-       significantly below ACRL standards .
tion of College & Research Libraries (ACRL) states,
“Comprehensive standards for learning resources                   In spite of the lack of adequate staffing and
programs and services are required to realize the goal       collection numbers, it appears that the College is
of the American Association of Community Colleges            enhancing student achievement of identified student

                                                                                                        Standard II

learning outcomes . Reports on database use indicate       Composition) curriculum, a transfer-level class . In
that they are heavily favored by students as sources       courses requiring research papers, students learn the
of information . Some instructors have a library           basic steps in the research process; identify major
use exercise as part of their class requirements, and      bibliographic style sheets and relate them to research
those instructors report on the effectiveness of those     in specific disciplines; demonstrate skills of research
exercises . On an anecdotal basis, librarians report       using online materials; identify standard types of
seeing students who have no library skills become          reference sources; demonstrate the use of periodical
independent learners with strong research skills . There   and newspaper resources; and demonstrate awareness
are continued requests for library tours and research      of basic legal and ethical issues such as copyright, fair
instruction specific to course content .                   use and plagiarism . Information competency is incor-
                                                           porated into a variety of courses required for gradua-
     Various labs and tutoring opportunities are an
                                                           tion and transfer .
outgrowth of the learning environment they represent .
The following areas provide labs for students:                   In conjunction with lecture courses, the Learning
Health Careers, Science/Math, Applied Technology,          Center provides computer-based instruction in
Extended Opportunity Program and Services                  language arts and math, through PLATO and ALEKS
(EOPS), the Learning Center, the computer lab and          software . Peer tutors are available in the Learning
student mentors .                                          Center to assist students in most disciplines, and
                                                           mentors are available to assist students with writing
Planning Agenda                                            skills .
•	 During the 2007-08 academic year, the College will
   develop a staffing plan and a collections acquisition   Self Evaluation
   plan for the expanded library .                               At this time there is no overall instructional plan
•	 During the 2006-07 academic year, the old volumes       for determining whether information competencies
   will be removed from the collection, and an             are being met . Information competencies are defined
   accurate assessment will be completed .                 by individual instructors who embed the competen-
                                                           cies within their courses as part of evaluated student
                                                           learning outcomes . As courses are presented to or
C.1.b. The institution provides ongoing                    reviewed through the curriculum approval process,
       instruction for users of library and                each course is certified as meeting one or more of the
       other learning support services so that             competencies .
       students are able to develop skills in
                                                                 In the past the College offered a library research
       information competency.
                                                           class designed to supplement classroom instruction
                                                           and individual or group library instruction . Although
Descriptive Summary
                                                           that class is no longer being offered, reference librar-
     The institution has integrated information            ians continue to educate students on information
competencies in a number of ways . Students must           competency skills via the traditional library orienta-
make group or individual class presentations in many       tions and tours, and most effectively, through one-
courses . These presentations require library research     on-one tutoring . When the new library is completed,
and are most often supplemented by instruction from        there will be a portion of it available for hands-on
reference librarians .                                     instruction for information literacy .
      Information competency is part of English 50               There is no formal assessment of the competen-
(College Writing) curriculum, required for students        cies in information retrieval/use, but information
graduating with an Associate degree from Porter-           retrieval is part of assignments in several courses . If
ville College, as well as English 101A (Expository         these skills are not demonstrated adequately, instruc-

Porterville College

tors make specific requests of the reference librarians           regardless of their location or means of
for future library orientations or one-on-one instruc-            delivery.
tion . Instructors for English 50 and English 101A
communicate frequently with reference librarians           Descriptive Summary
about their research topics and the availability of
                                                                The library subscribes to the following databases:
acceptable material in the library . When there is inad-
                                                           AccessScience, CountryWatch .com, EBSCO, FACTS .
equate material, the research librarians channel funds
                                                           com, Health & Wellness, Opposing Viewpoints,
into procuring appropriate resources for students .
                                                           Newsbank, Proquest and SIRS . Online books
      There are four main areas on campus where            through NetLibrary are available with Internet access,
students can develop information competencies: the         24 hours per day, seven hours per week . There are
library, the computer lab, the Disability Resource         12,000 titles through this resource .
Center (DRC), and the Learning Center . The library
                                                                The library responds to faculty requests for books
is generally open from 7:00 a .m . to 9:00 p .m . Monday
                                                           and other materials fairly, within the constraints of the
through Thursday and from 7:00 a .m . until 12:00
                                                           budget . The library responds to all faculty and depart-
noon during fall and spring semesters . The hours are
                                                           mental requests for library orientation and instruc-
usually the same Monday through Thursday during
                                                           tional services . However, limited library hours also
summer session, but the campus is closed on Fridays .
                                                           limit access to these resources for faculty and students .
However, staffing limitations occasionally dictate that
the library reduce its hours . The computer lab has              The computer lab is located in AC-121, and
one full-time employee and is open from 8:00 a .m . to     staffing is supplemented by Learning Center staff . It
5:30 p .m . during the fall and spring semesters . There   has 50 computers, all wheelchair-accessible . Three
is also a part time employee to extend the hours into      computer workstations are designated “Priority Use”
the evening and Saturday mornings . The DRC is             for those needing special services . All computers have
open from 7:30 a .m . to 5:30 p .m . Monday through        Zoom Text capability and the Microsoft accessibility
Thursday and from 8:00 a .m . to noon on Friday            package . The keyboards students use to sign in for the
during the fall and spring semesters . In the summer       lab and to send their print commands can be raised
the DRC is open from 7:00 a .m . to 6:00 p .m . Monday     and lowered mechanically .
through Thursday and is closed on Friday along with
                                                                The library has created two satellite libraries
the rest of the campus . The Learning Center is open
                                                           (Anthropology and Nursing) to house special collec-
from 8:00 a .m . until 8:00 p .m . Monday through
                                                           tions of books either donated or purchased with
Thursday and 8:00 a .m . to noon on Friday during the
                                                           outside funds . These resources are available to the
fall and spring terms .
                                                           entire campus community, but there is not wide-
Planning Agenda                                            spread knowledge of their existence, and the hours are
                                                           limited . There are no accommodations for wheelchair
None                                                       access, and they do not have Zoom Text or Microsoft
                                                           accessibility software .

                                                           Self Evaluation

                                                                The College’s library and other learning support
C.1.c. The institution provides students and               services are not staffed for enough hours to meet
       personnel responsible for student                   the needs of a growing student population and the
       learning programs and services                      increase in assignments requiring those resources . In
       adequate access to the library and                  addition, there are not enough computers to meet
       other learning support services,                    student needs; it is not uncommon for the computer

                                                                                                         Standard II

lab and the library to have every computer being             Planning Agenda
used and a waiting list of students who cannot be            •	 During 2006-07, a plan will be developed to get the
accommodated . When the library is expanded and                 library catalog online for public access .
remodeled, the number and size of computer labs
                                                             •	 As the 2007-08 budget is developed, library staff
will be increased . This should reduce the number
                                                                will create a schedule for converting current videos
of students who must wait to have access to campus              in the library collection to text-read format .
computers .
                                                             •	 During 2007-08, as the new library is being
      The databases for magazine, journal and                   completed, the library staff will develop a plan to
newspaper articles and other periodical online infor-           increase information and computer access through
mation are available through the Internet 24 hours per          the upgrading and enhancement of existing labs
day, seven days per week . Students without personal            and the development of new ones .
computers must search online database on College
computers, or use the public library’s computers or
other commercial access points .                             C.1.d. The institution provides effective
      The College library catalog is available from                 maintenance and security for its library
the campus network computer system . The library                    and other learning support services.
is currently in the process of getting the necessary
circulation system software to enable Internet access to     Descriptive Summary
the catalog .
                                                                   The College provides adequate maintenance of
      The library has three of 41 computer work              the library . Recent budget shortfalls have resulted in
stations designated as priority computers for students       layoffs of a significant percentage of Maintenance and
with disabilities . All workstations are wheelchair-         Operations (M&O) staff . In spite of this challenge,
accessible (one has a tabletop that raises and lowers        however, the custodial staff takes great pride in
electronically) . In addition, all computers in the          providing the best possible service under the circum-
library have Zoom Text capability and have the               stances . The Information Technology (IT) staff
Microsoft accessibility software installed . The library’s   provides timely and effective maintenance for library
CCTV, which projects a print image to a monitor              equipment . They prioritize service requests based
with enlarging capability, is placed on a table with a       on the impact the requested service has on students .
mechanical handle to raise and lower the work surface .      Because the library and other learning support services
                                                             directly affect students, responses to those needs
     In addition to the computers in the library
                                                             are always a top priority . The security of the library
and computer lab, workstations with course-specific
                                                             equipment is provided by anti-theft devices installed
software are provided in various areas of the campus .
                                                             by the IT staff, and the campus cadets routinely
These workstations are for use by students in those
                                                             patrol the area to ensure the safety of library staff
specific programs and normally are not intended for
                                                             and students and security of library equipment and
general student use .
                                                             materials . The library materials are also secured by an
       The computer resources for the campus are             alarm system checkpoint at the entrance to the library .
strained and are less capable of meeting the volume
of student needs each semester . Not only are the            Self Evaluation
mechanical aspects of these areas limited, but the
                                                                   During the day the College has a part time
staffing—and thus hours of operation—are limited as
                                                             retired police officer on campus, and in the evening
well .
                                                             there is one paid security officer . The campus cadets
                                                             patrol the library and surrounding areas on a regular
                                                             basis .

Porterville College

Planning Agenda                                           in the Learning Center as a lab for many develop-
•	 During the 2006-07 academic year, the Safety           mental level math classes .
   and Security Committee will evaluate all areas
                                                          Self Evaluation
   of campus security and develop a plan to address
   future security needs .                                      No formal process exists to evaluate these
•	 During budget planning and development for             contractual services and databases . However, the
   2008-09, resources to increase maintenance and         reference librarians are in close contact with instruc-
   security will be directed to the newly-completed       tors whose students use the databases most frequently,
   facilities .                                           and they report that these resources are adequate and
                                                          appropriate for the learning experiences they develop
                                                          for their students . The librarians would like to add
C.1.e. When the institution relies on or                  databases stronger in science, history and literature .
       collaborates with other institutions or                  The College’s Learning Center was restructured
       sources for library and other learning             three years ago and has taken a more organized and
       support services for its instructional             focused approach to its contents and operation . At
       programs, it documents that formal
                                                          this time, even though PLATO and ALEKS meet the
       agreements exist and that such
                                                          basic needs of many students, the Learning Center
       resources and services are adequate
       for the institution’s intended purposes,           coordinator, with suggestions from faculty and
       are easily accessible and utilized.                colleagues at other institutions, is examining other
       The performance of these services                  software packages as possible purchases in the future .
       is evaluated on a regular basis. The               The goal is to provide the most effective supplemental
       institution takes responsibility for and           experience for students . Annual evaluations are
       assures the reliability of all services            conducted to assess student and faculty satisfaction
       provided either directly or through                with the PLATO software .
       contractual arrangement.
                                                          Planning Agenda
Descriptive Summary                                       •	 The Learning Center coordinator and faculty will
                                                             continue to examine other software packages .
      The College reference librarians are in frequent
communication with reference librarians from              •	 During the development of the 2007-08 budget,
other community colleges and four-year institu-              the library budget proposal will include requests for
tions . Decisions to subscribe to the databases in           additional subscription databases .
our library are based upon professional perspectives
throughout higher education and the applicability of
these databases to the educational needs of Porterville   C.2.   The institution evaluates library and
College students .                                               other learning support services to
                                                                 assure their adequacy in meeting
      The Learning Center maintains to two software
                                                                 identified student needs. Evaluation of
programs, PLATO and ALEKS, to enhance the
                                                                 these services provides evidence that
learning experiences of language arts and math                   they contribute to the achievement
students . Certain English classes now incorporate               of student learning outcomes.
PLATO lab assignments as a co-requisite . Two years              The institution uses the results of
ago the College purchased a license for ALEKS                    these evaluations as the basis for
through a Title V grant . This program offers tutorials          improvement.
in math concepts from the very basic through higher
level math . ALEKS, a web-based program, is offered

                                                                                                  Standard II

Descriptive Summary                                          Standard II: Student Learning Programs and
      There are a number of instruments that the
College uses to evaluate library and audio-visual            A. Instructional Programs
services to assure their adequacy in meeting identified        ♦	College mission statement
student needs . Reference librarians are faculty, so they
                                                               ♦	College Catalog
are evaluated on a regular basis by their peers, admin-
                                                               ♦	College Learning Council (CLC) membership
istration, and students . The classified library staff are
                                                                 and minutes
also evaluated by their administrators on an annual
                                                               ♦	Office of Institutional Research web site
basis . In addition, a student satisfaction survey which
includes references to library services is randomly            ♦	Program review procedures
distributed in classes . Student responses to questions        ♦	Course retention and success rates
pertaining to the library are used to make modifica-           ♦	Degree and certificate completion
tions in policies or procedures . The spring 2005              ♦	Porterville College Title V Hispanic Serving
survey indicated that the library is one of the most             Institutions Grant
frequently used resources on the campus, and students          ♦	Porterville College Cooperative Title V
expressed general satisfaction with the staffing and             Hispanic Serving Institutions Grant
content . Program review is routinely conducted to             ♦	Course outlines
assess the strengths and needs of the library . Less           ♦	Educational Master Plan
formally, the various databases provide information            ♦	Curriculum Handbook
regarding the number of times students access them,            ♦	Accreditation info for VN, Psych Tech,
and that information is used to support continuing               Corrections, Law Enforcement, Fire Academies
those contracts or consideration for changes in the            ♦	CSU and UC Transfer Data
selection . Also, the contact the library staff has with       ♦	Vocational Advisory Boards
faculty and students provides insight into the effec-
                                                               ♦	Student Learning Outcomes for Health Careers
tiveness of many aspects of the operation .
Self Evaluation                                                ♦	Passing Rates from NCLCX exam
                                                               ♦	HR documents regarding faculty selection
      The College has not yet developed a uniform way          ♦	VTEA allocation
to evaluate these very important student resources .           ♦	Curriculum Committee membership and
However, the faculty and staff involved in the                   minutes
programs continually evaluate their services . PLATO
                                                               ♦	President's Cabinet Membership and minutes
student and faculty surveys are conducted annually,
                                                               ♦	Academic Senate membership and minutes
and Learning Center staff and faculty members inves-
                                                               ♦	KCCD Board Procedure 4F8
tigate new programs, techniques and software on an
ongoing basis . Experiences and observations indicate          ♦	California Community Colleges Chancellor's
that the library and learning support services increase          Office study on transfer rates
the ability of students to meet their academic goals,          ♦	Graduate demographics
though there is no empirical data .                            ♦	New faculty evaluation process
                                                               ♦	General Education Checklist
Planning Agenda                                                ♦	Program Discontinuation Policy
•	 During the 2007-08 academic year, library and               ♦	Academic Guidebook
   Learning Center staff will work with the Office             ♦	Board Policy Manual Section 4B5C and 4F8D
   of Institutional Research to develop measurable             ♦	Student Handbook
   standards by which to evaluate the effectiveness of
   those areas .

Porterville College

B. Student Support Services
   ♦	College mission statement
   ♦	Student Equity Plan
   ♦	College Catalog
   ♦	Class schedule
   ♦	Admissions/Update forms
   ♦	Spring 2005 Student Satisfaction Survey
   ♦	Counseling Program Review of Spring 2004
   ♦	Counseling materials in both English and
   ♦	Equal Opportunity and Diversity Advisory
      Committee (EODAC) membership and
   ♦	Matriculation Advisory Task Force membership
   ♦	Placement instrument annual reports

C. Library and Learning Support Services
   ♦	NetLibrary and other databases
   ♦	Library database usage reports
   ♦	Library book request forms
   ♦	Association of College & Research Libraries
      (ACRL) standards
   ♦	Electronic Resources Committee of the
      Council of Chief Librarians of the California
      Community Colleges
   ♦	Office of Civil Rights report
   ♦	Results of PLATO student and faculty surveys

                                                                                               Standard III

Standard III                                               mission and goals and accurately
                                                           reflect position duties, responsibilities,
                                                           and authority. Criteria for selection
Resources                                                  of faculty include knowledge of
       The institution effectively uses it                 the subject matter or service to
       human, physical, technology, and                    be performed (as determined by
       financial resources to achieve its broad            individuals with discipline expertise),
       educational purposes, including stated              effective teaching, scholarly activities,
       student learning outcomes, and to                   and potential to contribute to the
       improve institutional effectiveness.                mission of the institution. Institutional
                                                           faculty play a significant role in
                                                           selection of new faculty. Degrees
                                                           held by faculty and administrators
A. Human Resources                                         are from institutions accredited by
                                                           recognized U.S. accrediting agencies.
       The institution employs qualified                   Degrees from non-U.S. institutions are
       personnel to support student learning               recognized only if equivalence has been
       programs and services wherever offered              established.
       and by whatever means delivered, and
       to improve institutional effectiveness.      Descriptive Summary
       Personnel are treated equitably, are
       evaluated regularly and systematically,            Porterville College employs qualified faculty
       and are provided opportunities for           members, classified staff, and administrators . The
       professional development. Consistent         College provides uniformity in hiring and takes steps
       with its mission, the institution            to assure the hiring of well qualified applicants . The
       demonstrates its commitment to the           Board of Trustees has adopted hiring criteria for
       significant educational role played by       faculty, classified and administrative staff . Faculty
       persons of diverse backgrounds by            applicants must meet minimum qualifications as listed
       making positive efforts to encourage
                                                    in Kern Community College District (KCCD) Board
       such diversity. Human resource planning
                                                    Policy Manual, Section 5 Addenda or equivalent
       is integrated with institutional planning.
                                                    requirements developed by the Academic Senate . Job
                                                    descriptions for classified and confidential/manage-
                                                    ment positions are defined and regulated by KCCD
                                                    Board Policy . The comprehensive hiring process
A.1.    The institution assures the integrity and
                                                    includes advertisement, application, interviews,
        quality of its programs and services by
                                                    demonstrations and examinations . The Equal Oppor-
        employing personnel who are qualified
        by appropriate education, training,         tunity and Diversity Advisory Committee (EODAC)
        and experience to provide and support       and Equal Employment Opportunity Plan promote
        these programs and services.                hiring of a diverse work force . The College conducts
                                                    uniform and consistent evaluations of employees .

                                                    Self Evaluation

                                                          The Human Resources (HR) office works in
A.1.a. Criteria, qualifications, and procedures     cooperation with administration, the division chairs,
       for selection of personnel are clearly       faculty members and supervisors to ensure that hiring
       and publicly stated. Job descriptions        is uniform in all phases of the employment process .
       are directly related to institutional        Therefore, the College meets this standard .

Porterville College

      Faculty hiring procedures are clearly stated in         transcript equivalency from recognized foreign tran-
KCCD Board Policy Manual, Section 6 . The HR                  script evaluation services of their choice . Numerous
Operational Guidelines clearly outline classified hiring      organizations provide foreign transcript evalua-
procedures . Criteria, qualifications and procedures for      tion . Review of foreign transcripts includes both the
selection of personnel are clearly and publicly stated in     Academic Senate President and division chair .
HR Operational Guidelines for Classified Personnel
                                                                   Classified and confidential/management appli-
and Academic Personnel, and Board Policy for faculty
                                                              cants who meet the minimum qualifications or
and confidential/management positions . KCCD
                                                              equivalency may be selected for an oral interview .
Board Policy, California Education Code and union
                                                              Candidates may be required to perform a skills and/or
contracts are utilized to insure all positions are unique
                                                              knowledge demonstration .
yet uniform . Guidelines for each job are clearly listed
and defined . Job descriptions are modified whenever                The EODAC encourages staff diversity with
necessary to meet requirements .                              efforts to recruit, develop and promote qualified
                                                              members that are under-represented in the College’s
     Positions are advertised in a variety of places .
                                                              work force . Faculty and administrative positions are
The HR Office advertises in-house and to the
                                                              sent to the EODAC for networking to under-repre-
public . Positions are listed through the California
                                                              sented groups . The District reaffirmed the Non-
Community College Registry and Employment
                                                              Discrimination/Equal Employment Policy in 2005 .
Development Department, professional organizations
and, when budget permits, paid advertising in targeted              Employee evaluations are conducted on a regular
publications and websites .                                   basis . Evaluation policies are clearly stated in the
                                                              KCCD Board Policy Manual . There are uniform and
      Candidates who do not meet minimum qualifica-
                                                              consistent evaluations of all tenured and non-tenured
tions or equivalency requirements are not interviewed .
                                                              faculty members . Evaluation validates faculty perfor-
Screening committees verify minimum qualifica-
                                                              mance .
tions through application documents, panel inter-
views, reference checks, previous work experience,            Planning Agenda
certificates, degrees and possible skills testing . Faculty
screening committees consist of at least a majority of        • By the end of fall 2007, HR, in coordination with
                                                                the Academic Senate, will have developed a list of
faculty from the discipline . In order to meet specific
                                                                acceptable Foreign Transcript Evaluation Services
program needs, screening committees forward appli-
                                                                to be made available for prospective applicants to
cants who best meet the desirable qualifications .              assure uniformity .
      Steps to ensure faculty members have knowledge
of their subject matter include a review of previous
experience, transcripts, interviews and teaching
                                                              A.1.b. The institution assures the
demonstrations . Reference checks of previous                        effectiveness of its human resources by
experience provide verification of applicants’ experi-               evaluating all personnel systematically
ence . Verification of applicants’ education is provided             and at stated intervals. The institution
through transcripts, credentials and evidence of                     establishes written criteria for
minimum qualifications . Interview questions allow                   evaluating all personnel, including
candidates to describe their experience in promoting                 performance of assigned duties
student learning . A teaching demonstration provides                 and participation in institutional
verification of skill .                                              responsibilities and other activities
                                                                     appropriate to their expertise.
     Prospective applicants are informed that foreign                Evaluation processes seek to assess
degrees need to be evaluated before the application                  effectiveness of personnel and
can be processed by HR . Applicants provide foreign                  encourage improvement. Actions

                                                                                                        Standard III

       taken following evaluations are formal,             Planning Agenda
       timely, and documented.
                                                           • By the end of the 2007-08 academic year, the
                                                              Community College Association (CCA),
Descriptive Summary                                           administration and HR will have developed
     Porterville College follows the KCCD Board               procedures and timelines to evaluate adjunct
                                                              faculty .
Policy to ensure that all personnel are systematically
evaluated . All employee classifications are evaluated
on a scheduled basis .
      Confidential/management employees are                A.1.c. Faculty and others directly responsible
                                                                  for student progress toward achieving
evaluated annually the first two years of employment
                                                                  stated student learning outcomes have,
and every four years thereafter as per KCCD Board
                                                                  as a component of their evaluation,
Policy Manual, Section 10E . The process includes                 effectiveness in producing those
several components: a written evaluation completed                learning outcomes.
by the supervisor, an evaluation survey that includes
faculty input, the job description and a written self-     Descriptive Summary
assessment .
                                                                 The updated District faculty evaluation process is
     Faculty evaluations are handled in accordance
                                                           in its first year . During the evaluation team’s discus-
with procedures outlined in the agreement between
                                                           sions with the evaluee, Form O—Linkage to Staff
KCCD and the Community College Associa-
                                                           Development—is used to enumerate any areas the
tion (CCA) . Evaluations include several elements
                                                           evaluation team recommends to the faculty member
and consider the actual assignment . The process
                                                           for consideration . On this form, the following
includes classroom observation by administration and
                                                           areas are included for consideration and discussion:
colleagues, student evaluations, instructional materials
                                                           learning styles, managing the learning environment,
review, faculty service review and, when applicable,
                                                           scoring rubrics, learning outcomes, measuring student
evaluation of non-instructional assignments .
                                                           outcomes and active learning strategies . Beyond this,
      Classified evaluations are completed as per the      the current faculty evaluation process does not specifi-
written agreement between KCCD and California              cally include evaluation of faculty effectiveness in
School Employee’s Association (CSEA) . Evaluations         producing learning outcomes .
are based on job-related criteria and completed by
their supervisor on a regular basis (CSEA Contract,        Self Evaluation
Article 9M) . Permanent classified personnel are
                                                                The implementation of student learning
evaluated on an annual basis; probationary classified
                                                           outcomes (SLOs) at the course level is well underway .
personnel are evaluated more frequently .
                                                           The Title V grant continues to encourage faculty
Self Evaluation                                            to receive training in developing and implementing
                                                           SLOs, and the institution will soon be moving toward
      The College partially meets this standard . All      development of institutional and program level
full-time faculty, classified and confidential/manage-     outcomes .
ment employees are evaluated on a regular basis .
                                                                Since the process is in its initial year of revision,
Although Board Policy provides an evaluation
                                                           the faculty evaluation process will be evaluated during
schedule for adjunct faculty, evaluations have not been
                                                           the year by the faculty and management contract
completed in recent years for this employee group .
                                                           negotiations teams . Those groups will discuss
                                                           methods to more readily include effectiveness in

Porterville College

producing learning outcomes in the faculty evaluation     Planning Agenda
process .                                                 None
Planning Agenda
• When faculty contract negotiations resume in fall
                                                          A.2. The institution maintains a sufficient
   2006, the faculty and management negotiations
                                                               number of qualified faculty with full-
   teams will review the evaluation process to ensure
                                                               time responsibility to the institution.
   effectiveness in producing SLOs is an integral part
                                                               The institution has a sufficient
   of the evaluation process .
                                                               number of staff and administrators
                                                               with appropriate preparation
                                                               and experience to provide the
A.1.d. The institution upholds a written                       administrative services necessary to
       code of professional ethics for all of its              support the institution’s mission and
       personnel.                                              purposes.

Descriptive Summary                                       Descriptive Summary

     The College mission statement references the               Although the College President makes the final
College’s commitment to respect, collaboration and        decision regarding staffing, the College Learning
participatory governance .                                Council (CLC) provides the President with staffing
                                                          recommendations that are determined through a
      The faculty agreement (CCA) states that “in the
                                                          proposal and ranking process . The full-time faculty
exercise of academic freedom they [faculty members]
                                                          obligation (FTFO) specified under Title 5, California
have a responsibility to be accurate and comprehensive
                                                          Code of Regulations, Section 51025 provides faculty
in making reports, to be fair minded in making inter-
                                                          staffing obligation for the KCCD .
pretations and judgments, to respect the freedoms of
other persons, to exclude irrelevant matters… .” The      Self Evaluation
classified agreement (CSEA) contains several refer-
ences related to unethical behavior or conduct .                The College partially meets this standard in
                                                          employing a sufficient number of faculty, staff and
    District written procedures for Alcohol and           administrators . The College met its District-allocated
Controlled Substances Testing and Acceptable              full-time faculty obligation in 2005-06 and expects to
Computer Use are in effect .                              exceed allocated FTFO for 2006-07 .
     Additionally, the College’s Information Tech-              In recent years, the College has experienced
nology (IT) Committee publishes a Technology              reductions in state funding, FTES shortfalls affecting
Do’s and Don’ts list that reinforces appropriate use of   funding and general budgetary constraints resulting
computer technology . All employees sign a Loyalty        from increased salaries, fringe and operational costs .
Oath upon employment .                                    The College incorporated early retirement incentives
                                                          and layoff of personnel in all employee classifica-
                                                          tions as recently as fall 2003 to deal with budgetary
      The College meets this standard . Although no       constraints, and one classified layoff in summer 2005
one document directly mentions a code of ethics for       due to grant discontinuance . Administrative and clas-
all employees, various documents cite general and/or      sified vacancies have been left unfilled, and additional
specific ethical (or unethical) behaviors .               hiring of new positions has been delayed . Administra-
                                                          tion and various departments reorganized, requiring
                                                          personnel to take on additional responsibilities .

                                                                                                       Standard III

Generally, all personnel, particularly classified and          All position announcements list applica-
administrative staff, have assumed a greater volume of    tion procedures which include the submission of a
work .                                                    complete application packet by a stated deadline to
                                                          ensure consideration . Equal employment opportunity
Planning Agenda                                           and non-discrimination statements are included in all
• During 2006-07, based on information received           position announcements .
  through program review, the CLC will develop a                Hiring procedures are listed in the KCCD
  staffing plan to be implemented during 2007-08 .        Board Policy Manual and reflect committee structure,
                                                          authority and the inclusion of an EODAC representa-
                                                          tive on every screening committee . Additional written
A.3.   The institution systematically develops            hiring guidelines are provided to each screening
       personnel policies and procedures                  committee by HR .
       that are available for information and
                                                                EODAC provides support and recommendation
       review. Such policies and procedures
                                                          for the recruitment process .
       are equitably and consistently
                                                          Self Evaluation

                                                               The College meets this standard .

A.3.a. The institution establishes and adheres            Planning Agenda
       to written policies ensuring fairness in
       all employment procedures.
                                                          • The College will continue to review
                                                             communication of, access to and fair and equitable
                                                             application of personnel policies .
Descriptive Summary

      Porterville College utilizes personnel policies
as reflected in the KCCD Board Policy Manual, HR          A.3.b. The institution makes provision for
Operational Guidelines, Porterville College Academic             the security and confidentiality of
Guidebook and the faculty and classified agreements .            personnel records. Each employee has
All publications are either on or linked to the College          access to his/her personnel records in
website, the Porterville College Academic Guidebook              accordance with law.
is provided to new faculty and the respective
agreement or KCCD Board Policy section is provided        Descriptive Summary
to all new employees .
                                                                Personnel records containing confidential
       Classified employees, administrators and           information are kept in locked file cabinets in the HR
certificated Child Development staff attend a new         office . Full access to confidential records is limited to
hire orientation with HR; faculty members attend a        HR staff . During operational hours, doors are locked
semester-long orientation coordinated by the Office       before HR personnel exit . File cabinets are locked at
of Learning . Adjunct faculty members receive a copy      the end of the day . Door keys for the HR office are
of the Academic Guidebook and a brief orientation         limited to the HR staff and the President and Vice
on personnel policies and procedures from HR upon         President for emergency building access .
hire .
                                                               Official personnel files are maintained at the
     The HR mission statement reflects goals of           KCCD HR office . File access requirements are listed
equitable and consistent administration of all policies   in HR Operational Guidelines and the following
and procedures .                                          sections of CCA Faculty Contract, 13 .A; Certificated

Porterville College

Part-time, KCCD Board Policy, Section 7, 7H; CSEA          semester, student perceptions of equity and diversity
Contract, Article 9C .                                     on the campus were measured by a student satisfac-
                                                           tion survey . In that survey, 55% of our students rated
     Access to the College and District-wide student
                                                           campus events and cultural activities as either good
and employee database system requires administrative
                                                           or excellent . Also, 73 .9% gave the College a rating
approval and is strictly limited . Inactive confidential
                                                           of good to excellent in preparing students to respect
documents are destroyed with a paper shredder .
                                                           diversity . There are two indicators of the effectiveness
      The College has actively begun complying with        of the College’s policies and practices in promoting
privacy regulations which prevent the use of Social        diversity . One is the number of discrimination claims
Security numbers as identifiers on campus and District     affirmed as discriminatory; the other is progress
forms and reports . Most forms have been converted         toward ensuring that staff ethnicities, gender or
to use generated ID numbers as identifiers, and steady     disability status reflect the communities we serve . The
progress is being made to complete the changeover in       workforce and utilization analysis is updated on an
all campus and District forms .                            ongoing basis .

Self-Evaluation                                                 EODAC is responsible for ensuring that
                                                           standards for equal employment opportunity for all
      The College meets the standard for ensuring that     people as established by KCCD Board Policy, State of
all active personnel documents are secure and confi-       California Education Code, state and federal regula-
dential .                                                  tions are adhered to .
Planning Agenda                                                  Porterville College attends the California
                                                           Community College (CCC) Registry Job Fair
                                                           annually and regional job fairs occasionally in order
                                                           to attract a diverse applicant pool for faculty and
                                                           management positions .
A.4.    The institution demonstrates through
                                                                The College encourages educational continu-
        policies and practices an appropriate
        understanding of and concern for                   ance and professional development for all employees
        issues of equity and diversity.                    through various staff development programs,
                                                           including the waiver of tuition fees for attending
                                                           any college within KCCD . The staff development
                                                           program encourages classified employees to continue
A.4.a. The institution creates and maintains               education in order to meet the minimum qualifica-
       appropriate programs, practices                     tions for instructional positions .
       and services that support its diverse
                                                                Recent training and/or diversity events have
                                                           included the showing of the Blue Eyed and Trail of
                                                           Tears – The Hmong Story videos, speakers and events
Descriptive Summary
                                                           for Women’s History Month and Black History
    Diversity appreciation is fostered through several     Month, Diversity Week and training in non-discrimi-
means, including but not limited to EODAC, cultural        nation/diversity and harassment .
awareness days, Disability Awareness month activities,
                                                                 The Employee Assistance Program (EAP) offers
ASPC, club activities and guest speakers .
                                                           confidential counseling services for employees and
Self-Evaluation                                            their dependents under the benefit plan .

   Commitment to equity and diversity is well-
communicated on campus . In the spring 2005

                                                                                                     Standard III

Planning Agenda                                            the data collected is published on the College website
                                                           and in documents sent to the Chancellor’s Office .
• The HR Office will complete the process of
   updating the Equal Opportunity Plan which is                 Data from this website indicate that as of 2004,
   based on the State Chancellor’s Office model plan       35 .9% of College faculty and staff are from minority
   by the end of the Fall 2007 term .                      groups and the student population is 59 .8% percent
                                                           minorities . Faculty and staff are 52 .4% female,
                                                           whereas the student population is 65 .8% female .
A.4.b. The institution regularly assesses its
                                                           Planning Agenda
       record in employment equity and
       diversity consistent with its mission.              None

Descriptive Summary

      The College has adopted and implemented the          A.4.c. The institution subscribes to, advocates,
recommendations set forth by the State Chancellor’s               and demonstrates integrity in the
Equity and Diversity Task Force . It is committed to              treatment of its administration, faculty,
providing all persons with equal employment and                   staff, and students.
education opportunities without regard to race, color,
religion, gender (or pregnancy related condition),
national origin, age, disability (or medical condition),   Descriptive Summary
marital status, or sexual orientation and diversity in
the workforce . HR ensures all open positions are               The College utilizes several media such as
listed with the CCC Registry and the Employment            handbooks, guidebooks, brochures, catalogs, Board
Development Department . Faculty and administra-           Policy, web, email and bulletin boards to communicate
tive positions are also distributed to the Community       policies and procedures to ensure fair and consistent
Diversity Advisory Committee for networking to             treatment of employees and students .
under-represented groups . Listservs and professional
                                                                 Several policies related to fair treatment of
organizations are contacted for faculty and adminis-
                                                           personnel and students are reflected in various
trative positions; the Chronicle of Higher Education
                                                           sections of the KCCD Board Policy Manual . General
and local advertising are used as budget allows .
                                                           personnel policies and procedures cover topics such as
EODAC is responsible for reviewing equal employ-
                                                           non-discrimination, discrimination complaint process,
ment and diversity issues .
                                                           sexual harassment, students and staff with disabili-
     All applicants have the option of completing an       ties, wellness of employees, drug-free workplace,
Equal Opportunity Employment Survey form . These           employees with chronic communicable diseases or
data along with others are used by the Institutional       infectious conditions, safety and security . Additional
Researcher to track and analyze employment equity .        policies for students cover the student complaint
                                                           procedure, student conduct and discipline . Student
Self-Evaluation                                            policies are published in the College catalog, class
      The College meets this standard . EODAC              schedule and Student Handbook . Education P101
assists all members of the College with staff diversity    and P076 also cover policies related to students . The
and non-discrimination/equal employment issues .           classified and faculty agreements provide for a formal
HR is a member of the Association of Chief Human           grievance procedure to resolve issues covered under
Resources Officers (ACHRO) . The Office of Institu-        the contracts .
tional Research and the HR office collect and analyze
all the data regarding employment records . Some of

Porterville College

     New faculty members receive policy and contract      Faculty members are encouraged in their professional
information during the new faculty orientation class .    development activities by applying and receiving
New classified employees receive a copy of the CSEA       approval for salary progression as per the CCA
agreement when hired and policy and procedure             contract, Article 10F . Classified staff are encouraged
information during orientation . Administrative staff     to enroll in a Professional Development program
receive policy and procedure information when hired .     which benefits the employees and the District . Upon
                                                          approval, classified staff may be compensated $1500
     All employment decisions require review and
                                                          for each 15 credits completed as specified in the
approval from administration and the KCCD Board
                                                          CSEA contract, Article 9G9 . Faculty and staff may
of Trustees .
                                                          also enroll in courses at any of the District colleges
Self Evaluation                                           without paying enrollment fees . Although in the past
                                                          the College was able to provide specific funds for staff
       The College meets this standard .                  development activities for its employees, the current
                                                          financial situation precludes continuation of those
Planning Agenda
                                                          programs .
                                                               The District held its first convocation in
                                                          September 2005 . All faculty and staff were encour-
                                                          aged to attend .
A.5.     The institution provides all personnel
                                                               Our new Educational Media Design Specialist
         with appropriate opportunities for
         continued professional development,              sends emails to all faculty and staff regarding online
         consistent with the institutional                training opportunities through CCCConfer and @
         mission and based on identified                  ONE institutes for online “webinars .”
         teaching and learning needs.
                                                          Planning Agenda
                                                          • During the budget planning process for 2007-08,
                                                             the College will consider including a line item for
A.5.a. The institution plans professional                    staff development to fund conferences, courses
        development activities to meet the                   and other professional growth opportunities for its
        needs of its personnel.                              employees .

Descriptive Summary

      The College provides flex days and classified and   A.5.b. With the assistance of the participants,
faculty professional development programs and has                the institution systematically
participated in a District-wide convocation . The Staff          evaluates professional development
Development Committee reviews and makes recom-                   programs and uses the results of
mendations for individual and campus involvement in              these evaluations as the basis for
staff development programs . In recent years, different          improvement.
divisions have taken responsibility for planning flex
day activities .                                          Descriptive Summary

                                                                The Staff Development Committee or the
                                                          division that organizes the flex day schedule evaluates
      The College provides three flex days for staff      the flex day workshops . All faculty members and
development each academic year . Two are held in the      staff are asked to submit an evaluation form for each
fall semester, and one is held in the spring semester .   workshop that they attend . The division with respon-

                                                                                                    Standard III

sibility for the development of the flex day schedules     dations are prioritized in rank order and forwarded to
surveys the needs of the faculty and staff .               the College President .
     All faculty and staff that attended the first         Self Evaluation
District convocation were encouraged to complete an
evaluation of the program online .                              The College meets this standard .

Self Evaluation                                            Planning Agenda

     The College meets this standard . The evaluations     None
are used by the College to improve its staff develop-
ment programs and offerings .

Planning Agenda

A.6.   Human Resource planning is integrated
       with institutional planning. The
       institution systematically assesses the
       effective use of human resources and
       uses the results of the evaluation as the
       basis for improvement.

Descriptive Summary

      The College utilizes the outcomes of three
processes to assess the use of human resources in
institutional planning . These processes include the
Educational Master Plan, the program review process
and new position recommendations by the CLC .
       The College 2002-09 Educational Master Plan
considers its resources and ability to deliver “the best
possible educational opportunities to the communi-
ties it serves .” This plan considers current and future
program offerings, community needs, facilities, enroll-
ment growth and staffing .
      The program review process evaluates current
staffing and program needs and the projected impact
of future trends on programs and staffing . Each
program is calendared for review every three years .
      The CLC is the culminating authority of all these
processes and plays an integral part in recommending
staffing priorities based on FTES, program, college
and community needs . The CLC reviews all new
position requests on an annual basis . All recommen-

Porterville College

                                                            departments on campus and at the District to evaluate
B.     Physical Resources                                   the safety of its facilities .
       Physical resources, which include                    Self Evaluation
       facilities, equipment, land and other
       assets, support student learning                           The MAAS Company, a consulting firm hired
       programs and services and improve                    to coordinate all bond measure facilities construction
       institutional effectiveness. Physical                and remodeling projects, published the Growth and
       resource planning is integrated with                 Space Needs Plan in October of 2003 and the college
       institutional planning.                              uses this report to identify current and project future
                                                            conditions to quantify space needs and identify
                                                            problem areas . Problem areas noted in the report
                                                            include the aged conditions of equipment supplying
B.1.    The institution provides safe and                   water, electricity and gas to the campus . The report
        sufficient physical resources that                  illustrates the need to create structures in which
        support and assure the integrity and                technology may be efficiently utilized to deliver
        quality of its programs and services,
                                                            instruction . Such facilities must be flexible enough to
        regardless of location or means of
                                                            accommodate changes in technology .
                                                                  With funds from Measure G, the College has
Descriptive Summary                                         begun upgrading the utilities supply infrastructure as
                                                            well as creating structures to better utilize technology
       Porterville College is located on approximately
                                                            in the teaching-learning process . Thus far, repairs to
sixty-three acres and contains adequate grounds to
                                                            electrical, mechanical, plumbing and miscellaneous
house academic programs . The College was estab-
                                                            are partially complete . The library expansion project
lished in 1927 and serves an urban area, several
                                                            will begin in summer 2006, and the science and math
surrounding small towns and a substantial rural area
                                                            building modernization the following year .
within a twenty mile radius . The area includes Porter-
ville, Lindsay, Strathmore, Springville, Terra Bella and          To incorporate student opinions into the
Ducor .                                                     planning efforts for facilities, the Office of Institu-
                                                            tional Research produced a student satisfaction survey
      On-campus facilities include a theater, library
                                                            during the spring of 2005 . Students were asked to
media center, trade and industry building, child devel-
                                                            rate services and facilities using a 5 to 1 scale, with
opment center, fine arts building and horticulture
                                                            a 5 equating to excellent . Averaged results of the
area . Physical education facilities include a stadium
                                                            survey indicate that students were generally satisfied
and track, gymnasium, fitness center, swimming
                                                            with classroom facilities (3 .71), computer labs (4 .07),
and diving pools, tennis courts and baseball and
                                                            the bookstore (3 .7), the cafeteria (3 .68), the science
softball diamonds . These facilities are located in close
                                                            lab facilities (3 .72), the studio and practice facilities
proximity to ample parking and storage areas . Reno-
                                                            including art and music (3 .65) and the campus and
vation plans include a new library, remodeling of the
                                                            parking lot lighting (3 .05) .
science and mathematics building and new child care
facilities .                                                      The Facilities Planning Advisory Committee
                                                            meets bimonthly during the fall and spring semesters
      The College is committed to providing safe and
                                                            to review and or provide recommendations to the
sufficient campus resources to each person on campus .
                                                            CLC for new and improved facilities and infrastruc-
The College uses information from incident/accident
                                                            ture . Recently, the committee members considered
reports, information from Self-Insured Schools of
                                                            the proposed facility project budget plan for use of
California (SISC) and information shared between
                                                            Measure G funds .

                                                                                                         Standard III

     This committee evaluates management, opera-                  The recommendations included the importance
tions and maintenance of physical facilities twice          of considering maximum structural and infrastructural
yearly . Specific functions of this committee include       flexibility in order to accommodate technological
reviewing all remodeling and construction projects to       advances and changes in instructional delivery . The
ensure that they support the mission of the college .       report discussed the findings that technology-based
                                                            learning resource centers and satellite centers may be
      The College monitors the safety and sufficiency
                                                            a future focus, and traditional campus structures, such
of facilities at off-campus sites in the same manner as
                                                            as the library and Learning Resource Center (LRC),
on-campus facilities . Information is shared between
                                                            may change in both space allocation and function .
departments and off-campus sites as well as the
                                                            The study also emphasized the priority of infrastruc-
District . Information from incident reports and from
                                                            ture to support the campus and included improve-
SISC is also shared . The College maintains safety and
                                                            ments ranging from basic utility infrastructure to
sufficiency of the facilities by ensuring that incident
                                                            more highly technological equipment and laboratory
reports are completed and forwarded to the proper
                                                            equipment relevant to the new technology .
departments and filed with M&O .
                                                                 M&O maintains and repairs all facilities
     The Shared Multi-media Access to Resources for
                                                            regularly based on long-range planning and a strong
Teaching (SMART) distance education courses are
                                                            campus communication network . Long-range
currently broadcast to and from a classroom in Health
                                                            plans are outlined in three documents: the Five-Year
Careers . The classroom is not conducive to distance
                                                            Scheduled Maintenance, Five-Year Construction and
education and therefore will be moved to SM101 .
                                                            Five-Year Vehicle Replacement plans; however, the
Planning Agenda                                             College has been unable to comply with the outlines
                                                            due to budgetary constraints .
• During summer 2006, a room-by-room evaluation
   will be conducted by the Director of Maintenance               Maintenance support not addressed in the
   and Operations and Auxiliary Services to                 long-range plans can be requested by any staff or
   provide specific evidence of need and priority for       faculty member; work order forms are available for
   upgrading .                                              this purpose . Upon receipt, work orders are assigned
                                                            priority based on whether the problems impact
                                                            people’s safety and/or disrupt the learning environ-
                                                            ment . The Director of Maintenance, Operations and
B.1.a. The institution plans, builds, maintains,
       and upgrades or replaces its physical                Auxiliary Services approves minor work orders, such
       resources in a manner that assures                   as for painting or repairs . Larger projects, such as
       effective utilization and the continuing             remodeling or new construction, are approved by the
       quality necessary to support its                     administrator of the affected area .
       programs and services.                                    Communication within M&O is facilitated
                                                            through monthly division meetings . However, due to
Descriptive Summary                                         the current staff shortage, regular meetings have not
     The MAAS Company’s Growth and Space Needs              been held consistently .
Plan considered such parameters as enrolled student              Procedures for requesting classrooms, special
demographics, changes in the labor force over the           event spaces, and the use of District vehicles are also in
previous five years, labor and employment supply and        place . Forms for these purposes are centrally located
demand in the community, enrollment growth trends,          on campus where all staff and faculty can access them .
day and evening enrollment trends and instructional
                                                                 To conserve energy and financial resources,
discipline sorted by zip codes . Space analysis, utiliza-
                                                            during upcoming construction and remodeling
tion and inventory were correlated .

Porterville College

projects, the College will purchase energy-efficient       Planning Agenda
heating and cooling units . At the present time, rooms
                                                           • During 2006-07, the Director of Maintenance,
are scheduled to avoid heavy electricity use during           Operations and Auxiliary Services will present
peak times . In addition, a four and one-half day work        recommendations to the CLC on facility needs and
week during spring and fall terms and a four day work         improved use of space .
week during summer are scheduled to minimize the
                                                           • During the development of the 2007-08 budget,
amount of energy required to cool the buildings .
                                                              the Director of Maintenance, Operations and
      The management, operations and maintenance              Auxiliary Services will request additional custodial
of physical facilities are evaluated twice yearly by the      assistance .
Safety and Security Committee . This committee is
chaired by the Director of Maintenance, Operations
and Auxiliary Services; other members include an HR        B.1.b. The institution assures that physical
representative, a professional consultant, and several            resources at all locations where it offers
faculty members, staff and students . The purpose of              courses, programs, and services are
this committee is to safeguard the people on campus               constructed and maintained to assure
and to ensure that the College provides a secure                  access, safety, security, and a healthful
academic environment .                                            learning and working environment.

Self Evaluation                                            Descriptive Summary
      According to the Growth and Space Needs                    For ground transportation, Porterville College
report, the College exhibits facility deficiencies in      is served by the East-West State Route 190 . The
four of the five key areas evaluated for state funding     existing freeway off-ramps are less than one half mile
eligibility . Lecture, laboratory, library and instruc-    from campus . The city of Porterville has a long-term
tional media are currently operating at facility need      plan to build exit ramps off Route 190 that would
levels . Based on the capacity load ratio, which quanti-   feed directly into the College . It is anticipated that
fies State standards for space utilization, the College    this project is some twenty years in the future . Route
is currently operating at 93%, a margin that exceeds       65 is the principal North-South highway serving the
the State standard by 7% . In addition, the College is     college . The College is approximately twenty miles
currently operating at a capacity load ratio for labora-   east of Highway 99 .
tory space of 58 .2% .
                                                                  The majority of students and faculty access the
      The area of greatest need is the M&O depart-         College by automobile . Parking at the College is
ment, specifically custodial staffing . Currently each     abundant . Saturday parking is more limited due to
custodian is responsible for 51,617 square feet of         the Foundation-sponsored swap meet that utilizes an
building space . This number exceeds the State recom-      800-space parking lot . Porterville has an extensive
mendation of 18,000-23,000 square feet and is double       fixed route transit system with six routes throughout
that of the average custodian nationwide . Hiring          the city . The system operates Monday through Friday
more custodians needs to be a high campus priority .       from 7:00 a .m . to 6:00 p .m . and Saturday from 9:00
      M&O staff members express satisfaction with          a .m . to 5:00 p .m . There is also a demand response
the current procedures for maintaining and repairing       system in Porterville whereby individuals can call
College facilities, despite the difficulty in adequately   for a ride within the city . The mini-bus is supposed
managing the workload due to budget constraints and        to arrive within a one hour window . Only a small
the loss of 5 .5 positions in 2002 .                       percentage of students use this service for accessing the
                                                           College . The county is currently experimenting with
                                                           a demonstration bus route from Springville to Porter-

                                                                                                        Standard III

ville with two round trips daily at 9:00 a .m . and 3:30    have been addressed . One major accessibility project
p .m . Continuance of this service will be dependent        remaining is the College accessible campus map .
upon rider support .                                        Click and Go International was contracted to design
                                                            and construct two large magnesium tactile maps to
      Hazardous materials are secured in a vault in the
                                                            be placed at the entrances of the Academic Center
chemistry lab of the Science-Math building . These
                                                            and the Library Media Center . However, upcoming
materials are removed from the campus as needed
                                                            construction projects will alter the landscape of the
(usually every two to three months) by a profes-
                                                            campus, so the design of these maps has been put on
sional hazardous waste removal service . The District
                                                            hold until the library expansion project is completed .
Safety Office is responsible for creating contracts
with these service professionals . The Safety and           Planning Agenda
Security Committee, a sub-committee of the CLC,
is responsible for making recommendations to the            • The Director of Maintenance, Operations and
administration regarding possible hazardous condi-             Auxiliary Services will coordinate with the DRC
tions on campus and suggesting steps to correct those          Director to ensure the installation of the accessible
                                                               tactile campus map by spring 2009 .
problems . In addition, there are forms available in the
Instructional Services building for reporting safety
concerns . This building is centrally located on the
campus .                                                    B.2.   To assure the feasibility and
                                                                   effectiveness of physical resources
      The Facilities Advisory Committee, in conjunc-
                                                                   in supporting institutional programs
tion with a State facilities inspector and a District
                                                                   and services, the institution plans and
inspector or a local county or city inspector, supervises          evaluates its facilities and equipment
and reviews each maintenance project to ensure that                on a regular basis, taking utilization
all State contracting, educational and Title 5 require-            and other relevant data into account.
ments are addressed . Prior to entering into a contract
to rent a facility, the College examines the facility for   Descriptive Summary
compliance with all safety, access and related require-
ments . The Director of Maintenance, Operations and                The functions of the Facilities Planning Advisory
Auxiliary Services is responsible for ensuring that all     Committee include meeting regularly with the
sites comply with current Federal and State regula-         President to provide advice concerning facilities
tions . In order to ensure that the College complies        planning, recommending short and long-range plans
with all ADA requirements, Sally Swanson Architects,        and annually reviewing the College Facilities Master
Inc . was hired to ensure ADA compliance and oversee        Plan .
barrier removal .                                                The Facilities Planning Advisory Committee
                                                            reviews and provides recommendations to the CLC
Self Evaluation
                                                            for new and improved facilities and infrastructure to
      The student satisfaction survey conducted in          enhance current and future learning environments for
spring 2005 indicated that students feel neutral or         students, community, faculty and staff . One major
satisfied regarding both personal safety on campus          project that has been the focus of discussion and
and grounds . Campus and parking lot lighting was           planning for the few years is the expansion and remod-
rated neutral by 21 .3% of students, good by 35 .3% and     eling of the library . The planning and development
excellent by 10 .5% . Campus security was rated neutral     of this project has gone through the participatory
by 21 .4%, good by 35 .3% and excellent by 10 .5% .         governance process, and construction is scheduled to
                                                            begin during fall 2006 .
     Architectural barrier removal for disability access
is ongoing, although virtually all major access barriers

Porterville College

      The Director of Maintenance, Operations and         Descriptive Summary
Auxiliary Services is responsible for the selection of
                                                                Projects are identified through input from the
equipment for M&O . Equipment is maintained
                                                          College administration, division program reviews and
through various means depending on the type of
                                                          recommendations from consultants and the Facilities
equipment . Vehicles, tractors and small grounds
                                                          Planning Advisory Committee . Efforts to maintain
equipment are maintained by a campus mechanic
                                                          existing equipment and facilities are an ongoing
who cooperates with a local garage for major repairs .
                                                          process .
HVAC systems are maintained by the HVAC techni-
cian, and when necessary, repairs are made by HVAC              Through the shared governance process, both the
contractors .                                             Facilities Planning Advisory Committee and the CLC
                                                          review projects before they are submitted to the Board
Self Evaluation                                           for approval .
      The Director of Maintenance, Operations and
                                                          Self Evaluation
Auxiliary Services is also responsible for maintaining
the College’s equipment inventory . When equipment             The College meets this standard .
is received that costs $200 or more, it is tagged with
a property identification number and then logged          Planning Agenda
into a computerized spreadsheet . Physical inventories    None
are routinely conducted . Equipment is replaced as
needed and when funds are available . An auction is
held annually to dispose of surplus items, in accor-
                                                          B.2.b. Physical resource planning is
dance with District policy . District vehicles are on a
                                                                 integrated with institutional planning.
five-year replacement schedule; however, they are only
                                                                 The institution systematically assesses
replaced when funds are available .                              the effective use of physical resources
     Within the last two years, the College has lost             and uses the results of the evaluation
the use of three 15-passenger vans due to California             as the basis for improvement.
Class B requirements . It is the long term goal of
M&O to replace those vans with three 12-passenger         Descriptive Summary
vans when budget permits .
                                                               Physical resources in program and service areas
Planning Agenda                                           are overseen by the Facilities Planning Advisory
                                                          Committee that meets semi-monthly . Each year the
• During the development of the 2007-08 budget,           College submits plans to the District office for State
  M&O will build into its budget the purchase of          funding of scheduled maintenance projects such
  3 12-passenger vans to replace the 3 15-passenger       as roof repair, major painting projects and utility
  vans that have been lost .
                                                          upgrades . The College is required to provide three (3)
                                                          dollars for every one (1) dollar of State funding . The
                                                          Growth and Space Needs plan provides an extended
B.2.a. Long-range capital plans support                   vision for future enrollment growth to determine the
       institutional improvement goals and                physical space needs that will be required to meet that
       reflect projections of the total cost              growth .
       of ownership of new facilities and
       equipment.                                               Once a building project has been approved, the
                                                          Facilities Planning Advisory Committee in conjunc-
                                                          tion with M&O is given the task of developing the
                                                          budget priorities for the project and, depending on the

                                                                                                        Standard III

availability of funds, allocating dollars to address these
priorities based on safety, budget and student needs .       C.     Technology Resources
      An essential part of development planning                     Technology resources are used to
includes a maintenance plan for building projects .                 support student learning program and
The Director of Maintenance, Operations and                         services and to improve institutional
Auxiliary Services details these maintenance plans in               effectiveness. Technology planning is
the five-year replacement plan for roof replacement,                integrated with institutional planning
vehicles, exterior painting of buildings, replacement
and/or repair of air condition units, and other critical
maintenance and replacement as needed .
                                                             C.1.    The institution assures that any
Self Evaluation                                                      technology support it provides is
                                                                     designed to meet the needs of learning,
     Since 2003, Porterville College has completed                   teaching, college-wide communications,
the following projects: installation of modular                      research, and operational systems.
buildings which now house the Health Careers
program; construction of a new roof on the Fine Arts
building; upgrading and remodeling of the hazardous
waste storage in the Science and Mathematics; and            C.1.a. Technology services, professional
upgrading of the pool chemical storage and filtration               support, facilities, hardware, and
system .                                                            software are designed to enhance the
                                                                    operation and effectiveness of the
      Looking to the future, the Jamison Stadium                    institution.
site offers excellent opportunities for new facility
construction as well as for accommodating the                Descriptive Summary
increased parking demand that will accompany enroll-
ment growth . Changing this site to active status may              In the past several years, Porterville College has
necessitate the relocation of College Avenue to allow        greatly increased both the variety and the quantity
for pedestrian access to and from the existing campus        of technology used on the campus . To respond
to this site . This could be achieved by moving the          to rapidly changing technological opportunities,
roadway southward of the Jamison Stadium site on             the College has an Information Technology (IT)
property owned by the College .                              Committee which serves as a recommending body
                                                             when new technology needs or ideas are brought to
Planning Agenda                                              it . The IT Committee is comprised of all segments of
None                                                         the campus community, including one administrator,
                                                             three faculty members, two classified staff members,
                                                             one student, and two IT staff members . As with other
                                                             campus committees, IT Committee meetings are open
                                                             to any who would like to attend .
                                                                  The IT staff is often aware of new directions to
                                                             explore in an effort to enhance the learning experi-
                                                             ence of students . They bring this information to
                                                             the IT Committee for discussion . Faculty members
                                                             frequently learn of technology applications in their
                                                             discussions with colleagues on other campuses or from
                                                             attending conventions . All of these ideas are brought

Porterville College

to the IT Committee, and their reports and recom-          technology and in setting standards for purchases at
mendations are brought to the CLC . The CLC deter-         the campus level .
mines funding priorities, and purchases result from
                                                                 The College recognizes the need for various
those decisions . In addition, other departments and
                                                           forms of distance education as a means for more
committees address more specific technology needs .
                                                           students to have access to educational opportunities .
      The DRC maintains currency regarding the latest      At the campus and District levels, various vendors
software and hardware for providing equal learning         were approached regarding their distance learning
opportunities to students with a variety of learning       equipment, and that equipment has been thoroughly
challenges . They maintain a lab where specialized         investigated by IT staff and teaching faculty . As a
software and hardware are available, and similarly         result of this effort, within the past two years, the
equipped computers are available in the library and        campus has invested in two SMART classrooms for
computer lab . The DRC staff maintains currency on         distance education through Instructional Television
the latest accessibility issues and requirements . They    (ITV) . In one case, the SMART classroom is used
provide information that enables faculty members to        for an RN program . The other is a grant-funded
develop classroom materials, web sites and Internet        classroom used to combine low enrollment classes
learning assignments that meet accessibility standards     from two campuses (Porterville College and College
and provide hearing and visually impaired students         of the Sequoias) to increase enrollment numbers . In
with the opportunity to participate more fully in their    addition, through a Title V Hispanic Serving Institu-
educational experiences . In addition, the College,        tion (HSI) grant, the College is developing an online
through a Title V grant, has hired an Educational          Associate degree program . The grant is in its third
Media Design Specialist who is available to provide        year, but progress was delayed because of difficulty
suggestions and instruct faculty in selecting and          hiring an Educational Media Design Specialist to
designing appropriate accessible material . The College    work with faculty to create online classes . However,
webmaster maintains the campus website and ensures         the position was finally filled in the summer of 2005 .
that it is accessible to users with vision impairment .
                                                                  The College evaluates the effectiveness of its tech-
The webmaster reviews all faculty websites for compli-
                                                           nology through the IT Committee, the DRC, and
ance with accessibility requirements .
                                                           the Banner Steering Committee . This combination
      The District Banner Steering Committee meets         of perspectives provides the College with a balanced
regularly to discuss updates and concerns related to       outlook in regard to technology needs and opportuni-
the Banner software . At the District level, there are     ties .
ongoing efforts to make the Banner system more user-
                                                               In an effort to address growing campus tech-
friendly . The College has made significant gains in
                                                           nology demands and security concerns, a robust
its goal to increase the use of web-based registration .
                                                           backbone has been installed by IT staff . Further-
Over the past three years, the percentage of students
                                                           more, procedures have been established to reduce the
using that medium for registration has increased
                                                           potential for virus attacks .
significantly .
      An administrator, a faculty member, and a classi-    Self Evaluation
fied staff member represent the College on the District         The efforts toward standardization, both at the
Wide IT Committee (DWITC) . That committee                 District and campus levels, have enabled the College
evaluates technology services, hardware and software       to make technology use more efficient . Using consis-
at the District level and works to establish continuity    tent vendors has allowed the IT staff to develop
among the campuses throughout the District . The           preferred client relationships with vendors . The
District also provides leadership in introducing new       KCCD purchases hardware primarily from Gateway .
                                                           The large volume of orders ensures that the company

                                                                                                     Standard III

is attentive to deliveries and service requests . In       years, a majority of technology purchases have been
addition, two College IT staff have A+ certification .     made through grant or Carl D . Perkins Vocational
As a result of this certification, they are registered     and Technical Education Act (VTEA) funding . The
through Gateway as Certified Technicians . When            College has created SMART classrooms and has
parts failures occur, this certification allows the IT     equipped a number of labs through funding outside
staff to return defective parts without question,          of the general budget . While categorical funding
thereby minimizing the repair time for campus              sources have provided much-needed technology to the
computers . The College IT staff have also been part       College, there has not been funding for maintenance
of District teams that evaluated and selected anti-virus   of those purchases or increased technical support . In
software and patch management software . When              the past two years, modest but realistic IT budgets
these software packages are applied consistently across    have been approved by the CLC . Included in those
the District, the vulnerability to virus attacks should    budgets was the plan to replace one computer lab
be significantly reduced .                                 every three years, thus keeping campus machines
                                                           under warranty . Additionally, those proposed budgets
      Despite funding challenges, in the past few years
                                                           have included funding for keeping the infrastructure
the College has managed to equip the campus with
                                                           reasonably up to date . Unfortunately, even though the
a range of information technology hardware and
                                                           budgets were approved in theory, they were not fully
software . Until recently there has been little stan-
                                                           funded when actual allocations were made . However,
dardization of hardware or software on the campus .
                                                           the campus as a whole now places high priority on IT
Incompatibility issues have presented problems
                                                           funding . When the College budget is adequate, the
and created disruption to campus technology
                                                           IT budget should be appropriately funded .
services . However, in the past year, there has been
greater adherence to a process developed by the IT                A related College issue is the development
Committee for hardware and software purchases . In         of an IT plan, including process and funding, for
order to direct the purchase process, the IT staff uses    technology purchases . When computers or printers
District-wide standards and gets quotes from vendors       fail, or when new faculty or staff are hired, there is
that have a good working relationship with the             no consistent process for procuring new equipment
College . Although occasionally purchases are made         or paying for repairs . At times the IT Department
without consultation with the IT staff, the majority       provides equipment through their budget, and at
of purchases follow the established procedure . This       times various areas provide equipment through their
has resulted in greater uniformity across the campus       funding sources . There seems to be consensus that the
and a standard of quality that protects the operation      IT Department should have the funding to cover all
of faculty and staff equipment . However, the overall      technology purchases, but there is, as yet, no formal-
information technology structure at the College could      ized process in place .
be strengthened to match the growing need and desire
                                                                The College has struggled in recent years to
for these opportunities and services .
                                                           maintain minimal online and hybrid offerings . A
     Although the College community has voiced             majority of the hybrid classes are English, and the
strong support for technology, there has not been          online classes—although they represent a variety
adequate funding allocated for the purchase of             of subject areas—have not had strong enrollment
equipment and support of the IT Department . Part          numbers . Because low enrollment classes are generally
of the problem is that for many years, Telecommu-          cancelled, many potential online classes have not
nication and Technology Infrastructure Program             actually been offered . The Title V HSI grant will
(TTIP) funds supplanted College funds, and when            provide renewed interest and funding directed at
TTIP funding was reduced to Library Automation,            promoting and increasing online offerings .
the College had not incorporated adequate funding
for IT into its general budget . For the past three

Porterville College

Planning Agenda                                               Within the last year, the College has become a
                                                              Certiport Testing Center and a Microsoft User
• During 2006-2007, the IT Committee will develop
   and present to the CLC a consistent process for            Specialist Training site . This meets a number of the
   providing new technology equipment or repairing            campus and community training and certification
   current equipment .                                        needs .
• Because of accessibility and the Title V HSI                Self Evaluation
   grant obligation to appeal to a broader student
   population, the CLC will continue to discuss ways                Flex days have traditionally included technology
   to promote online and hybrid classes in an effort to       training . The focus of that training is established on
   increase enrollment .                                      the basis of formal and informal surveys of the needs
                                                              of faculty and staff . Participants complete evaluation
                                                              forms at the end of each session to provide informa-
C.1.b. The institution provides quality                       tion about the effectiveness of the training . There is
       training in the effective application of               also indication of increased use of technology in the
       its information technology to students                 classroom as evidenced by the demand from instruc-
       and personnel.                                         tors for ceiling-mount projectors and multi-media
                                                              carts . This provides informal evidence of the effective-
Descriptive Summary                                           ness of technology training .

      The College has recently hired an Educational                 Although there is no formal process, assess-
Media Design Specialist through a Title V HSI grant .         ment of student needs is made by requests for assis-
She is available to assist faculty in the development         tance in the computer lab . There is increased use of
of multimedia materials, instructional web contents,          Excel, Access, and Power Point in assignments, and
and course management tools related to distance               the computer lab instructors respond to questions
education . She also provides accessibility compliance        posed by students . When necessary, the computer
information and instruction for faculty and staff . Her       lab instructors discuss assignments with particular
responsibilities include providing workshops during           instructors so students can have appropriate assistance
flex days and during the semester as well as individu-        in the lab . However, information technology compe-
alized training by appointment . In addition, the             tency is not addressed in an formal manner . Given
California Virtual Campus (CVC) has provided free             that SLOs in this area are directly related to student
online workshops for faculty and has facilitated online       success, a more formal structure should be developed .
distance education and web-enhanced course develop-
                                                              Planning Agenda
ment .
                                                              • During the 2006-07 academic year, the
      The District also provides Banner training on              IT Committee will present to the CLC
a regular basis . There are group training sessions              recommendations on how to increase training
addressing specific Banner areas held throughout the             to students and staff in the use of information
year, and appropriate IT staff and management are                technology and also make recommendations for
encouraged to attend . In addition, Microsoft Outlook            the development of SLOs in the application of
Calendar and email training have been presented at               technology .
flex days . A District help desk is available for consulta-
tion via telephone at any time .
     The College offers a variety of Information              C.1.c. The institution systematically plans,
Systems classes to provide students with technology                  acquires, maintains, and upgrades or
training . In addition, the computer lab has instructors             replaces technology infrastructures and
qualified to assist students with software problems .                equipment to meet institutional needs.

                                                                                                       Standard III

Descriptive Summary                                        student learning and success,” and since technology
                                                           is an integral part of that environment, the College
     At Porterville College, the number of desktop
                                                           must commit to having the technical staff and current
computers and printers has grown over the past few
                                                           equipment to fulfill its mission .
years, as has the number of computer labs . In addition
to the general campus computer lab and the LMC                   The College has recently installed anti-virus
computers, there are several other labs . The Health       software that has been deployed District-wide . The
Careers Division has a 10-computer mini-lab, the           College also has a new backup system to help with
Applied Technology Division has 13 computers in its        disaster recovery . However, at this time, there is no
mini-lab, and the Science/Math Division has a mini-        campus network firewall, which leaves the campus
lab with 15 computers as well as two mobile carts with     relatively vulnerable to virus attacks .
15 laptops each . There are also two SMART class-
rooms for interactive distance education .                 Planning Agenda

      Three years ago, the College replaced all of the     • Due to the growing needs for technology at the
                                                              College, during 2006-2007, the IT Committee
backbone devices with Extreme Network equipment .
                                                              will develop a campus-wide plan for software
This provided greater speed and versatility to the
                                                              and hardware upgrading to ensure that purchases
network . The College backbone is now compat-                 will be of consistent quality and will integrate
ible with the rest of the District and has the capacity       appropriately with existing hardware and software .
to add more components and grow as the campus
                                                           • During the 2007-08 budget planning process, the
expands . A service contract is maintained annually .
                                                              College will build into the budget the purchase of
Self Evaluation                                               a firewall to prevent crippling virus attacks in the
                                                              future .
      The College has not provided for timely
replacement of equipment . Although there have
been requests for funding in recent IT budgets, the
                                                           C.1.d. The distribution and utilization of
lack of adequate general funds has prevented these
                                                                  technology resources support the
requests from being fulfilled . The result is that most           development, maintenance, and
campus computers are out of warranty, as are most                 enhancement of its programs and
servers . The IT technicians are continuously faced               services.
with repairing equipment that should be replaced . In
addition, there are no provisions for repair or replace-   Descriptive Summary
ment for the growing number of technology devices
funded by VTEA or other funding . An exception                   The College has upgraded the infrastructure
is the SMART classrooms, which were equipped               on campus which includes wiring from standard-
through grant funding and have maintenance                 ized Intermediate Distribution Frame (IDF) wiring
agreement costs built into those budgets . However,        stations to workstations, optical from IDF to Main
this is the exception to the maintenance needs of other    Distribution Frame (MDF), and the server farm
campus technology . The reality is that the technology     located in the IT area as well as other strategic
infrastructure the campus depends upon is deterio-         locations across the campus .
rating due to lack of financial resources for mainte-           The backbone for all telecommunications used
nance and replacement .                                    by California Community Colleges has recently
      Overall, the College must take into account          moved from 4CNet (a collaboration between the
the long-term costs of maintaining technology that         California State University system and the California
supports the programs and services it offers . Since       Community Colleges) to CENIC (Corporation for
the College is providing “an environment that fosters      Education Network Initiatives in California–a collab-

Porterville College

oration between all California education segments,             students, although District-wide discussions are taking
public and private, K-20) . As a result of both 4CNet          place which might change that . While email accounts
and CENIC, the College now has a DS3 link to the               are not routinely provided to adjunct faculty, they can
Internet for data and a T1 for video and backup .              have this service upon request .
      As technology security issues have developed,                  Specific enhancements to the use of technology
the IT department has begun advising faculty and               in the classroom (computers, classroom multimedia
staff via email of impending virus attacks, spyware and        stations, network capabilities) have been available
other concerns . IT staff have also discussed concerns         on a sporadic basis, as funding has allowed . Title III
regarding network and desktop security at the CLC .            and Title V HSI funding has provided the majority
All who use a College computer must agree to an                of funding for classroom technology, and VTEA and
acceptable use policy before permissions are granted .         other grant funds have provided for enhancements in
                                                               other program areas .
Self Evaluation
                                                                     Providing appropriate security for these valuable
      Porterville College had a Title III grant eight          technological resources has been an ongoing concern
years ago, and one emphasis of the grant was the               for the College . The IT staff has been diligent in
infusion of technology into the classroom . With that          finding appropriate hardware and software to provide
funding and training, many faculty members began               for the security of the College’s information resources .
incorporating multimedia and web-based materials in            Although there have been relatively few thefts from
their curriculum . When the grant expired, those who           classrooms and computer labs, there are ongoing
were already utilizing technology in their teaching            efforts to improve the security that is in place .
continued to do so, but there was a slowing of growth
                                                                     Financial resources have been strained in recent
in that area . However, in addition to helping faculty
                                                               years, and technology improvement and expansion
develop online courses, the new Educational Media
                                                               have not progressed commensurate with needs .
Design Specialist will be available to assist interested
                                                               However, there has been a progressive appreciation
faculty in expanding their methods of teaching and
                                                               for the degree to which the College is committed to
bringing web-based and network-based resources into
                                                               technology, and there is general support for increasing
their classrooms .
                                                               funding in that area when the College budget
       As instructors have assigned students more              improves . Ideally, the IT budget should be capable
work that requires the use of computer technology,             of providing new computers to new faculty and staff,
the demand for campus computer labs has outgrown               replacing existing faculty and staff computers on a
the College’s capacity to meet that need . It is not           regular basis, and replacing computers in the library
uncommon for the existing computer lab and the                 and labs every three years . In addition, since instruc-
library computers to be utilized to capacity with              tional technology includes computer-related hardware
students waiting for available machines . This dilemma         and software, the IT budget should be built with the
increases each semester . Relief for some of the               capability of providing ceiling-mount projectors in
pressure will come when the new library expansion is           every classroom . As technology evolves, the needs of
completed and more space is dedicated to computer              the College will change, and the IT budget should be
labs . In the meantime, a former Mac classroom has             prepared to respond to those changes . During spring
been converted to PCs . When that room is not being            2006, the IT Committee presented a prioritized list of
used for instruction, it will be available as a computer       needs to the CLC for consideration .
lab if there is funding for a teaching assistant to run it .
                                                               Planning Agenda
     The College has provided email to its faculty
and staff for several years . At this time, service is         • During the 2007-08 budget development process,
not available to professional experts, contractors, or            the College will increase the IT allocation in an

                                                                                                     Standard III

  effort to adequately fund necessary hardware and        nology needs of various areas of the College . Even
  software .                                              though funds are currently limited, the planning
                                                          process should become more organized and compre-
                                                          hensive in order to satisfy the present and future needs
                                                          of the College and the community it serves . Plans for
C.2.   Technology planning is integrated with
       institutional planning. The institution            future endeavors such as expanding distance education
       systematically assesses the effective              and College offerings to more of the community
       use of technology resources and uses               should continue in order to more efficiently serve
       the results of evaluation as the basis for         present needs and be prepared in the event of
       improvement.                                       improved funding .

Descriptive Summary                                       Planning Agenda
                                                          • In fall 2006, the IT Committee will present a
      Although the technology needs of the College
                                                            program review to the CLC to assess the College
are usually met in an orderly fashion, there is no
                                                            use of technology resources and recommend areas
systematic process to achieve that . The purchase of        for improvement .
technology equipment can emanate from a number
of sources . The IT department’s budget has a plan
to systematically replace equipment throughout the
campus . However, in recent years the budget has not
been sufficient to fund those plans . In addition, the
IT Committee discusses campus technology needs
and makes recommendations to the CLC . Because
neither of these groups funds technology, the results
are often a support of the plan with the stipulation
that the funding be identified . On occasion, the
CLC will determine that available funds be used to
meet a pressing technology need . Categorical funds
are independent of the above processes, and in those
areas, technology purchases are made to meet the
needs of that particular program . Title III and Title
V HSI grants have had specific technology require-
ments for activities, so those funds provide technology
equipment for those purposes . Finally, VTEA funds
are often used to enhance vocational programs .

Self Evaluation

      The combination of funding sources available to
the College has allowed technology needs to be met
in most cases, but it is questionable whether available
funds have been used most judiciously . With the
College’s technology needs increasing, a more system-
atic approach needs to be taken to optimize resources .
    The College is continually utilizing the assistance
from the above-mentioned areas to meet the tech-

Porterville College

                                                         a smaller standing sub-committee that would make
D.     Financial Resources                               recommendations to the larger CLC . The BPRC
                                                         will develop a College plan that will integrate the
       Financial resources are sufficient to
       support student learning programs and             process of financial planning to support the goals and
       services and to improve institutional             mission of the College . In addition, this committee
       effectiveness. The distribution of                will be responsible for reviewing expenditures and
       resources supports the development,               income, making recommendations, and informing
       maintenance, and enhancement of                   the various College constituent groups of the status
       programs and services. The institution            of funding and expenditures and any modifications
       plans and manages its financial                   made to the budget throughout the year in response
       affairs with integrity and in a manner            to funding changes . Whenever there are competing
       that ensures financial stability. The             needs for funding, the CLC will prioritize them
       level of financial resources provides             before deciding on how the funding will be allocated .
       a reasonable expectation of both                  Examples include faculty and classified positions,
       short-term and long-term financial
                                                         instructional equipment purchases and facility
       solvency. Financial resources planning is
                                                         upgrades and/or expansion . As mentioned above, the
       integrated with institutional planning.
                                                         current Educational Master Plan is not referenced in
                                                         the financial planning process; nevertheless, with the
                                                         new revised program review process, the CLC will
                                                         refer to program review materials when the budget
D.1.    The institution relies upon its mission
                                                         is developed and when competing needs are to be
        and goals as the foundation for
                                                         prioritized .
        financial planning.
                                                         Self Evaluation

                                                               As stated in the description of the committee,
D.1.a. Financial planning is integrated with             the general charge of the CLC is to “coordinate and
       and supports all institutional planning:          communicate the college-wide planning, budget,
                                                         and reporting processes .” Campus-wide institu-
Descriptive Summary                                      tional planning is a function and responsibility of
     Porterville College has an Educational Master       the CLC and much of the planning is dependent on
Plan that was adopted in 2002 and is effective through   the finances of the College . Financial planning is
2007 . The primary body for review and updating of       often based on information generated from program
the Educational Master Plan is the CLC . Financial       reviews . The practice of CLC prioritization of needs
planning is an ongoing process every year through        before making a final decision is acknowledged as
various committees on campus that meet as subcom-        acceptable by the campus community . The budget
mittees of the CLC .                                     is developed based on the mission statement of the
                                                         College .
     Initially the Budget Planning and Review
Committee (BPRC) was responsible for the develop-        Planning Agenda
ment and review of the College budget . However,
                                                         • During the spring 2006 term, the BPRC will be re-
when the CLC was adopted, the functions of the             established as a sub-committee of the CLC .
BPRC were covered by the CLC, and the BPRC
was discontinued . Because of the financial situation    • The College will continue to ensure that financial
                                                           planning is integrated with and supports all
of recent years, the CLC decided to re-establish the
                                                           institutional planning .
BPRC so that budget matters would be handled by

                                                                                                        Standard III

• During the 2006-07 academic year, the modified            will assist the College in mitigating the continued
   program review process will be implemented to            decline in general fund operating resources .
   ensure that program reviews are better integrated
                                                                  The establishment of a financial resource allo-
   into the financial planning of the CLC .
                                                            cation process is vital, given that the College has
                                                            limited funds to spend . All individuals responsible
                                                            for financial planning do a thorough assessment of
D.1.b. Institutional planning reflects                      available funding resources prior to making any expen-
       realistic assessment of financial                    diture commitments . A focus has been placed on fixed
       resource availability, development of                costs to make an accurate determination of available
       financial resources, partnerships, and               discretionary funds . This process is followed regard-
       expenditure requirements.
                                                            less of the funding source, with adjustments made as
                                                            necessary to meet expenditure guidelines from the
Descriptive Summary                                         funding agency .
      In development of the budget, the College                   The College places student learning at the
evaluates the funding priorities of revenue sources         center of all of its planning and prioritization of
through the CLC . Beyond College objectives, State          options . However, as mentioned previously, the
capital improvement guidelines serve as an additional       College has experienced a decrease in its State allo-
resource and reference in the development of capital        cation . As retrenchment decisions have been made,
improvement plans . Institutional planning also             the College has focused on methods that least harm
includes the acquisition of external funding through        student learning . The College is making every effort
grants and contracts and through the development            to transfer any allowable expenditure possible to
of partnerships with external groups . A concerted          restricted resources such as Instructional Equipment/
effort is currently being placed on securing external       Library Materials (IELM), Restricted Lottery, Tele-
funding to increase our local revenue . The Porter-         communications Technology Infrastructure Program
ville College Foundation has utilized the services of       (TTIP) and Board Financial Assistance Program
a grant writer for the purpose of assisting the College     (BFAP) .
to gain revenues through increasing the number of
grants applied for . Grant funding guidelines serve as      Self Evaluation
a planning resource for determining applicability to
                                                                 Although limited funding has forced discre-
College goals and the impact that requirements, such
                                                            tionary reductions, the College meets the standard .
as matching funds, may have on available financial
resources .                                                 Planning Agenda
      The College receives the majority of its general      • The College will continue to ensure that
fund money from State of California apportion-                institutional planning reflects a realistic assessment
ments, which are based on FTES (full-time equivalent          of the availability of funds, the development of
students) totals, and a small amount is generated             financial resources, and ongoing expenditure
from local dollars . Categorical funds, which are more        requirements .
restrictive, are sources of additional revenue .            • Working through the CLC and Grants Oversight
      During the past year, the College has made              Subcommittee, the College will continue to obtain
maintaining enrollment growth a priority in order             additional grants in an effort to increase the levels
to remain competitive for resource allocation and to          of local revenue to assist in the development of
assist the District in meeting its enrollment cap . Addi-     students, staff, and equipment .
tionally, the establishment of external funding sources

Porterville College

                                                                Financial planning leans toward the conservative
D.1.c. When making short-range financial                   when projecting liabilities and obligations covered
       plans, the institution considers its long-          by the general fund to better cover under-projected
       range financial priorities to assure                increases . The projection of revenues includes only
       financial stability. The institution                those amounts and items for which there is a high
       clearly identifies and plans for payment            degree of certainty .
       of liabilities and future obligations.
                                                           Self Evaluation
Descriptive Summary
                                                                The College meets the standard . However,
      The CLC is responsible for long-range planning       increases in liabilities and obligations covered by the
and establishing fiscal priorities to achieve institu-     general fund, such as the costs of health and retire-
tional objectives . Short-range plans tend to be more      ment benefits, worker’s compensation insurance and
responsive to the immediate fiscal realities; more         energy rates, have been difficult to project . Until
priorities are addressed when funding is increased,        recently, the College has been able to fairly accurately
while lean budget years require retrenchment and           predict increases and make adequate adjustments
reductions . The College projects short-term financial     throughout the year .
resources on a regular basis by monitoring enrollment
                                                                A steeper-than-usual rise in these costs, begun in
and increases in health benefits, insurance costs, main-
                                                           2002-2003, has continued to escalate beyond projec-
tenance costs and other costs . The College’s financial
                                                           tions . Driven in part by the drop in the state economy
planning primarily addresses the short-term operating
                                                           and the higher faculty salaries, these factors have
needs of the institution . The College has been
                                                           contributed to the College’s inability to maintain the
charged with establishing a campus reserve of 3% . The
                                                           required reserve at the end of 2005-2006 .
Director of Business Services maintains an on-going
assessment of future trends in projected cost increases    Planning Agenda
and factors these projections into each budget .
Information related to the budget is shared with the       • Working through the BPRC and CLC, the College
President’s Cabinet, CLC and related committees .             will continue to monitor long-range financial
The District’s allocation process addresses future obli-      obligations and priorities when developing short-
                                                              term financial plans .
gations such as salary advancements and retiree health
benefits .
     Payments of long-term liabilities and obliga-
                                                           D.1.d. The institution clearly defines and
tions are included in both short-term and long-range
                                                                  follows its guidelines and processes
planning, with matches made to revenue streams
                                                                  for financial planning and budget
wherever appropriate . For example, the long-term
                                                                  development, with all constituencies
debt accrued to pay for banked overload, vacation and             having appropriate opportunities
holiday is currently budgeted on an annual basis by the           to participate in the development of
College to meet these future expenditures .                       institutional plans and budgets.
     The annual short-range financial plan for the
next academic year has typically consisted of using        Descriptive Summary
the current year’s estimates for ongoing operations             As discussed earlier, the general charge of the
and obligations, the prior year’s actual expenses and      CLC is to coordinate and communicate the college-
revenue, and the future year’s new obligations and         wide planning, budget, and reporting processes .
revenue projections to determine the amount that           College constituency groups understand that the
should be added to or reduced from current year
accounts to plan for the next academic year .

                                                                                                       Standard III

processes for financial planning are coordinated                   control mechanisms and widely
through the CLC .                                                  disseminates dependable and timely
                                                                   information for sound financial
      In developing the College budget, budget                     decision making.
managers for all units submit their budgets to the
Business Director based on the previous year’s budget
and any related budget assumptions from the District
office . The submitted budgets are compiled into            D.2.a. Financial documents, including the
one document in the Business Services Office and                   budget and independent audit, reflect
presented to the CLC for discussion . After thorough               appropriate allocation and use of
review and consensus of the CLC, the budget is                     financial resources to support student
forwarded to the District by the required deadline                 learning programs and services.
established by the District Chief Financial Officer .              Institutional responses to external
The Board of Trustees then approves the budget for                 audit findings are comprehensive,
the District, assuming that the State budget has been              timely, and communicated
adopted .
     Budget information is made known to all College        Descriptive Summary
constituents during flex days and at various committee
meetings, monthly division and program meetings,                 Through a participatory budget development
open campus forums and meetings of the President’s          process, an annual budget is developed to include
Cabinet, CLC and Academic Senate .                          allocation of financial resources to achieve the goals of
                                                            student learning programs and services . Each year, the
Self Evaluation                                             developed budget details the allocation of financial
                                                            resources, and Banner reports can be used to verify
      Several years ago the Business Services Office
                                                            financial information .
started working on a document titled The Budget
Development Process that included College-specific               An annual audit of the KCCD financial state-
timelines and processes, but it has yet to be completed .   ments is conducted by an independent CPA firm .
Even though the College budget has been approved            The financial statements are the responsibility of the
following a generally accepted process coordinated          District’s management . For the year ending June 30,
by the Business Director and through the CLC, a             2004, KCCD received an unqualified opinion . The
standardized process with clear steps and procedures        financial statements presented fairly, in all material
should be developed and disseminated to all budget          regards, the respective financial positions of the
managers .                                                  business activities of the KCCD, as of June 30, 2004 .
                                                            The respective changes in financial position and cash
Planning Agenda                                             flows for that year ended in conformity with generally
• During the 2006-07 academic term, the Business            accepted accounting principles .
   Director will coordinate with the newly re-                   In addition to auditing financial statements,
   established BPRC to complete the Budget                  the auditors also supply a report on compliance and
   Development Process document .                           internal control over financial reporting . This infor-
                                                            mation is available in the audit report for year ending
                                                            June 30, 2004, for KCCD .
D.2. To assure the financial integrity of                        In addressing any audit findings or excep-
      the institution and responsible use                   tions, the College works with the KCCD to make
      of financial resources, the financial                 necessary corrections and/or implementations in a
      management system has appropriate
                                                            timely fashion assuming that such recommendations

Porterville College

strengthen internal controls and/or improve financial
procedures and are feasible, reasonable and cost          D.2.c. The institution has sufficient cash
effective .                                                      flows and reserves to maintain
                                                                 stability, strategies for appropriate
Self Evaluation                                                  risk management, and realistic plans
                                                                 to meet financial emergencies and
     KCCD conducts intermittent internal audits to               unforeseen occurrences.
ensure funds are being spent according to both KCCD
and Porterville College policies . The College Business   Descriptive Summary
Services Office monitors expenditures throughout
the year to ensure compliance with regulations . The            The College and District have sufficient cash
College meets this standard .                             flows and reserves to maintain stability . The Chief
                                                          Financial Officer and the District internal auditor
Planning Agenda                                           oversee budgeting practices and expenditures to assure
None                                                      adequate cash flow . The Chancellor sets contingency
                                                          targets for each college at 3 to 5% of its operating
                                                          budget . However, in the fiscal year 2005-06, Porter-
                                                          ville College was unable to maintain any reserve
D.2.b. Appropriate financial information is               because of FTES shortfalls within the College . If a
       provided throughout the institution.               reserve is achieved at the College level, it is budgeted
                                                          in the President’s budget as a line item to offset the
Descriptive Summary                                       expense of emergencies . The College is in the process
      College budget managers have access to appro-       of establishing a campus reserve of 3 to 5% . In
priate financial information allowing for sound           addition, the District has reserve funds available to
financial decision making . Banner has on-demand          cover major emergencies .
reporting capabilities through which information is             Upon approval of the Board of Trustees, some
controlled using organization code security . The CLC     flexibility exists to transfer funding from the District
and participatory governance process provide avenues      reserves to meet College cash flow requirements .
for dissemination of appropriate financial informa-       Cash flow arrangements are dependent upon access
tion throughout the College . Presentations are made      to District funds and short term loans through the
annually at flex days regarding the budget, and updates   Community College Financing Authority TRANS
are given at each CLC and President’s Cabinet             Program (Tax and Revenue Anticipation Bonds) to
meeting .                                                 bridge delays in apportionment funding .

Self Evaluation                                           Self Evaluation
     The dissemination of financial information at the          If the College experiences financial problems
College is carried out widely and in a timely manner .    of a serious nature, those are first covered by College
The Banner system contains all budget information         reserves, then District reserves and finally TRANS .
and is accessible to any budget manager .                 This is considered adequate coverage to maintain
                                                          stability . Although reserves are maintained to
Planning Agenda                                           guarantee daily operational stability, they have been
None                                                      difficult to develop during 2005-06 .

                                                                                                    Standard III

Planning Agenda                                           Self Evaluation
• During 2006-2007, the Business Director will                 There are ample and appropriate controls over
  coordinate the completion of a financial analysis       auxiliary foundations .
  to determine the true College reserves, including
  individual department and division reserves, and              Controls on the local budgets include built-in
  what levels should be maintained by the College .       controls of Banner that prevent non-sufficient funds
                                                          approval beyond authorization or budget . However,
                                                          errors such as the charging of unrestricted funds for
                                                          restricted expenditures have raised concerns . Program
D.2.d. The institution practices effective                managers and management are addressing this
       oversight of finances, including
                                                          problem .
       management of financial aid,
       grants, externally funded programs,                Planning Agenda
       contractual relationships, auxiliary
       organizations or foundations, and                  • The College Business Services Office will continue
       institutional investments and assets.                to coordinate the training of first level management
                                                            positions on budget approval processes in Banner .
Descriptive Summary                                       • The College Business Services Office will continue
                                                            to monitor restricted funding expenditures to
      Responsibility for College financial oversight
                                                            ensure that all applicable expenditures allowed
begins with the individual College budget managers          are paid with restricted funding, not unrestricted
who continually monitor allocations, income and             funds .
expenditures from all internal and external funding
sources . Expenditure approvals are required for every
transaction . Approval levels of $250 for budget
managers (division chairs), $5,000 for Deans and          D.2.e. All financial resources, including those
program managers, and unlimited for Vice Presidents              from auxiliary activities, fund-raising
                                                                 efforts, and grants are used with
and directors have recently been established to ensure
                                                                 integrity in a manner consistent with
the prompt processing of expenditures . The second
                                                                 the mission and goals of the institution.
level of oversight is the College Business Services
Office, which conducts compliance reviews of all
                                                          Descriptive Summary
expenditures . That office also ensures compliance with
KCCD fiscal and HR policy controls . The College               Porterville College and the KCCD undergo
also works closely with the District’s controller,        an annual fiscal audit that includes special funds,
accounting department and internal auditor to ensure      the Porterville College Foundation (PCF), Associ-
appropriate recording of financial activity .             ated Students of Porterville College (ASPC) and
      The Porterville College Foundation activities       Bookstore/Cafeteria Enterprise funds .
are reported and overseen by the College Director              Additional financial resources are provided by
of Business Services and the Foundation Board of          grants, contracts and other College groups . The Title
Directors . In addition, externally funded programs       V Hispanic-Serving Institutions (HSI) Individual
such as financial aid report to their appropriate         Development Grant and TRIO-Student Support
funding organizations on a regular basis .                Services Grant are examples of grants awarded to the
     Institutional investments are overseen primarily     College which currently provide or have provided
by the District, and reports are given regularly by       financial resources to the College . Examples of
the District Chief Financial Officer to the Board of      contracts include the California Mentoring Program,
Trustees .                                                CalWORKS, Porterville Developmental Secure

Porterville College

Treatment and Porterville Developmental Center             ment for appropriateness . This review determines if
(PDC) . The PCF, bookstore, food services and ASPC         the agreement is consistent with the College’s mission
also serve as other financial resources .                  and goals . Contractual agreements with external
                                                           entities are overseen by the KCCD Chief Financial
      Grants and contracts are used to fund special
                                                           Officer to assure consistency and compliance to
programs at the College . The funding received from
                                                           policies within the agreement are maintained . District
each grant and contract is used according to the objec-
                                                           Board Policies conform to the State Education Code
tives of the individual program .
                                                           requirements . Periodic audits from external govern-
     The PCF resources serve to promote the general        ment agencies ensure compliance with regulations .
welfare of the College by providing instructional
support and scholarships . The College bookstore           Self Evaluation
and food services primarily serve students and staff
                                                                The District policy for overseeing and managing
but contribute to the overall services provided by the
                                                           the College contracts is generally effective and ensures
College . The ASPC generates financial resources
                                                           consistency with Board policy and procedures .
through the sale of student identification cards and
other associated student activities . That income is       Planning Agenda
used to pay for associated student body expenditures
in accordance with procedures and policies established     None
by the ASPC and the KCCD .

Self Evaluation                                            D.2.g. The institution regularly evaluates its
     The PCF incurs a separate audit from the                     financial management processes, and
                                                                  the results of the evaluation are used
general fund and categorical funds and has always
                                                                  to improve financial management
been in compliance with the policies set forth by the
KCCD . In an effort to assist the College, the PCF
has increased donations to the College . Fundraising
                                                           Descriptive Summary
efforts not only provide scholarships but also assist in
funding athletics and faculty projects .                          The College, in conjunction with the District,
                                                           performs self-evaluations of its financial manage-
Planning Agenda                                            ment processes . Through these self-evaluations, many
None                                                       procedural changes have been implemented to make
                                                           the process more efficient . In addition, the District
                                                           conducts an annual independent audit by an external
                                                           agency . Recommendations from audits are also used
D.2.f. Contractual agreements with external
                                                           to improve the financial management system . Also, a
        entities are consistent with the mission
        and goals of the institution, governed             District-wide committee, the Banner Finance sub-
        by institutional policies, and contain             committee, consisting of key financial managers and
        appropriate provisions to maintain the             staff, meets regularly to review and evaluate issues
        integrity of the institution.                      associated with the Banner system finance and human
                                                           resource modules . The committee also evaluates and
Descriptive Summary                                        reviews general financial controls and processes such
                                                           as purchasing procedures or position control polices .
      The College has a variety of contractual agree-      This committee has also formed sub-committees to
ments including purchase and lease agreements,             coordinate the staffing and implementation of new
construction and consultant contracts . All agreements     financial systems .
that the College enters into are reviewed by manage-

                                                                                                  Standard III

     College and District financial information is         Standard III: Resources
readily accessible . The President and Administrative
                                                           A. Human Resources
Council regularly evaluate the status and impact of
                                                              ♦ Board Policy Manual, sections 1, 5, 7D, 9M,
financial management locally .
                                                                and 10E, and 11
Self Evaluation                                               ♦ Equal Opportunity and Diversity Advisory
                                                                Committee (EODAC) membership and
      The use of Banner is satisfactory at the institu-         minutes
tion level; however, lack of adequate training and            ♦ Educational Master Plan
experience limits evaluation at the program level .           ♦ Staff Development Committee membership
The manner in which information is presented limits             and minutes
usability because of lack of understanding on the part        ♦ Affirmative Action Plan
of infrequent users .                                         ♦ College Catalog
      The process for evaluating financial management         ♦ Employee Evaluation Instruments
problems includes checking of paper printouts by local        ♦ KCCD non-discrimination policy
managers and division chairs . Some of the managers           ♦ Spring 2005 Student Satisfaction Survey
either do not review the data thoroughly or are not           ♦ Procedures for Alcohol and Controlled
aware of the need to double-check the information .             Substances Testing
The process is time-consuming and requires a certain          ♦ Acceptable Computer Use Policy
level of accomplishment to manipulate the data .              ♦ Technology Do’s and Don’ts Document
                                                              ♦ California Education Code on Full-time faculty
     At the District level, audit findings indicate that
necessary system changes are being identified and
                                                              ♦ College Learning Council (CLC) membership
addressed .
                                                                and minutes
Planning Agenda                                               ♦ Academic Guidebook
                                                              ♦ New Faculty Orientation Class
     • During 2006-2007, the College Business
Services Office will again coordinate training sessions       B. Physical Resources
for all budget managers and emphasize the need for            ♦ Growth and Space Needs Plan
double-checking data . This training and review will          ♦ Staff Summary Report for Facilities Planning/
then be offered more frequently and those trained                Maintenance & Operations
monitored more often .                                        ♦ Spring 2005 Student Satisfaction Survey
                                                              ♦ Facilities Planning Advisory Committee
                                                                 membership and minutes
                                                              ♦ Program review process
                                                              ♦ KCCD Facilities and Construction Report
                                                              ♦ Measure G Oversight Report
                                                              ♦ College Learning Council (CLC) membership
                                                                 and minutes
                                                              ♦ Five-year Scheduled Maintenance Plan
                                                              ♦ Five-year Construction Plan
                                                              ♦ Five-year Vehicle Replacement Plan
                                                              ♦ Energy Use Plan
                                                              ♦ Safety and Security Team membership

Porterville College

C. Technology Resources
   ♦ Information Technology Committee membership
   ♦ Porterville College Title V Hispanic Serving Institutions Grant
   ♦ Porterville College Cooperative Title V Hispanic Serving Institutions Grant
   ♦ Banner Steering Committee membership and minutes
   ♦ District-Wide Information Technology Committee (DWITC) membership and minutes
   ♦ Banner Training Schedule
   ♦ Flex days schedule
   ♦ College mission statement
   ♦ Acceptable Computer Use Policy

D. Financial Resources
   ♦ Educational Master Plan
   ♦ KCCD Board of Trustees minutes
   ♦ KCCD Audit report
   ♦ Porterville College Foundation Audit
   ♦ College Contracts
   ♦ Banner Finance Sub-committee membership and minutes
   ♦ Administrative Council description

                                                                                                    Standard IV

Standard IV                                            governance where it states that “all staff members are
                                                       committed to providing an excellent educational expe-
Leadership and Governance                              rience to our diverse community in an environment
                                                       that fosters student learning and success . In promoting
     The institution recognizes and utilizes           a student-centered learning environment, the College
     the contributions of leadership                   staff commits itself to innovation, respect, collabora-
     throughout the organization for
                                                       tion, and participatory governance .”
     continuous improvement of the
     institution. Governance roles are                      The staff and students at the College participate
     designed to facilitate decisions that             in the governance of the institution through a variety
     support student learning programs                 of participatory governance bodies and processes .
     and services and improve institutional            Participatory governance is exercised in various
     effectiveness, while acknowledging                meetings, and each person has a voice, separately and
     the designated responsibilities of                collectively, on issues that may arise in the daily discus-
     the governing board and the chief
                                                       sion and actions of the College .
                                                             The President conducts open forums where
                                                       all campus employees and students are able to share
                                                       concerns, dispel campus rumors and ask questions .
A.   Decision-Making Roles and Processes               Especially during arduous or difficult times, these
                                                       forums play a key role in maintaining cohesiveness
     The institution recognizes that ethical           within the College community .
     and effective leadership throughout
     the organization enables the institution               The College website is regularly updated,
     to identify institutional values, set and         providing extensive information about the campus to
     achieve goals, learn, and improve.                the College community . This site provides direct links
                                                       to institutional research, surveys and reports, program
                                                       reviews, and demographic, retention and success rates .
                                                       Links are also provided for budget review, instruc-
A.1. Institutional leaders create an                   tional information, the Porterville College Foundation
      environment for empowerment,                     (PCF), faculty and classified unions, Academic Senate
      innovation, and institutional excellence.        and accreditation . This open distribution of infor-
      They encourage staff, faculty,                   mation helps staff know and understand the College
      administrators, and students, no                 and its services and encourages input into improving
      matter what their official titles, to take       College practices and services .
      initiative in improving the practices,
      programs, and services in which                  Self Evaluation
      they are involved. When ideas for
      improvement have policy or significant                Through the College’s commitment to participa-
      institution-wide implications,                   tory governance, faculty members, students and staff
      systematic participative processes are           are encouraged to take initiative, provide input and
      used to assure effective discussion,             participate in all committees, activities and services
      planning, and implementation.                    offered by the College .
                                                             The College has developed a participatory
Descriptive Summary
                                                       governance document and practices the concepts
      The College mission statement clearly articu-    in its meetings and decision-making processes . The
lates the emphasis placed on innovation, excellence,   participatory governance bodies reach decisions by
and encouraging broad participation in campus          consensus, which increases campus-wide support .

Porterville College

     Broad dissemination of information via a variety           The College Learning Council (CLC) approved
of sources allows the College staff to know what is       a document titled Participatory Governance at
happening on campus so they can offer suggestions or      Porterville College: An Introduction . That document
express concerns openly .                                 provides an overview of the concept of participa-
                                                          tory governance at the College, how each employee
Planning Agenda                                           or student fits into this concept and the specific
• The President will continue to schedule open            roles of the various representatives . According to
   forums on a monthly basis .                            that document, “If you attend or work at Porterville
                                                          College, you have a role in its governance through its
                                                          participatory decision-making process .”

A.2. The institution establishes and                      Self Evaluation
      implements a written policy providing
      for faculty, staff, administrator, and                    During the recent selection process for the
      student participation in decision-                  College’s new President, one of the candidates
      making processes. The policy specifies              indicated during the interview that this participa-
      the manner in which individuals bring               tory governance statement was the best one that she
      forward ideas from their constituencies             had ever seen . The mission statement refers to the
      and work together on appropriate                    College’s commitment to participatory governance,
      policy, planning, and special-purpose               and the CLC-approved statement also emphasizes the
      bodies.                                             role each individual on the campus has in the decision-
                                                          making process .

                                                          Planning Agenda
A.2.a. Faculty and administrators have a
       substantive and clearly defined role in            None
       institutional governance and exercise
       a substantial voice in institutional
       policies, planning, and budget that
                                                          A.2.b. The institution relies on faculty,
       relate to their areas of responsibility
                                                                 its academic senate or other
       and expertise. Students and staff
                                                                 appropriate faculty structures, the
       also have established mechanisms or
                                                                 curriculum committee, and academic
       organizations for providing input into
                                                                 administrators for recommendations
       institutional decisions.
                                                                 about student learning programs and
Descriptive Summary

      The College mission statement emphasizes            Descriptive Summary
that “the College staff commits itself to innovation,
                                                                Section six of the KCCD Board Policy manual
respect, collaboration, and participatory governance .”
                                                          indicates the following: “The Board of Trustees affirms
Through this document, the College establishes,
                                                          recognition of the Academic Senate of the Colleges
supports and encourages organizational participatory
                                                          of the KCCD under Title 5 of the California Admin-
governance . The core of this commitment is based
                                                          istrative Code and as provided for in law (A1); The
upon mutual trust, cooperation, communication and
                                                          Academic Senates shall be recognized to make recom-
consultation among faculty, classified employees,
                                                          mendations to the District Chancellor and to the
students and management .
                                                          Board of Trustees with respect to academic and profes-
                                                          sional matters (A2); The Academic Senate of each

                                                                                                       Standard IV

College shall be recognized to make recommendations          together in the governance processes of the District
with respect to academic and professional matters to         and respective colleges .
the College President and Management Team of each
                                                                   The College mission statement emphasizes the
College, and, if necessary, consult collegially with the
                                                             institutional commitment to participatory gover-
Board of Trustees about individual College matters
                                                             nance . As mentioned earlier, the CLC adopted a
(A3) .”
                                                             statement that defines participatory governance and
      All institutional planning, discussion and recom-      delineates the role that each employee and student has
mendations relating to student learning programs and         in the decision-making processes of the College .
services are coordinated through the CLC . This body
is comprised of representatives from all instructional       Self Evaluation
divisions, administration, classified staff and students .        The College is proud of the campus culture of
In addition, representatives from the faculty senate,        participatory governance and an environment that
California School Employees Association (CSEA),              encourages all campus constituency groups to share
Curriculum Committee and faculty union are                   ideas, participate in discussions and be part of the
members of the CLC .                                         processes and decisions of the College .
Self Evaluation                                                   The participatory governance bodies on campus
                                                             have broad representation from all constituency
      The KCCD Board Policy Manual, the policy
                                                             groups, and most committees have co-chairs repre-
statement on participatory governance adopted by the
                                                             senting management, faculty members and classified
College, and general campus practices and procedures
                                                             employees .
clearly indicate the College’s commitment to relying
on all constituency groups for input into the student        Planning Agenda
learning programs and services of the College .
     The College meets this standard .

Planning Agenda
                                                             A.4. The institution advocates and
                                                                   demonstrates honesty and integrity
                                                                   in its relationships with external
                                                                   agencies. It agrees to comply with
A.3. Through established governance                                Accrediting Commission standards,
      structures, processes, and practices,                        policies, and guidelines, and
      the governing board, administrators,                         Commission requirements for public
      faculty, staff, and students work                            disclosure, self study and other reports,
      together for the good of the institution.                    team visits, and prior approval of
      These processes facilitate discussion                        substantive changes. The institution
      of ideas and effective communication                         moves expeditiously to respond
      among the institution’s constituencies.                      to recommendations made by the
Descriptive Summary
                                                             Descriptive Summary
     The KCCD Board of Trustees, in accordance
with the policies and procedures outlined in the Board            Porterville College is committed to meeting the
Policy Manual, clearly encourages the role of adminis-       goals and objectives as established by the Accrediting
trators, faculty members, staff and students in working      Commission . During the last accreditation report,
                                                             some information was requested by the Commission,

Porterville College

and the College responded promptly . As more infor-
mation was requested, the College complied .               A.5.   The role of leadership and the
                                                                  institution’s governance and decision-
       The College responds to the U .S . Dept . of               making structures and processes
Education through its designated representatives who              are regularly evaluated to assure
coordinate Title IV and V grants on campus . Title                their integrity and effectiveness. The
IV (federal student financial aid) funds are coordi-              institution widely communicates the
nated through the Financial Aid Office . Currently,               results of these evaluations and uses
that office administers only Federal Work Study                   them as the basis for improvements.
Grants and Pell Grants . In the mid-1990s the College
voluntarily elected to discontinue administering           Descriptive Summary
various federal student loans due to its experiences
with high student default rates . The College Financial          The KCCD Board Policy Manual has in place
Aid Office confirmed that its only contact with the        a standardized method for evaluating all manage-
U .S . Dept . of Education is through annual reports       ment staff at the College and District . The timelines
filed by the KCCD and routine audits . The College         and procedures in this process are followed by the
has passed all audits and is in good standing with         College in an effort to effectively evaluate, enhance the
the federal agency . As a result, Porterville College      performance of, and improve upon the quality of its
students continue to receive Title IV federal financial    leadership .
aid .
                                                           Self Evaluation
      Title V federal grant money is received by the
                                                                 During the spring and fall 2005 terms, the CLC
College through an individual grant and a coop-
                                                           discussed methods to increase the effectiveness of this
erative grant with the College of the Sequoias . The
                                                           body . Since a variety of programs, grants, commit-
College received authorization for funding the third
                                                           tees and services are required to provide progress
year of the five-year individual grant and is in good
                                                           reports to the CLC, the meetings were consumed
standing with the U .S . Dept . of Education . Grant
                                                           by reports, leaving little time for in-depth discussion
project directors are required to attend annual Title V
                                                           and planning . A small working group from within
meetings and submit annual reports .
                                                           the CLC was appointed to discuss and bring back to
Self Evaluation                                            the CLC recommendations for improvement . These
                                                           recommendations were brought to the CLC in fall
      The College is committed to and demonstrates         2005 .
honesty and integrity in its relationships with external
agencies, including the Accrediting Commission . This           One of the recommendations made was to move
self-study report and reports previous to this one were    some of the reports to the President’s Cabinet to
completed through an open and participatory process .      allow for additional time for discussion and planning
In the interim visit, the College responded appropri-      within the CLC . Although this recommendation
ately and in a timely manner to the requests of the        was approved by the CLC, it was not implemented
Commission . In addition, all related reports from         due to the time restrictions of the President’s Cabinet
external agencies are completed within the timelines       meetings .
provided in a manner consistent with the specified              Another recommendation made to improve the
requirements .                                             CLC was to implement a “2+2+2” approach to the
     The College meets this standard .                     development of subcommittees . This recommenda-
                                                           tion suggests that subcommittees be comprised of
Planning Agenda                                            2 faculty members, 2 classified employees, and 2
                                                           management representatives . In addition to ensuring

                                                                                                     Standard IV

equal representation on each sub-committee, the          tives . Of the seven members of the KCCD Board of
smaller number would also mean fewer staff would         Trustees, two members represent central Bakersfield,
have to serve . Other recommendations continue to        two represent southwest Bakersfield and one each
be considered, and the CLC continues to evaluate its     represents Porterville, Ridgecrest and northeastern
effectiveness .                                          Kern County . A student member serves on the Board
                                                         for a one-year term . This student representative comes
      Even though committees such as the CLC have
                                                         from each of the colleges in the District on a rota-
internal self-evaluative discussions, the College does
                                                         tional basis .
not have a regular or systematic process for commit-
tees to evaluate effectiveness .                              The KCCD Board Policy Manual is a compre-
                                                         hensive document that enumerates all policies and
Planning Agenda                                          procedures of the District regarding the ongoing
• During 2006-2007, the CLC will discuss and             delivery of services at the Colleges and District Office .
     develop a process for evaluating committees and     Porterville College adheres to the policies and proce-
     decision-making processes .                         dures as listed in the policy manual .
                                                               The policy manual provides the process for the
                                                         selection and evaluation of the College President .
B.     Board and Administration Organization
                                                         Self Evaluation
       In addition to the leadership of
       individuals and constituencies,                        During the fall 2005 term, the College and
       institutions recognize the designated             District completed the selection process for the new
       responsibilities of the governing board           President at Porterville College . The process followed
       for setting policies and of the chief             established Board Policy . The College meets this
       administrator for the effective operation         standard .
       of the institution. Multi-college districts/
       systems clearly define the organizational         Planning Agenda
       roles of the district/system and the

                                                         B.1.a. The governing body is an independent
B.1. The institution has a governing board                       policy-making body that reflects the
      that is responsible for establishing                       public interest in board activities and
      policies to assure the quality, integrity,                 decisions. Once the board reaches a
      and effectiveness of the student                           decision, it acts as a whole. It advocates
      learning programs and services and                         for and defends the institution and
      the financial stability of the institution.                protects it from undue influence or
      The governing board adheres to a                           pressure.
      clearly defined policy for selecting and
      evaluating the chief administrator for             Descriptive Summary
      the college or the district/system.
                                                               The members of the Board are elected from
                                                         their respective communities . There are five trustee
Descriptive Summary
                                                         areas representing the District with seven members
     The KCCD Board of Trustees is the governing         voted onto the Board . As stated in the KCCD Board
body of the District . The KCCD service area is          Policy Manual (2B2), “A candidate must be an elector
divided into five segments for elected representa-       residing in and registered to vote in the area to be

Porterville College

represented . Members of the Board of Trustees shall       integrity; student and staff diversity; a broadly-based,
be elected by the electors of the area in which the        systematic approach to decision-making; and partner-
member(s) resides .”                                       ships with the community .”
     Since the members are elected from within their       Self Evaluation
respective communities, each member reflects the
interest of his/her constituency . Collectively, the            The Board Policy Manual (1B) states that “The
Board represents the public of the KCCD and the            Board of Trustees and the Administration shall solicit
colleges operated by the District .                        input from faculty, classified staff, management
                                                           personnel, students, and the community relative to
Self Evaluation                                            the development and amendment of policies in the
                                                           following areas: Educational Philosophy; Educational
      Board of Trustee members are elected by the
                                                           Values; and Goals of Community College Education .”
surrounding communities . They are highly visible
and active members of these communities . Because of             The Board exercises its responsibilities according
this, they are intermediaries between the District, its    to its policy, the laws and the regulations set forth by
personnel and the public . This creates opportunities      the Board of Governors of the California Community
for the exchange of information and input concerning       Colleges .
District policies .
                                                           Planning Agenda
Planning Agenda                                            None

                                                           B.1.c. The governing board has ultimate
B.1.b. The governing board establishes                             responsibility for educational quality,
        policies consistent with the mission                       legal matters and financial integrity.
        statement to insure the quality,
        integrity, and improvement of student              Descriptive Summary
        learning programs and services and the
        resources necessary to support them.                     The ultimate responsibility of the Board is stated
                                                           in section 2A1 of the KCCD Board Policy Manual:
Descriptive Summary                                        “The Board of Trustees of the Kern Community
                                                           College District is the governing body of the District .
      As stated in the KCCD Board Policy Manual            The Board of Trustees exists by virtue of and derives
(2A1), “The Board of Trustees as the controlling body      its powers from the Constitution and the Acts of
of the District is charged with approving and adopting     the Legislature of the State of California and the
the policies for the operation of the District; deter-     Rules and Regulations of the Board of Governors
mining that adequate funds are available to enable the     of the California Community Colleges . The Board
staff to execute these polices; and acting as a board of   of Trustees as the controlling body of the District is
appeals .” These policies are in support of the College    charged with approving and adopting the policies
efforts toward the development and implementation          for the operation of the District; determining that
of its student learning programs and services .            adequate funds are available to enable the staff to
     The Educational Values section of the policy          execute these policies, and acting as a board of appeals .
manual (1B2A) states that the Board of Trustees            The Board shall exercise all the powers, duties, respon-
“values the teaching-learning process; individual          sibilities and obligations given to it by law . Its primary
students and staff; change and efforts to improve          function is the determination of general policies for
learning; student access while maintaining academic        and exercise of general supervision of the District . The

                                                                                                    Standard IV

details and administration thereof shall be carried out   participatory governance and related committees
by its officers and employees .”                          within the District . As changes are recommended,
                                                          they are brought to the Cabinet for review, discussion
Self Evaluation                                           and dissemination back to the colleges for review . The
     The Board functions in accordance with its legal     faculty, classified and management representatives on
authority and assumes ultimate responsibility for the     the Cabinet take back these recommended changes
operations, programs and services within the District .   to their respective constituency groups for input .
                                                          Any recommendations or concerns are then brought
Planning Agenda                                           back to the Cabinet at its subsequent meetings . Once
                                                          consensus is reached by the Cabinet, these recom-
                                                          mended changes are then brought to the Board for
                                                          review and approval . The KCCD Board policies and
                                                          procedures are updated as appropriate to reflect the
B.1.d. The institution of the governing board             changing needs of the colleges, students and commu-
        publishes the board bylaws and                    nities it serves .
        policies specifying the board’s size,
        duties, responsibilities, structure, and          Self Evaluation
        operating procedures.
                                                               The Board functions in accordance with its legal
Descriptive Summary                                       authority and assumes ultimate responsibility for the
                                                          operations, programs and services within the District
      The KCCD Board Policy Manual specifying             colleges .
District policies, procedures and organizational
                                                               Procedures are in place for continued monitoring
structure is published, regularly updated as appro-
                                                          and updating of the governing board’s policies and
priate and made available to all District personnel .
                                                          procedures .
The Board Policy Manual is available on the District
website . At Porterville College, hard copies are         Planning Agenda
available in various offices around campus .
Self Evaluation

     The District meets this standard .
                                                          B.1.f. The governing board has a program for
Planning Agenda                                                  board development and new member
                                                                 orientation. It has a mechanism
                                                                 for providing continuity of board
                                                                 membership and staggered in terms of
B.1.e. The governing board acts in a manner
       consistent with its policies and bylaws.           Descriptive Summary
       The board regularly evaluates its
       policies and practices and revises them                 The terms of the Board members are staggered
       as necessary.                                      in an effort to provide continuity of membership .
                                                          The term of the student representative is a one-year
Descriptive Summary                                       appointment that is rotated among the colleges in
                                                          the District . New Board members are oriented by
    The Chancellor’s Cabinet reviews Board Policy         the Board President and the Chancellor, and each
changes that may be recommended by the various

Porterville College

is encouraged to attend a new trustee orientation in      Planning Agenda
Sacramento .
                                                          • The Board will develop and implement a self-
      The Board members are actively involved in many        evaluation process .
local, regional, state national committees and organi-
zations . One of the goals established by the Board for
2005-06 is to continue Board member participation at
                                                          B.1.h. The governing board has a code of
the State and national levels .                                  ethics that includes a clearly defined
                                                                 policy for dealing with behavior that
Self Evaluation
                                                                 violates its code.
     In addition to its regularly scheduled meetings,
the Board periodically has special meetings to address    Descriptive Summary
specific issues that may increase the knowledge of
                                                                As indicated in the KCCD Board Policy Manual,
Board members regarding areas relating to District
                                                          Statement of Ethics (2F), “The members of the Board
and college operations .
                                                          of Trustees shall comply with the ethical requirements
     One of the Board members has been appointed          of the State of California . In fulfilling their roles as
to the California Community Colleges Board of             members of the Board, they shall hold the educational
Governors . The members are actively involved in          welfare of the students of the District as their primary
growth and development activities as appropriate .        concern; maintain confidentiality on District matters
                                                          as appropriate; base individual decisions on available
Planning Agenda                                           facts and uphold the final decisions of the Board; take
None                                                      no action as a member of the Board for personal gain;
                                                          and conduct personal relationships with District staff
                                                          and members of the community based on the fact that
                                                          they have no legal authority outside the meetings of
B.1.g. The governing board’s self evaluation
                                                          the Board .”
       processes for assessing board
       performance are clearly defined,
                                                          Self Evaluation
       implemented, and published in its
       policies and bylaws.                                     There currently is no defined policy for dealing
                                                          with behavior that violates this statement of ethics .
Descriptive Summary                                       However, there have been no reported instances when
                                                          this has been necessary . The Board members are
     There is currently no self-evaluation process for
                                                          required to submit a conflict of interest statement and
the Board; however, Board minutes reflect an ongoing
                                                          inform the Board of any matter under consideration
effort on behalf of the Board members toward
                                                          that might involve or appear to involve a conflict of
working collegially with District and college staffs to
                                                          interest .
enhance Board performance .
                                                          Planning Agenda
Self Evaluation
                                                          • The Board will consider developing a policy for
      The most recent self-evaluation was conducted in       dealing with behavior from members who may
2000-01 . The written results and the framework used         violate the Statement of Ethics .
for the evaluation process are both available in the
Chancellor’s office .

                                                                                                       Standard IV

                                                                   policies and holds him/her accountable
B.1.i. The governing board is informed about                       for the operation of the district/system
       and involved in the accreditation                           or college, respectively.
                                                            Descriptive Summary
Descriptive Summary
                                                                    The KCCD Board Policy Manual states in
     The Board has received information and been            the Management of the District section 2A2: “The
apprised of accreditation and its standards on an           Board shall determine the administrative organiza-
ongoing basis as appropriate . During the research and      tion necessary to execute District policies . It shall
development of the self-study report, Board members         elect a Chancellor and such other officers as may be
are updated on the progress of the report at their          required and fix their compensation and terms of
regular Board meetings . Each Board member receives         office . The Board shall hold the Chancellor respon-
a draft copy of the college self-study reports for review   sible for the efficient administration and supervision
and comment prior to its finalization . Once the final      of the entire system and shall evaluate the Chancellor .
report is completed, the President of the Board signs       The administration of the KCCD is that of line and
off on the document prior to its submission to the          staff . Employees should conduct College or District
Accrediting Commission and visiting team members .          business according to this organizational arrangement .
                                                            The College President’s administrative organization
Self Evaluation                                             shall be the established authority on campus . Staff
     The Board of Trustees of the KCCD is a strong          members should report to the designated adminis-
advocate of the self-study process . Board members,         trator on specific problems . The College President is
through regular meetings, are given updates on              the final authority at the College level .”
each campus’s self-study as well as the accreditation
                                                            Self Evaluation
process . Board members have participated on self-
study standard subcommittees and at times provided               The District meets this standard .
necessary information . A special meeting has been
scheduled in March 2006 with the Board members              Planning Agenda
and appropriate personnel to discuss accreditation and      None
review the self-study process at each College .

Planning Agenda
                                                            B.2. The president has primary responsibility
                                                                  for the quality of the institution he/
                                                                  she leads. He/she provides effective
                                                                  leadership in planning, organizing,
B.1.j. The governing board has the                                budgeting, selecting and developing
       responsibility for selecting and                           personnel, and assessing institutional
       evaluating the district/system chief                       effectiveness.
       administrator (most often known as the
       Chancellor in a multi-college district/
       system) or college chief administrator
       (most often known as the president)                  B.2.a. The president plans, oversees,
       in the case of a single college. The                        and evaluates an administrative
       governing board delegates full                              structure organized and staffed to
       responsibility and authority to him/her                     reflect the institution’s purpose, size
       to implement and administer board                           and complexity. He/she delegates

Porterville College

       authority to administrators and others               Planning Agenda
       consistent with their responsibilities, as
                                                            • During the development of the 2007-08
                                                               budget, the College will consider increasing its
                                                               administrative staff .
Descriptive Summary

     As stated in Board policy (2A2), “The College
President’s administrative organization shall be the        B.2.b. The president guides institutional
established authority on campus . Staff members                    improvement of the teaching and
should report to the designated administrator on                   learning environment by the following:
specific problems . The College President is the final
authority at the College level .”                           • Establishing a collegial process that sets
                                                              values, goals, and priorities
     It is the responsibility of the President to make
recommendations to the Chancellor for the employ-           Descriptive Summary
ment, retention, and dismissal of all staff; assume the
                                                                 This College mission statement reflects the
responsibility for the assignment of all staff; supervise
                                                            values, goals, and priorities of the institution:
the evaluation of staff and make recommendations
regarding retention and promotion; and appoint                    “Students are our focus at Porterville College .
management representatives to standing and ad hoc           All staff members are committed to providing an
committees .                                                excellent educational experience to our diverse
                                                            community in an environment that fosters student
Self Evaluation                                             learning and success . In promoting a student-centered
                                                            learning environment, the College staff commits itself
      A new President for Porterville College was hired
                                                            to innovation, respect, collaboration, and participa-
in December, 2005 . In the past, and thus far with the
                                                            tory governance .”
new President, the President provides effective leader-
ship and assumes the responsibilities as outlined in             A variety of committees have been established
this section of Board policy .                              that discuss all related issues of institutional planning
                                                            and review, budget, instruction and student learning .
      During the past several years, the administra-
                                                            Two of the larger participatory governance bodies are
tive staff has been reduced due to budget cuts and
                                                            the President’s Cabinet and the CLC . The President
recommendations from a management and organi-
                                                            chairs the President’s Cabinet and is a member of the
zational audit conducted a few years ago . Since the
                                                            CLC . The roles of these committees are outlined
1999-2000 academic year, the College has gone from
                                                            throughout this document .
two Vice Presidents and three Deans to one Vice
President and two Deans . In addition, the position of      Self Evaluation
Director of Learning Outreach was eliminated, and
the Director of Admission and Records position and                The President provides leadership that fosters a
the Director of Maintenance and Operations position         collegial process . The College is proud of its student-
were combined with existing management positions .          centered environment and how the staff work coop-
Although the current size of administration is barely       eratively in service to students .
adequate for the size and complexity of the College,             The College meets this standard .
it will not be as the College enrollment and programs
continue to grow .                                          Planning Agenda
     The College meets this standard .                           None

                                                                                                        Standard IV

• Ensuring that evaluations and planning                          The CLC is the primary committee on campus
  rely on high quality research and analysis                 through which all institutional planning is coordi-
  on external and internal conditions                        nated . The functions, membership and charge of the
                                                             CLC are outlined earlier in this report . The CLC
Descriptive Summary                                          evaluates all educational planning and makes appro-
     The Office of Institutional Research consists of        priate recommendations to the President’s Cabinet .
the Director of Institutional Research and an institu-
                                                             Self Evaluation
tional research analyst . The Director reports directly
to the President .                                                Although the CLC has been an effective body for
      The Office of Institutional Research assists all       overseeing and evaluating all institutional planning,
areas on campus as appropriate . On a regular basis it       some revisions to the CLC are being considered .
provides data to the College community on demo-              When the CLC was first developed, one of the goals
graphics, enrollment, student success, retention and         was to combine committees so that all planning would
transfer rates . The office coordinates a link on the        go through one committee and avoid committees
College website homepage which lists and houses all          working independently of each other . Even though
institutional research reports and findings .                the reorganization accomplished this goal, the CLC
                                                             has been discussing the re-development of subcom-
Self Evaluation                                              mittees in budget and enrollment planning to provide
                                                             more detailed focus . These subcommittees would
      The institutional research activities of the College   report to the CLC, not be independent of the CLC .
have greatly improved over the years . In the past, the
College did not have a full-time researcher . Now, the            The Educational Master Plan needs to be
College employs a full-time director (who is a faculty       updated and the program review process modified to
member) and a full-time research analyst (who is a           make the process more efficient, effective and useful .
classified employee) . Although both of these indi-          A working group from within the CLC was estab-
viduals have other duties related to various grants,         lished to review and make recommendations to refine
they collectively provide sufficient assistance for the      the program review process .
research needs of the College .
                                                             Planning Agenda
Planning Agenda                                              • The review and modification to the program review
                                                               process will be completed in spring 2006 .
                                                             • During fall 2006, the CLC will discuss the process
                                                               for updating the Educational Master Plan .
• Ensuring that educational planning is
  integrated with resource planning and
  distribution to achieve student learning                   • Establishing procedures to evaluate overall
  outcomes                                                     institutional planning and implementation
Descriptive Summary
                                                             Descriptive Summary
      Porterville College has an Educational Master
Plan . This plan outlines resource allocation and                  As noted throughout this document, the CLC is
programs and projects faculty, staff and student needs       the primary body for institutional planning and imple-
through 2009 . On a rotating cycle, each instructional       mentation . This committee is the most comprehen-
and non-instructional division or program undergoes          sive participatory structure on campus and includes
a program review .                                           all management, division chairs, program directors,

Porterville College

classified representatives, CCA and CSEA representa-        Self Evaluation
tives and students .
                                                                 The President provides effective leadership and
      The CLC addresses all college-wide issues             ensures that all statutes, regulations and Board policies
including program review, resource allocation and           and procedures are consistently followed . The College
institutional effectiveness . This body makes recom-        meets this standard .
mendations to the President’s Cabinet, and decisions
are by consensus . All programs, standing commit-           Planning Agenda
tees and other ancillary groups or taskforces report
progress, issues and concerns to the CLC for consid-
eration .

Self Evaluation                                             B.2.d. The President effectively controls
                                                                   budget and expenditures.
      Even though various committees often evaluate
their effectiveness and modify accordingly, there are
                                                            Descriptive Summary
no established procedures to systematically evaluate
the College’s planning and implementation efforts .               The President has significant control over the
                                                            budget and expenditures . The College allocation
Planning Agenda
                                                            is received from the District, and the College then
• During 2007-2008, the CLC will discuss                    works through the participatory governance structure
   developing a standard procedure for evaluating           to develop its specific budget accounts . The CLC
   institutional planning and implementation efforts .      provides general oversight into the development and
                                                            eventual approval of the College budget . Even though
                                                            all budget managers are responsible for their budgets,
B.2.c. The President assures the                            the President maintains final control over the budget
       implementation of statutes,                          and expenditures .
       regulations, and governing board
       policies and assures that institutional              Self Evaluation
       practices are consistent with                             The Board of Trustees and the College President
       institutional mission and policies.                  set budget reviews and recommendations . The
                                                            President holds weekly meetings with the College’s
Descriptive Summary                                         Director of Business Services to monitor budgets and
     As stated in the KCCD Board Policy Manual              expenditures . Through the CLC, the Director of
(2A2), “The president is the final authority at the         Business Services provides updates and addresses the
College level .” The President directs the efforts of the   budget development process in a timely manner .
College to ensure that it appropriately follows all State        Although the CLC has been providing effective
laws and statutes and District policies and procedures .    oversight of the budget and the budget development
      The President’s Cabinet meets monthly to              process, it is felt that having a smaller subcommittee
discuss and approve the recommendations from the            of the CLC to review the budget development process
CLC . In addition, this cabinet provides assistance         and ongoing expenditures would better assist the
and direction to the President in the implementation        President in her control of the budget .
of such policies and statutes . The President, in turn,
utilizes this cabinet to present recommendations for
consideration and to distribute necessary District or
State information .

                                                                                                     Standard IV

Planning Agenda                                                  operation of the colleges. It establishes
                                                                 clearly defined roles of authority and
       • During spring 2006, the College Learning                responsibility between the colleges
Council will re-institute the Budget Planning and                and the district/system and acts as the
Review subcommittee .                                            liaison between the colleges and the
                                                                 governing board.

B.2.e. The President works and communicates
        effectively with the communities                  B.3.a. The district/system clearly delineates
        served by the institution.                               and communicates the operational
                                                                 responsibilities and functions of the
Descriptive Summary                                              district/system from those of the
                                                                 colleges and consistently adheres to
     As mentioned previously, the College recently               this delineation in practice.
hired a new President . During the interview process
and in review of her application materials and            Descriptive Summary
reference checks, it was evident that she was an active
member in her community . The College is confident             The colleges work collaboratively with the
this will continue as she assumes her new position .      District to ensure communication among the District,
                                                          colleges and Board of Trustees . The District provides
     The former College President served on the
                                                          support to the colleges and does not involve itself with
Porterville Chamber of Commerce in order to gain
                                                          the daily operations of the colleges .
a personal understanding of the local business sector .
He was a regular speaker at civic and social organi-      Self Evaluation
zations in the College’s service area . He was also a
member of Rotary and attended numerous social                   During the years previous to the current Chan-
engagements throughout the county .                       cellor, the College felt the District exercised more
                                                          control over the daily operations of the College than
Self Evaluation                                           it should have . As the District began to incorpo-
                                                          rate participatory governance into the framework
     The former President was an active member of
                                                          of District-wide committees and began to employ
the community and communicated well within the
                                                          practices that displayed commitment to participatory
service area of the College . The College is confident
                                                          governance and the support-only responsibilities of
the new President will continue these investments in
                                                          the District office, this concern has generally dissi-
the community .
                                                          pated .
Planning Agenda                                                 During the past few years, the District has
None                                                      implemented organizational modifications in terms
                                                          of responsibilities, duties and reporting lines . The
                                                          District has recently distributed a revised organiza-
                                                          tional chart to the College to clarify the reporting
B.3.    In multi-college districts or systems,            lines and responsibilities of respective staff .
        the district/system provides
        primary leadership in setting and                 Planning Agenda
        communicating expectations of
        educational excellence and integrity              None
        throughout the district/system and
        assures support for the effective

Porterville College

                                                             Planning Agenda
B.3.b. The district/system provides effective
       services that support the colleges in
                                                             • By December 2006, a new District-wide allocation
                                                                model will be identified and approved by the Board
       their mission and functions.
                                                                of Trustees .
Descriptive Summary

      The KCCD maintains a series of commit-                 B.3.d. The district/system effectively controls
tees and service groups that make up a system that                  its expenditures.
provides support for the three colleges that make up
the District . These service groups include Business         Descriptive Summary
Services, Human Resources, Information Technology,
Educational Services and District Student Support                  The KCCD Board Policy Manual indicates that
Services . These service groups provide budgetary,           one of the general functions of the Board is “deter-
technology, employee and student support . They              mining that adequate funds are available to enable
facilitate consistency among the colleges in the inter-      the staff to execute these policies .” Since the Board is
pretation of Board policies .                                primarily responsible for exercising general supervi-
                                                             sion of the District, it ensures that expenditures are
Self Evaluation                                              effectively managed and controlled .
     The District meets this standard .                            The District Chief Financial Officer makes
                                                             presentations at the monthly meetings of the Board of
Planning Agenda                                              Trustees regarding the allocation and expenditures and
None                                                         legislative initiatives that may impact the budget . The
                                                             College Business Director communicates regularly
                                                             with the District Chief Financial Officer, College
                                                             President and participatory governance committees
B.3.c. The district/system provides fair
                                                             on campus regarding the budget .
       distribution of resources that are
       adequate to support the effective                     Self Evaluation
       operations of the colleges.
                                                                   The Board of Trustees effectively monitors the
Descriptive Summary                                          District allocation . The College budget is developed
                                                             and monitored through the participatory governance
      The distribution of resources is determined by         structures established on campus . The District meets
a District allocation formula . The District has been        this standard .
reviewing the budget allocation model to more fairly
distribute the allocation received from the State .          Planning Agenda

Self Evaluation                                              None

     In various District-wide meetings, the College
has expressed its concern that the budget allocation
                                                             B.3.e. The chancellor gives full responsibility
model does not include a small college factor . This
                                                                    and authority to the presidents of the
concern is currently being addressed . The District
                                                                    colleges to implement and administer
has committed itself to reviewing and modifying the                 delegated district/system policies
allocation model so that it is fair to all colleges in the          without his/her interference and holds
District .

                                                                                                     Standard IV

       them accountable for the operation of               Self Evaluation
       the colleges.
                                                                The District meets this standard .
Descriptive Summary                                        Planning Agenda
       As indicated in Board Policy (2A2), “The                 None
College President is the final authority at the College
level .” In addition, this section also states that “the
College President’s administrative organization
shall be the established authority on campus . Staff       B.3.g. The district/system regularly evaluates
members should report to the designated adminis-                  district/system role delineation and
trator on specific problems .”                                    governance and decision-making
                                                                  structures and processes to assure their
Self Evaluation                                                   integrity and effectiveness in assisting
                                                                  the colleges in meeting educational
     The President has indicated that the Chancellor              goals. The district/system widely
gives her full responsibility to administer District and          communicates the results of these
College policies, and that ultimate accountability rests          evaluations and uses them as the basis
with the President . This standard is met .                       for improvement.

Planning Agenda                                            Descriptive Summary
     None                                                        The participatory governance committees across
                                                           the District consistently monitor their structures
                                                           and processes and attempt to improve their effective-
B.3.f. The district/system acts as the                     ness to meet the needs of the colleges . A task force
       liaison between the colleges and the                was recently formed by the Chancellor to evaluate
       governing board. The district/system                all District-wide committees and to make recom-
       and the colleges use effective methods              mendations regarding how these committees could
       of communication, and they exchange                 be modified, reduced or eliminated in an effort to
       information in a timely manner.                     improve efficiency and effectiveness . The task force
                                                           recommended a variety of changes to the committee
Descriptive Summary                                        structures, and these changes were presented to the
                                                           Chancellor’s Cabinet for review and discussion . These
     Regular meetings of the Board of Trustees are
                                                           recommendations were also distributed to the colleges
held once each month . Dates, times and places are
                                                           for review .
determined at the annual organization meeting .
Special meetings may be called as provided by law .        Self Evaluation
During these meetings, staff from the District office
and each of the colleges make presentations, share              The task force did an excellent job of reviewing
information and communicate issues and concerns .          the District committees and making recommenda-
                                                           tions, and many of these recommendations were
     There are a variety of District-wide participatory    implemented . However, there is no regular, consistent
governance committees with representative member-          and standard method to evaluate decision-making
ship from the District office and each of the colleges .   structures and processes .
These venues provide an effective forum for communi-
cation between the District and colleges .

Porterville College

Planning Agenda                                     Standard IV: Leadership and Governance
• The District Chancellor’s Cabinet will consider   A . Decision-Making Roles and Processes
  developing a systematic process to evaluate the       ♦ College mission statement
  governance structures and processes .                 ♦ Introduction to Participatory Governance at
                                                          Porterville College
                                                        ♦ KCCD Board Policy Manual and sections 1B,
                                                          1B2A, 2A1, 2A2, 2B2, 2F, 6
                                                        ♦ Porterville College Title V Hispanic Serving
                                                          Institutions Grant
                                                        ♦ Porterville College Cooperative Title V
                                                          Hispanic Serving Institutions Grant
                                                        ♦ College Learning Council (CLC) membership
                                                          and minutes

                                                    B. Board and Administrative Organization
                                                       ♦ KCCD Chancellor’s Cabinet membership and
                                                       ♦ Organizational Charts
                                                       ♦ Educational Master Plan
                                                       ♦ Institutional Research Web Site
                                                       ♦ President’s Cabinet Membership and minutes
                                                       ♦ KCCD Budget Allocation Model

  Summary of the
Self-Study Process

Porterville College

                                                                               Summary of the Self-Study Process

SUMMARY OF THE SELF-STUDY                                     and implementation of program-level SLOs for
                                                              instructional and non-instructional divisions and
                                                              programs .
College Commitment to the Self-Study                        • Stabilize funding through the development of
                                                              a District-wide budget allocation model that
     The self-study process that has culminated in this       incorporates a process more equitable to small
report has provided the College with an opportunity           colleges during times when funding and FTES have
to evaluate the quality of our institution in its service     been reduced .
to our students and community . This process has            • With an improved funding base, begin to hire
allowed the College to undertake thoughtful consider-         back lost staff, reinstitute discontinued vocational
ation, analysis and discussion of how the institution is      programs and improve upon the College
meeting the standards of accreditation .                      infrastructure .
     The College has taken the self-study process           • Continue to emphasize program review and link it
seriously and is committed to addressing the concerns         with budget and staffing .
and building upon the successes identified in this
report .

Process to Complete Planning Agendas

     The College Learning Council (CLC) will
provide general oversight of the completion of the
planning agendas identified throughout this report .
The CLC will conduct periodic reviews of the
planning agenda items to ensure their completion
and to provide appropriate support to the programs
responsible for their completion .
     The College will be committed to completion
of the planning agenda items within the timelines
indicated; however, the College also realizes that
budget constraints or staffing limitations may require
a degree of timeline flexibility . Some planning agenda
items may be completed soon while others may be
long-term projects .

General Planning Summary

      Although there are numerous specific planning
agendas indicated throughout this report, the
following is a summary of the major items . These
will be the centerpiece of much of the planning the
College will undertake during the next few years:
• Continue with and eventually complete the
  training of all staff in the development of SLOs .
• Work collaboratively through the campus
  participatory governance bodies to develop
  institutional SLOs . Continue the development