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Response to the Request of the Commission

SECTION II

Elements of the Recommendation1 – Second Component for Comment

The college regularly evaluate and document the college's progress on the achievement of goals outlined in the strategic plan and individual unit plans and use the results of this evaluation to improve student learning and institutional effectiveness (I.B.2, I.B.4) (II.A.2.c,e,f)(II.B.4)(II.C.2). 

II.1 Evaluation Team Comments
  However, with an examination of the Strategic Plan, the team determined that while the goals are generally stated in measurable terms, they lack clearly stated expected outcomes, delineation of responsibility, and a process to monitor the college's progress in meeting the goals outlined in these plans.  As a result, the college does not have a formal and structured process to document its progress on achieving each of these goals, and therefore the team was unable to fully determine how well the college is achieving its intended outcomes (I.B.2).

College Response and Corrective Action Taken: 

Each year the college includes information on the status of its progress on strategic plan strategies and goals in the Final Budget. The college chose to use the Final Budget document to memorialize progress on goals in this document because it is a permanent record and it is widely distributed across the college and the communities served by the college. Additionally, as noted by the evaluation team, the strategic plan is the driving force behind resource allocation decisions. In recognition of the evaluation team's concerns, the college has decided to be more specific in the progress reported as part of the update on progress made in achieving strategic plan goals. The college also added more details on the amount of resources allotted to achieve each goal. In further recognition of the evaluation team's comments, the college will modify the progress statements on the goals to include more evaluative information.

Progress and Analysis:

The Budget Guidelines section (Attachment 10) of the Final Budget includes the most current report of progress made on the goals. The Budget Request Form (Attachment 2) includes comments on the intended impact of a resource allocation. This information will be used to further refine the report of the impact of resource allocation decisions. The college provides status information on progress toward each goal in the Tentative Budget and will include a more comprehensive progress report in the Final Budget. Budget Guidelines is the college's most recent evaluation of progress made in achieving strategic plan goals. The reporting process used by the college meets the needs of Gavilan College and the requirements of the accreditation standards. The organization chart utilized by the college provides a clear delineation of responsibility for accomplishment of each goal. Goals that are set forth in the unit plan are tied to the strategic plan and state the intended outcome and measurement to achieve each goal. The budget request form is generated at the department level, is incorporated into the unit plan and serves as an additional link to the responsible department and the appropriate administrator. The delineation of responsibility can be traced back to this process. The college's progress in meeting the strategic plan's goals is also directly linked to this process and monitored accordingly as program review filters up to President's Council for final review and fed back to the departments for further unit plan development and budget requests that support student learning and further student learning outcomes. The college does not see a need to add further identifying comments about assignment of responsibility for achievement of strategic plan goals.




II.2 Evaluation Team Comments
  The team found that the opportunity for participation and input was adequate.  The team's only concern in this area is the communication of the college's planning and decision making processes throughout the institution.  In particular, some professional support staff are not familiar with the program review and unit planning processes.  The team would encourage the college to examine the methods it uses to inform all members of the campus community on the college's planning and evaluation processes, how these processes affect them, and what their opportunities for involvement are (I.B.4).

College Response and Corrective Action Taken: 

A thorough examination of how the college communicates information reveals that through campus newsletters, distribution of the minutes of all committees, distribution of board agendas and in discussions with the Superintendent/President during two structured staff development days each year, a concerted effort is made to familiarize and engage all staff with the program review and unit planning processes. From department meetings to participation in governance committees, all constituent campus groups are invited to participate in the planning and decision-making processes of the college. Program managers are directed to engage their staff in conversations about department needs and provide input for unit plan development. The college strives to keep professional support staff informed, connected and aware of what is occurring on campus and how their voices are important in determining the direction of the college.

Progress and Analysis:

The college follows the model of populating decision making committees with representatives from each campus group including the Budget Committee, Institutional Effectiveness Committee and President's Council. Each committee member's participation comes with the responsibility of disseminating information to his or her respective constituent groups to keep them involved in the shared governance process and to solicit input for the decision-making processes of the college. The college will continue to actively recruit, inform and engage professional support staff in the planning and decision making processes of the college at  all levels of participation, including the program unit level, governance committee level, and all staff development day involvement. 




II.3 Evaluation Team Comments
  A review of the unit plan documents revealed that the college is lacking a clear and consistent method to assure that unit plans are consistent in quality and are connected to the program review process. Sharing with adjunct faculty is also lacking, creating a gap in understanding for all members of the faculty (II.A.2.c).

College Response and Corrective Action Taken:   

The response for this comment is repeated from Paragraph I.5 of this report for ease of reading. IEC Guidelines are used to assist in completion of a comprehensive self study of each department during the program review cycle. Unit plans are a product of program review and are intended to outline plans that will correct deficiencies and enhance programs. The unit plans are connected to the strategic plan through reference to allocation requests and through identification of how a proposed course of action will lead to achievement of a strategic plan goal. The guidelines have been updated to reflect a more thorough and consistent process that places additional emphasis on the consistent application of IEC unit plan procedures. The procedures include review of the resource allocation requests by President's Council that are subsequently approved by the Board of Trustees.

The college recognizes that adjunct faculty members are an important resource for the college and serve a valued role in the instruction of students and therefore unit plan development. The college makes every effort to encourage and engage adjunct faculty members in all aspects of the college's operations. Adjunct faculty are invited to participate in faculty flex activities such as staff development days and faculty training days, department meetings, academic senate meetings and all governance committee meetings where discussion takes place regarding unit plan development and the budget planning process.

Progress and Analysis:

The college process is working and has generated substantial institutional improvements. 

AP 4020 was modified to include in its General IEC Responsibilities that "IEC approved action plans will include resource allocation requests that will be incorporated into department budget requests and unit plans.  Budget requests are for a three-year cycle". Also included in the revised AP 4020 procedures is the requirement that "Resource allocation requests included in program reviews will be presented to President's Council as part of the program review reporting and approval process.  President's Council will review resource allocation requests for consistency with the Strategic Plan" (Attachment 1: AP 4020, items B4-9, D3, E1-4).

Substantial efforts continue to be extended to encourage, engage and provide access for adjunct faculty in all aspects of the college's operations.  Each adjunct faculty member is assigned a Gavilan College email address. The address provides access to the college's intranet where all staff meeting announcements are posted on email with links to the minutes of all college governance committees, task force meeting announcements, campus activities, and cultural events. Current unit plans can be viewed via the intranet department chair link. Department minutes reveal adjunct faculty are consistently present at the counseling, Disability Resource Center (DRC), Extended Opportunity Programs and Services (EOPS) programs, Math department and Child Development meetings, among others.  There is adjunct faculty representation at Academic Senate meetings and the Basic Skills Task Force meetings.  All indications point to wide involvement in the operations of the college by adjunct faculty, although the number of adjunct faculty participating appears to be limited despite the effort put forth by the college. This may be attributed to the fact that the nature of the position may make full participation or wide –spread interest difficult, as multiple college teaching assignments may put time constraints on the amount of time spent on any one campus. The college is confident adjunct faculty are represented and involved in the operations of the college and will continue to provide access, encourage participation and provide ample opportunity for broad participation in all aspects of the college operations.




II.4 Evaluation Team Comments
  The college has not clearly linked recommended improvements to resource allocation (II.A.2.e).

College Response and Corrective Action Taken: 

The response for this comment is repeated from Paragraph I.6 of this report for ease of reading. The Budget Request Form (Attachment 2) was developed to address several concerns expressed in the Evaluation Team Report. This newly created form was implemented as part of the budget development process for the current fiscal year (FY 2007-2008). The form is prepared as part of the program review process to support each department's unit plan. Included on the form is the desired or expected outcome or improvement that is anticipated from the allocation of resources. Included on the form is a listing of the data elements that will be examined, or gathered, if the information is not already available, to determine if the resources were effective in achieving the desired results.

Progress and Analysis:

Implementation of the Budget Request Form is in progress. The college will need to complete a full cycle of the resource allocation request process before it can determine if the addition of this component meets the requirements of linking all elements of budget planning to resource allocation.




II.5 Evaluation Team Comments
  While the college has a process that connects strategic plan objectives with budgeting, this process does not yet include student learning outcomes (II.A.2.f).

College Response and Corrective Action Taken: 

The college is in the process of hiring a Student Learning Outcome Assessment Coordinator. Professional development training has been provided for faculty and staff during Staff Development Days and at special curriculum meetings in the past. Further student learning outcomes training opportunities will be offered such as the workshop offered on August 30, 2007 on assessment of student/program learning outcomes.
 

Progress and Analysis:

The college is making steady progress on incorporating student learning outcomes throughout all segments of the operations. This is evidenced in Strategy 1, Goal 8 of the Strategic Plan to "Develop student learning outcomes and assessments for all courses, programs, and the institution". Program review self study reports include student learning outcomes as a routine element addressed during the program review process. Incorporation of student learning outcomes into all aspects of budgeting and resource allocation decisions is a continuing project at the college. Student learning outcomes will be emphasized in the on-going refinement of the resource allocation and evaluation process. Once the Student Learning Outcome Assessment Coordinator is hired, the college will have the expertise and resources it needs to focus on the development of the assessment component in order to complete the student learning outcome process and infuse it into all aspects of the college planning processes.




II.6 Evaluation Team Comments
  Student Services SLOs do not appear to have an assessment component, and both SLO and PLO assessments seem to lack documentation indicating how the results will be used to improve services. Use of a questionnaire may not be the most effective method to capture assessment results as opposed to a more direct measure of assessment at the point of service delivery (II.B.4).

College Response and Corrective Action Taken:

The college is in the process of hiring a SLO Assessment Coordinator to assist all areas of the college develop its assessment measures. SLO training activities are planned for the fall semester. The student services divisional council will focus on developing appropriate assessment measures in the 2007-2008 academic year as a divisional goal.

Progress and Analysis:

The college is making steady progress on incorporating student learning outcomes throughout all segments of the college operations. Program review self study reports include student learning outcomes as a routine element that is required to be addressed during the program review process. The recently developed budget request form asks for outcomes and measurements as part of the budget request process. The Student Services Division is moving into the assessment phase for SLO's and PLO's for the 2007-2008 academic year. With the addition of the SLO Assessment Coordinator, the division will have a resource to assist in the development of effective assessment methods to document how results improve delivery of services to students. Once completed, the division will have completed full implementation of the student learning outcomes process.




II.7 Evaluation Team Comments
  A review of program planning documents and online web pages shows that little has been done to develop a program review process (II.C.1.e, II.C.2). Additionally, evaluation instruments used to analyze and develop plans for improvement of the library and learning support services to further student learning outcomes were noticeably absent (II.C.2).

College Response and Corrective Action Taken: 

The response for this comment is repeated from Paragraph I.9 of this report for ease of reading. The library program review self study report was completed in February 2007 just prior to the evaluation team's visit. The college has a long-standing program review process that it has used with success for a number of years. The library self study report includes program learning outcomes and program outcome measures, an action plan and budget requests.  Evaluation instruments and evidence supporting conclusions related to the quality of the library services program were included in the self study.

Progress and Analysis:

Given the team's comments, it appears the information the evaluation team member reviewed, to arrive at the conclusion included in the report, was incomplete at the time of the visit. It may be that the library self study had not yet been posted to the website, hard copy requested or made available to the visiting team, or that college staff failed to realize that the team was unaware of the status of the program review for this department. The college acknowledges that it had ample time to review the team report and failed to realize that the team report did not recognize that the library program review was recently completed.  A comprehensive Institutional Effectiveness Executive Summary Report of the program review was issued on February 2007 and is available on the college's website at https://mail.gavilan.edu/iec/uploads/2007_Library.pdf. The college does not see a need for additional follow-up action in response to this comment.




Section 1Section I Section IIISection 3

Last modified: February 25, 2013
Gavilan College Red Diamond 5055 Santa Teresa Boulevard Red Diamond Gilroy, CA 95020 Red Diamond (408) 848-4800