One of the nine Los Angeles Community Colleges

13356 Eldridge Ave.

Sylmar, CA 91342

ACCREDITING COMMISSION RECOMMENDATIONS

TO LOS ANGELES MISSION COLLEGE FROM VISIT OF

APRIL 1995

In the interest of abbreviating our response to this recommendation, how we will address building projects is addressed in Recommendations 5.2, 6.2, and 6.3.

The college had begun developing a new comprehensive planning body and process over a year before the Accrediting Team visit in April 1995. This group, the ICAN Council (Improvement: Continuous and Neverending), held its first meeting in December of 1994, has met, generally, semimonthly since, and has developed a program review process, unique to Mission College, based on the new Accrediting Commission Standards for Accreditation which includes reviewing every department, office, committee, and specially funded program.

THE PLANNING PROCESS

Building on an evolving sense of purpose and recognizing our need to develop curricula and services that inspire and prepare our students, Los Angeles Mission College has developed a new approach to master planning. Unlike traditional planning processes that result in numerous specific objectives to be achieved over the course of five or even ten yearn, our Master Plan is founded on a neverending process of program review and the development of new objectives each year. Collectively, these specific objectives combined with their implementation strategies form the strategic plan for achieving our goals and fulfilling our mission.

The reasons for this are quite intentional. We believe that a process requiring the statement of specific objectives for distant, future activities is limited in two ways: first, objectives planned in 1996 for the year 2001 are at best suppositional; second, once these objectives are declared, they restrict the envisioning of other objectives that might be more valuable toward reaching the goals and fulfilling the mission of the college.

In our process, we work toward the year 2001, guided by our view of the mission, the goals, and the secondary goals. To reach these goals, at least twenty percent of the college will review itself each year: offices, committees, disciplines, and specially funded programs. These reviews are modeled on the new, accreditation standards and, as such, two guiding principles are constantly addressed: first, do all of our objectives support the goals and mission of the college? Second, what specific plans do we have for improvement? In this manner, objectives are generated yearly and are briefly reviewed in Annual Reports to ICAN, whose responsibility it is to facilitate the achievement of unmet objectives.

DOMINANT PRINCIPLES

Three dominant operating principles guiding this master plan are:

We have developed the dynamic processes essential for planning: a well-developed program review process, a concise mission statement, and the overarching goals that are derived from and flesh out the mission statement

MISSION STATEMENT

OVERARCHING GOALS

The mission statement commits us to our students and to the community, and it comprehensively defines our purpose. Flowing from this are six overarching goals that define the mission statement and thereby focus our planning and activities.

SECONDARY GOALS

The overarching goals are intentionally broad in order to allow for the addition or deletion of secondary goals as they are seen to be needed on one hand or completed on the other through the review process. We begin with twenty-three secondary goals and a large number of strategic directions or areas of focus to look forward in deciding upon specific objectives to meet the goal.

AREAS OF FOCUS

In some cases, secondary goals now are at a point where they can support objectives already developed and owned by different disciplines, offices, committees, and programs. In other cases, however, there is a need for yet greater clarity. Thus, under some of the secondary goals are included areas of focus. These are suggested action areas in cases where even the secondary goal is very broad in scope. In brief, from the mission statement down through the goals, secondary goats, areas of focus, and specific objectives there is a clear, descending order of specificity.

The following is an example of the interrelationship of mission statement, goal, secondary goal, and strategic direction or focus area:

Mission Statement

Goal 1: Los Angeles Mission College will increase student enrollments.

Secondary goals:

1. by expanding and improving student recruitment plans
   Areas of focus

Just as the secondary goals give body and direction to the overarching goal, so too the areas of focus further define the secondary goals. This step in de_finition, however, should not be viewed as delimiting. The areas of focus merely suggest possible areas, not requisite ones.

DEVELOPMENTAL STRATEGIES
Immediately following the goal is a brief section indicating some strategic actions or plans that assist in the delivery of goal achievement. We conceive of these as higher level activities than are implementation strategies. Developmental strategies are those that help us envision a goal as achievable because the support structure is visible. One knows to whom to turn for information or direction or coordination of various persons and offices. These sections will expand as the process in general gets under way, just as will each goal section as objectives and implementation strategies are added.

IMPLEMENTATION STRATEGY
As an institution, we want to concentrate our finite resources such as coworkers and colleagues, budget, equipment, supplies, facilities, and curriculum to accomplish objectives. Focusing our finite resources will magnify their impact and will support to the greatest degree possible the accomplishment of goal-oriented objectives that we develop. This will be done through the implementation strategies to be developed as soon as the objectives are declared through the program review process. These strategies will then be entered into the Master Plan along with the objectives that they are intended to support.

ICAN
ICAN (Improvement: Continuous and Neverending) is, de facto, the college planning and coordinating council, though its powers are recommendatory to the president’s Mission planning and Coordinating Council. Because program review is coordinated through ICAN, which comprises chairs of major campuswide committees and representatives of major segments of the college, ICAN is responsible for coordinating the development of implementation strategies for each objective as needed.

PROGRAM REVIEW
We view our Master plan as organic, firmly rooted in the planning process, but growing, changing shape subtly from year to year as older objectives are accomplished and new ones added. The review of programs, therefore, is the vital heart of the Master plan, continuously feeding new and revised objectives into the growth or enrichment of programs and services.

From the beginning of the planning process, we appreciated the vision of accreditation that every component of the institution be harmoniously related toward the fulfillment of the mission of the college. For this reason, we have modeled our program review forms and process on accreditation. In this process, still another value emerged; namely, that for the first time in the history of the college, all of the objectives would be conceived of, written, and implemented by those who want them, resulting in a higher degree of faculty and staff involvement in institutional development.

Under this new process; the program reviews began in September of 1996, producing new objectives to reach new goals. These objectives have been conceived of, written, and implemented by the very people who want to do them, not by a select planning committee. This characteristic, we believe, infuses the entire process with flexibility, with a spirit of ownership, and with a channeling of resources not possible within conventional planning structures. By the time of our Midterm visit, 18 November, we will have reviewed all of the offices, approximately seventy-seven percent of the committees, and forty-eight percent of the disciplines since 94-95.

SUMMARY OVERVIEW
This Master plan presents the goals and describes the process by which we interact with purpose to better implement the mission statement of the college. Viewed horizontally, this process can be seen as a wheel continuously rolling out of itself, beginning with program review, to development of objectives, toward secondary goal achievement, to goal achievement, fulfillment of our mission. Planning, evaluation, flexibility, ownership, and channeling of resources toward goal-oriented objectives form the dynamics of the plan (See Doc 1).

The plans that were developed for the full implementation of the new Library show that each of the 2 1/2 floors of the new Library/Learning Resource Center has a specific use. A brief description follows describing each.

Library: The addition of thirty computers to the new library adds new research potential to this learning faculty. These computers are specifically used for library, circulation, or research projects only in the library. The 1996-97 State Block grant funding focused on integrating specific disciplines into using the Library or Learning Resource Center. Several disciplines, purchased CD-ROM software that is used for class research projects in the library area. The software can be accessed from the library computers. A new Library Research Internet class was developed and implemented in the fall semester of 1997. This class is being taught by LAMC librarians to help students that want to learn more about finding research related information on the Internet. The library software is being convened to a new district DRI software Internet-based, research database.

Learning Resources Center: The middle floor has many uses.

Computer Commons:

Mac Lab:

Internet classes:

Developmental Communications:

Bottom Floor: Also has several functions:

Teleconference Room:

Production Studio:

Video Editing Room:

Staff and Faculty Development Room:

To generate additional revenue, the Community Extension program has been reorganized to allow a new structure to get maximum use out of the new facility. Community Extension has hired two people to develop new computer and video production classes. The computer training rooms and video production areas are reserved on the weekends for Community Extension classes. So far, substantial revenues have been generated by these new classes. The training labs and Developmental Communications Teleconference room are also made available for rental by outside groups. So far, companies like Time Warner and organizations like Southern California Technical writers association have taken advantage of these high tech facilities.

Before the next full self-study, 2000-2001, we will have reviewed the entire college, will have completed all validations for requisites, and will have developed specific exit competencies for every course.
As soon as funding enables us, we will hire a full-time, senior institutional researcher.

In fall of 1995, shortly after the last team visit, our ratio was 38 full time to 62 part time, far below what it ought to be. Of course everyone in the college is aware that we are woefully out of balance in comparison with the 75-25 ideal established by AB1725. Despite a severe budget deficit, in fall of 1996 the Mission Senate voted to hire ten new instructors. Each discipline that wanted to hire filled out lengthy forms requiring information in regard to WSCH, need, and related matters. The Senate Hiring Committee ranked the needs as they saw them and forwarded recommendations to the president, who approved of hiring nine new faculty members. But before the hirings could take place, a hiring freeze was declared, hourly rate instructors were reduced radically, which in a way we had not intended changed the ratio for the fall 1997 semester to 50/50 counting full-time faculty who teach hourly, 60-40 counting only hourly teaching hourly.

It would be good for us if the district were to give special consideration to Mission in its budget allocation formula, but in response to this recommendation by the Commission, the district replied:

As funding enables us, we will hire more full-time faculty.

It is not feasible for the college to develop a long term fiscal plan at this time for a number of reasons. First the district allocates funds to the college following a formula for distribution of district funds to the nine colleges. The college has no direct control of additional funding. The districtwide budget committee has representatives from all campuses, and although our president represents Mission College on that committee, each representative is trying to get all the funding possible for his particular college.

While we appreciate the value of fiscal planning, an extraordinary amount of time has been spent this year in an endless stream of meetings trying to determine how to reduce a $2.5 million deficit, a deficit directly attributable to our never having been adequately funded to cover minimal, fixed costs from the time we opened the new campus.

Funding for 1997-98 was substantially less than our actual costs for the previous year. Deciding what and whom to cut has been very difficult, resulting in a twenty percent cut in hourly instruction, which originated the perception on the part of our students that their education was being disrupted. Some of them made formal protests to the board of trustees. Yet by careful analysis of our offerings, we cut 120 classes while increasing enrollments by four percent.

We have also been forced to reduce support services, the consequences of which will not be known for some time. Presently the college has no gardener, no carpenter, no plumber, and no electrician.

The district has responded to this recommendation by saying that

1. the new allocation model shall provide a minimum base allocation plus COLA (cost of living adjustments) and financial incentives for colleges to increase enrollment and improve efficiency.
2. the attached District Fiscal Policy shall be implemented to strengthen the District’s financial condition (See Doc 3.2).

We feel compelled to point out that increasing our enrollment by any significant margin will require unusual imagination, inasmuch as we will increase our income only by increasing enrollments which can't be increased appreciably without acquiring more classroom space.

There is no vision for developing such a reserve on the college level. In terms of economic security, it is better that the district be responsible for developing reserve funds. No college in the history of this district has ever had one of any significance.

Two years ago the ICAN committee reviewed many different college decision- making organizations and structures. The purpose was to determine what would best work for Mission College. At that time, campuswide discussions were begun to get all political and potential issues on the table. From these discussions emerged a new governance organization to replace or update most college committees and standing committees.

Los Angeles Mission College has established a process for decision-making that allows for a climate of input from many sectors of the campus and improves the quality of decision-making at the college. The college shared governance decision-making process relies on the support and buy-in of different organizations on campus. The passage of Assembly Bill 1725 in 1988 outlined and helped establish the role of the faculty on a campus. This Assembly Bill defined the shared governance role of the faculty and narrowed the input by other groups on academic and professional matters such as curricular, instructional, and faculty issues.. Figure 1 is an organization chart of this new governance structure, the operation of which began in the spring semester of 1997.

[NO FIGURE AVAILABLE]

At the end of the spring 1996 semester, several disciplines were allowed to become separate departments. One cluster was split into four separate departments. The present department/cluster structure is as follows:

Arts and Letters Department:
Department Chair, Gerald Scheib

Business Department
Chair: Terry Bommer

Computer Science-Information Department:
Department Chair, Ken Gorham

Cooperative Education:
Program Coordinator, Ed Raskin

Counseling:
Department Chair, Gwen Walker

Engineering Department:
Vice-chair, Lee Risemberg

English as a Second Language Department:
Department Chair, Phoebe Rivera

Program Director: Dale Newman

Liberal Arts Department:
Department Chair, Dr. Ralph LaRosa

Library:
Sandy Thomsen

Math/Science Cluster:
Cluster Chair, Maria Fenyes

PACE Program:
Program Director, Gina La Monica

Professional and Interdisciplinary Studies Cluster
Cluster Chair, Alex Yguado

The responsibility statement for department and cluster chairs was first described in a memo of 19 September 1994 to then President Fujimoto, written by the then three cluster chairs. For the election of the Math and Science Cluster chair in 1996, those duties were used to outline the duties and responsibilities of the new cluster chair. This responsibility statement is the basis of department and cluster operations today.

The Department/Cluster Chair shall:

A. Advise and assist the president and the vice-president on academic and professional matters in the following tasks:

1. Determination of the courses, scheduling or[of] classes, instructors to teach them and the number of sections to be presented in any given semester, including Summer School. Also, all changes in the scheduling of classes.
2. Preparation of the yearly preliminary budget and discussion in the allocation of funds for the Department/Cluster, including monitoring of Department/Cluster expenditures.
3. Periodic review of criteria for instructor evaluations.
4. Participate in selection of prospective staff members within the department/cluster chairs instructional area for both the day and evening divisions.
5. Provide aid to instructors in order to improve instruction. Coordination of the participation of departmental staff in intra-departmental activities and responsibilities.
6. Supervise classified staff, when appropriate, student assistants and submit weekly payroll information to the Business Office.
7. Examination of course outlines.
8. Lead departmental reappraisal of the curricular offerings within the subject area and formulate proposals for submission to the Curriculum and Instructional Committee.
9. Provide leadership in the development of the discipline text and audiovisual needs of the department/cluster.
10. Assist in coordination of counseling functions to the college.
11. The preparation of a seniority list which is accurate and timely according to the current collective bargaining Contract. This is to include summer school as well as the yearly program.
12. The preparation of all assignments and related documents, faculty grids which list individual faculty schedule, course outlines, committee membership, overload lists, and other documents involving the faculty in each department or cluster
13. Attend all advisory committee meetings related to disciplines in the department or cluster.
14. Mediate disputes between faculty and students.
15. Assist with the development of all collegewide plans/reports, e.g. facilitate master plan, accreditation reports, program review, etc.
16. Represent the department or cluster or designate a representative to attend the following meetings, when appropriate:
    
    PCC
    Budget Committee
    Campus Development
    Work Environment
    Curriculum Committee
    Staff Development
    Council of Instruction
    Senate Sub-Committees
    Convene department or cluster meetings when appropriate
    Internal monitoring committee, Title III, LACCD discipline committees and other collegewide committees
17. Meet on a regular basis with the Vice-president and other department or cluster chairs to discuss mutual concerns.
18. Department or cluster representative on hiring committees (classified and faculty)
    Review of district files
    Assist in assuring compliance with personnel policies and affirmative action requirements.
19. Work on the development of new courses and programs and assist in the review and revision of existing courses.

B. The department or cluster chair serves as the intermediary between the instructor and administrative personnel. Some specific duties in keeping with this charge are as follows:

1. Requisitions
2. Field Trips
3. Conference Attendance
4. Courses (taken by an instructor) which are relative to the department or cluster discipline areas and for which salary increment is sought.

In 1996, the college responded to a review of decision-making at LAMC by the ICAN committee. This request was the program review of all committees and reorganization of most standing committees. Through the evaluation and program review process, in May j997, the college established the Mission Planning and Coordinating Council (frequently referred to as the Presidents Coordinating Council, PCC). The PCC was structured to allow the faculty, administration, staff and students to participate in the governance of the institution. Figures 1 and 2 represent the make-up and organizational layout of the groups and committees that input to the president when the president is making an important campuswide decision. The four groups that make up the campus governance structure are:

The agreement by the college president suggests that he/she will normally accept the advice of the shared governance process when making a campuswide decision. If the college president does not accept the recommendations of the shared governance process, the reasons for not accepting the recommendation(s) will be made in writing to the members of the PCC and the other campus governance groups.

1. The policies of the State Board of Governors.
2. The LACCD Board of Trustees policies.
3. The mandates of AB 1725.
4. The Collective Bargaining Agreements of the LACCD and Board of Trustees.
5. The Education Code, and Title 5 Education Regulations

Following are three examples of how the new governance process works at Mission College. We have developed three different scenarios to exemplify how the different groups, committees, and offices work

1. Request for new faculty hire
2. Request for instructional equipment
3. Room request for new programs (Multimedia)

The process begins with an analysis by the department during the Program Review process. If during the Program Review evaluation it is determined that the discipline's WSCH is high, that substantial student standby lists exit for past semesters, and there is a large portion of hourly rate instruction, then the initial need for a new probationary instructor is recognized. This also demonstrates a high demand for the discipline and for potential growth. The discipline will request that the department/cluster chair for the discipline generate a Request to Hire form and give it to the Academic Senate Hiring Committee. If the hiring committee verifies the information and votes to approve the request, it is then sent to ICAN where it is evaluated in relationship to college goals. Following this, the budget committee is asked for allocation of funds to hire a new probationary teacher for the specific discipline. The budget committee sends its recommendation to the Presidents Coordinating Council. The PCC then accepts or rejects the recommendation and forwards its recommendation to the president who makes the final decision to begin the hiring process. If the president approves the request, a Letter of Intent to fill the new probationary position is generated in the Office of Academic Affairs. Following the AFT Contract guidelines for hiring new faculty, a committee is formed. The AFT Contract outlines the policies and procedures to be followed by the committee in the selection of the new probationary faculty member.

The Program Review Process determines the need for new or additional equipment. A reason and justification paper is generated by the discipline that includes the cost of the equipment, required options, equipment maintenance contracts, and ongoing related costs. The request can go to one of two instructional equipment funds:

The following is a description of each of the campus governing groups:

I. Name of committee:

• College President (non-voting)
• Academic Affairs
• Academic Senate
• Administrative Services
• ASO
• Student Services
• AFT Faculty Guild
• AFT Staff Guild
• AFT Police Guild
• Two faculty members chosen at large
• One classified staff member chosen from the unrepresented bargaining units

In the spirit of broad participation, it is hoped that those constituent groups with multiple membership will seek participation from a wide range of disciplines and other areas of the college including groups with special expertise or perspectives.

III. Terms of Office:

IV. Attendance

V. Areas of Representation:

1. Budget Committee
2. Institutional planning/ICAN
3. Campus Development/Work Environment
4. Staff Development
5. Student Programs
6. Personnel Committee
7. Enrollment Strategies Committee

B. Standing Committee Charters

1. Each standing committee shall have a charter which will include the following:

VI. Source of Authority:

In 1996, it was recommended by ICAN that the former Mission Planning and Advisory Committee be reorganized and streamlined to meet the new decision- making needs of the campus. It was the opinion of ICAN that MPAC was ineffectual because it comprised too many disparate interests and was too large. Consequently, an ad hoc subcommittee was established and chaired by the vice- president of Academic Affairs. A recommended structure was developed and brought back to ICAN for discussion and approval, then forwarded to all relevant persons on campus who also approved of it.

VII. Limitations of Authority:

The PCC discusses current campuswide issues and reviews recommendations from standing committees. Upon review of recommendations from standing committees, the PCC either accepts the recommendations or returns to the committee with specific requests for more information. If the recommendations are accepted by PCC, the recommendation is passed on to the President for his/her approval.

VIII. Mission or purpose:

Collegial governance is defined as the collaborative participation of representative members of the college community in planning for the future and in developing policies, procedures, and recommendations under which the college is governed and administered. The Mission Planning Coordinating Council (PCC) is composed of representatives of all constituencies with the intention that faculty, staff, and students have the right to participate effectively in the decision-making process at the campus level. It is in this spirit of collegial governance that the Mission PCC has been formed to serve as the body which makes planning and budget recommendations to the president.

All constituent groups of the Mission PCC share the responsibility of acting jointly in recommending policies and procedures that will guide the college toward its goals, ensuring that the college can effectively fulfill its mission.

IX. Responsibilities:

• The ICAN Committee which will review the appropriateness of the request from the relationship to the college master plan, assessment information, and program review documents,
• The Budget Committee which will review the appropriateness of the request from the ability of the college's fiscal capability to absorb the increased demand,
• The Academic Senate for nonadministrative academic positions as prescribed by the provisions of Title 5, the LACCD, and the Mission College Academic Senate policy,
• The Personnel Committee for non-academic positions.

X. Types of Items Initiated by the Committee Only:

XI. Types of items forwarded for endorsement:

XII. Types of items controlled from the beginning to end:

I. Name of committee:

II. Members names and titles:

Department/cluster Senators

III Committee Representation:

Academic Senate Standing Committees

Election Committee:

Academic Rank:

Hiring Committee:

Library Committee:

Constitution Committee:

Scholarship Committee:

IV. Source of Authority:

V. Limitations of Authority:

Los Angeles Mission College Governance Agreement, 28 November 1994

This agreement supersedes any previous agreements.

The Academic Senate of Los Angeles Mission College is the organization whose primary function is to make recommendations with respect to academic and professional matters. The elected president of the Academic Senate is the only representative empowered to speak for the faculty on academic and professional matters at Los Angeles Mission College.

The administration of Los Angeles Mission College agrees to rely primarily upon the advice and judgment of the Academic Senate of Los Angeles Mission College on the following academic and professional matters and only for compelling reasons will the recommendations not be accepted. Such reasons will be submitted to the Senate in writing.

All decisions on the following will be recommended to administration:

The Budget Committee in consultation with the president of the college will provide the following release time to the Academic Senate: 1.0 FTE to be disbursed by the Senate president. Every three years there shall be an additional 1.0 FTE to be used for the accreditation officer. Classes will not be eliminated due to release time given for Academic Senate business.

This document shall be binding until such time as the Senate and the College President through mutual consultation agree to amend it. Whenever there is a conflict with federal law, state law, collective bargaining contracts, or board rules such will override any agreement contained herein.

VI. Mission or Purpose:

CONSTITUTION OF THE LOS ANGELES MISSION COLLEGE FACULTY

ORGANIZATION OF THE FACULTY

ARTICLE I: Name

This organization shall be known as the Los Angeles Mission College Faculty Association.

ARTICLE II: Membership

Section 1

Membership in the Faculty Association (hereinafter called the Association) shall include all certificated faculty (Regular and Contract) who are employed at Los Angeles Mission College. A Regular employee is one who has completed his/her probationary assignment and holds regular status. A Contract employee is one who has been appointed to a regular position but has not completed the probationary period. Hourly rate employees are employed on the hourly rate salary schedule and shall be non-voting members of the Association.

Section 2

Dues and assessments: Regular dues and special assessments shall be levied by two-thirds vote of members of the Association.

ARTICLE III: Powers

Section 1

Subject to the laws of the state of California and the regulations of the Board of Trustees of the Los Angeles Community College District and relevant collective bargaining agreements, the Association shall be the sole body composed of faculty members, as defined in this Constitution, at the college, with powers to perform the duties enumerated in this Article. The Association shall delegate all or part of its power to the Academic Senate (hereinafter called the Senate) and/or the Collective Bargaining Agent.

Section 2

To the extent permitted by law and collective bargaining agreements, the Association shall participate with the Board of Trustees or its agents in the formulation of policy in educational areas including but not limited to:

Section 3

The Association shall perform an advisory function in the application of policy and in other matters relative to the general welfare of the district.

ARTICLE IV: Organization

Section 1

Meetings of the Association:

3. May be called by one-third of the members of the Senate.
4. May be called by a petition signed by at least 20% of the members of the Association.
5. Shall be presided over by the President of the Senate or his/her representative if called under provisions of a, c, or d above.

Section 2

Section 3

Any meeting of the Association called under Section 1 a, C, or d shall be open unless a majority of those present vote to close all or parts of the meeting to visitors.

Section 4

A quorum at any meeting called for under section 1 a, c, or d above shall be a simple majority of the Association. That meeting can act only on those items published in an agenda at least seventy-two hours prior to the meeting.

Section 5

Resolutions which indicate the positions of the Association may be passed by a majority vote of those present and sent to Senate and/or Collective Bargaining Agent, as appropriate.

Section 6

An action which has been initiated by the Association at any meeting called under Section 1 c or d shall be binding on the Association and Senate shall be carried out when favorable votes on the action are cast by a majority in a Association meeting and favorable votes are cast by a majority of the entire Association in a secret ballot conducted not later than one (1) week after this Association meeting.

Section 7

An action or decision taken by the Senate shall be prevented from going into effect or shall be rescinded when:

negative votes on the action are cast by a majority in an Association meeting, and a majority of the entire Association casts negative votes in a secret ballot conducted not later than one week after this Association meeting.

Section 8

Powers delegated to the Senate shall prevail unless the Association as provided in Sections 6 and 7 above votes to the contrary.

Section 9

Robert's Rules of Order shall prevail in all meetings except when otherwise decided.

GOVERNING BODY OF THE FACULTY ASSOCIATION

ARTICLE I: Name

This body shall be known as the Senate of the Los Angeles Mission College Faculty Association.

ARTICLE II: Membership

Section 1

Those eligible for election to the Senate shall be members of the Association, as specified in PART I, ARTICLE II, Section 1.

Section 2

The Academic Senate shall consist of:

Section 3

The terms of the office of the Senate shall be two years; terms shall begin on the first day of the spring semester immediately after the election.

ARTICLE Ill: Elections

Section la. Regular Elections

The representatives of the faculty to the Senate, the District Senators, and the Officers shall be nominated by petition signed by one member of the Association and the nominee, filed at least one week before the election. Election shall be held in the month of November and shall be by secret ballot. Voting shall be on two consecutive instructional days, and an absentee ballot procedure shall be available for those unable to be present on election days. The candidates, equal in number to the vacancies, who received the highest number of votes shall be elected.

Section 1b. Special Elections

At such time as a member of the Senate resigns, a special election shall be called following the guideline in Section 1a.

Section 2

In the event of a tie vote for a Senate position, there shall be a run-off election or elections until one candidate receives a plurality.

Section 3

Section 4

ARTICLE IV: Powers

Section 1

The Senate shall speak for and exercise the powers of the Association in all matters, and its action shall be binding on the Association and the Senate except as provided in PART I, ARTICLE IV, Sections 6 and 7.

Section 2

If the direct ramifications of the point at issue extend beyond Los Angeles Mission College or the Los Angeles Community College District (whichever is pertinent), no Senate action taken under Section 1 above shall be considered final nor put into effect nor released for publication until two instructional days after the Association has been directly notified.

Section 3

Before a matter is reported by the Senate to the Board of Trustees, the President of the college and the Chancellor of the district shall be apprised of its nature.

Section 4

The Senate may adopt its Standing Rules and may amend them. Such Standing

Rules shall continue in effect until changed.

ARTICLE V: Organization of the Senate

Section 1

Duties of Officers:

Section 2

It during his/her term of office, the president is temporarily unable to carry out the duties of the office, the Vice-president shall assume these duties. In the event of a president's resignation, death, or of his/her inability to carry out his/her duties for a period of time exceeding twelve consecutive weeks during the academic year, the vice-president shall succeed to the presidency for the unexpired pan of the term of office, and the Senate shall then elect another vice-president for the same unexpired part of the term.

Section 3

If, during the term of office of any other Senate officer, such officer is temporarily unable to carry out the duties of his office, the president, with the consent of a majority of the entire Senate, shall appoint another Senator to serve temporarily in that office. In the event of an officer’s resignation, death, or of his/her inability to carry out his/her duties for a period exceeding twelve consecutive weeks during the academic year, the Senate shall then elect another Senator to that office for the unexpired part of the term.

Section 4

The Executive Board shall determine the agendas for Senate meetings, and shall act for the Association if urgent action is needed.

Section 5

AMENDMENTS TO THIS CONSTITUTION

ARTICLE 1: Amendments

Amendments to this Constitution may be initiated in the same way that any other motions are initiated by the Senate or may be initiated by members of the faculty calling for a general meeting of the Faculty Association as provided, in PART I, Section I of the constitution. Proposed amendments adopted by the Academic. Senate following its usual rules for the passage of motions or adopted by the Faculty Association in a general meeting following its rules for the adoption of motions, shall be presented in written form to the Faculty Association, and shall be adopted when the favorable vote cast equals or exceeds a majority of the entire Faculty Association.

VII. Functions, or Duties, or Responsibilities:

STANDING RULES

LOS ANGELES MISSION COLLEGE ACADEMIC SENATE

1. Approval of Minutes of previous sessions.
2. Officers Reports
3. Announcements
4. Reports of Meetings
5. Reports of Senate Committees
6. Unfinished Business
7. New Business
8. Adjournment

1. The Elections Committee shall immediately elect its own chairperson and so inform the Senate president.
2. At the time a member of the Election Committee becomes a candidate for elective office, he/she shall so declare to the president. The president will then replace that individual for that election only with approval of the Executive Board.
3. The Elections Committee shall:

1. Set up procedures for elections
2. Publish notice of coming elections
3. Prepare and send out nominating petitions to the faculty for the various positions
4. Receive nominating petitions
5. Prepare and distribute ballots
6. Establish polling place and prepare membership rolls and ballot box
7. Count ballots and certify election results
8. Publish election results
9. Hold ballots for three months

VIII. Types of Items initiated by this committee only:

IX. Types of items forward for endorsement:

X. Types of items controlled from the beginning to end:

Through the District and Local Academic Senates the colleges and district have accepted AB 1725 and established working shared governance agreements for each campus.

The College President or their designee and the designated location AFT representative shall meet on a mutually agreed-upon date, place and time at least once a month for the purpose of reviewing the administration of the Agreement articles relating solely to location matters. Both parties may submit an agenda for discussion.

Shared Governance Council. The Administrative Unit Representative’s at each college and at the Educational Services Center shall be granted a seat and shall represent the Unit on the shared governance council.

The college president or her/his designee and the College Administrator’s Unit Representative or his/her designee shall meet at a designated date, place and time, as frequently as once a month to review and facilitate enforcement or the agreement at the college and to discuss matters of mutual. Both parties may submit an agenda for discussion.

Supervisory Unit - Supervisory Employees' Union Local 347

Trades Guild – AFL/CIO Local 99

Limitations of authority:

Defined by each contract

Senior Staff

2. Members names and titles:

President

Vice-president of Academic Affairs

Vice-president of Administration

Dean of Student Services

3. Source of authority: Advisory only to the President

4. Mission or purpose:

The president uses this group of College mangers to discuss potential campus issues or problems. The senior staff discusses how new or modified local, state, and federal regulations or board policy will affect general campus operations.

Same as General Recommendation 1 above.

We established this need very clearly in our Self-study and followed up by ICAN’s formally proposing to the president that the college hire a full-time researcher who would work very closely with institutional planning. The president approved, an Intent to Hire was written up. Yet, once again, the realities of funding overruled.

As of this writing, our researcher, a microcomputer specialist, has been reduced to twenty hours per week. Despite these apparent limitations, he has effectively produced all of the data required for program review, is doing a validation study of a new essay for English assessment and placement, has done a number of prerequisite validation studies for various disciplines, and is meeting the basic research requests of Matriculation, EOP&S, and of Academic Affairs for regular WSCH reports.

The college will find it difficult to respond to the new expectations of the Accrediting Commission in regard to institutional effectiveness without a fully functioning institutional research component; however, anticipating this need, we sent the researcher and the ALO to the October Assessment Institute sponsored by the state Chancellors Office. These participants will then begin campus workshops on outcomes assessment for all relevant staff and will begin designing assessment studies needed for the next full self-study.

Same as General Recommendation 1 above.

2.2

2.2 That the college broaden instructional methodologies to include nontraditional modes of instruction so as to minimize the need for new physical classroom space for instruction and maximize the potential for FTES generation.

Since the Team visit of 1995, the college has developed the following nontraditional modes of instruction:

We intend to promote and support to the limit of faculty and student interest the

use of online courses, of ITV courses, and of the Weekend College. Our

Saturday classes nearly fill the college, but we feel certain that intensive Friday,

Saturday, and Sunday blocks will become very popular in this community.

The Counseling Department has already received training in this regard. They are merely awaiting the district to eliminate a few problems with the new system in order to implement here at the college.

We will remind the district of our interest in implementing this activity.

The president is now permanent, as are the vice-presidents of Academic Affairs and of Administrative Services.

We plan to hire a permanent dean of Academic Affairs.

Since the last visit, the Library has opened on Saturdays. It is, however, closed on Fridays, the day of fewest students on campus.

We will expand hours and services as funding enables us.

5.2

5.2 That a comprehensive plan for technological support be established for the Library and Learning Resources Center with the following components: the use of expert consultation for construction, equipment selection and installation, staff training, and organizational management and staffing.

In lieu of a strategic plan addressing the full implementation of a new facility, the Campus Development Committee established a process, at the beginning of the Library/LRC project, whereby an ad hoc committee was formed incorporating personnel from functions and activities to be housed in the new building: a dean of Academic Affairs, representatives from Plant Facilities and the vice-president of Administrative Services. This committee developed objectives, functions, and responsibilities, the first of which was to hire a Library consultant. Through a rfp process three candidates were interviewed and a consultant was hired. The consultant led the group through the development of an educational program document for the building, which was subsequently presented to the architect hired to develop the building plans. This document was used by the architect and his library consultant as a basis for the planning of the building.

During the construction of the facility, a three-pan staffing plan was developed, indicating a minimal level of staffing (current plus approximately eight additional certificated and classified positions) to a maximum level (current plus approximately twenty-three additional certificated and classified positions).

Also during the construction, the ad hoc library planning committee made a recommendation on the organizational management of the building. The proposal was for the Library Chair, housed on the top level, the Director of the Learning Assistance Center, housed on the middle level, and a staff assistant, housed on the lower level, to meet and manage the building. The day-to-day management of the facility is carried out in this fashion, with overall supervision received from the Dean of Academic Affairs.

The activities described above can be verified in video tapes and meeting minutes of both the Campus Development Committee and the Ad Hoc Library Planning Committee.

Future projects, such as the land acquisition project currently underway, will be developed within the process of establishing an ad hoc planning committee with personnel from the functions and activities to be impacted by the project and support staff. The hiring of a consultant to develop an educational program and the participation by the committee during the planning stages will continue to be the basis for planning and implementation of all such projects. Staffing and any other specific issues that arise from the preliminary planning will also be addressed. The college will continue to reflect this process in updating and submitting the 5-year facilities master plan, first to the district, and then as part of the district’s plan, to the state.

The master planning process is explained in General Recommendation 1. The facilities component of it is explained in Recommendation 6.3.

The college is negotiating with the Federal Corns of Engineers, the Board of Supervisors of Los Angeles County, the state, the district and, two private parties to acquire an additional fifty acres of the El Cariso Golf Course adjacent to the campus. The state extended the funding in May 1997 for an additional year due to the complex nature of the project. A consultant was hired in February, 1997, who assisted in the development of a planning document and timeline.

Currently, contracts have been developed with consultants to conduct the tests and required EIR. Still to come is development of the EIR document, advertising and approval by both the County Board of Supervisors and the district board of trustees. The project must be completed by May 1997.

The EIR includes a facilities master plan for the additional facilities

The organizers of the ICAN Council had agreed to this melding prior to the team’s Recommendation. The implementation of the new budget allocation model required that the college undergo a zero-based budgeting process this year. This allows the college, in future years, to meld facilities planning and operational budget planning together when developing new projects. The objective of developing a multi-year budget planning process also supports the planning for new projects.

Until income and budget are stabilized, the budget cannot be published. Recently, for example, the estimates of how many dollars would actually be allocated to the college changed several times a week during the past three months and as of this writing is still not fixed.

Through our strategic planning process and our work with the district, we will develop a process for publishing the budget. In the meantime, the full campus community are welcome at budget meetings, and special sessions for the college community have been held to provided information on the everchanging budget crisis.

See General Recommendation 3.

There has been informal mention of formalizing an alternative funding process. The issue needs more consideration. The college already receives about two million annually from specially funded programs; however, most of these funds are expended in program operations.

What we are doing differently in terms of alternative funding is: we have joined with the Office of Mayor of Los Angeles in a Media Training and Technology Coordinating Council; we have established contacts with Assemblyman Tony Cardenas and with Councilman Richard Alarcon to explore increased and alternate funding; and we have revisited the Mission College Foundation, newly reconstituted. Each of these forays will take time to materialize.

We intend to institutionalize a grant-writing process that begins with regular staff development training sessions on locating, writing, and maintaining grant activities.

This was addressed in General Recommendation 4.

We agree. On point "a" the president is now permanent, as are the vice-presidents of Academic Affairs and of Administrative Services. On "b," however, dialogue should be opened. There seems to have been different perceptions on the part of several past chancellors as to what ought to be centralized and as to what the individual colleges wanted in terms of centralization and autonomy.

The general perception on campuses today is probably that the district centralizes some things that would be better left to the colleges and doesn’t centralize certain functions that it could do better than can be done on individual campuses. Opening communication on points as important as these would greatly improve morale and generate more mutual respect between the district office and the colleges.

This has been covered as best we can in Section I, General Recommendation 3.

2. Better enrollment management, with assessment of trends in population numbers, character and location, and consequent resource allocation.

Responding to an obvious need and to recommendations of the Noel/Levitz

Retention Study (see supporting doc. Sect II, 2), the president created a Recruitment Committee, now named the Enrollment Strategies Committee. One of its first activities was to convene a group, Career Guidance Counseling Assistants, the responsibilities of which are detailed following.

The CGCA’s now call themselves The Center for Student Success. They are involved in a number of activities, all designed to increase student success and hence, retention.

In the fall of 1997, the Center played an important role in maintaining enrollment for the semester. When for want of funds to hire hourly instructors we cancelled 130 classes, they prepared and sent out mailings and called students to advise them of alternative classes.

Currently the CGCA’s are calling students on academic and progress probation and advising them of support services on campus. On a number of occasions, the students on probation have come in and had face to face contact with the CGCA’s. The contact, whether it be over the phone or face to face, is appreciated by the students. They constantly report that it makes a difference when someone cares. As a result of such positive student responses, we have begun work developing a mentoring program.

The Center was also responsible for designing and implementing a Student Appreciation Day. A survey was conducted following the activity and an analysis of responses is in progress.

Finally, the CGCA’s have developed workshops on study skills. All workshops will be held from 11a.m.-1p.m. and 5p.m.-7p.m. on the following days:

First semester students were sent a letter by The Center introducing themselves, their services, and the study skills seminars. Flyers have been posted throughout the campus and the CGCA’s will be going to classes announcing the seminars.

The priority on enrollment management is also evident in the work the Strategic Planning Committee is doing on external scanning of the community, local business, and students to determine their perceived needs. That information will help determine the credit class offerings and Community Extension classes to be offered by the college. It has been determined that assessment is important in determining the level of the incoming or ongoing student. The college has allocated a dedicated assessment area and office for the assessment staff. The assessment staff works closely with counseling to help determine a class schedule that meets the students learning level and program desires. The Enrollment Strategies Committee, which the Dean of Student Services chairs and the vice-president and a dean of Academic Affairs sit on, plans and monitors yearly events that impact the college enrollment, such as Schedule of Classes, College Catalog, semester assessment testing, schedule orientations, open houses, high school counseling, Career Days, and advertisement for the college. Assessment is one aspect of enrollment management, while retention is equally important. The Office of Academic Affairs provides to all departments through the Counsel of Instruction, enrollment figures that show first day, first week, day of census, twelfth week, eighteenth week, and passing grades given in courses. This report is generated by subject and by instructor. It gives the department chair exact data on student retention by discipline and by each instructor. During the teacher evaluation period, these reports are reviewed and discussed by the faculty committee. This information is used in Program Review and decision- making regarding vitality of programs, allocation of classes, and canceling of classes.

In summary, the following is from a 28 May 1997 memo from our president to

Jose Robledo, assistant to the district chancellor; this summary is also our

The college has spent considerable time in the clarification of internal governance as detailed in Section I, General Recommendation 3, and it will spend more inasmuch as the president has made further review of governance one of the objectives of his office (see supporting doc Sect II, 3). Any further delineation between the district and the college would have to be done by the board of trustees.

We will continue the review has indicated in the president’s program review, cited above.

Recognizing the seriousness of this need, the college recently sent two representatives to an Assessment Institute in Santa Ana, California, co-sponsored by the state chancellors office and by the Accrediting Commission. It is the opinion of those participants that the combination of on-hand district studies and those that the college will soon initiate will provide much valuable information toward the improvement of educational programs and offerings. (See the Tables of Contents of some district studies in support doc. Sect. 11,4.)

To further assure faculty that their freedom and responsibility in the classroom are fully protected, the college Academic Senate and the administration will adopt ethic codes, probably those developed by AAUP, AACC, or AAUA, that will incorporate provisions to enforce violations of academic dishonesty (1.1). Additionally, the college will urge the district to examine and rewrite its requirements to pursue complaints even after the refusal of the complainant to file formal charges. This in itself will most likely reduce if not eliminate false charges.

Finally, the college will urge the district to sponsor thorough workshops for affirmative action officers to apprise them of the intricate legal ramifications of their activities.

The Academic Senate has adopted the AAUP code of ethics, modified slightly for our community college. The administration has adapted the code of AACC.

No work has been done with the district on this point.

The college will send each member of the Staff Diversity Committee to at least one conference or seminar per year to expand their understanding. To develop general awareness, the college will conduct at least two programs on campus. A compliance officer who will be responsible for all aspects of discrimination, harassment, diversity, and affirmative action will be hired.

Our first goal in the new master plan will be to plan, provide, and evaluate comprehensive courses, programs, and services responsive to the needs of the culturally diverse community that we serve. The Curriculum Committee is developing a plan to address the issue of multiculturalism within the curricula offerings. Consideration is being given to requiring a multicultural component for graduation.

The college will expand the representation of the Student Equity Committee and develop strategies to address each of the recommendations.

Each member of the Staff Diversity Committee has not been sent to a conference, but we have developed a Speakers Forum on diversity, bringing notables from off campus. And a compliance officer, an attorney, works two days per week on campus. An entire college goal, IV, is aimed at diversifying the educational environment. Various programs have responded to this goal by developing specific objectives to attain it.

The college will incorporate the policies concerning the principles of academic honesty and the sanctions for violations in the faculty and student handbooks. Concerned faculty and administrators will continue to meet on this topic to consider what changes in policy or sanctions might be in order.

Serious progress has not been made on this point, but then neither have serious problems developed.

The college, in cooperation with the district, will begin training recruiters and any one representing the college, such as the public information office, about the institutional policies, procedures, and programs necessary for a more cohesive and accurate reflection of the college.

To improve the editing of the Catalog and to achieve more concord among district colleges, the college and the district will rewrite the boiler plate for college catalogs. Also planned is the identification of the General Education Subcommittee as final editor.

The Catalog has not been revised, but our Schedule of Classes has been simplified and clarified appreciably.

The college will continue to support the assignment of one of the academic counselors to the athletic program as well as increasing student support services to assist the athlete. Workshops will be conducted on the issues surrounding eligibility including such topics as drugs, discrimination, and sexual awareness.

Because of the budget crisis, the athletic program has been cancelled.

The ICAN Council will convene its first meeting in December of 1994 to begin developing institutional purposes and objectives for the next five-year, master plan.

It did. The mission and goals were set in 1995, objectives are being developed discipline by discipline, office by office, committee by committee through the program review process.

ICAN will be meeting 11 January 1995 to begin scheduling program reviews and assigning responsibility to develop better review forms and a better process. The council will review the purposes, goals, and objectives of the college with an eye toward determining whether or not they are aligned with compliance issues, the proposed accreditation standards, and other institutional needs: it will promote more comprehensive study of student characteristics in order to help develop a student equity plan; and it will develop measurement methods for institutional effectiveness.

Each of the salient points is developing as planned and has been addressed in Section I of this Report.

Institutional research for program review will become the basis of evaluation of all college planning and programs within two years. We will continue to refine the review forms and the process in order to continually improve student outcomes and institutional effectiveness. Within Title III, a comprehensive student tracking and information system is being developed that will enable the assessment of institutional effectiveness for all academic and vocational program areas as well as all special populations and programs at the college. From the assessment, the ICAN Council will develop institutional priorities for recommendation to MPAC.

The comprehensive student tracking and information system alluded to above did not develop as hoped; however, we now have a new researcher, who has developed new programs for data retrieval that are being adopted by the district office. The combined value of his projects and the district’s will lay a solid foundation for assessment of institutional effectiveness. Several studies have been begun, several others have been planned.

The college will complete its information and tracking system that will provide the technological capability to assess institutional effectiveness. In concert, it will also develop the needed measurement methods. For program review, we envision several years work in refining the review forms, in training faculty and staff how to conduct the review most effectively, and in developing productive evaluations of the reviews. That is, the review process itself can provide data and answer questions, but without an authentic evaluation and implementation process, the results of the review would lead nowhere. ICAN will develop the evaluation and implementation process.

The evaluation process is performed by the Program Review Validation Team whose responsibility it is to assist faculty and staff in completing their reviews in such a manner as to satisfy all compliance issues and to aim for program improvement.

The Student Equity Plan, in order to achieve the objectives listed above, will use focus groups composed of a cross section of the campus to discuss and analyze equity issues in order to suggest alternative responses to student needs. Research will continue into student success indicators. There will be an analysis of the degree to which faculty and staff are representative of the community they serve and the instructional styles and biases that might influence the achievement levels of students of different ethnic backgrounds. There will be an analysis of the impact of budget allocation on equity issues. These activities will produce a strategy and specify the funding to ensure its implementation.

We frankly have not had the resources needed to achieve this high ideal.

In the face of the budgetary constraints, the college will continue to seek alternative funds, principally in the form of grants and collaborative programs with business and industry. Currently, several FIPSE grants are being sought to ensure that the students who do attend the college do achieve their goals. Additionally, innovative approaches to instructional delivery, such as distance education and increased use of TV classrooms, have been explored and are being developed.

The search for alternative funding continues. To improve student goal achievement, we have developed the following within the past two years:

• Created and implemented one English 101 totally online, to our knowledge the first in Los Angeles, adding 34 students
• Created and implemented one Business I totally online, adding 12 students
• Created and implemented thirty sections of multimedia, not meeting in classrooms, comprising 68 taking 21 hours of credit work
• Created one Administration of Justice course totally online
• Created one Internet Research 485 totally online
• Created twenty-two new courses, Internet Research 485, across the disciplines, teaching basic principles of Internet research, adding 77 students
• Created and implemented three, new, computer based, interactive English courses, English 64A, B, and C
• Created three, one-unit, computer-based modules for English 21, adding 35 students
• Created three, one-unit modules for English 28
• Created modularized math 105, with 45 students
• Created modularized math 115, with 71 students
• Created modularized math 125, with 39 students
• Established nine ITV sections with tapes on campus for easy student access.

Students will be informed of programs that will require more than five semesters to complete.

This plan was not initiated but soon will be in order to assist students who might be inconvenienced by the recent reductions in class offerings. Counseling, with the assistance of whomever is needed, will analyze each program and ensure that this information is listed and updated in the Schedule of Classes and the Catalog.

The Staff Development Committee will conduct workshops on pre-, and corequisite validation and on Title 5. The Curriculum Committee will share results from program review on effectiveness of programs and courses with faculty in an effort to maintain and improve academic standards. There is a proposal to have the committee meet twice a month. One meeting would be procedural, the other a brainstorming session dedicated to the discussion of issues in an effort to provide leadership in maintaining program vitality and in developing new programs.

The workshops have not yet been held because of the priority of putting program review in place. However, the validation of requisites is a requirement of our program review process. Because the process is just getting started, we did not want to overwhelm faculty with multiple requirements, so we allowed that disciplines could provide a schedule as to when requisites would be done within the next two years.

The program review process will constantly be evaluated and refined. A five-year cycle of discipline review has been implemented. The results and recommendations from the self-studies will be shared with the Curriculum Committee, the Academic Senate, and MPAC.

Two activities will strengthen the ability of all college disciplines and services to perform program review. One is the completion of the Title III sponsored Student Information and Tracking system. Semester by semester this system will allow discipline and cluster chairs to evaluate the academic outcomes of their students in relation to a wide range of categorical variables. Access to such information will enable them to evaluate the degree to which their program is successful in general and as well its success in meeting the specific objectives of the master and student equity plans.

The other projected activity is the campus climate survey, mandated by Student Equity, which will provide a broad picture of the college’s institutional life and enable each discipline to evaluate how and what it contributes and how it is synergistically related to the overall institution.

Although the tracking system that we had envisioned at that time did not come into being, the information needed to satisfy questions in regard to outcomes is in our data base and a new, different tracking system has been developed enabling us to retrieve data from many different categories.

Special programs will participate in program review. PACE will develop a cassette method of delivering the televised portion of its instruction. The result will be a diversification of the curriculum. Opportunities to increase contract education will be explored by the directors of all special programs.

PACE has acquired over 300 videos, freeing students from the fixed schedule of televised offerings and enabling them to study at times of their own choosing. Our contract education opportunities are steadily expanding with a very lame potential for even greater expansion to assist the many businesses in this area.

Discussions are underway regarding the development of 2+2 programs in administration of justice and business disciplines. As these agreements are implemented, feedback with feeder schools regarding the performance of their graduates will be specifically called for.

The college has established a 2 + 2 program, called the tech prep program, with Monroe High School. The Pace director has also taken initial steps to develop some 2 + 2 offerings for her program.

A Community Extension advisory committee will be formed. It will be made up of community representatives to provide insight and make recommendations on community needs and interests. Additionally, pending budget, a mass community survey by mail will be done to assess interests and needs.

Planning is now taking place for more systematic and aggressive research and marketing activities in the area of contract education. The manager will contact area firms in order to focus on strengths in the type of training offered and to educate area business and industry in methods for obtaining funds for training through ETP, JTPA, and other outside sources.

An advisory committee from the community has not been formed, but one from the college has. It has met four times this year and is developing plans to broaden its offerings. Its intent is to increase revenue and to test new curricula offerings. For the last three years, the college has offered the only full-service JTPA program in the state with intake, assessment, counseling, job training, placement, and follow up.

In order to improve counseling services, the college will implement the ASSIST program for computerized articulation. It is anticipated that this system will be in place by the end of the 1994-95 academic year and will be accessible by counselors and program advisors.

As part of program review, the effectiveness of all Career Counseling services will be evaluated. Expectations are that program reviews will be accomplished annually.

ASSIST is now on the Web (www.assist.org), available to anyone, and this availability is constantly drawn to students’ attention.

It is our plan to institutionalize program evaluations. Each Student Services program will be required to conduct a program evaluation annually. The formal evaluation documents are being finalized. With this new evaluation instrument we plan for each program to be evaluated by the end of 1995. Student surveys will continue to be encouraged and supported; however, we anticipate that focus groups will be more beneficial for obtaining information with regard to the validity and usefulness of the program.

There are several state agencies requiring annual reports from our Student Services programs and these are on file in the various offices. Additionally, each component of the college is required to do an annual update report following the full program review study. In this report, programs indicate which objectives were achieved, which not and why not, and what new objectives will be set for the coming year.

The college will continue to explore ways to inform students of their responsibilities and rights. Likewise, the faculty will also be kept informed through meetings with faculty groups, such as the Senate and cluster meetings, and staff development seminars on the rights and responsibilities of their students and the procedures which are to be followed in administering disciplinary measures. The student discipline guidelines will be more widely circulated to faculty groups in an attempt to further sensitize them to and inform them about their responsibility and the due process available to the students.

The brochures and other documents which describe due process and student rights, the guidelines for student complaints and grievances, and the Student Discipline Guidelines for the faculty will periodically be reviewed and evaluated.

No formal action has followed this plan, but neither has a formal problem.

Mission will continue to provide students with the most comprehensive set of published materials in order to fully inform them of the many services, organizations, programs, policies, and procedures available. Information will continue to be provided in both written and oral communication, in group and in individual settings, and in Spanish as well as English.

We will seek additional funding to provide for more receptacles throughout the campus so that written materials will be even more accessible.

Receptacles have been placed in several areas of campus frequented by students. More important perhaps is our work to simplify that portion of the Schedule of Classes containing this type of information for students. This past summer, senior staff went to an ASO retreat to improve communications. This resulted in a higher percentage of students on campuswide committees and more involvement of students in special events such as the monthly Speaker's Forum.

A stronger membership in ASO is planned. Each student coming through the registration line will be advised and will receive materials in both English and Spanish about the benefits of joining ASO. The informed student will then be better prepared to join ASO. Greater funding will promote improved services and activities for the membership.

Larger, more prominent signs will be posted to notify the student body of the current events and opportunities for involvement in campus activities. Although some restrictions have been placed upon the posting of signs in regard to location and method of posting, ASO will continue to explore alternative methods for utilizing this high-profile mode of publicity.

The participation of students in campus governance and other important committees has increased markedly, evidenced by a recent election in which over 1,000 students voted, a number unprecedented on this campus.

As the student population grows, it is expected that women’s sports will be more successful in fielding more sports, particularly in women’s softball and soccer. In support of its athletic programs, Mission College has presented to the state a proposal for developing playing fields and a gymnasium and planning for the purchase of two mini-buses to help with the transportation of teams to away-games.

For the time being, the athletic program has been discontinued as part of the cost reduction efforts.

With the completion of the new library in 1996, many services including DSP&S, EOP&S, Financial aid, and Matriculation will be relocated among the new and existing structures. The college will evaluate the need to expand and relocate services on and off campus.

An architect has been employed to plan a layout for EOP&S and Financial Aid in the basement of the former library. The space vacated by these programs will then be available to other programs in need of expansion.

The college, working with the district, will begin realizing savings and increasing revenues in three major activities: first, through regionalization of staff and services where it is clearly efficient to do so; second, through district and college identification and coordination of issues and personal contacts in the state congress to effect better funding; third, by the incorporation of alternative methods of funding as part of the regular funding process.

Regionalization of staff and services was conceived of by the former chancellor and is no longer a district priority. Instead, movement has begun toward the installation of electronic as opposed to paper processing of services such as purchasing and personnel. The anticipated savings in these areas has not been widely published.

Despite our confidence in the value of the assessment instruments, we also expect that some adjustments will have to be made to these instruments and processes. Adjustments will come as suggested by evaluation outcomes. We will very likely use the assessment instruments currently in place for approximately one year, after which an evaluation will be done. The evaluation will then provide a direction for any adjustments and corrections needed.

The campus researcher is currently running validation studies on several new essays for the English placement program. Results will not be known for some time.

To increase access to the college and successful completion of goals of the diverse members of our community is the heart of our mission statement. This goal is also the primary concern of the new chancellor, which gives us reason to believe that support in some measure will come from the district office to help us research and develop specific plans to achieve this goal. Continued use of the newspaper medium to generate informative news articles to the hundreds of thousands of households within our service area will be increased as funding permits. We will continue to strive to be a college that serves its community; likewise we will continue to work to strengthen our relationship with our feeder high schools, their counselors, and staff.

Access to the college for local high school students, for young, Hispanic males, and for Blacks has increased significantly as a results of recruitment efforts initiated by the new president. Complete data are not available for this report for want of time; but they will be soon and will be used in our developing recruitment and retention plans.

The area of student services through the student equity plan will have a systematized approach to recruiting and retaining underrepresented students at the college. The college is planning an assessment of how to address the diversity of the student body so that the comprehensiveness of services continues. Results of this assessment will frame the direction of student equity plans and of student services in general. Additionally, as we complete our first program review, the results may determine new directions not anticipated at this time. The Information and Technology Advisory Committee will be the vehicle for the computerization of the areas of student services such as admissions and records, financial aid, and EOP&S. Through the continual process of program review, the direction and focus of the student body will be met.

In his program review, the president identified several objectives, specific to his office, to improve the status of underrepresented students.

A permanent library facility is expected to be completed in fall, 1996. This facility should help to alleviate the space problem. As state funding for equipment and materials for the new facility is quite inadequate, planning for obtaining alternative funding sources has begun. Pursuit of adequate staffing for the current and future library will be continued.

10/21/97 69

The new Library has provided much needed space and new educational opportunities as anticipated; staffing however remains less than ideal in these lean economic times. In addition to the general use of computers by students in the computer commons area, the Library is being used for special workshops on technology, by Community Extension on weekends and nights, and soon Verdugo Hills Television will soon be using the facilities to produce videos.

A video editing and post-production facility is planned to aid in the production of instructional materials. Two to three student workers have been requested to assist in production and presentation of instructional materials.

See immediately above.

Library staff will be trained to upgrade skills required for the permanent, technologically advanced library. Title III funding will provide some opportunity for training, but much of it will await on-the-job training when equipment and software are available in the new facility.

Time and funds for training of Library staff have been minimal and Title III has expired: nonetheless, the college is employing a staff assistant highly skilled in computer technology, to operate the Faculty Development Room in the new Library and to make presentations on new software such as Windows 95, Microsoft Word 97, PowerPoint, Excel, FrontPage, etc.

The new library and learning resources building will answer many of the needs outlined in the evaluation. It will contain 300 computer workstations, three fully equipped electronic classrooms, a faculty laboratory for developing and evaluating computer-assisted instruction, and a fully equipped video conferencing center including a second satellite dish. As part of the plan for equipping the new building, all computers will be installed with required software. The planned increase in centralization of all computer-assisted instruction will help with the insufficient support staffing. As an interim plan, additional resources will be sought to provide software and support for existing workstations in the Library and the Learning Assistance Center.

Done as planned

Physical education needs are identified in the facilities master plan and are ready for implementation as funds become available. As the college undertakes to update its educational plan, the facilities plan will undertake to develop individual plans to either bring programs onto the campus or to improve existing off- campus facilities. Completion of a plant facilities building on the campus is expected in spring 1995.

The facilities building is built.

State funds have been approved to install additional automatic doors in eight locations on the campus. The work should be underway in early spring, 1995. The plan also covers improvements in barrier-free access in restrooms. Safety seminars, on video, are available one day per week for all staff to watch at their convenience. There is a sign-in sheet for keeping track of staff who take advantage of this opportunity.

Contractors have been on campus to develop bids for this work.

Plans for use of the new library will be refined over the next two years. Additionally, the college is developing a system of support staff for the Audio Visual Technician position and for the one Computer Technician on the campus. Staff in three classified positions are now spending a portion of their assignment responding to the day-to-day work requests that arrive in these two areas.

The support system for the Library changes somewhat as budget demands require, but essential services are covered.

The college is applying for grants from the GTE Foundation to develop resources for funding equipment replacement. The Building and Grounds Administrator is visiting army bases scheduled for closure to identify state-of-the-art equipment that can replace or augment the instructional and other college programs.

The college did receive $75,000 from GTE and tens of thousands of dollars worth of surplus military equipment.

The college is reevaluating both its educational and facilities plans. The revised facilities plan will design future facilities around the programs and activities identified in the educational plan.

Mission’s educational plan is an organic one that grows and changes semester by semester. The plan is given general direction by the college goals and specific substance by the objectives that each discipline and every other component of the college establish through the program review process. As objectives are identified, they are entered into the Master Plan along with the appropriate implementation strategies.

The Campus Development Committee will coordinate several activities related to the Library project, such as the Groundbreaking scheduled for September 29, 1994. The committee has requested staff development funds for a seminar working collaboratively as a step toward greater involvement and participation by faculty, staff, and students throughout the campus, in the planning of future phases of the college.

Accomplished.

The college will continue these efforts to enhance the revenue stream by increasing dedicated revenue, continuing the work of the Foundation, working with the City of San Fernando Community Redevelopment Agency (CRA), and expanding revenues through contract education.

Currently we have joined with the office of the Mayor of Los Angeles for funding to improve the new multimedia program. We are also working with Work Force L.A., and have received state grants for Sanitation and Gerontology.

The college will formally review the various components of Administration Services to analyze, process, and make recommendations. The review is expected to take place over a five-year time period.

Every component of the college is reviewed yearly under the program review process.

The college will institute a review system for all units of the college. The review will include cost effectiveness, efficiency, and identification of conservation measures to reduce expenses in Academic Affairs, Instructional Services, Student Services, and Administrative Services.

Program Review contains questions centering on each of these points. Additionally the district has created the District Streamlining Committee to move, especially, from paper-based to electronic-based modes of operation.

The college will continue practicing shared governance in financial planning, following the district timelines in preparing the college operational plan, and evaluating yearly the effectiveness of our approval process for financial planning.

It has.

The college will request that Title III provide statistics on enrollment trends in various academic programs. We will take these statistics into account in financial planning.

Title III did serve this function for some time. Now that it has expired, the vice- president of Academic Affairs monitors enrollment very closely.

The college plans to take advantage of technology by using an ad hoc reporting program (FOCUS) on the new district system. We will create customized budget reports and a tracking system for budget balances.

The college police captain, as safety coordinator for the campus, will review, update, and distribute informative materials annually. Regular fire and earthquake drills will be held. The Work Environment Committee will continue to work closely with the administration.

The Work Environment Committee makes its objectives known to administration. Frequently, however, implementation of recommendations has been impeded for want of adequate funding (see the Committee’s program review).

The college will continue to follow generally accepted accounting procedures as required by the California Community Colleges Budget and Accounting manual and to monitor its specially funded programs.

The college will continue to follow generally accepted accounting procedures.

The college will:

We meet regularly with the Foundation and are continuously planning projects for improvement. Recently, the former director of Title III wrote a grant to Merrill-Lynch that if funded will be administered by the Foundation.

The college will (1) encourage voter registration among the staff and students of the college and (2) encourage voters in the college’s service area to vote in the elections when board seats are on the ballot, thus increasing the representativeness of the college’s service area population.

A significant number of students worked during the last election toward these ends. Staff are informed on election issues and candidates by a very active union.

Financial Soundness

From the district’s standpoint, there are several cost-cutting proposals under discussion, including regionalization of services and a major retirement incentive. It is not yet clear how much these efforts can save. Streamlining of services is essential, and this is something in which the new district chancellor appears to be interested.

Streamlining of some operations has begun has indicated on page 62.

Educational Programs

The college will develop a training program for the Curriculum Committee and the faculty to better prepare them for the curricular change process, thus ensuring better prepared course approval documents, reducing the time for approval. The college Curriculum Committee will recommend that the District Curriculum Committee review the district curricular regulation, E-65, which was last revised in 1988.

A training program of this type has not been developed, but some time has been shaved off the approval process and a few significant changes have been made to E-65 regulations, notably one in regard to distance education course approval. But overall, the process is painfully slow.

The college will encourage board members to come to the campus more frequently so that they may be in more frequent touch with the needs of the college.

This has been effected; nearly every board member has been to campus, usually singly for mutual exchange of information and opinions.

The college will develop a proposal to the board that delineates their involvement in the accreditation process to the extent that the commission would like it to be.

The College ALO did send to the chancellors office and to the then president of the board excerpts from the Commission’s Handbook's relevant to governing board involvement. While there was no known board response to that communication, the chancellor did meet with the college president, vice-president of Academic Affairs, and the ALO to hear our concerns in regard to responses needed from the district to comply with the Commission’s last Recommendations.

The college will continue to participate in district-level discussions on budget, expenditures, and legal and regulatory requirements. The college will continue to make its needs known to committees and persons in a position to determine budget allocations.

The college will keep the chancellor informed of the impact of decisions made at a district level on the ability of the college to implement those decisions. The college will follow the instructions of the general counsel, human resources, and business services on legal and regulatory matters.

The college will recommend that, rather than centralizing innovation under the district, the district establish (1) a method of internal publicity about innovations that individual instructors are using and (2) locally-operated, conceptually- dedicated funds clearly identified as supplemental to existing allocations to be used to pilot emerging technologies and innovations in instruction.

We know of no internal publicity format, and locally operated funds have not been dedicated. Rather, the district has had a half-million dollars for over three years, waiting for the District Senate to develop recommendations for the specific use of the funds. Ultimately the district and the senate agreed to turning the project into a competitive grant-writing process complete with forms so cumbersome that few faculty have interest in the process.

The college will recommend that the district as a whole rethink its position on institutional research. A more responsive research capability on each campus is essential, and the college will recommend that the district fully establish and support on-campus research and that the district office focus on what it does now while assisting the researchers on campus.

Contrary to the expectations of many, the district was very supportive of our requests for more help from them. Several times they came to campus for discussions and since have been sending us more data which we find valuable. As the need for outcomes assessment research increases, we intend to pursue district help even further.

The college plans to encourage the faculty to develop instructional methods and techniques that will be compatible with the Learning Resource Center, which will become operational in the fall of 1996. Although funding will cause limitations, it is anticipated that enrollment growth, the cost of which is less than the revenue that it generates, will leave additional funding for these activities.

The program reviews and the Master Plan detail the many objectives that faculty have developed toward this end.

We plan to continue the current de facto system and make adjustments or write definitions only in those cases where there is a absolute need for such. The college will provide the Academic Senate with a permanent office space.

Space provided.

Because the Agreement addresses the issue of faculty participation in committees, an effort will be made to include this in the peer evaluation process. The adoption of an ethics statement by the Academic Senate will also provide an additional emphasis.

The Senate has adapted a code of ethics, but the college still awaits satisfactory participation of faculty on committees.

The district senate is working to redefine its function. The district senate is also planning to institute regular meetings between the college senate presidents and the chancellor and his cabinet. The district senate is planning to institute a quarterly publication which will focus upon education and political matters of concern to faculty and academic senates.

The Anvil and the Quill is the publication, but the value of it to faculty has not been established.

The college, with funds from staff development and staff diversity, will hold six workshops a year for classified personnel to support increased proficiency and understanding of the student as client and of new processes and procedures, such as the role of Admissions and Records staff relative to telephone registration.

The college could still benefit from such workshops.

The Staff Development Committee will develop follow-on training in these areas:

The Staff Development Committee will, in designing these activities, consider:

The Staff Development Committee will survey the support staff to determine their needs vis-á-vis activities that will attract and satisfy the needs of support staff for professional development activities.

Sessions in telephone usage have been held; surveys, both for interests and satisfaction, have been conducted and are on file with the chair of the committee.