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HLC/NCA Accreditation at Phoenix College
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HLC/NCA Accreditation at Phoenix College |
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HLC SELF-STUDY CRITERION 5 SUBCOMMITTEE MEETING Members Present: Christy S., Rebecca V., Nan R., Julie S., Joseph K., Cheryl A., Brent J., Cassandra K., Raul S., Connie M. (for Frank L.), Laura A., Sara R. Members reviewed the minutes of the last meeting and submitted corrections. Review of the current PC Mission Statement as stated in the 2003-04 catalog: The following words were identified as key terms that needed to be defined: Comprehensive Responsive-changing Community Needs Individual Pursuing The committee began to define: What is
a 1) We document and publishes documents which inform students and community about its programs and services. Programs and services include: ü Academic (including ESL) ü Occupational ü Personal Enrichment ü Developmental education and ESL ü Reputation for meeting and exceeding needs in delivery of instruction ü Individual and community connections, i.e. government, education, business, individual, and residents (Examples of best practices in each category) ü Professional development opportunities ü Accessible within the defined parameters set by programs, district, and department ü Expansive student service activities and enrichment activities (student organizations, athletics, theater, and others). The committee identified gaps in meeting the mission’s goal of being a comprehensive community college: Is there support for those who need to meet or know those defined parameters? **College does not publish all the parameters that students or interested parties may want to know about some program, (i.e. restrictions, requirements, prerequisites, realistic required GPAs for admissions, etc.) or course prerequisites (i.e. informal prerequisites exist which are not published anywhere, but exist at the request of program or department). **The college is limited in its capacity to provide flexible delivery modes and support resources for faculty, staff and students in areas such as OE/OE, use of technology, compressed course delivery, expanded instructional modalities **Year round delivery of instruction and services is challenging for the college The committee defined the following phrase in the mission statement: Responsive to changing needs of community and students ü Constantly evolving ü Proactive-Anticipating needs and taking action to meet those needs ü College has “the pulse” of the community The committee identified gaps in meeting the mission’s goal of being responsive to changing needs of community and students **Policies and Procedures set at the district office limit the institution’s capacity to be as responsive as the college would like to be. Some processes that continue to present challenges are: 1) Hiring processes 2) Procurement processes 3) Funds distribution for master planning and healthcare programs The committee defined the following phrase in the mission statement: Pursuing Goals ü PC promotes life long learning ü Goals are defined by the individual, community organization, professional associations or constituent group (see list) ü Not defined by time. Within the published parameters for awarding degrees and certificates, the college does not define goals or set a prescribed time limit for completion Having examined the PC Mission Statement, the committee began to address the Core Component 5A: The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations. Examples of Evidence: The organization practices periodic environmental scanning to understand the changing needs of its constituencies and their communities: ü Environmental scans used by college and district in planning 1. O’Neil survey done 6-7 years ago 2. P-20 movement – report recently released by _______ 3. Community College Survey of Student Engagement conducted last year (I added this after the meeting) 4. Advisory councils 5. Presidents Roundtable 6. Phoenix Think Tank 7. Analysis of our own college data for information on student demographics and its changes ü Cross-area development of committees (what did we mean here) The organization demonstrates attention to diversity of the constituencies it serves: ü Development of Recruitment and Retention-Outreach Partnerships 1. Assessments of PC (need documentation on development of the department and its programs) 2. PC-Ace Programs and At risk scholarship programs (need documentation on development of the programs) 3. Title V – data of PC students In responding to its external constituencies, the organization is well served by programs such as continuing education, outreach, customized training, and extension services. ü Needs assessments 1; CTE-Triple in size(need documentation on development of the department and its programs) 2. O’Neil Study result 4. CEUs by departments (Nursing, Dental Health, Fire Science) 5. Public Relations-Development of Area 6. Alumni and Development-evolving into OAD 7. Dental Clinic 1. Number of clients served 2. Funding provided ü PEP-Parent Education Prevention grants into classes for parents ü Development of CAS, CEG, and NSS ü Bilingual computer training modularized (lost people support currently not happening. Why, if we’re saying it met a need of our constituents?) ü Service Excellence ü Model GED Center-Training for GED ü Sign Language Lab-more lab and funds as population and needs increased ü ACT Center Re: Homeland Security Initiative ü SOAR and WV Consortium ü International Student Center Development (need info re: dev) ü Adult Re-entry from Women’s Center (need info re: dev) ü New Programs ü SASS Program ü Off Site Degrees The committee identified gaps in meeting Core Component 5A: The organization learns from the constituencies it serves and analyzes its capacity to serve their needs and expectations. As a college, does the college have a systematic process by which we analyze and make decisions about the needs and expectations of our constituents? Is there a documented process in place that takes the information we gather, analyzes it and makes decisions about what our constituents need and how the college will respond (if it will respond)? While individual departments use the information, i.e environmental scans, student data, surveys and advisory council input, PC seems to lack a systematic, documented process that is clearly identified or charged with this responsibility. During President Pepicello’s tenure, there was a Leadership Group (PEG) that served this role and met with the expressed role of analyzing and determining needs and college responses (documentation needed to serve as evidence). PEG had broad representation and had meetings with this specific topic. At this time, there doesn’t seem to be a clear process or group that has this charge. Is the current strategic planning process beginning to serve in this capacity? |
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