 |
|
|||||||||||
|
|
Management The management stage deals with the assignment of responsibilities and the allocation of resoures to specific administrative units within the College. Operational units are assigned responsibility for determining and documenting actual outcomes/results, which is conducted on an annual basis, via unit plans and evaluations. The timetable for completing various tasks related to the strategic goals is the responsibility of the appropriate vice president or provost. Evaluation The evaluation stage includes comparisons of planned and actual outcomes/results reported for the various strategic goals and objectives, implementing changes/improvements, and using this information as a guide for summarizing the College's overall institutional effectiveness. The College uses a variety of strategies to assess its educational outcomes, including achievement tests (e.g., CLAST, departmental examinations, standardized instruments), longitudinal student tracking studies, surveys, follow-up studies, observations, archival data, and focus groups. The Institutional Studies Committee and the President's Council review the comparisons of planned and actual outcomes, plans for changes/improvements, and actual changes/improvements. The annual Learning-Centered Planning and Evaluation Cycle (Appendix) involves the development of unit plans at the beginning of each year and the submission of progress reports (evaluations) at the end of the annual cycle. The provosts and vice presidents coordinate program/unit evaluations for approximately 50 instructional and administrative units at the College. These findings are incorporated into the annual Strategic Indicators Report. The President, vice presidents, and provosts make assignments regarding appropriate institutional changes to incorporate improvements into College operations. Evaluation procedures include analysis of data and means to ensure that the College actually uses results for improvement to strengthen its programs and services. The institutional research office annually produces a fact book (Statistical History), a series f 15-20 studies, and a number of ad hoc reports (Appendix) that provide data regarding the results of education at Valencia. The institution is engaged in ongoing study, analysis, and appraisal of its purposes, policies, procedures, and programs. The Institutional Studies Committee, which meets each session, reviews data and information, coordinates distribution of periodic reports, makes recommendations for improvement, and coordinates development of needed studies. The committee is composed of campus provosts, vice presidents, department chairs, representatives from information technology, institutional research, assessment, planning, and student services. This institutional effectiveness process ensures that the College's planning, management, and evaluation system addresses the major requirements and recommendations established by the Florida legislature and the Criteria. Integration and implementation of this system focuses the College's resources, directs future comprehensive planning and development activities, and assures compliance with the Criteria. The College continues to evaluate its effectiveness and use the results in a broad-based, ongoing planning and evaluation process using the CSP, College forums, the annual planning and evaluation cycle, and assessments of results to develop plans that lead to appropriate improvements in its programs and services. Statement of Assurance Valencia Community College affirms that it is substantially in compliance with the Criteria and will be able to document such compliance in its audit report. The College further affirms that it will continue to adhere to the Criteria, policies, and procedures of the Commission. The College prides itself on ensuring the integrity of all its operations, in dealing with its various constituents, in its publications, and in its accreditation activities with the Commission on Colleges. Compliance With The Criteria The College received ten recommendations from the reaffirmation committee that visited the College in 1993. The College was requested to provide three follow-up reports; the second and third reports dealt with additional documentation regarding Section 4.4.2.1 of the Criteria. Following submission of the third follow-up report, the College was notified by the Commission on Colleges that no additional report was required. Valencia was requested to submit a faculty roster as a part of its Fifth-Year Report in 1998. The College provided additional documentation for selected faculty in a progress report in 1999. A number of steps have been taken by the College to ensure compliance with Section 4.8.2.1 of the Criteria. Campus committees have been established and a Collegewide Faculty Credentials Oversight Committee, during the past year, has reviewed all faculty credentials. The Faculty Credentials Manual has been created to provide guidance to provosts, department chairs, and program coordinators to ensure compliance with the credentials criteria. A new staff assistant in the Department of Human Resources has been assigned full-time responsibility for monitoring and tracking credentials documentation for all current and new faculty members. Three representatives from the College have been invited to conduct a workshop at the SACS Annual Convention in December, 2000, on its faculty credentials system. Finanial Stability Institutional profile data submitted annually reflect the fact that there are sufficient financial resources available and committed to support College programs and services, demonstrating that Valencia has the financial stability essential to successful operation of the College. Annual financial reports and operating budgets for the last ten fiscal years show that throughout this period the College has at no time found it necessary to reduce staff or eliminate services, demonstrating that it is able to provide adequate learning resources and services required to support the courses, programs, and degrees offered. The College is audited annually by auditors from the Florida Auditor General's office, which is independent of the College and regulated by Florida Statutes and Rules. No significant fiscal deficiencies have been reflected in these audits. Conclusion The College has the processes and systems in place to ensure compliance with the Criteria. The College's planning and evaluation processes, academic programs, support services, and administrative processes are well developed, which provide a strong foundation for supporting Phase III of the Learning-Centered Initiative and beyond. The College has committed the resources and designed the structures to ensure that both the strategic self-study and the compliance audit will be conducted and documented in a quality manner. The College has a history of support and achievement regarding its Learning-Centered Initiative, and is prepared to design, implement, and evaluate the strategic self-study and the compliance audit. |