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Response to the Request of the Commission

SECTION III

Elements of the Recommendation 1 – Third Component for Comment

The college develops mechanisms to evaluate regularly all of the college's planning and resource allocation processes (I.B.6) (II.A.2.c, e, f) (II.B.1, 4) (II.C.2).

III.1 Evaluation Team Comments
  In the self study report, the college did not describe the mechanisms it uses to regularly assess the effectiveness of its planning and resource allocation processes, but simply describes these processes.  Through the examination of meeting minutes and interviews, the team confirmed that the college on the whole has not established a systematic method to regularly assess the effectiveness of its planning processes.  Instead, the college appears to react only when a problem with or complaint about a process arises (I.B.6).

College Response and Corrective Action Taken:

As noted by the team in its report, the college acknowledges that it has not fully implemented mechanisms to assess the effectiveness of resource allocation decisions. The Budget Guidelines (Attachment 10) includes assessment information on the conclusions of how the college determines how the resources allocated achieve the strategic plan goals. To focus on the desired end result at the time a request for resources is made, the college has included assessment data elements as a component of the initial budget request. Each requisition for resources (Attachment 2- Budget Request Form) must include the assessment data elements. This information will be evaluated each year to determine the effectiveness of each resource allocation. Implementation of the form was applied to the most recent program review cycle and will be used as a basis for assessment beginning with the fiscal year 2008/2009 budget cycle.

The team's comment that the college reacts to problems and complaints fails to recognize the deliberate change initiatives developed by the college over the past four years. Strategic plan updates occur annually and reflect the majority of the college's routine efforts for continuous improvement. Planning processes over this period of time have remained unchanged. However, as new threats are presented to the college such as budget reductions, the college takes quick action through the efforts of ad hoc committees such as the Budget Reduction Committee, to appropriately respond to threats. Ad hoc activities, such as the College of Choice, will continue to be conducted by the college in order to respond quickly when the environment in which it operates changes.

Changes to the Institutional Planning 3250 (AP 3520) (Attachment 9) and the Strategic Planning Committee By-Laws (Attachment 11) have been made to establish processes to regularly evaluate the planning and resource allocation processes used by the college. The IEC process is the point of initiation for program review self studies that also form the basis for resource requests. Annually, the IEC will evaluate the effectiveness of the program review process. Institutional Effectiveness Process Evaluation Flow Chart (Attachment 12) outlines the process and the timeline for the evaluation process. Institutional Effectiveness Committee Process Evaluation (Attachment 12a) is a narrative description of the step by step procedures to be followed in conducting the IEC process review.

The updates to the strategic plan are first reviewed through the Strategic Planning Committee. As part of the annual review of the progress or status of strategic plan goals, an evaluation of the effectiveness of the strategic planning process will be conducted. Strategic Plan Committee By-Laws have been changed to include a requirement that the planning process be evaluated each year. 

Progress and Analysis:

The college has taken an aggressive approach to developing a systematic method to regularly assess the effectiveness of its planning and resource allocation processes. Changes to the IEC guidelines now require that assessment data elements need to be included as part of resource allocation requests. The Strategic Planning Committee By-Laws have been modified to include a yearly evaluation process of the college planning processes. Adhoc committees have been a successful method used to respond to concerns that arise quickly when the college's operational environment faces new challenges and will continue to be the preferred method used as they have produced effective results in the past.




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

College Response and Corrective Action Taken:

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

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

Progress and Analysis:

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

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

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




III.3 Evaluation Team Comments
  The college has not clearly linked recommended improvements to resource allocation (II.A.2.e).

College Response and Corrective Action Taken:

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

Progress and Analysis:

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




III.4 Evaluation Team Comments
  While the college has a process that connects strategic plan objectives with budgeting, this process does not yet include student learning outcomes (II.A.2.f).

College Response and Corrective Action Taken:

The response for this comment is repeated from Paragraph I.7 of this report for ease of reading. Student learning outcomes (SLO's) are included at the course, program and institutional level. Incorporation of (SLO's) into all aspects of the budgeting and resource allocation process is a continuing project at the college. Student learning outcomes will be emphasized in the on-going refinement of the resource allocation and evaluation process.

Progress and Analysis:

For academic year 07-08, discussions and implementation of a process that includes incorporating student learning outcomes into the unit planning/budget request form process is in progress. The development of this process will better link SLO's to the strategic, unit and budgeting planning process. (Managers' retreat minutes, July 07- Exhibit 4).




III.5 Evaluation Team Comments
  Unit plans seem to be disconnected from the program review process while connecting directly to the college's strategic plan (II.B.1).

College Response and Corrective Action Taken:

The response for this comment is repeated from Paragraph I.8 of this report for ease of reading. The Budget Request Form (Attachment 2) was created and implemented for the upcoming budget cycle. Departments that underwent program review in Academic Year 2006-2007 completed the budget request form that is now used to establish a closer and more consistent alignment between program review, the unit plan, the strategic plan and the college budget.

Progress and Analysis:

The Budget Request Form is posted on the college's web site at http://www.gavilan.edu/iec/budget/index.html. Linking the budget request form to the unit plan as a requirement of the program review process effectively addresses this comment.




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

College Response and Corrective Action Taken:

The response for this comment is repeated from Paragraph II.6 of this report for ease of reading. The college is in the process of hiring a SLO Assessment Coordinator to assist all areas of the college develop its assessment measures. SLO training activities are planned for the fall semester. The student services divisional council will focus on developing appropriate assessment measures in the 2007-2008 academic year as a divisional goal.

Progress and Analysis:

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




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

College Response and Corrective Action Taken:

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

Progress and Analysis:

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




IntroductionSection II

Last modified: February 25, 2013
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