Foothill College Accreditation 2011

This working site is meant to serve the faculty, staff, students and community members who are interested in participating in or following the ongoing Accreditation efforts of Foothill College. Please review each section for pertinent links and resources, and also check our News and Updates section for the latest activities and information.

• 2009-2010 District Opening Day Welcome and Accreditation 101 (6.7 MB PDF)
• Introduction to Accreditation Standards (PDF)
• Guide to Evaluating Institutions (PDF)
• Accreditation Dos and Don'ts (PDF)
• Rubric for Evaluating Institutional Effectiveness – Part I: Program Review (PDF)

ACCREDITATION LIAISON OFFICER I Richard G.E. Galope, Vice President of Workforce Development & Instruction
ACCREDITATION CO-CHAIR I Eloise Orrell, Vice President of Instruction & Institutional Research
ACCREDITATION CO-CHAIR I Dolores Davison, Academic Senate President & Faculty
ACCREDITATION CO-CHAIR I Maureen Chenoweth, Classified Senate Representative

The Role of the Accreditation Liaison Officer (ALO)

The Accreditation Liaison Officer (ALO) is the individual appointed by the college president to serve as the contact between the campus and the Accrediting Commission for Community and Junior Colleges (ACCJC).

The ALO assumes responsibility for:

1. The Self Study:
   1. Attending the self study workshop
   2. Facilitating the development of the Self Study Report
   3. Format and Content for the Comprehensive Self Study Report
   4. Facilitating distribution of the Self Study Report
   5. Facilitating the team visit
   6. Facilitating follow-up with the Commission
2. Ongoing Activities:
   1. Staying informed about Commission policies, procedures, and activities
   2. Promoting a campus culture that is concerned with accreditation
   3. Promoting a campus culture that focuses on student learning outcomes
   4. Acting as an archivist for the institution’s accreditation documents
   5. Facilitating preparation of the annual reports and other reports to the Commission
   6. Facilitating reports on Substantive Change

Preparation for Accreditation & Planning Timelines

1. Develop Strategic Planning MASTER SCHEDULE & Identify Targeted Completion Dates (1/2009)
   1. Comprehensive Program Reviews
   2. Unit Planning
   3. Student Learning Outcomes
   4. Education Master Plan concurrent with Strategic Plan
      • Institutional Research Agenda
      • Environmental Scan
      • Transfer Strategies
      • Basic Skills Strategies
      • Workforce Development Strategies
   5. Facilities Master Plan
   6. College Technology Plan
   7. Student Equity Plan
   8. Distance Learning Plan
   9. Other (to be determined)

1. Establish Accreditation Standards Committee Planning Blueprint (2/2009 – 10/2009)
   1. Identify Co-Chairs for each Standard Committee
   2. Identify Co-Chairs for each Standard Sub-Committee
   3. Completion of Standards Committees and Sub-Committees
2. Accreditation Team Training & Professional Development (1/2009 – 12/2009)
3. Initiation, Development & Completion of the Foothill Accreditation Self-Study Report (1/2010 – 6/2011)

The Accreditation Standards

Standard I: Institutional Mission and Effectiveness

1. Mission. The institution has a statement of mission that defines the institution’s broad educational purposes, its intended student population, and its commitment to achieving student learning.
2. Improving Institutional Effectiveness. The institution demonstrates a conscious effort to produce and support student learning, measures that learning, assesses how well learning is occurring, and makes changes to improve student learning. The institution also organizes its key processes and allocates its resources to effectively support student learning. The institution demonstrates its effectiveness by providing 1) evidence of the achievement of student learning outcomes and 2) evidence of institution and program performance. The institution uses ongoing and systematic evaluation and planning to refine its key processes and improve student learning.

Standard II: Student Learning Programs and Services

1. Instructional Programs.The institution offers high-quality instructional programs in recognized and emerging fields of study that culminate in identified student outcomes leading to degrees, certificates, employment, or transfer to other higher education institutions or programs consistent with its mission. Instructional programs are systematically assessed in order to assure currency, improve teaching and learning strategies, and achieve stated student learning outcomes. The provisions of this standard are broadly applicable to all instructional activities offered in the name of the institution.
2. Student Support Services.The institution recruits and admits diverse students who are able to benefit from its programs, consistent with its mission. Student support services address the identified needs of students and enhance a supportive learning environment. The entire student pathway through the institutional experience is characterized by a concern for student access, progress, learning, and success. The institution systematically assesses student support services using student learning outcomes, faculty and staff input, and other appropriate measures in order to improve the effectiveness of these services.
3. Library and Learning Support Services.Library and other learning support services for students are sufficient to support the institution’s instructional programs and intellectual, aesthetic, and cultural activities in whatever format and wherever they are offered. Such services include library services and collections, tutoring, learning centers, computer laboratories, and learning technology development and training. The institution provides access and training to students so that library and other learning support services may be used effectively and efficiently. The institution systematically assesses these services using student learning outcomes, faculty input, and other appropriate measures in order to improve the effectiveness of the services.

Standard III: Resources

1. Human Resources. The institution employs qualified personnel to support student learning programs and services wherever offered and by whatever means delivered, and to improve institutional effectiveness. Personnel are treated equitably, are evaluated regularly and systematically, and are provided opportunities for professional development. Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse backgrounds by making positive efforts to encourage such diversity. Human resource planning is integrated with institutional planning.
2. Physical Resources. Physical resources, which include facilities, equipment, land, and other assets, support student learning programs and services and improve institutional effectiveness. Physical resource planning is integrated with institutional planning.
3. Technology Resources. Technology resources are used to support student learning programs and services and to improve institutional effectiveness. Technology planning is integrated with institutional planning.
4. Financial Resources. Financial resources are sufficient to support student learning programs and services and to improve institutional effectiveness. The distribution of resources supports the development, maintenance, and enhancement of programs and services. The institution plans and manages its financial affairs with integrity and in a manner that ensures financial stability. The level of financial resources provides a reasonable expectation of both short-term and long-term financial solvency. Financial resources planning is integrated with institutional planning.

Standard IV: Leadership and Governance

1. Decision-Making Roles and Processes. The institution recognizes that ethical and effective leadership throughout the organization enables the institution to identify institutional values, set and achieve goals, learn, and improve.
2. Board and Administrative Organization. In addition to the leadership of individuals and constituencies, institutions recognize the designated responsibilities of the governing board for setting policies and of the chief administrator for the effective operation of the institution. Multi-college districts/systems clearly define the organizational roles of the district/system and the colleges.

Standards Committee Development & Alignment with Strategic Planning Agenda

Standard I: Institutional Mission and Effectiveness Committee (Co-Chairs: Administrator / Faculty / Classified)

1. Mission Sub-Committee (Co-Chairs: Administrator / Faculty / Classified)
2. Improving Institutional Effectiveness Sub-Committee (Co-Chairs: Administrator / Faculty / Classified)

Standard II: Student Learning Programs and Services Committee (Co-Chairs: Administrator / Faculty / Classified)

1. Instructional Programs Sub-Committee (Co-Chairs: Administrator / Faculty / Classified)
2. Student Support Services Sub-Committee (Co-Chairs: Administrator / Faculty / Classified)
3. Library and Learning Support Services Sub-Committee (Co-Chairs: Administrator / Faculty / Classified)

Standard III: Resources Committee (Co-Chairs: Administrator / Faculty / Classified)

1. Human Resources Sub-Committee (Co-Chairs: Administrator / Faculty / Classified)
2. Physical Resources Sub-Committee (Co-Chairs: Administrator / Faculty / Classified)
3. Technology Resources Sub-Committee (Co-Chairs: Administrator / Faculty / Classified)
4. Financial Resources Sub-Committee (Co-Chairs: Administrator / Faculty / Classified)

Standard IV: Leadership and Governance Committee (Co-Chairs: Administrator / Faculty / Classified)

1. Decision-Making Roles and Processes Sub-Committee (Co-Chairs: Administrator / Faculty / Classified)
2. Board and Administrative Organization (Co-Chairs: Administrator / Faculty / Classified)

Online Resources

Accrediting Commission for Community & Junior Colleges