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Lead-Off Batter: Applying New Accjc standards

Lead-Off Batter: Applying New Accjc standards. From an academic dean’s perspective Dr. S. Atkinson-Alston Los Angeles Harbor College October 9, 2015. Evaluating and improving. Los Angeles harbor college Reviewed and revised mission statement

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Lead-Off Batter: Applying New Accjc standards

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  1. Lead-Off Batter: Applying New Accjc standards From an academic dean’s perspective Dr. S. Atkinson-Alston Los Angeles Harbor College October 9, 2015

  2. Evaluating and improving • Los Angeles harbor college • Reviewed and revised mission statement • Developed a better aligned strategic educational master plan (SEMP) • Transitioned to SharePoint • Shifted from forming standard committees to existing campus participatory committees responding to standard questions

  3. Evaluating and improving Los Angeles Harbor College promotes access and student success through associate and transfer degrees, certificates, economic and workforce development, and basic skills instruction. Our educational  programs and support  services meet the needs of diverse communities as measured by campus institutional learning outcomes.

  4. Evaluating and improving • Institutional Learning Outcomes • ISLO 1 – Communication • ISLO 2 – Cognition • ISLO 3 - Information and Technological Competency • ISLO 4 - Social Responsibility and Ethics • Strategic educational master plan • Goal 1 - Access and Preparation for Success • Goal 2 - Teaching and Learning for Success • Goal 3 - Organizational Effectiveness • Goal 4  - Resources and Collaboration

  5. Evaluating and improving • Transitioned to SharePoint • Harb0r’s Assessment –based Planning systems (haps) • a place to MAINTAIN, MANAGE, STORE and access college documents • ASSIGNED RESPONSIBILITY TO COMMITTEES FOR RESPONDING TO STANDARD QUESTIONS • Promoted a shifting of responsibility, sharing and communicating

  6. Faculty led and administratively supported SITUTATIONAL LEADERSHIP

  7. Applying new accjc standards • Standard ii: student learning programs and support services • A. instructional programs • All instructional programs… • Faculty, including full time, part time and adjunct faculty… • identifies and regularly assesses learning outcomes… • pre-collegiate level curriculum is distinguished from college level curriculum… • degree and programs follow practices common to American higher education… • schedules course in a manner that allows students to complete certificates/degrees…

  8. Applying new accjc standards • Standard ii: student learning programs and support services • A. instructional programs, continued • effectively uses delivery modes… • validates the effectiveness of department-wide course /program examinations… • Awards course /degree/certificates based on student attainment of learning outcomes… • Clearly states transfer-of-credit policy • Includes in all of its programs, student Learning outcomes appropriate to the program level • Requires all degree programs a component of general education

  9. Applying new accjc standards • Standard ii: student learning programs and support services • A. instructional programs, continued • All degree programs include focused study in at least one area of inquiry • Graduates completing career-technical certificates/degrees demonstrate technical/professional competencies • Program elimination/significantly changed facilitate student completion process • Regularly evaluates the quality and currency of all instructional programs

  10. Faculty led and administratively supported

  11. Analysis of faculty leads and application of situational leadership • Faculty led committees/activities • Curriculum • Distance education/distance learning • Student learning outcomes • Program review • Situational leadership practices • directing • Coaching • Supporting • delegating

  12. Administratively supported • Situational leadership behaviors • directing • Supporting

  13. Evaluating and improving how will you support others in the accreditation process?

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