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REPORT OF THE INSTITUTIONAL SELF-STUDY FOR REAFFIRMATION OF ACCREDITATION
JANUARY 2002
Submitted By Palo Verde Community College District One College
Way Blythe, California
92225 760-921-5500
Presented To:
Accrediting Commission for Community and Junior Colleges
TABLE OF CONTENTS
Certification of Self Study............................................................. Section A Abstract of the Self Study............................................................. Section B Organization of the Self Study...................................................... Section C
Institution/Community........................................................... Section D Organization of the Institution...................................................... Section E Certification of Continued Compliance......................................... Section F
Responses to the Previous Recommendations............................ Section G
Self Study 2002:......................................................... Section H Standard One: Institutional Mission................................ 1 Standard Two: Institutional Integrity............................... 2 Standard Three: Institutional Effectiveness.................... 3 Standard Four: Educational Programs.............................. 4 Support and Development.................................... 5
And Learning Resources...................................... 6
Standard Seven: Faculty and Staff................................... 7 Standard Eight: Physical Resources................................. 8 Standard Nine: Financial Resources................................ 9 Standard Ten: Governance and Administration............... 10 Planning Summary:........................................................................ Section I Supporting Documents.................................................................. Section J
CERTIFICATION OF INSTITUTIONAL SELF-STUDY REPORTJanuary 2002
TO: Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges
FROM: Palo Verde Community College One College Way Blythe California
This Institutional Self-Study Report is submitted for the purpose of assisting in the determination of the institution's accreditation status.
We certify that there was broad participation by the Palo Verde Community College campus community, and we believe the Self-Study Report accurately reflects the nature and substance of this institution.
ABSTRACT OF THE SELF STUDY
Significant Developments The College has undergone significant changes and challenges during the past six years, some coming from external environments while others are internal in nature. There has been the building and recent occupation of the new campus; continued growth in the outreach programs; the addition of a non-credit division; a satellite site serving Needles, California; the recent effort to serve inmate students at Ironwood State Prison; changes at every level of staffing including three changes in the President’s office; an ever-changing fiscal situation; set-backs in institutional computing. Through all of these challenges, the District has continued to fulfill its primary mission to provide excellent academic programs, student services, and other educational opportunities to the citizens in its service area. The District recognizes that it has much to do, but, as the descriptions, evaluations, and planning agendas will show, it has the will to face the challenges and pursue the opportunities to come. Since the last accreditation visit the College has constructed and moved, in August 2001, to its new site. Because the accreditation self study has been produced primarily from February 2001 to December 2001, the references to the construction are not consistent throughout the report and reflect various stages of the process.
The College has made a significant effort to expand the student population that it serves and to maintain its financial stability. It has continued a partnership with Riverside Community College to provide public safety training classes for law enforcement, fire, and emergency medical personnel. It has developed an adult education non-credit program aimed primarily at providing developmental, remedial, and occupational classes in a non-traditional setting. In 1998 the District was approached by the San Bernardino Community College District to determine if our District would be interested in providing services in the Needles area. The area was not being adequately serviced by San Bernardino due to its remoteness and small population. The Palo Verde College district approved the annexation and began offering courses in1999. In November 2000, the EOPS (Extended Opportunity Program and Services) coordinator was approached by a representative from the Chancellor’s Office to determine if the college could provide services to inmates at Ironwood State Prison. A pilot program was approved and the District began offering services and classes through distance education to this population.
Between 1997 and 2000, the number of permanent employees in the District has grown by 45% from 57 in 1997 to 83 in 2000. With a local population, (excluding the prisons) of less than 20,000 the District struggles to provide appropriate services and programs in a fiscally sound manner. The impact of program changes, personnel changes and funding changes is magnified at Palo Verde College because of its limited resources.
Shortly after the last accreditation visitation, the District began preparation for a new administrative computer system. The college spent considerable time evaluating potential systems and software to find a system that it could meet its needs without adding tremendous overhead in personnel and hardware. It eventually decided on Buzzeo as a vendor that would provide off-site hardware and services connected through dedicated telecommunications. Unfortunately, the company failed to meet its deadlines and, after considerable effort was expended, the project was cancelled. When the college’s existing administrative computing system failed in January 2001, the previous vendor, CMDS, contracted to upgrade the system and to retrieve the legacy data. Throughout the self study, mention is made of problem areas and delays in various areas- institutional research, planning, program review, validation studies, and so forth – which are a result of these difficulties. The District is confident that significant progress will be made in the next year to resolve these difficulties.
The college has been significantly affected by the previous probationary status and the efforts to have that status lifted. Under the previous leadership, the college made significant gains in reducing the disharmony that existed, bringing the college into compliance with approved practices in curriculum, program review, budgeting and governance. Changes in computer technology, the addition of internet services, and increased funding to provide access to computers have made significant changes in the ways that students’ access information. The addition and changes in faculty and staff positions, expansion of student population served, move to the new campus, as well as changes in focus brought about through state-wide programs and accrediting standards have all contributed to a positive change in “culture” at the college.
STANDARD ONE: INSTITUTIONAL MISSION
In compliance with this standard the Palo Verde Community College District has a mission statement that defines the institution, its educational purposes, its students, and its place in higher education. The College reviews the Mission Statement as part of its planning process and is in compliance with this standard. The college has recently undertaken a needs assessment as part of its strategic planning process and will be reviewing the mission statement as part of that process.
Since the last self study report to the Commission, the institution has begun to serve students in eastern San Bernardino County and the City of Needles as well the non-credit students within the district. It has also added a substantial number of inmate students at state prisons located in the district. The needs assessment and subsequent updating of the mission statement will reflect these different modalities and locations of students.
STANDARD TWO: INSTITUTIONAL INTEGRITY
Palo Verde College maintains accuracy and consistency in representing itself though publications and other information provided to students and the public. Publications such as the Catalog and Schedule of Classes are carefully reviewed in order to maintain the accuracy and usefulness. The college is conscientious in updating its course outlines and in accomplishing program reviews. It continues to be challenged to accurately reflect course and program availability because of its small population and periodic offerings.
It is committed to providing full access and support to students of all backgrounds and with a variety of learning needs and has in place policies relating to academic freedom, dissemination of knowledge, and other policies relating to treatment and respect for the diverse populations it serves and employs. It strives to act in an honest and truthful manner with its public and constituents as well as with the accreditation commission and other external agencies.
STANDARD THREE: INSTITUTIONAL EFFECTIVENESS
Since its last accreditation visit, the college has made significant progress in integrating institutional research with planning and evaluation. However, as noted in the introduction to this abstract, it has had difficulties and delays in accessing data for institutional research. However, compliance with this standard will continue to be satisfied by the employment of an institutional researcher, the creation of appropriate committees and the pursuit of reliable data for use in assessment, planning and in measuring outcomes.
STANDARD FOUR: EDUCATIONAL PROGRAMS
Palo Verde College offers a broad range of instructional programs designed to accommodate a wide range of student needs, as well as to meet standards set by the California Education Code and Title V regulations. Its certificates and degrees are designed to support the mission of the college and to provide the appropriate competencies. Degree programs provide students with a broad-based education that includes competencies in language and computation skills. The college has adopted and implemented a program review model and will have completed an evaluation of all of its programs and services by the end of Spring Semester 2002.
The college ensures that all courses, programs and services meet expected standards and are offered with appropriate levels of support. Extensive and effective counseling and advising programs and services are designed to promote students’ access and ensure their educational success. The college has effectively responded to the need for adequate student access to technology to support student learning.
STANDARD FIVE: STUDENT SUPPORT AND DEVELOPMENT
Palo Verde College provides a variety of student support and development services to meet the needs of its students. Student Services personnel provide academic counseling with a goal of at least one face to face meeting with a counselor each semester for each student. Through outreach efforts, orientations, assessment, and follow-up, the college ensures that students have the opportunity to success at Palo Verde College.
Shortcomings resulting from a lack of ability to adequately track student progress in the MIS system should be overcome in the near future. Likewise online resources for registration and student information are planned and should improve student access and ability to monitor their own progress.
Plans for improving career planning resources and the transfer center have been developed and are in the process of being implemented. The articulation officer has identified a number of steps, which are currently under consideration, to improve these functions.
STANDARD SIX: INFORMATION AND LEARNING RESOURCES
Palo Verde College provides a variety of well supported learning resources for students and staff through its Library, digital resources, and tutoring services. The college’s information technology department provides for telecommunications and information services to support instruction, student services and administration.
Since the last accreditation, the Library collection and information resources have significantly improved. Access to tutoring, supplemental materials and alternate media has also greatly improved. The Library and Learning Skills Center are staffed by one full-time faculty in each, augmented by adjunct faculty, classified staff and student workers. Both centers continue to provide the highest level of services possible within the limitations of funding and staff.
As mentioned in the introduction and throughout the report, information services to support the college’s information needs have not been adequate and have delayed research, reporting and support services. The college is diligent in its efforts to resolve these issues and expects that great progress will be made in the next twelve months.
STANDARD SEVEN: FACULTY AND STAFF
The District has qualified faculty, administrator, and support staff committed to providing excellent educational services to its students. The number of permanent full-time faculty, administrators and staff has increased over the past several years. Adjunct faculty numbers have grown steadily during the same period reflecting growth in the non-credit, public safety programs and the center in Needles. As distance education with its emphasis on inmate education programs grows, the college intends to employ additional faculty and staff to support the program. However, due to its small size and remote location, the college continues to be challenged in providing sufficient qualified administrators, faculty and support staff to accomplish the wide range of programs and services necessary in a fiscally sound manner.
STANDARD EIGHT: PHYSICAL RESOURCES
The college added temporary facilities in 1997 and undertook construction of the new facility in 1999 which was completed for occupancy Fall Semester 2001. While the new facility is a great improvement, additional office space, evening classroom space, and vocational facilities must be addressed to meet the continued needs of the college. Additional plans have been submitted for the next phases of construction which have not yet been approved for funding.
STANDARD NINE: FINANCIAL RESOURCES
The District has adequate resources to support Palo Verde College’s programs and services. Palo Verde College plans to continue a pay-as-we-go budget planning process and thus not incur indebtedness. The district’s budget plan has allowed maximum flexibility in handling enrollment and funding changes, thereby maintaining fiscal stability. The District follows a shared governance model for developing its budget. Its basic processes for budget development are sound, but can be improved as strategic planning, program review, and institutional research begin to play an increasingly important role in institutional management.
STANDARD TEN: GOVERNANCE AND ADMINISTRATION
The Board of Trustees demonstrates effective leadership and is committed to reflecting the public interest in its role as policy-maker for the District. The Board’s focus is on its policy making role and providing district oversight by asking probing questions about programs, policies, and budgets. It provides regular opportunities for input into its deliberations by all constituent groups. It delegates day-to-day management of the district to its administration, expects regular reports, and has a regular process for goal setting and review of progress toward goals with the College President.
Challenges to college governance include a need to review and update district policies and regulations through a lengthy shared governance procedure, maintaining a high level of faculty, staff and student involvement in governance, and the need to develop a departmental structure within the academic areas.
ORGANIZATION OF THE SELF STUDY
In Fall 1999, the Institution appointed a Accreditation Liaison Officer and the Institution adopted a timeline for the development of the Self Study as follows:
9/1999- Appointment of Accreditation Liaison Officer and review of 1996 Accreditation and subsequent interim reports.
9/2000- Selection of Steering Committee
10/2000- Selection of Steering Committee members. Beginning of orientation and training.
1/2001- Organization of subcommittees according to individual Accreditation Standards.
1/2001- Subcommittees to review and begin preparation for components of self-study including eliciting input of all elements of the college community and the community at large. Steering committee to begin meeting weekly.
6/2001- Drafts of self-study to be completed by steering committee
9/2001- Writing of first draft of whole self-study begins.
12/2001- Final draft of self-study to be completed.
1/2002- Self-study to go to Palo Verde College Board of Trustees for approval.
1/2002- Submission of self-study to WASC.
Committees
Because of the size of Palo Verde College, committees for reviewing each standard were sometimes combined. Each Standard Committee consisted of at least two faculty members, a classified staff member, a student, and an administrator. Coordinating the accreditation standards review was a Steering Committee, which consisted of the chairs of the individual Standards Committees plus the Steering Chair. The committees were as follows:
Steering Committee Louise Gallan, (Coordinator/Instructor, Learning Skills Center) (chair) Standards 1, 10 & 7: James Hottois, President/Superintendent Standards 2 & 5: Sally Rivera Vice President Student Services Standard 3: Bruce Wallace Institutional Research Standard 4: Al Stremble (Vice President of Instruction Standard 6: Scott Connell Director of Learning Resource Standards 8 & 9:Geri Butler Vice President of Administrative Services Quenton Hanson Director SBEDC Bill Ponder – President Academic Senate (2000-2001) Terrance Lish- President CTA (2000-2001) Maria Rios – President CSEA (1999-2000, Spr 2001)
Standards 1,10 & 7 Institutional Mission, Governance and Administration, & Faculty and Staff Faculty: Leticia Garcia-Guilin (ESL/Spanish Instructor) Reva Gilmore (Office Occupations/Co-op Instructor) Classified Staff: Maria Rios (EOPS/C.A.R.E. Secretary) Student: Mercedes Sapien Administration Al Stremble (Acting Superintendent/ President), whose place on the committee was later assumed by James Hottois, Superintendent/President
Standards 2 & 5 Institutional Integrity & Students Support and Development Faculty: Pat Koester (EOPS Director/Counselor) Joe Jondreau (DSP&S Coordinator/Counselor) (Chair) Classified Staff: Mariana Crane (Library/Media/LSC Clerk) Student: Erika Pena (student) Administration: Sally Rivera ((Vice President of Student Services)
Standard 3 Institutional Effectiveness Faculty: Bruce Wallace (Instructional Research/Coordinator,Technical Preparation) (Chair) Robert Lopez (Director of Title V Ace Program) Classified Staff Lisa Holmes, (Secretary, Outreach Programs) Student: Irma Salgado Administration: Adam Houston (Director of Information Technology)
Standard 4 Educational Programs and Information Faculty: Fred Koester (Math/Chemistry Instructor) Curriculum Committee Chairperson David Silva (Bilingual Counselor/Articulation Officer) Earl Turner (CIS/Math Instructor) Classified Staff Doretha Jones (Financial Aid) Student: Regina Ford Administration: Al Stremble (Assistant Superintendent, Vice President of Instruction) (chair)
Standard 6 Learning Resources Faculty Scott Connell (Director, Learning Resource Center) (chair) Linda La Puma (English Instructor) Classified Staff Phyllis Pullen (Library Technician) Student:Regina Ford Administrator: Robert Heeder (Assistant Dean of Noncredit & Community Service Programs, Spring Street)
Standards 8 & 9 Physical Resources & Financial Resources Faculty: Quenton Hanson (Executive Director, Small Business Economic Development Center, Business Instructor) (Co-Chair) William Smith (Criminal Justice Instructor) Classified Staff: Mariana Crane (Library/Media/LSC Clerk) Student: Maria Tamayo Administration: Geri Butler (Vice President of Administrative Services) (Co-Chair)
PALO VERDE COMMUNITY COLLEGE DISTRICT HISTORY Palo Verde College was founded over 50 years ago on September 15, 1947, six miles northwest of Blythe on the site of the former Morton Air Academy. It opened its doors as a junior college within the Palo Verde Unified School District. Seventeen students enrolled. By 1950, enrollment reached 250.
In September 1958 the College moved into a beautiful Spanish styled building on East Hobsonway. Athletics came into prominence. The Pirates won three conference championships in football and three in baseball. By 1966, the student body numbered 472.
Palo Verde College moved to the Chanslorway campus in September 1967. On July 1, 1973, the College separated from the unified school district. The instructional program expanded to include vocational- technical, development, and continuing education courses.
The College Today The college purchased 200 acres for its present location which is just a short distance from its original site. Students attend Palo Verde College in preparation for transfer to a four-year institution, to acquire entry-level job skills, to increase their vocational competency, or to participate in a variety of non-credit courses offered at its Spring Street Center in downtown Blythe. The College also operates the Ben Clark Training Center in Riverside, and a distance education program began with the Spring 2001 semester for inmates at Ironwood State Prison near Blythe.
In 1999, Palo Verde Community College District was expanded to include the eastern end of San Bernardino County and the City of Needles. A Needles Center was located on the Needles High School campus, and the first classes began with the Spring 2000 semester.
The Mission Statement and College Educational Master Plan Palo Verde Community College District is an open access, public educational district, dedicated to providing excellence in education, cultural enrichment, economic development, and services to assist members of the community to meet their educational goals.
The primary educational functions of the Palo Verde Community College District includes: Transfer Education, Vocational/Occupational Education, Associate Degree and Certificate Programs and Developmental Education. In support of its educational functions, the District will provide the appropriate level of: Learning Services, Student Services, Basic Skills, Continuing Education, Adult Education and Community Service.
College Goals include: Unity and Honesty, Maintain Accreditation Status, Build the New Campus, Build Community/College Partnerships, Provide Access to Instructional Technology and Provide for Personal Development.
Our Philosophy is we believe: in the dignity and worth of each person; that learning is a lifelong process and every person should have the opportunity for lifelong education; that education should enable students to achieve academic excellence and/or vocational/technical proficiency, consistent with their ability to learn; that students can be helped to think independently and creatively, to value reason, to understand research processes, and to relate effectively with others. Source: College Catalog 2001-2003
Board of Trustees Seven trustees serve the Palo Verde Community College District representing two geographic service areas in Riverside and San Bernardino:
Location County PVCCD Trustee____________
Blythe Riverside Mr. Anthony Reale, President Blythe Riverside Mr. Ted Arneson, Vice-president Blythe Riverside Ms. Debbie Birdsong, Clerk Blythe Riverside Mr. Lincoln Edmond Blythe Riverside Dr. Kenneth Lucero Needles San Bernardino Mr. Gordon Ervin Needles San Bernardino Mr. Ed Gonzales
Geography of the Service Area The geography of the Palo Verde Community College District places PVC along the fertile Colorado River region of South-Eastern California. Resident students who attend PVC come from the city of Blythe and the surrounding communities of Desert Center, Ripley, Palo Verde, and Ehrenberg, Arizona. An extended campus of PVC is in Needles.
Desert Center is in the College of the Desert District. The U.S. Postal Department has recently changed all Ripley Zip Codes to Blythe codes. Palo Verde is in Imperial County. Ehrenberg is in Arizona and Needles has recently been added to our district from San Bernardino County.
Blythe is surrounded by a unique area of rapid growth and development along the Colorado River between Las Vegas to the North, Mexico to the South, Palm Springs to the West and Phoenix to the East.
POPULATION
Historical 1990 & 2000 Census Population Growth
1990 2000 Change
Riverside Co. +32.0% Blythe 8,428 12,155 +44.0% (Not counting prison population either census) San Bernardino Co. +21.0% Needles 5,550 4,830 -13.0% California +13.8% Nevada +66.3% Arizona +40.0% U.S.A. +13.1%
Source: U.S. Census and PVC Department of Economic Development
Palo Verde High School Enrollment Trends
Source: California Basic Educational Data System (CBEDS)
Palo Verde College Enrollment Trends Students registered at Palo Verde College by Zip code:
Source: Palo Verde College MIS data submitted to State
Educational Attainment of Residents in Blythe
Nearly 70% of Blythe’s population has an education level of twelfth-grade or lower. Nearly one-quarter have a high school diploma, and 22.9% have some high school study, but another 21.1% have an education level of ninth grade or less. Less than five percent of the population has a Bachelor’s Degree (4.5%), and less than three percent has a Graduate/Professional Degree (2.9%), although 24.2% report some college-level study.
Source: 2002 Palo Verde High School Accreditation Study
AREA ECONOMY
Earnings and Unemployment The area’s median household income is $19,675 and median family income is $22,699. Average incomes are $27,061 for households and $31,624 for families. Among families, 27.7% earn below $15,000; 6% earn more than $75,000. A total of 37% of the high school students receive free (30.1%) or reduced-price (6.6%) lunches. Blythe’s Family Service Center is a network of more than thirty agencies, providing all aspects of service to families and individuals with a minimum of red tape and delay. Source: 2002 Palo Verde High School Accreditation Study: Information from the Blythe Chamber of Commerce, Oct. 2000
Employment
Employees on site in Blythe.
Source: PVC Small Business Economic Development Survey, 1999
Ethnicity of Professional Staff at Palo Verde College
Source: June 2000 Year-end PVC Tech Prep Report
Source: Survey conducted by the PVC Research Office, fall 2000. Total population surveyed N=532. Nearly 8% of those surveyed choose not to respond.
Source: Palo Verde High School Accreditation Report 2002. N=925 total high school population end-of-school year 2000.
Ages of Palo Verde College Students
534 students surveyed on campus fall 2000 reported their ages as the following:
Source: Survey conducted by the PVC Research Office, fall 2000
Educational Goals of Palo Verde College Students
Students enrolled at the Blythe Campus have indicated the following education goals. The largest group indicates those who want to transfer out after obtaining an AA degree. Their numbers have decreased from 21% fall ’97 to 14% fall ’00. Most goals have decreased while “undecided” and getting a GED or HS Credential have increased. Also shown is a slight increase in interest in obtaining a 2yr. Vocational Certificate without transferring.
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