The Institutional Self-Evaluation Report is submitted to the ACCJC for the purpose
of assisting in the determination of the institution's accreditation status.
Standard I: Mission, Academic Quality and Institutional Effectiveness, and Integrity
The institution demonstrates strong commitment to a mission that emphasizes student
learning and student achievement. Using analysis of quantitative and qualitative data,
the institution continuously and systematically evaluates, plans, implements, and
improves the quality of its educational programs and services. The institution demonstrates
integrity in all policies, actions, and communication. The administration, faculty,
staff, and governing board members act honestly, ethically, and fairly in the performance
of their duties.
Standard II: Student Learning Programs & Support Services
The institution offers instructional programs, library and learning support services,
and student support services aligned with its mission. The institution's programs
are conducted at levels of quality and rigor appropriate for higher education. The
institution assesses its educational quality through methods accepted in higher education,
makes the results of its assessments available to the public, and uses the results
to improve educational quality and institutional effectiveness. The institution defines
and incorporates into all of its degree programs a substantial component of general
education designed to ensure breadth of knowledge and to promote intellectual inquiry.
The provisions of this standard are broadly applicable to all instructional programs
and student and learning support services offered in the name of the institution.
The institution effectively uses its human, physical, technology, and financial resources
to achieve its mission and to improve academic quality and institutional effectiveness.
Accredited colleges in multi-college systems may be organized so that responsibility
for resources, allocation of resources, and planning rests with the district/system.
In such cases, the district/system is responsible for meeting the Standards, and an
evaluation of its performance is reflected in the accredited status of the institution(s).
The institution recognizes and uses the contributions of leadership throughout the
organization for promoting student success, sustaining academic quality, integrity,
fiscal stability, and continuous improvement of the institution. Governance roles
are defined in policy and are designed to facilitate decisions that support student
learning programs and services and improve institutional effectiveness, while acknowledging
the designated responsibilities of the governing board and the chief executive officer.
Through established governance structures, processes, and practices, the governing
board, administrators, faculty, staff, and students work together for the good of
the institution. In multi-college districts or systems, the roles within the district/system
are clearly delineated. The multi-college district or system has policies for allocation
of resources to adequately support and sustain the colleges.
