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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.
1. The institution assures the integrity and quality of its programs and services by employing personnel who are qualified by appropriate education, training, and experience to provide and support these programs and services.
The college's established processes ensure the integrity and quality of programs and services in terms of the hiring of qualified staff and faculty. However, the process does not begin and end with the college. The Ventura County Community College District office and its committees design those processes and ensure the consistency and utilization of those processes as they apply to the colleges.
As noted in the 2002 Organizational Map of Functional Services:
The Board of Trustees has delegated most of the Human Resources responsibilities to the District administration. The functional responsibilities of Personnel Support include negotiations, contract management, hiring procedures, workers' compensation, fringe benefits, and employee records. Policy development affecting personnel are coordinated through this office. Each campus and District entity has some responsibility for participating in hiring procedures, staff evaluation, and contract administration as it relates to supervisory responsibilities. Legal services related to personnel issues are coordinated through this Vice Chancellor (IIIA-1).
The colleges provide input into the development and review of human resources policies and procedures through their participation on the District Council of Human Resources (DCHR). DCHR, a shared governance advisory council, addresses issues brought by the vice chancellor of Human Resources or by the campus representatives. The vice chancellor of Human Resources chairs the council, which is composed of representatives from constituent groups on each campus. The representatives from Ventura College include two managers, one classified supervisor, and one classified staff member. DCHR may make recommendations to the vice chancellor, Human Resources for consideration. The council is currently involved in a review of all human resources policies, as a part of the district-wide revision of the Governing Board Policy Manual. Council members are using the Community College League of California model policies as a guideline (IIIA-2).
Ventura College is proud of the quality of its faculty. In fact, the college created an "Experts Guide to the Media" so that reporters can contact faculty members who are experts in specific fields and who are qualified to comment on a variety of topics. The guide allows outside media to utilize the skills of our faculty (IIIA-3).
The biggest issue involving hiring revolves around the lack of funds to employ an adequate number of full-time faculty, not around the quality of those who are employed.
The district handles the advertising for all positions. The district Web site lists available positions and makes the information available to specific education employment Web sites. The district also lists positions in local and major newspapers, in newsletters, on campus, on campus email, and in announcements placed in all full and part-time instructor mailboxes. For full-time faculty hires and classified staff, the district creates the announcements, handles the advertising, and ultimately confirms that all applications are complete and include the required documentation prior to the paper screening. Each job announcement lists specific criteria and qualifications that must be met before a candidate passes the paper screening. Transcripts must be provided, and degrees must be earned from regionally accredited institutions. Applicants not meeting minimum degree qualifications must complete a request for equivalency, and members of appropriate divisions evaluate the equivalency request in the subject area. The district verifies degrees at the time of hire (IIIA-4).
By complying with the stated hiring standards, the district and the college meet this standard. The district hires qualified individuals and treats them equitably.
Review of Previous Self-Study Issues
- From 2003 Progress Report: Response to Recommendation Four (Hiring Practices Review):
"The College recommends that the District continue a leadership role in the review process in two ways. First, there is a need to work through DCHR to increase awareness of the revised policy and hiring procedures for all employee groups. Second, the College recommends that DCHR create a calendar for a regular review of hiring policy and procedures. We (the committee) recommend that the changes in hiring practices for full-time academic positions be formally adopted by DCHR" (IIIA-5).
Response for 2004 Progress Report: The Commission felt that the college had shown evidence to support the progress made to address Recommendation Four.
From the 2002 Progress Report and the 1998 Midterm Report : Standard 7, Faculty and Staff:
" Vice Chancellor of Human Resources needs to be filled again."
Response Summary in 2003 Progress Report:
" This issue has been resolved. See Response to Recommendation Four, Staffing."
Response for 2004 Progress Report: The district filled this position. However, the current vice chancellor of Human Resources currently holds the interim chancellor position, and the director of the Personnel Commission currently holds the interim vice chancellor of Human Resources position. The district is currently conducting a search for a permanent chancellor for the Ventura County Community College District (VCCCD). The college does not believe that this position is a concern at this time.
No plan is needed for this portion of the standard.
b) Criteria, qualifications, and procedures for selection of personnel are clearly and publicly stated. Job descriptions are directly related to institutional mission and goals and accurately reflect position duties, responsibilities, and authority. Criteria for selection of faculty include knowledge of the subject matter or service to be performed (as determined by individuals with discipline expertise), effective teaching, scholarly activities, and potential to contribute to the mission of the institution. Institutional faculty plays a significant role in selection of new faculty. Degrees held by faculty and administrators are from institutions accredited by recognized U.S. accrediting agencies. Degrees from non- U.S. institutions are recognized only if equivalence has been established.
As stated in the college mission, the college community encompasses a dedicated, caring, and diverse team of professionals committed to assisting all students in achieving their personal and professional goals. The district and the college designed hiring processes to ensure compliance with the mission.
Unable to hire full time faculty for several years due to severe budget restrictions, the college found itself unable to maintain the legislatively mandated full-time faculty obligation. To remedy this situation, the colleges in the district will hire approximately 60 new full-time faculty for the fall 2004 semester, with Ventura College hiring 22 new faculty. Prior to the current undertaking, the college hired part-time faculty--as many as 70 new part-time faculty per semester-to meet the need for instructors.
Ventura College uses a new process for faculty hiring. The new process was designed to increase hiring diversity and to better use faculty expertise. The old process was considered to be too restrictive, sterile, and time consuming. In addition, the faculty did not feel sufficiently involved since the process did not encourage verbal discussion of the candidates' strengths prior to the final ranking process. The district included this new process in Board Policy 7120, which will be presented to the board of trustees in 2004.
Board Policy 7120 contains the recruitment and selection processes and procedures for faculty for the Ventura County Community College District (VCCCD). The hiring policy addresses, very specifically, diversity, qualifications, and equality in pay for work. It also assigns responsibility to the district for monitoring and evaluating all employment policies, procedures, and practices with regard to issues of discrimination. The 31-page policy provides specific instructions for every step of the hiring process for full-time and part-time academic faculty and academic managers. The district provides human resources forms on the VCCCD Human Resources Intranet (IIIA-6 and IIIA-7).
The college ensures that all faculty job announcements are updated regularly and contain clear job descriptions. The academic department chair and division dean create the job description for each new faculty position and ensure that each job description directly relates to the college mission. The college ensures that it addresses diversity concerns in the faculty hiring process, that all hires meet the needs of the programs, and that the institution maintains adequate staff and faculty to meet its needs (IIIA-8).
As noted, Ventura College will hire 22 new full-time faculty members. In conjunction with these hires, the college evaluated programs needs, and the Academic Senate Staffing Priorities Committee presented its results to the Acting President of the college. The President's Cabinet met and discussed the list as part of their agenda. These full-time hires represent the first for the college in four years (IIIA-9, IIIA-10, IIIA-11, IIIA-12, IIIA-13).
All hiring grows out of program review, which is completed by all academic and student services divisions. Faculty members participate in the program review process and provide input into the statement of staffing needs. Unit plans specifying staffing needs and costs grow out of program reviews. The Academic Senate Staffing Priorities Committee evaluates and prioritizes the requests, ultimately presenting their recommendations to the president. The list fluctuates as changes occur (e.g. retirements, changing program needs, etc.). After the president approves the positions, the existing hiring process begins (IIIA-14, a-h).
The flowcharts entitled "Processing Full-Time Faculty" and "Selecting and Processing New Part-Time Faculty" reflect the faculty hiring process. A paper trail exists that documents each step of the hiring process for each new faculty member. Every hiring committee undergoes an orientation or training. The district conducts staff diversity facilitator training on a districtwide basis to ensure consistency and efficiency. For example, the district held facilitator training on February 26, 2004 , in anticipation of the massive hiring of full-time faculty for fall 2004 (IIIA-15, IIIA-16, IIIA-17, IIIA-18).
The Education Code establishes minimum qualifications for faculty per discipline as published in the document entitled "Minimum Qualification for Faculty and Administrators in California Community Colleges, March 2003, published by the human resources division of the Chancellor's Office of the California Community Colleges". All Ventura College faculty members meet those minimum qualifications (IIIA-19).
The college accepts degrees if they are issued from institutions accredited by recognized U.S. accrediting agencies. The college does not grant degree equivalencies at time of application; instead, discipline related faculty serving on the hiring committee review requests for equivalency at paper screening. If the college decides to offer the position, then the degree undergoes a further equivalency process, which requires the approval of the following: the department, the Academic Senate president, the executive vice president, and the president. The college then submits the application to the vice chancellor of human resources at the district for approval and then to the board for approval. The college does not accept degrees from non-accredited institutions without an equivalency. Applicants must document the equivalency themselves by submitting a translation, if necessary, and an evaluation of their degree and credential from a qualified credentials evaluation service. If requested by the applicant, the college may provide a list of qualified credential evaluation services. Neither the college nor the district recommends specific credential evaluation services (IIIA-20).
Once the application period has closed, the college creates a hiring committee to oversee the process of paper screening and to interview the selected candidates. In addition, any submitted letters of recommendation are verified and publications are documented. Each faculty hiring committee must be comprised of the division dean; the department chair; the staff diversity facilitator; two discipline-appropriate faculty; and at least three members of the college community from under-represented groups, including two from ethnic minorities. The hiring committee reflects the diverse nature of the college. Discipline appropriate faculty paper screen the applicants, and all members of the committee review each applicant's package of information. Those selected by the committee receive an interview. The district guarantees, per the faculty/district contract, that part-time faculty who are currently working in the district (discipline related) an interview for the full time position. The interview also includes a ten-minute teaching demonstration for instructional faculty, and applicants selected to interview receive the teaching demonstration question in advance so that they have time to prepare. In designing interview questions, the hiring committee discusses the department's role in the college's mission. These questions, in turn, also connect to program review. The committee also discusses the diversity of our student body and our community. The selection panel drafts questions in advance of the interviews, and each interviewee is asked the same questions. The questions address diversity issues and current knowledge in the field.
Adjunct Hiring Process
The college is responsible for part-time faculty hiring processes while the district is responsible for ensuring that full-time faculty hires comply with all processes. Ventura College hires and assigns continuing part-time instructors and full-time faculty to hourly assignments in accordance to Section 5.4 of the American Federation of Teachers/Ventura County Community College District (AFT/VCCCD) contract. Each college hires its own adjunct faculty using the standard hiring process. Once hired, the college places the instructor on the Longevity List in the discipline, per appendix G of the AFT/VCCCD contract. The Longevity List replaces the Seniority List, which was in place for many years. The AFT/VCCCD contract defines "longevity" as "total regular semesters of non-contract service in a grouping" (IIIA-21).
The AFT/VCCCD contract specifically addresses hourly hiring assignments and the use of the longevity list (IIIA-21, section 5.4, pages 23-26).
The college conducts its part-time faculty hiring process in a manner similar to the full-time hiring process although the committee make up is not as large. Part-time hiring committees are comprised of at least three people, including the division dean and the department chair. After the committee paper screens the applicants, it conducts interviews and may include a teaching demonstration component.
Sometimes a part-time hire is an "emergency hire." An "emergency hire" occurs when a need arises, but there is not enough time to go through the advertising process. Most hires involve a minimum of four weeks of advertising for the position. The "emergency hire" hiring process requires the same paper screening and oral interviews and qualification review as the regular hiring practice.
Classified Staff Hiring
The district handles the hiring of classified employees, including classified staff, supervisors, and managers, through an established process. The hiring supervisor or manager, in collaboration with the vice chancellor of Human Resources, reviews existing job descriptions. Classified positions have specific job descriptions that include minimum qualifications. When necessary, the Personnel Commission officially creates new job descriptions, with input from the hiring supervisor or manager. The process is as formal as the for full-time faculty hiring process. It includes paper screening; qualifying tests, if appropriate; checking of references and degrees; a panel interview at the district level; and one or more interviews with the hiring supervisor or manager. The district conducts orientations for hiring committees and for new classified hires. The District Office of Human Resources makes all job descriptions available.
The requesting supervisor initiates the classified hiring process by submitting a Personnel Action Form. The campus and the district administrators must approve the request. The Classified Employees Handbook contains the hiring process and qualifications (IIIA-22, a-ff, IIIA-23, IIIA-24).
There is no campus Classified Hiring Priority list. Currently, the college president must request approval for needed positions through the District Executive Team.
The college needs to address several issues in this area:
The college needs to create a classified staff priority-hiring list. The college should bring the issue forward to the Classified Senate for discussion and then to the Administrative Council. A process for the generation of such a document used to exist but eventually fell into disuse. Such a list would prove useful given the limited state of the budget and the continuing need to replace staff who retire, leave, or are laid off. The college should generate the list utilizing program reviews and unit plans, essentially the same process faculty use to create the faculty hiring priorities list. After the list has been created, it should go to the Administrative Council for review and then to the president.
Attrition in the management structure continues to be a concern. Due to budget constraints, fewer managerial positions exist today than in 1996, and the college has been forced to create mega-divisions, which have continued to increase in size. The number of students, both FTES and headcount, has increased. However, the organization and structure of the management of the college are not within the purview of this standard, and so the members of the committee defer to the Administrative Council, the President's Cabinet, and the president and his Executive Team regarding these concerns.
Finally, the AFT/VCCCD contract requires that all qualified part-time faculty members who apply for appropriate full-time positions be granted interviews. This requirement places tremendous demands on the committees hiring full time faculty. This issue, however, remains a negotiable item and it is not within the purview of this committee.
Review of Previous Self-Study Issues:
From 2003 Progress Report: Response to Recommendation Three (Delivery of Services and Staffing for Student Services), Plan:
"Completion of program reviews for both student service divisions by 2004 Team Visit"
Response for 2004 Progress Report: The college's program reviews for the student service divisions remain on schedule. At the time of this writing, 9 of 12 have been completed and the remaining reviews remain scheduled for completion soon.
From the 1998 Midterm Report : Standard 7, Faculty and Staff
"Ventura College will complete and implement new processes and criteria for prioritizing positions in all areas of personnel needs, and will have established operational 'preference' list for hiring and assigning part-time faculty."
Response in 2003 Progress Report: "We have resolved this issue. The portion of this issue related to the prioritization of personnel needs was addressed in the 1996 Self Study and referenced earlier in this document. The establishment of a "preference" list as it relates to the assignment of part-time faculty has been developed and is updated on an annual basis. The preference list for assignment of part-time faculty resulted from Article 5.4C of the AFT/VCCCD labor agreement (S 7.6)."
Response for 2004 Progress Report: The college updates the faculty preference list each semester. The college has resolved the issue of prioritizing for full and part-time faculty. The college needs a prioritizing process for classified staff, as noted above.
From the 1998 Midterm Report : Standard 7, Faculty and Staff
"Complete a review of "Adult Hourly" positions in order to replace them with temporary part-time, seasonal, and provisional employees."
Response in 2003 Progress Report: "We have resolved this issue. All 'adult hourly' positions have been eliminated and replaced by regular classified positions (S 7.5)."
Response for 2004 Progress Report: The statement made in the 2003 Progress Report continues to be true. The college eliminated adult hourly positions and replaced them with seasonal employees (regular classified positions). This college believes that it has resolved this issue.
From 1996 Self-Study Report: Standard 4A: Selection:
"Review priority system for the replacement of retired or resigned faculty."
Response in 2003 Progress Report: "We have resolved this issue. The College has established a three-tiered procedure for the prioritization of new and replacement faculty hires. The Academic Senate provides the college president with an annually updated prioritized list of faculty positions. The Administrative Council (managers) also conducts an annual review and develops its prioritized list through the executive vice president. Both lists are taken to the President's Cabinet where a final prioritized list is developed and approved by the Cabinet. The President's Cabinet membership includes the Academic Senate president, the Classified Senate president, the president of the student association, the two college vice presidents, the executive director of the Ventura College Foundation and the public information officer for the college."
Response for 2004 Progress Report: The college agrees with the 2003 Committee. The college recently utilized the system, and it resulted in a complete list necessary to fill 22 positions in one year.
From 1996 Self-Study Report , Standard 4A: Selection:
"AFT/VCCCD Labor Contract guarantee of an interview for part-time faculty puts added time burden on some full-time selection committees."
Response in 2003 Progress Report: "We have made no progress via negotiations on this issue. Part-time employees currently working in the District (discipline related) and minimally qualified, continue to be guaranteed an interview in the hiring process (S 7.3)."
Response for 2004 Progress Report: This issue remains a concern. On the positive side, this provision of the contract allows part-time faculty the opportunity to interview for a full-time position. However, the time needed to interview all of the interested and qualified part-time instructors for the 22 faculty positions beginning this fall placed an enormous demand on the committee members. This item remains negotiable.
As mentioned in the Evaluation, the only issue that the committee feels it can properly address is the creation of a classified staff hiring priority list. The committee will bring this issue forward to the Classified Senate for discussion. If the Senate considers the issue substantial, it will carry the issue forward to Administrative Council for further discussion and process.
a) The institution assures the effectiveness of its human resources by evaluating all personnel systematically and at stated intervals. The institution establishes written criteria for evaluating all personnel, including performance of assigned duties and participation in institutional responsibilities and other activities appropriate to their expertise. Evaluation processes seek to assess effectiveness of personnel and encourage improvement. Actions taken following evaluations are formal, timely, and documented.
Ventura College evaluates its personnel regularly and systematically.
Ventura College evaluates all new hires regularly and consistently. Pursuant to the AFT/VCCCD contract, full and part-time faculty complete the same evaluation forms. The negotiated contracts define how the evaluation process works. Part-time instructors receive a Part-Time Faculty Handbook, which makes them aware of the evaluation process and refers them to the AFT-VCCCD contract for further information (IIIA-21, Article 12, pages 55-70; IIIA-25; IIIA-26).
The college evaluates full-time faculty once every three years. Each faculty member completes a self-evaluation or appraisal. The AFT/VCCCD contract defines committee membership: a peer evaluator from the same discipline, the department chair, and the division dean. The district tracks the evaluation process for faculty and notes it in Banner.
Students also evaluate faculty. For faculty in the tenure-review process, students in all classes or service areas receive student evaluations to complete. For other faculty members, the college chooses one course each semester at random for student evaluation. An instructor may request that additional courses be evaluated as well. Student volunteers distribute and collect the forms in each evaluated classroom, thereby ensuring student confidentiality. The Office of Student Learning provides student evaluation results to faculty members after the instructor posts semester grades. The Office of Student Learning maintains the originals and then transfers them to the district office (IIIA-27).
Classified Staff Evaluation
The Classified Employees Handbook, which was revised this year, informs all classified staff of the process for evaluation. The Service Employees International Union/Ventura County Community College District (SEIU/VCCCD) contract also defines the evaluation process. Each classified staff member completes a self-appraisal and undergoes evaluation annually by his or her manager. Recently, the District Human Resources Department revised the staff evaluation forms to focus more attention on needed improvements in employee performance and on the establishment of goals that are mutually developed by the employee and their manager or supervisor (IIIA-23, IIIA-24, IIIA-28).
The district office keeps all the documentation in the District Human Resources Office. The Classified Employees Handbook also provides the procedures for classified managers and supervisors to be evaluated.
Deans and the academic managers complete self-evaluation and undergo evaluation by the executive vice president. Faculty and staff in their departments also evaluate the deans. Per board policy, the college now evaluates managers on a fiscal year calendar, rather than a calendar year. The executive vice president and the vice president complete a self-evaluation and are evaluated by the president. The president completes a self-evaluation and undergoes evaluation by the chancellor. The board of trustees made some changes in procedures although the 1991 College Management Association Policy Manual does not reflect these changes (IIIA-31, page 15, Evaluation; IIIA-32; IIIA-33; IIIA-34).
The college has completely addressed the issue of evaluation for all personnel; the college consistently and fairly implements its process.
Review of Previous Self-Study Issues :
From the 1996 Self-Study Report: Standard 4C: Evaluation:
"Number and quality of evaluation forms needs to be addressed."
Response in 2003 Progress Report: "We are still working on this issue. The College and the District have on several occasions worked with faculty leaders as a task force to redesign the forms used to evaluate faculty. The end result was new forms that were completely rejected by the AFT. Because the evaluation forms are part of the current labor agreement, they can only be changed with AFT approval. The evaluation forms used to evaluate classified support staff have been reviewed and revised as needed. Management evaluation within the District is being revised by the College Management Association and the District Chancellor's office and should be adopted in the very near future (S 7.4)."
Response for 2004 Progress Report: This issue remains as it was in the 2003 Progress Report. The item remains a negotiable issue.
From 1996 Self-Study Report : Standard 4C: Evaluation:
"Management evaluations appear to be less formal and time consuming and do not include faculty or staff input."
Response in 2003 Progress Report: "We are currently addressing this issue. For the past year, the College Management Association and the District Chancellor have been developing a new tool for management evaluations that will more clearly define the process and could include input from non-management employees."
Response for 2004 Progress Report: The current evaluation forms for the deans include input from faculty and classified staff. Currently the forms used for evaluating vice presidents and the president do not.
The college believes that it needs no plan.
c. Faculty and others directly responsible for student progress toward achieving stated student-learning outcomes have, as a component of their evaluation, effectiveness in producing those learning outcomes.
Ventura College built its Educational Master Plan on student-centered documents. Our Mission says:
Ventura College is an educational leader providing a positive and accessible learning environment that is responsive to the needs of students, promotes success, develops students to their full potential, creates lifelong learners, and fosters positive human values for successful living and membership in a global environment. The College is a national model of how institutions of higher learning can combine innovative programs, student support, and instructional technologies to provide outstanding learning opportunities and community services.
Two of Ventura College 's Goals are to:
(1) Develop and maintain excellent educational programs and services in a unique learning environment where individuals can fulfill their personal and professional dreams.
(10) Continuously improve institutional effectiveness by defining a clear and distinctive Mission , establishing an ongoing collaborative planning process, maintaining participatory governance, and gathering and utilizing relevant data to assess the college's process toward fulfilling its Mission and Goals.
Gathering and utilizing relevant data, as noted in Goal 10, enables Ventura College to verify that it is successfully meeting Goal 1 and fulfilling our Mission . The college relies on its faculty evaluation forms as one type of data to verify Goal 1 and the Mission statement.
Each evaluation form refers to student learning outcomes in a slightly different manner:
The faculty evaluation forms for teaching and non-teaching faculty refer to whether a student "participates in instruction-related and student activities."
The faculty self-appraisal report asks, "What are the reactions of your students to your services? Indicate how you gained this information. Example, student evaluation forms, student comments, knowledge of student successes, other."
The Classroom Teaching Faculty Site Visit Report and the Classroom Teaching Faculty Peer-Appraisal Report both require information in these areas: "C. Presentation: Content Consistent with Course Objectives and Outline" and "D. Student Comprehension" and "E. Classroom Presentation Content: Consistent with Program Objective - Peer Evaluator from same discipline only."
The Non-Classroom Teaching Faculty Site Visit Report and Non-Classroom Teaching Faculty Peer Appraisal Report forms both ask whether instructor's lesson is "E. Consistent with Program Objective."
The student evaluation form asks whether "teaching techniques are effective." (IIIA-25) (IIIA-27)
The Course Outline form (referred to above) (IIIA-35)
The faculty, staff, and management of the college remain committed to incorporating Student Learning Outcomes into all of the human resources processes used at Ventura College - whether it be for hiring, evaluation, or promotion. Each process requires that the appropriate documents reflect the language of that commitment. The redrafting of the various documents requires a large time commitment, and some of the documents cannot be redrafted without the agreement of the negotiating groups.
Part of the faculty evaluation process directly addresses student outcomes and effectiveness. The college provides professional guidance and assistance to any faculty member who needs to strengthen his or her skills in this area.
This issue remains a negotiated item, and the college believes that it would be inappropriate to revise the language of the evaluation forms.
d. The institution upholds a written code of professional ethics for all of its personnel.
The college and district describe ethical behavior as a standard through its stated missions, visions, goals, values, and practices.
The district board policy manual specifically states (in part):
The Ventura County Community College District Governing Board subscribes to and promotes the principals of good personnel management, equal employment opportunities, equal pay, and fair employment practices. The district shall promote employee development and training opportunities, recognition for employee contributions, strong affirmative action programs, comprehensive fringe benefits and good faith and effective negotiating with employee bargaining units (IIIA-36).
C.12 Education Activities and Operational Policies
A. Academic Freedom. The teacher is entitled to full freedom in research and in the publication of the results, subject to the adequate performance of other academic duties; but research for pecuniary return should be based upon an understanding with the authorities of the institution.
The teacher is entitled to freedom in the classroom in discussing his or her subject but should be careful not to introduce into the teaching controversial matter that has no relation to the subject.
The college or university teacher is a citizen, a member of a learned profession, and an officer of an educational institution. When a teacher speaks or writes as a citizen, he or she should be free from institutional Censorship or discipline, but this special position in the community imposes special obligations. As a person of learning and an educational officer, a teacher should remember that the public might judge the teaching profession and the institution by his or her utterances. Hence a teacher should at all times be accurate, should exercise appropriate restraint, should respect others' opinions, and should make every effort to indicate that he or she is not an institutional spokesman.
NOTE: The board approves the preceding statements on academic freedom as a basic policy expression. However, it wishes to further emphasize the responsibility of the teacher to present, to the best of a person's ability, the pros and cons of such controversial ideas as he or she may discuss under this policy and to use language which is in keeping with accepted contemporary standards in higher education.
Each Trustee of the Ventura County Community College District is bound by the following Code of Ethics as set out in the Board Policy Manual (IIIA-32):
A.31 TRUSTEE ETHICS CODE
A trustee acknowledges that he or she is:
1. elected by the citizens of his or her area to represent the interests and serve the needs of the entire Ventura County Community College District while recognizing the particular interests and needs of his or her area;
2. obligated as a trustee to protect and further the interests of students, to serve as a steward of the resources and facilities available to the District, and to be a part of the team which seeks to meet student needs, extend their opportunities and enhance the quality of education they are offered;
3. pledged to uphold the ethical and legal commitments and responsibilities of the District to the State, the residents of the District, the staff it employs, and the students it serves;
4. bound to respect the letter and spirit of the Ralph M. Brown Act, taking all official actions in public, and to preserve the confidentiality of all privileged information, including that shared in executive-session closed session;
5. committed to maintain an atmosphere in which controversial issues may be freely discussed and to uphold the honor and dignity of individuals;
6. ready to recognize that a Board member has no legal authority as an individual trustee and that decisions are made by majority votes at Board meetings;
7. ready to delegate authority to the Chancellor and therefrom to the Colleges, and to confine Board action to determining policy, planning, performance evaluation, hiring and maintenance of fiscal soundness; and
8. obliged to represent to District employees, students and residents the highest ideals of honor, integrity and accountability in all official and Board related activities, including conduct at meetings and public events, exercise of Board privileges and use of District resources.
Just as a trustee represents the residents to the Board,
so a trustee represents the VCCCD to the community .
The district and all three colleges participate in the Personnel Commission, which addresses employment processes. The district and colleges created the Personnel Commission to provide statutory protection to classified employees through the Education Code. A s noted on the district Web site:
The Merit System is a personnel system of rules and procedures administered by the Personnel Commission. The Merit System ensures fair and equitable treatment in all personnel management matters without regard to politics, race, color, religion, national origin, sex, martial status, age, or disabling condition and with proper regard for individual privacy and constitutional rights (IIIA-22, ff).
The college published a written code of behavior in 1991, which was revised and expanded in 1995 and again in 1999. The statement entitled "Our Values" very clearly sets forth the behavior expected of college employees and provides the basis of our Vision, Mission and Goals.
The Ventura College community is committed to following a set of enduring core Values that guide it through changing times and give rise to its Vision, Mission and Goals.
We believe in the personal dignity and full potential of every individual and in fostering positive human Values in the classroom and in all our interactions.
We are committed to maintaining an open, honest and ethical environment.
We are dedicated to achieving excellence in the broad range of academic programs and services we provide to our students and the community.
We are committed to creating a professional and supportive environment where students, faculty, and staff can achieve personal growth and fulfillment.
We believe it is essential to provide and nurture learning opportunities for all individuals.
We recognize that change is constant and that it is imperative that we continually evaluate our performance and seek new and improved approaches to providing educational programs and services.
We are dedicated to embracing and responding to our increasingly diverse student body.
Ventura College values its importance to the community and is dedicated to enhancing the community's quality of life and to meeting its needs.
We believe that better results are achieved by working together, whether as colleagues on College issues and decisions or by actively seeking to form partnerships with other organizations to address mutual Goals.
Our Practices (those relevant to this section)
1. We demonstrate courtesy and mutual respect in our relationships with everyone by listening to our colleagues and our students with care and concern, finding common ground and fostering a sense of community.
2. We consistently demonstrate professional standards, collaboration, and teamwork. (IIIA-37, page 1 and page 3)
The college is currently revising the Faculty Handbook, with completion expected prior to the fall 2004 semester. The handbook will also contain the mission, goals, vision, values, and practices that currently exist on the college Web site, in the college catalog, and in the student handbooks, among other publications. The handbook and the 2004-05 Ventura College Catalog will also contain the Academic Freedom policy. The college revises the Part-Time Faculty Handbook annually, and the 2004 version also includes the new statements and the Academic Freedom Policy (IIIA-38, IIIA-26.)
Various departments are guided by Ethics Codes that are discipline specific. For instance, the Ventura College Child Development Center (CDC) is committed to and guided by the Code of Ethical Conduct and Statement of Commitment created by the National Association for the Education of Young Children. The CDC has the Code posted on the Director's door for all to see, and provides copies of the Code to the parents of their young students (IIIA-39).
As noted in the 2003 Accreditation Progress Report in Standard Two (Institutional Integrity):
The [former] president of Ventura College , Dr. Larry Calderón, is a board member of the Association of California Community College Administrators (ACCCA). The ACCCA Statement of Ethics defines ethics as "consistency in the exercise of integrity to sustain credibility and is expected in an administrator" (S 2.39). The ACCCA Statement of Ethics also explains the importance of ethics. Dr. Calderón considers the ACCCA Statement of Ethics binding on him as an administrator. It is his duty under the ACCCA Statement, with reference to his dealings with colleagues and staff, "to encourage, support, and abide by written policies and procedures and to communicate clearly to all staff members the conditions of employment, work expectations and evaluation procedures."
Our acting president endorses the ACCCA standards as well. He is also a member of the WASC Accreditation Advisory Committee for California State University Channel Islands and as a member of that committee, commits himself to upholding clear ethical standards for the operation of each educational institution (IIIA-40).
The district regularly provides sexual harassment training and other forms of training for sensitive issues. The college makes brochures on sexual harassment available in a variety of spots on campus. Three college employees serve as sexual harassment facilitators on campus. The college also provides contacts for Title IX issues, ADA issues, and other similar concerns. The college historically employs a minimum of one staff diversity officer (IIIA-41, IIIA-42).
The district has created an Electronic Communications Systems and Services Policy that is proceeding through the approval process and should come to the board of trustees for approval this year. The policy addresses such ethical issues as confidentiality, fair use of materials, and responsibility and is binding on all users of the technology (Web site, internet, email systems) (IIIA-43).
The college participates every two to three years in surveys that evaluate staff perceptions of the college environment conducted by the District Office of Institutional Research. The surveys include specific questions regarding staff experiences on such issues as sexual harassment, racism, sexism, and discrimination. In general, responses to the survey indicate a high level of satisfaction with the work environment on the Ventura College campus.
Although Ventura College has not created a specific "Code of Ethics," we adhere to a variety of documents that guide the college and define the same expected behaviors as a code would. The college believes that these documents appropriately meet the needs of a "Code of Ethics," and, therefore, the college believes that it has met the standard.
To promote ethical behavior in the classroom, the college created a new Academic Honesty Web site for use by faculty, staff, and students. The college catalog also contains the revised academic honesty statement, as does the college Web site. The Academic Senate has reviewed this statement (IIIA-44, IIIA-45).
In 1998, the district conducted the Staff Survey of the College Environment in which 60.4% of the staff answered "no" to the following question: "Have you observed any racism, sexism or other discrimination at this college?" In 2000, when asked, "Have you experienced racism, sexism or other discrimination at VCCCD?" 81.5% said "No" (IIIA-46, IIIA-47).
Review of Previous Self-Study Issues:
From 2003 Progress Report, Self-Study Standard Two (Institutional Integrity):
"The Full-Time Faculty Handbook needs to be updated."
Response in 2003 Progress Report: (PLAN)
"Administrative Council will be asked to form a committee to update the Faculty Handbook over the next year, which is the normal cycle for such an update."
Response for 2004 Progress Report: The Academic Senate has begun updating the handbook. The college expects the revision to be completed by the start of the fall 2004 academic semester and will be used to support the orientation of the 22 incoming faculty.
The college needs no plan for this portion of the standard.
1. The institution maintains a sufficient number of qualified faculty with full-time responsibility to the institution. The institution has a sufficient number of staff and administrators with appropriate preparation and experience to provide the administrative services necessary to support the institution's mission and purposes.