Standard IIIA
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DESCRIPTIVE SUMMARY
The college currently finds itself unable to maintain sufficient numbers of faculty, staff, or administrators to fully support the college's Mission and Goals. However, the staff shortages do not reflect a lack of commitment on the college's part to professionalism, student learning, and student services. Rather our efforts to maintain sufficient numbers continue to be impeded by the budget situation at state and local levels.
Despite shortages in faculty and staff, the college operates very efficiently and effectively, as noted in our 525 efficiency report. The 525 report is a key measure of instructional productivity. The report shows comparisons of a program's Weekly Student Contact Hours (WSCH) and Full-Tim Equivalent Faculty (FTEF) with the 525 goal. Ventura College has established enviable rates-95% of goal for fall 2003 and spring 2004 (III-48).
The 1996 Accreditation Self-Study Report stated that college personnel included 160 full-time faculty, approximately twice that number of part-time faculty, and 154 classified staff. Ventura College has, as of fall 2003, 123 full-time faculty, 383 part-time faculty and 159 full and part-time permanent classified staff (IIIA-49, pages 2-3; IIIA-51).
In 1996, our student headcount numbered approximately 10,000. Our headcount now ranges between 12,500 and 13,000 (IIIA-52).
Full-time faculty maintenance remains a districtwide concern as the district recently incurred fines by the state for failure to comply with mandated full-time faculty ratios. The college is currently addressing this issue, and it should be resolved by the time of the team visit (October 2004). The district did not deliberately attempt to sidestep the rules. The allocation model, in effect until the past year, did not provide the college with the funding necessary to replace full-time faculty lost to attrition, much less to increase the number of faculty. The problem worsened with the faculty buy-out and the loss of 29 retirees in May 2003. The college faces the retirement of large numbers of additional faculty in the next several years. This situation reflects a statewide problem since nearly 50% of administrators and tenured faculty are eligible for retirement, according to the recent CRB report on statewide CCC staffing (1994-2002) (IIIA-5, pages 64-68; IIIA-53).
Ventura College operates with fewer administrators in 2004 than at the time of the 1996 Accreditation Self-Study Report. As of the time of this writing, the college's management structure consists of an acting president, an executive vice president, a vice president, five deans, and two assistant deans. In 1996-1996, a slightly different structure existed. At that time, the college operated with a president, three vice presidents, and seven deans (IIIA-54).
Lay-offs and a buy-out of retirees in 2002-2003 caused by the severe budget situation at the state and district levels impacted classified staff also. The state situation necessitated the district utilizing its reserves and suspending the allocation model for the colleges. The lean allocation funding and the state budget constraints resulted in no new full-time faculty hires for four years at Ventura College and the lay off of classified staff and most student workers in 2003. All classified staff experienced a partial reduction in hours for about eight months in 2003. Some experienced a permanent reduction in hours. Many classified staff members have assumed the responsibilities of positions vacant for an extended time.
The college noted in its Response to Recommendation Three of the 2003 Accreditation Progress Report that we experienced a net gain of 12.5 full-time equivalent classified staff in student services from 1998-2002. However, since the writing of that report, the state, district and college budget situation resulted in the attenuation of a number of those staff. Those positions, including the Student Activities Coordinator and the Tutoring Center Coordinator, remain unfilled at this time (IIIA-5, Response to Recommendation Three; IIIA-55).
The college has been successful at and continues to seek outside funding sources (e.g. grants, etc.) that provide additional monies for staffing needs. The documents cited above--Student Staffing Gains and Student Services Staffing Report--both identify positions funded by outside sources. While welcomed, those positions face uncertain futures when funded in such a manner. A number of staff positions, including both faculty and classified staff, have been provided by categorical and grant funding (IIIA-56).
In Spring 2000, the Employee Survey of the Work Environment indicated that 91.9% of the Ventura College employees surveyed felt that their work was meaningful; 95.3% felt productive in their jobs, and 90.3% felt that their work was challenging. However, 80.2% indicated that an insufficient budget presented a major problem or a barrier impacting their job, and 74.8% felt that insufficient staff support presented a problem or barrier impacting their job. The survey indicated that the number one problem across the district was a lack of sufficient staff or personnel (IIIA-57).
SELF EVALUATION
The district has addressed the ongoing issue of inadequate full and part-time faculty and has a plan in place to continue to address that concern.
However, the numbers of classified staff remain a concern. In employee surveys of the work environment, staff members from across the college regularly express the need for additional classified staff. The college operates with same size staff it had when 20% fewer students (by headcount) attended. Similarly, the college operates with fewer administrative staff. The college will need to address staffing issues when the budget concerns lessen and enrollment stabilizes.
The college recognizes several areas of concern regarding classified staff:
• A severe shortage of technical assistance exists on the campus. With the rapid expansion of new buildings due to be built with Measure "S" Bond fund money, the problem will be exacerbated. The new library and Learning Resources Center opening next fall will contain 525 computer stations, including 320 stations just in "the beach," the main student work area on the first floor. Currently, one computer technician will be assigned to maintain that area.
• The college needs a webmaster for the college Web site. The college increasingly relies on its Web site for communication, enrollment, schedule, and catalog distribution to students, publicity, and program information. Currently, the college contracts with the district Information Technology Department to maintain the Web site. Having a webmaster on campus as part of the staff would improve efficiency. A college webmaster would review all information on the site to ensure consistency and accuracy.
• The creation of new, larger buildings funded by the Measure "S" Bond brings an increased need for maintenance staff for the buildings and more grounds crew. The college will need to address these concerns when the budget crisis eases.
• The college cannot assume that the implementation of technology will resolve workload issues. For instance, the implementation of Banner helps to manage data, but it cannot substitute for personnel. Banner does not lessen workloads; instead, it shifts responsibilities and creates new types of work. The use of Banner has resulted in some streamlining, but it remains a management and fiscal tool, not one meant to take the place of people.
One of the college's Goals states the need to "expand the use of instructional and administrative technology to make Ventura College a recognized leader of technology among California Community Colleges." The college cannot achieve this goal without an adequate number of appropriately qualified staff.
The faculty, staff and managers have made a concerted effort to limit the impact of the budget crisis on students. Although some sections were cut, the college ensured that the number of students directly impacted was kept as low as possible. Some departments used larger classrooms so that enrollments could be increased. Although the college eliminated Saturday classes ( Weekend College ) and the four-week summer session two years ago, we intend to return the four-week summer session to the schedule in 2005.
Review of Previous Self-Study Issues:
From Self-Study Response to Standard Four, 2003 Report:
• From 1996 Self-Study Report : Standard 4E: Other Personnel Policies
"Need to replace retirees among faculty, classified and managers."
Response in 2003 Progress Report: "The College has not been able to adequately address this issue. Due to severe budget restraints, the College has not been able to replace retirees except in a few vital areas of operation. The College anticipates that their inability to replace staff will not improve until the allocation model is modified and state fiscal resources increase."
Response for 2004 Progress Report: Since the previous report was written, the district and the college have taken major steps towards the resolution of this issue. A large number of faculty at Ventura College will approach retirement age over the next few years; however, plans exist at the district level for the replacement of faculty who retire or leave. No plans exist, however, for the replacement of the substantial number of classified staff lost through retirement or layoffs. Similarly, no plan exists for the replacement of management staff.
• From 1996 Self-Study Report : Standard 4A: Selection
"Encourage the District to maintain progress toward the goal of 75% full-time faculty."
Response in 2003 Progress Report: "We have made no progress on this issue. There is no realistic commitment to the goal of 75/25 within the District. Each college has been able to address this goal as resources are made available. Ventura College has not been able to replace many of its open full-time faculty positions because of budget restraints. . We continue to struggle to replace full-time faculty because of the instability that exists with our general fund budget. Since 1996, we have hired 21 new full-time faculty, while during this same period we lost 36 full-time faculty to retirements or for other reasons. The need to rely on part-time faculty has resulted in less quality service to students, programs and services (S 7-1)."
Response for 2004 Progress Report: Please see above response. The district and the college have renewed their commitments to achieve this goal. Plans exist to replace faculty who retire or leave for other reasons.
• From 1996 Self-Study Report : Standard 4A: Selection
"Lack of new staffing positions for mega-divisions (Fine Arts and Language Arts, Social Sciences, and Physical Education, CJ, Health Sciences)."
Response in 2003 Progress Report: We have resolved this issue. We have added support positions in PE/Athletics (Gilligan), in Criminal Justice (Plisky), in Social Science (Allen), in Language Arts (Tuyor) and in Science/Multi Media (Stewart).
Response for 2004 Progress Report: Since the last report, the college again reorganized the mega-divisions due to the loss of three managers and the decision not to fund replacements at this time. Although the college lost a number of classified staff positions in the past couple of years, none were in the listed "mega-divisions." Therefore, this issue no longer exists.
PLANNING AGENDA
As noted in an earlier portion of this standard, the college recommends that a staffing priorities list be created to analyze classified staffing needs. For the classified staff priorities list, the college should use the same authorities as were used for the faculty priority list. Those authorities include the Classified Senate, program reviews, Administrative Council, and the president. In addition, the college operates with fewer administrators than it had in 1996 even though 20% more students attend. The Administrative Council and the President's Cabinet should review the current structure and determine whether it is the best possible choice.
2. The institution systematically develops personnel policies and procedures that are available for information and review. Such policies and procedures are equitably and consistently administered.
a. The institution establishes and adheres to written policies ensuring fairness in all employment procedures.
DESCRIPTIVE SUMMARY
The college understands that all policies and procedures are subordinate to federal and state laws that include the federal and state mandates of fair and equitable employment practices as components.
As noted earlier, the district, with input from the colleges, and approval of the board of trustees, systematically develops all personnel policies and procedures.
The VCCCD's personnel policies are consistent within each college and throughout the district. The policies and procedures remain the district's responsibility, but each college implements those policies. The district's Board Policy Manual, which is available on the web, includes its Personnel Philosophies and Policies. The district also makes its hiring policies and procedures available at the District Office of Human Resources. The policies incorporate a number of sources: AFT and SEIU contracts; sexual harassment policies; ADA issues; Education Code concerns and requirements; student right to know information; state standards for community colleges; toxic waste and hazardous materials information; Title IX; Title III; OSHA standards; worker's compensation procedures; and staff diversity representation. We must note, however, that the district is currently redrafting its policies (IIIA-36, IIIA-58).
The district provides training on appropriate issues regularly (IIIA-59).
The college consistently and completely follows the written procedures, which have been approved by the board of trustees (IIIA-6).
Fair treatment follows logically from the consistent administration of reasonable policies and procedures. The college understands how difficult it is to prove fair treatment; however, a continuous stream of complaints would indicate a lack of it. Furthermore, the existence of an appellate or grievance procedure supports the indication of fair treatment (IIIA-60, IIIA-61).
SELF EVALUATION
The negotiated contracts with employee groups clearly define grievance procedures. The process, when utilized, focuses on the resolution of issues. However, if issues remain unresolved and the district has exhausted administrative remedies, the complaint may proceed to court and litigation. The grievance procedures exist, in part, to challenge the results of the human resources procedures. The existence of those grievance procedures promotes fairness in the administration of human resources procedures.
The college believes that the system in place works. The district created its policies with districtwide input from all the constituent groups. The district publicizes and utilizes its grievance policies, and a challenge procedure exists as well. On occasion, individuals have challenged the procedures, but the procedures have withstood the challenges. Additionally, individual dismissals for cause have withstood challenges. The campus and the district follow administrative and judicial decision-making processes.
The district and the college comply with this portion of the standard in full. The college and the district have addressed all of the aspects of this portion of the standard, and the college believes that the policies are clear, fair, and equitably implemented. The college believes the grievance procedures to be thorough and available to all to utilize.
Review of Previous Self-Study Issues:
• From 1996 Self-Study Report : Standard 4E: Other Personnel Policies
"The College will develop a plan to ensure that all staff are aware of their rights and responsibilities as employees on campus."
Response in 2003 Progress Report: "This issue has been partially resolved. The District has developed a comprehensive orientation process utilizing an employee handbook for all new classified employees. The college relies on each division to develop and implement their own orientation process for both faculty and classified staff. A mentoring program has been established through the Staff Development Committee for all new full-time employees that further encourages organizational awareness and individual responsibility for new employees. The college's Faculty Handbook needs to be updated on a regular basis."
Response for 2004 Progress Report: The college has revised its orientation and mentoring programs, and the new versions will be implemented through the Staff Development Committee, in conjunction with the Academic and Classified Senates. A two-day orientation for the new full-time faculty is scheduled during Flex Week, fall 2004. The Staff Development Committee is also creating a binder of orientation materials for all new hires. The college holds part-time faculty orientation annually during flex week. The Faculty Handbook revision should be complete prior to the start of the fall 2004 semester, and the district is revising the Classified Handbook. The District continues the process of orienting new classified employees.
PLANNING AGENDA
The college needs no plan for this portion of the standard.
b. The institution makes provision for the security and confidentiality of personnel records. Each employee has access to his/her personnel records in accordance with law.
DESCRIPTIVE SUMMARY
The district and the college comply with maintaining personnel file confidentiality. The district maintains all personnel records at the district office. The district provides employees access to their files, as required by the Education Code and the negotiated contracts. The rules followed by the district's Human Resources Office regarding personnel document security exceed those required by the negotiated contracts. The district limits access to the employee or to the direct chain of command of the employee. When a file is viewed, the reviewer must sign the sheet in the file and state the reason for reviewing the file. The district keeps its records under lock and key although all human resources staff members have access and keys (IIIA-50).
The district maintains copies of hourly faculty files in the campus Human Resources office, pursuant to the AFT contract. Only the employee, his or her supervisor, his or her written designee, a dean or above, or the president's designee have access to the part-time faculty file copies.
The district and the college keep personnel files for seven years, as required. However, the district and college usually keep the information for much longer since, as employers, the district and the college are often asked to provide information to support a former faculty member's claim for prior service. The district and college maintain records on microfiche and/or on CD (IIIA-21, Article 10, page 51; IIIA-28, Articles 5.3, 5.4, pages 8, 9).
SELF EVALUATION
The district's policies promote compliance with this portion of the standard, and the college complies with those policies.
PLANNING AGENDA
No plan is necessary for this portion of the Standard.
3. The institution demonstrates through policies and practices an appropriate understanding of and concern for issues of equity and diversity.
DESCRIPTIVE SUMMARY
The relevant portion of the Ventura College Mission states the following:
The college community is made up of a dedicated, caring and diverse team of professionals who are committed to assisting all students achieve their personal and professional goals and developing their full potential in an ever-changing cultural, socioeconomic, and technological world. It does this by providing support services and co-curricular experiences to educate the whole person, one with the knowledge, critical thinking skills and judgment to be a responsible leader and citizen in an open, democratic and diverse society.
All job announcements generated by the district office contain required information regarding diversity, gender and ethnicity (IIIA-8).
The diversity of our employees reflects the diversity of our campus and community. In terms of staffing and hiring, the staff diversity facilitator (previously the Affirmative Action Officer) participates in the full-time hiring process, from beginning to hiring completion (IIIA-51, IIIA-42, IIIA-6).
The staff diversity facilitator ensures a fair and diverse hiring process. The hiring of part-time faculty members differs from the process of hiring full-time faculty in the number of committee members involved in the process. Hiring an adjunct faculty member does not mean less paperwork or time required by staff for processing. The constitution of the hiring committees reflects the college's emphasis on ethnic and gender diversity.
The college remains concerned about adequate staffing for the East Campus in Santa Paula , a location that has been growing and primarily serves mostly Hispanic students, many of whom are from the Santa Clara River Valley and are first time college students. The college noted the need for bilingual faculty and staff and filled that need. In addition, a new library and Learning Resources Center opened at the East Campus in 2003-2004, staffed by bilingual professionals, in order to meet student needs.
SELF EVALUATION
Ventura College has a long history of being dedicated to hiring diverse faculty, staff, and managers. The college demonstrates its commitment to diversity within its employee ranks with the continued use of staff diversity facilitators, several of whom needed to be hired and trained to serve on the hiring committees for the 22 new faculty to be hired this year. The college institutionalizes awareness and sensitivity in regard to diversity.
Review of Previous Self-Study Issues:
• From the 1998 Midterm Report : Standard 7: Faculty and Staff
"More African American and Latinos are needed."
Response in 2003 Progress Report: "This is no longer an issue. With the passage of Proposition 209, affirmative action goals have been de-emphasized. The college, however, continues to be committed to the selection of a diverse workforce that is representative of the changing diversity of our student population."
Response for 2004 Progress Report: The college agrees with the statement in the previous report and considers the issue resolved since the process protecting diversity concerns is in place and is utilized.
• From the 1998 Midterm Report : Standard 7: Faculty and Staff
"Modification of past policies in light of regulatory change and legal opinions resulting from passage of Proposition 209."
Response in 2003 Progress Report: "This issue has been resolved. This is a District issue that has been addressed and has resulted in modification of District policy with regards to affirmative action."
Response for 2004 Progress Report: The college agrees with the statement in the previous report and considers this issue complete.
• From 1996 Self-Study Report : Standard 4A: Selection
"The College and District should work together to make the hiring of under-represented groups a top priority in all staffing areas."
Response in 2003 Progress Report: "Some progress has been made on this issue. The college has recently appointed a new Diversity Facilitator (see Response to Recommendation Four, and Standard Two Self-Identified Issues and Progress Report.) This position has been consistently filled, and has confirmed that the hiring committees and the applicant pools were appropriately representative. Ventura College has made good progress in the non-instructional academic and classified support positions having hired many new employees from under-represented groups with particular success between Hispanic and women."
Response for 2004 Progress Report: See above response. The college has thoroughly addressed this issue, and diversity-awareness exists as part of the hiring process. The college believes that this issue has been resolved.
• From 1996 Self-Study Report : Standard 4A: Selection
"Increase diversity in staff hiring to keep pace with changing student demographics (diversity)."
Response in 2003 Progress Report: "We continue to make progress on this issue. Since 1996, Ventura College has hired 72 Hispanics, ten Blacks, 17 Asians, six American Indians, one Japanese, one Hawaiian, 11 Filipinos, one Vietnamese, one South American, and 12 of other/unknown ethnic status. The most progress has been made among the classified support staff where 20% of the new hires have been Hispanic, 3% Asian, and 1.5% for both Alaskan and African American. We have also made some significant progress in the part-time instructor ranks with 41 new Hispanic hires (12%) and 23 Asian hires (23%). We need to continue to focus our attention on the full-time instructor area where only eight of 22 new instructors since 1996 were from under-represented groups, including women (S7.1 Demographic Data sheet)."
Response for 2004 Progress Report: Again, the college believes that this issue has been addressed and resolved; diversity continues to be considered in every step of the hiring process.
• From 1996 Self-Study Report : Standard 4A: Selection:
"Improve diversity within Management positions."
Response in 2003 Progress Report: "We have made good progress on this issue. Since 1996 we have hired Dean Glenn Hisayasu (Male, Asian), Assistant Dean Sandra Avalos, (Female, Hispanic), Dean Gina LaMonica (Female, White-Non Hispanic), Assistant Dean Jerry Mortensen (Male, White-Non Hispanic), Dean Mayo de la Rocha (Male, Hispanic), and Dean Joan Smith (Female, White-Non Hispanic). Both Gina LaMonica and Sandra Avalos have left the college and the management team has been reorganized."
Response for 2004 Progress Report: Fewer management positions exist now than in 1996. Our former president (Hispanic) accepted a position in Florida , and the district is currently conducting a search to fill the position. The district assigned the Deputy District Chancellor, Michael Gregoryk, as acting president. Dean Hisayasu returned to the counseling department for medical reasons, and the college assigned his duties to existing managers. Intern Dean de la Rocha returned to the faculty ranks; the college chose not to fund the position due to budget constraints, and the college reassigned his duties to existing positions. Assistant Dean Sandra Avalos (Curiel) returned to the college, and she assumed some of Dean Hisayasu's duties. Dean Joan Smith now serves as executive vice president, and the college assigned her previous responsibilities mostly to Assistant Dean Jerry Mortensen. Again, due to budget constraints, the college has created no new management positions, and current managers must function with extremely large workloads.
PLANNING AGENDA
As noted earlier, a classified staff hiring priorities list should be created, and when the budget permits, the college needs to re-evaluate its management structure.
a. The institution creates and maintains appropriate programs, practices, and services that support its diverse personnel.
DESCRIPTIVE SUMMARY
Ventura College serves as home to many specific diverse groups. The Women's Concerns Council, the Breast Cancer Education and Advocacy Support Group, and others work to provide services and information for students, faculty, and staff. In addition, the college utilizes staff diversity funds for such specific items as computer equipment and software to assist faculty and staff with vision disabilities. Many of the college's minority faculty and staff members work with representative students groups such as MECHA, MESA , and the African American Student Union. Specific individuals on campus have received training to handle staff concerns regarding sexual harassment, Title IX, the Americans with Disabilities Act, or any other form of discrimination; the college provides a list of those individuals on the college Web site, in the Schedule of Classes, and in the Catalog. Faculty, classified staff, managers, and students plan, promote, and attend in large numbers events associated with Black History Month and Women's History Month and with diverse holidays such as Day of the Dead (IIIA-62, IIIA-63).
The college offers a wide range of activities during Flex Week (August) as well as on the individual flex days in January and April. The college's Staff Development Committee plans these professional development opportunities for the entire campus community and includes in them diversity and sensitivity issues. In addition, administrators for the federal Title V grant are considering funding an Intercultural Effectiveness Workshop with Roberta Cordero, a nationally recognized professional mediator (IIIA-64).
The college also supports faculty and staff participation in outside groups that are representative of the diverse nature of the college personnel. For instance, our former college president was a recognized leader in many national and statewide Hispanic organizations, especially education-oriented groups, such as the National Community College Hispanic Council, El Concilio, and others. He also supported such groups as the NAACP. Other faculty and staff belong to and participate in similar groups such as Mexican Folklorico Dance Troupes, El Concilio, the NAACP and others (IIIA-65).
SELF EVALUATION
As mentioned in our evaluation of diversity issues, the college, as an institution, remains fully aware of the value of a diverse work force and is sensitive to the needs of a diverse work force. One of the greatest indicators of the college's respect for its personnel is the welcomed participation of all staff, whether manager, classified, or faculty, to march in graduation ceremonies with our students. Those with degrees from various institutions wear the colors and appropriate regalia of the school. Very few community colleges invite their classified staff to participate in this event that signifies the culmination of all that our students strive for. It indicates how significant the faculty, who voted for it, and the administration consider the role of the classified staff in the students' accomplishments.
PLANNING AGENDA
The college needs no plan for this portion of the standard.
b. The institution regularly assesses its record in employment equity and diversity consistent with its mission.
DESCRIPTIVE SUMMARY
The college has expressed through its Mission , Values, Vision and Goals, its commitment to the principles of diversity and equitable treatment as it pertains to its faculty and staff.
In support of that commitment, the Office of Institutional Research at the district office annually assesses the demographics of employee groups at the three colleges and at the district office and compares the current figures with past history. The staff diversity facilitator also uses these demographics and the annually generated student demographics when evaluating hiring pool diversity and the steps that follow in the hiring process (IIIA-51, IIIA-52).
In addition, the Public Relations Office annually responds to surveys that assess the diversity of our personnel. The college responds to surveys from Hispanic Outlook magazine, Peterson's, the American Association of Community Colleges, the Modern Library Association, among others, and those surveys regularly address diversity issues.
The college has hired few staff or faculty in the past four years, with the documented exception of part-time hires. However, in the process of hiring the 22 new faculty for fall 2004, the college has demonstrated its commitment to the need for a diverse faculty and staff to serve our students. The process to hire equitably and fairly exists and the college will adhere to it.
SELF EVALUATION
Ventura College remains committed to hiring and retaining a diverse staff, and our hiring process incorporates that commitment. The college will utilize that process in the hiring of new faculty for fall 2004. At this stage, we do not know the results of the fall 2004 hiring process, but we do know that trained staff diversity facilitators have participated and will continue to participate in every step of the process. The college will ensure the diversity of the hiring pool and the interviewing panel, as well as guaranteeing the most diverse groups of interviewees possible for each of the positions. The college believes that it complies with this portion of the standard.
PLANNING AGENDA
The college believes it needs no plan for this portion of the standard.
c. The institution subscribes to, advocates, and demonstrates integrity in the treatment of its administration, faculty, staff and students.
Ventura College, 4667 Telegraph Road, Ventura, CA 93003 (805) 654-6400
