- College Information
- Apply & Enroll
- Services for Students
- Online Services
PAGE 3 OF 3
Ventura College 's dedication to integrity is articulated in the Statement of College Values: "Integrity: We are committed to maintaining an open, honest and ethical environment" and in the supporting Goal, "Foster a climate that promotes and reflects Ventura College 's core values."
Several definitions apply to the word "integrity," according to the Oxford Dictionary. It means "the quality of being honest and having strong moral principles" or "of having internal consistency," a clearer way to measure an institution. An institution can examine its internal consistency by comparing its written documents to its actions. In dealing with its employees, Ventura College displays integrity. Given that this standard refers to human resources, the college believes that it should interpret "integrity," in relation to its student employees.
The college provides handbooks for full-time and part-time faculty, while the district provides handbooks for classified staff and managers. In these handbooks, the college promotes its expectations of the staff and the obligations that the college has in return. The handbooks document the entire hiring process and list the qualifications for each position. Further, they specify the evaluation and response procedures, the promotion system, and the greviance procedures. In addition to the handbooks, negotiated contracts exist between the college and its employee groups. Ventura College and the district are guided by those documents and live within them. The college and district are consistent in their hiring, promoting and evaluating of staff. The paper trail follows each employee and is consistent within employee groups.
The Classified Employee Handbook states the employee responsibilities:
All classified employees of the District are expected to maintain standards of performance and behavior suited to their positions and classification. Such standards include courteous, prompt, and impartial treatment of the public, instructors, students, and other employees; prompt and efficient performance of assigned duties; recognition of lines of authority; friendly, courteous and cooperative relations with coworkers; and behavior both on and off the job of a type which will reflect favorably upon the District as well as upon themselves (IIIA-24).
Work-study grants and the guidelines and requirements thereof often control student employment. However, procedures exist for hiring students and for assigning their employment activities. In some departments, student employees who work with private information must sign confidentiality agreements (IIIA-66, IIIA-67).
The college complies with this portion of the Standard.
The college needs no plan for this portion of the standard.
4. The institution provides all personnel with appropriate opportunities for continued professional development, consistent with the institutional mission and based on identified teaching and learning needs.
One of Ventura College 's Goals states our desire to "create and expand programs to attract outstanding and diverse professionals to Ventura College and provide training programs that enable all to be active members of the learning community, to achieve their long-term professional goals and to meet student and regional needs."
Ventura College channels most of the process of providing training programs through the Staff Development Committee, which has been in place and active for many years. The college receives staff development activities funding from the state primarily from two sources: Staff Development and Technology Training funds (TTIP). As of 2002-2003, the state eliminated these funds from its budget. This cut has severely affected the amount of funds available for Ventura College hosted or supported activities. However, the Staff Development Committee remains committed to supporting activities through whatever creative means can be found. The committee carried over some funds that remained when it received notice of the elimination of state funding.
In addition, the state annually funded staff diversity activities through the district office. The college uses a large portion of those funds to pay for the staff diversity facilitator for the faculty hiring process, but a portion goes to fund appropriate diversity professional development. For 2003-2004, the state directed these funds to the Staff Development Committee. The college disseminated the state criteria and the application forms to all faculty and staff on campus and established a committee to evaluate the applications for the use of those funds by June 30, 2004 . The committee allocated moneys to the Black Student Alliance for Black History Month activities, to the Women's Concerns Council for Women's History Month, to the Educational Assistance Center for a large monitor and software for vision-disabled faculty and staff, to MECHA (a Hispanic student organization) for Cesar Chavez Day activities, and to a faculty member for the translation of a resource guide for students with disabilities into Spanish (IIIA-68).
The college provides classified staff three and a half hours release time per week to take professional advancement courses or to participate in health and wellness classes (IIIA-28, Section 10.25).
The college conducted a thorough review of the status of staff development in the 2003 Ventura College Accreditation Report in response to then-Recommendation Five. The visiting team specifically noted in the Commendations portion of the team Report that:
Ventura College is to be commended for: Demonstrating innovation in its staff development activities which provide a breadth of activities to support faculty learning." Further, the team noted "The College, through evidence provided in its Progress Report and site team visit, demonstrated a strong commitment to staff development by its activities and the coordination of them through the staff development plan. Throughout the College, there is a highly valued attention to inclusive and diverse opportunity for staff. Thus, the College has made sufficient progress in addressing Recommendation Five. (Recommendation Five was considered retired.) (IIIA-5, Recommendation Five, pages 37-48; IIIA-69).
Although very little money exists now compared with previous years, Ventura College continues to demonstrate the same commitment to staff development. The college makes Flex Week and other development activities open to faculty, managers and classified staff. Additionally, college faculty and staff plan and present many of the staff development activities themselves.
The Staff Development Committee operates with a full membership and meets regularly. The committee carries out specific activities that do not require extensive funds such as the creation of the staff development Web site; the monthly honoring of a colleague with the Star Fish Award; monthly birthday lists distributed by email; the development of an orientation plan, and the implementation of the mentoring plan (IIIA-70, IIIA-71).
The negotiated contract requires faculty to participate in flex activities and to report their participation (IIIA-72; IIIA-21, section 9.5, page 47).
Faculty report faithfully, and participate in a wide range of professional activities, both on and off-campus. (IIIA-73)
Staff Development Committee reports, as required, those activities in compliance with the state's staff development requirements (IIIA-74).
The Staff Development Committee filed its required Flex Calendar Certification for 2003-2004, providing details for the planned flex day program, despite the severely limited funds (IIIA-75).
The Staff Development Committee annually prepares a report outlining the depth of their activities (IIIA-76).
The college hosted, through the District Office of Institutional Research and the Research and Planning Group for California Community Colleges, a Student Learning Outcomes Workshop, on April 2, 2004 , for statewide attendance (IIIA-77).
In its Flex Week 2003 programs, the college included a presentation by Dr. Vincent Tinto on Student Retention. Title V administrators restructured and rescheduled for January 8, 2004 its second Symposium on Teaching and Learning. Mandatory Flex Day, August 15, 2003 , which concluded a week of workshops and flex activities, also included a light-hearted look at photos of faculty and staff activities over the past year. Previous flex day activities have included PowerPoint presentations by the college president that addressed specific concerns such as strategic planning (IIIA-78, IIIA-79, IIIA-80, IIIA-81, IIIA-82).
Ventura College remains committed to staff development, regardless of the budget situation. The summary of activity from the Staff Development Committee for 2002-2003 shows the breadth of activities supported by and created by the committee during the past year. Although staff development proved easier when more money existed, the college believes that the Staff Development Committee and the faculty and staff should be commended for continuing their commitment to professional development and their creativity in providing opportunities for intellectual and professional enhancement in times of tight or non-existent funding.
Review of Previous Self-Study Issues:
From 2003 Progress Report Response to Recommendation Five (Staff Development):
"In conclusion, the College has made significant progress in the development, implementation and coordination of its staff development activities. The Comprehensive Staff Development Plan is central to this process and continues to provide vision and direction to the diverse staff development activities that occur throughout the campus."
Response for 2004 Progress Report: The college supports this conclusion completely.
From 1996 Self-Study Report : Standard 4A: Selection
"Initiate a program to introduce potential mentees to the Mentorship Teaching Program."
Response in 2003 Progress Report: "This is no longer an issue. The Mentorship Teaching Program designed and implemented by the District has not been active for six years."
Response for 2004 Progress Report: Although the District's Mentorship Teaching Program no longer functions, the Staff Development Committee designed a mentoring program that will be implemented for the new faculty for fall 2004. The Staff Development Committee designed the program to be appropriate for any new personnel, regardless of whether the new hire is faculty, staff, or manager.
The college will continue to support the Staff Development Committee and its Comprehensive Staff Development Plan and to assist the committee with finding funding for activities and events wherever possible. The college believes that no further plan is necessary for this portion of the standard.
IIIA-1. The institution plans professional development activities to meet the needs of its personnel.
The college designed its comprehensive Staff Development Plan in 2001-2002 when the college reasonably anticipated consistent funding from the State of California . The plan worked very well and resulted in many activities, as were noted in last year's Accreditation Report. (IIIA-83; IIIA-84; IIIA-5, Response to Recommendation Five).
However, even though the college did not receive funding as expected by the state, the plan nevertheless worked. The committee still conducts regular needs assessments and unit planning and then prioritizes the needs to best fit within the unit plans. For example, the Faculty Needs Assessment Report, May 2002, found that the development of a Faculty Mentoring Program for newly hired faculty was considered "essential" or "helpful" by 87.5% of those responding. The committee, therefore, designed the Mentoring Program, revised it as necessary, and will implement it for the 22 new faculty anticipated for fall 2004. Similarly, the committee will design an orientation package, with the assistance of the Classified and Academic Senates, for the new faculty. It will be completed and implemented by the time of the team visit (IIIA-84, IIIA-85, IIIA-86, IIIA-87, IIIA-88).
The college has been creative in finding additional sources of funding for staff development, including Staff Innovation Grants from the Ventura College Foundation. The Staff Innovation Grants fund a wide range of projects, including in the 2003-2004 academic year, a Guide for Assisting the Distressed Student, created by the Student Health Center and disseminated to faculty and staff across the campus (IIIA-89, IIIA-90, IIIA-91.)
Similarly, the college continues to use its own faculty and classified staff expertise for a variety of flex workshops and other offerings such as workshops on grant writing and distance education rather than acquiring outside speakers. In addition, the college now expects those who take a sabbatical leave to return to campus and share their research and findings with their colleagues. Sabbaticals exist as a form of professional development for individual faculty members, but others can utilize the information gleaned from such studies as well. In the past, faculty members who attended the Great Teachers' Seminar also presented what they learned to other faculty. For many years, the district paid the tuition for three faculty members from each college to attend this seminar; however, this year, the continuing budget situation prevented the district from doing so. The college hopes that this funding will resume next year.
Given the elimination of state funding for staff development, the Staff Development Committee has admirably met this charge on behalf of the college.
Review of Previous Self-Study Issues:
From 1996 Self-Study Report : Section 4B: Qualifications of Staff
"The College will develop in-house training programs and career ladders for classified staff to encourage professional development."
Response in 2003 Progress Report: "This issue is no longer relevant. The District, not the College, has taken responsibility for such a training and career enhancement program."
Response for 2004 Progress Report: This issue continues to be relevant. Although the district offers some training in some areas, particularly in Banner and other computer programs, it has developed no career ladders for classified staff that the committee was able to discover. However, the district makes some benefits available to classified staff to enhance their professional development. The district provides weekly release time for activities such as fitness, career development or enhancement; it encourages classified employees to participate in on-campus flex programs, and the Ventura College Staff Development Committee attempts to ensure that its flex offerings appeal to both faculty and classified staff.
The college needs no plan for this portion of the standard. The Staff Development Committee will continue its current practice of providing professional development activities and will expand the evaluation component in order to better assess the impact of the activities on student learning outcomes. In addition, the Staff Development Committee will review and assess the timeliness and currency of their offerings to comply with the changing needs of all the staff.
IIIA-2. With the assistance of the participants, the institution systematically evaluates professional development programs and uses the results of these evaluations as the basis for improvement.
The college considers systematic evaluation of professional development programs to be important, and thus created a new process for such evaluation. Although most flex week activities have included an evaluation component, the college provided no means to comprehensively utilize those evaluation results.
Now, however, the college uses flex activity evaluation to plan and improve future flex activities. With its two Title V Symposia on Teaching and Learning, the college included follow-up evaluations, and the results will be utilized in planning any future Title V symposia. One faculty member who attended Dr. Tinto's presentation in August 2003 on Student Retention now incorporates a service learning component into each semester's course offering. He also regularly surveys the participating students and evaluates the service learning aspect of his curriculum. He adapts the requirement in conjunction with the results of the survey.
On the whole, the college has not regularly evaluated programs and then utilized those evaluations as a basis for improvement because Ventura College has not always designed and hosted the professional development offerings. Often faculty selected and attended programs of their own choosing. However, little follow-up evaluation of those programs existed. Those who received staff development funds filled out an evaluation of the program they attended, but the college did not consider fully the results of those evaluations (IIIA-93, IIIA-94).
Currently, those who participate in sabbaticals do not report back to the college community. This year, the Sabbatical Leave Committee members asked applicants if they would agree to do so, and they received affirmative replies.
The Staff Development Committee has started to encourage (and if possible, require) all creators of professional development activities on campus to incorporate evaluation into their event structure. Events held within the past year or so have all included evaluation components. Specific groups utilized some of those components when a follow-up event was planned.
Many faculty members incorporate voluntary evaluation components into classroom activities. Many divisions and departments encourage the use of such classroom assessment techniques and provide information on how to use various methods effectively.
The Staff Development Committee or a subcommittee of the Staff Development Committee will:
Ensure that each activity conducted on campus through its auspices has an evaluation component for the participants to complete. The provider of the professional development activity will summarize those evaluation results and provide them to the Staff Development Committee Chair.
Regularly review the evaluations.
Provide each future staff development activity presenter with the evaluation summaries on like offerings in order that they might consider the participants' input in the design of additional seminars or symposia or other events.
Annually remind the divisions, departments, and committees that offer professional development programs of the need to include evaluation components in the design of their events and ask that they provide copies of the summaries of the evaluations of any of their events.
Create a compilation of evaluations for future reference and planning.
Ask faculty who take a sabbatical leave for a summary of their research topics, their findings, any changes they have made in their teaching styles as a result of their research and how those changes are/have been received by students.
IIIA-3. Human resource planning is integrated with institutional planning. The institution systematically assesses the effective use of human resources and uses the results of the evaluation as the basis for improvement.
All hiring decisions at Ventura College grow out of program review. The college ties its program review cycle to the college planning cycles as shown in our Master Planning Matrix, our Master Planning Flow Chart, and Ventura College Comprehensive Institutional Planning Cycles. The college created a new, more comprehensive and inclusive planning document in fall 2003, and staff members are formalizing it currently. Each of these documents stresses the connection to the Ventura College Goals, which are established through our Educational Master Plan. The Educational Master Plan serves as home to our Mission Statement, Vision, Values and Practices, Goals and Strategies, and an analysis of faculty needs. The college revised its Educational Master Plan in spring 2003 after an extensive six-month process that involved the representative 38 faculty, staff, students and administrators that constitute the Council for Institutional Development (CID) as well as employee input acquired through campus-wide forums and a web-based email process (IIIA-95, IIIA-96, IIIA-97, IIIA-98, IIIA-37).
In our continuous program review cycle, the college reviews one third of the campus programs every year, thus ensuring that all programs are reviewed every three years. Each program under review completes a Program Review Template that asks very specific questions of the faculty member, dean, or department chair. Each program, whether student service or academic, prepares the same template response. The preparer must describe the current state of the program in terms of courses and numbers of sections; degrees and certificates offered; current WSCH/FTE; enrollment trends; number of teaching, non-teaching and support staff; diversity of staff by gender and ethnicity; full to part-time staffing ratio; major changes and special projects within the program; future needs in terms of curriculum; projected delivery methods emphasizing student learning styles so that facilities planning may be considered; planned future special projects and future required resources and program needs, including staffing, equipment, outreach, technology and distance learning; future staff development needs; additional student services needed; and additional learning resources needed (IIIA-99).
The program reviews feed into unit plans, which are then utilized by staff members creating the facilities plan and the college budget. The planning system document shows how the planning elements relate to each other, and it includes their timing cycles. Student learning drives the entire system. The college designed program reviews to maximize student learning, with diverse learning styles incorporated into the college's expectations of faculty. The college places student learning at the heart of all decisions regarding the drafting of the college's guiding documents. CID leads the way in the regular review and, if needed, revision of the college's strategic planning documents (IIIA-98).
When the Mission is revised, as it was in 2003, it becomes the basis for the creation of such strategic master planning activities as external and internal scans, unit plans, college goals, etc. CID contains representative membership, but it is a planning, not a deciding body. CID reviews all such goals and planning documents. Upon approval, the planning documents move to the President's Cabinet for review and adoption (IIIA-100).
The college revised its college goals at the same time it revised its mission, vision, values and practices. The goals provided the basis for the new strategies, and the college incorporated all into the Educational Master Plan (EMP). The EMP provides the basis for the various plans that arise from different committees within the college, such as technology, facilities, and staff development (IIIA-37).
Those committee plans and the EMP statements all give rise to the unit plans and any respective goals and objectives the college needs to support the unit plans. Finally, all plans must adhere to the allocation model and the current budget situation.
The college believes that it complies with this portion of the standard. The college maintains a comprehensive strategic planning system that includes considerations of budget and staffing, in conjunction with our Mission and Vision.
The college designed no plan for this portion of the standard.
List of Documents:
|IIIA-1.||Organizational Map of Functional Services, revised 12/12/02, page 2|
|IIIA-2.||CCLC Chapter 7, Human Resources, no date given|
|IIIA-3.||Experts Guide page from the College Web site page, 2003|
|IIIA-4.||Examples of VCCCD employment advertisements|
|IIIA-5.||2003 Progress Report for Ventura College, General Reference Bin|
|IIIA-6.||VCCCD Board Policy 7120, "Recruitment and Selection", revised date 02/26/04, marked DRAFT|
|IIIA-7.||VCCCD Human Resources Intranet printout of Forms Available, last updated 12/06/2001|
|IIIA-8.||Examples of VCCCD Job Announcements from Web site|
|IIIA-9.||Ventura County Star article, January 14, 2004|
|IIIA-10.||Staffing Priorities List email, Feb. 3, 2004|
|IIIA-11.||Academic Senate Faculty Staffing Priorities Subcommittee Procedure, document undated|
|IIIA-12.||Faculty Employment Transfer List, Spring 2004|
|IIIA-13.||President's Cabinet agenda and minutes, February 17, 2004|
|IIIA-14.||Various Academic Hiring Forms:|
|a.||Screening Committee Members,|
|b.||Declaration of Equivalency,|
|c.||Paper Screening Evaluation Sheet,|
|e.||Record of Interview and Candidate Selection Process,|
|g.||Application Process Memo from District Human Resources Office, 03/15/04;|
|h.||Employment Paperwork Memo from District Human Resources Office, 02/26/04|
|IIIA-15.||Flow-Chart: Processing Full-Time Faculty, 11/27/02|
|IIIA-16.||Flow-Chart: Selecting and Processing New Part-Time Faculty, 11/27/02|
|IIIA-17.||Orientation Check Sheet, dated____|
|IIIA-18.||Notification of Training for Staff Diversity Facilitators, February 2004|
|IIIA-19.||Minimum Qualifications, March 2003|
|IIIA-20.||NACES Membership List, April 7. 2003|
|IIIA-21.||AFT/VCCCD contract, 2001-2004|
|IIIA-22.||Various Hiring Documents (2004):|
|a.||Request for Classified Personnel,|
|b.||Request for Seasonal Personnel,|
|c.||Examples of Test Scores Compilation for Applicants,|
|d.||Classified Job Announcement form,|
|e.||Interview Slips for Classified applicants,|
|f.||Application for Classified Employment,|
|g.||Confidential Inquiry Waiver,|
|h.||Thank you letter to applicant,|
|i.||Letter of inability to fill position,|
|j.||Name/Address/Phone number Change Form,|
|k.||Alternate Work Schedule Agreement Form for non-exempt Classified Supervisors,|
|l.||Change in Personnel/Employee Status,|
|m.||Classified Resignation Form,|
|n.||Agenda Preparation Timeline to get Requests on the Board Agenda,|
|o.||Example of Board Agenda Item for Human Resources Change,|
|p.||Provisional Hiring Forms,|
|q.||Provisional/Limited Term Hourly Authorization,|
|r.||Employment Eligibility Verification (2 versions) with Lists of Acceptable Documents,|
|u.||Designation of Person to Receive Paycheck,|
|v.||Retirement System Status Questionnaire,|
|w.||Supplemental Sheet: Authorization of Employment for Hourly Help,|
|y.||Emergency Contact Information,|
|z.||Gender/Ethnicity and Disability Information Form,|
|aa.||Provisional/Limited Term Tracking Card,|
|cc.||Personnel Commission Hiring Matrix|
|dd.||Special Services Authorization|
|ee.||Temporary Employment Procedures|
|ff.||Annual Reports of Personnel Commission, 2001-02, 2002-03|
|IIIA-23.||Classified Employees Handbook, 1985|
|IIIA-24.||Classified Employees Handbook, 2003|
|IIIA-25.||Faculty Evaluation forms from AFT/VCCCD Contract, Appendix D|
|IIIA-26.||Part-Time Faculty Handbook, revised 7/31/02, revised 2004|
|IIIA-27.||Student Reaction to Teaching Effectiveness Form|
|IIIA-29.||Classified Self-Evaluation Form|
|IIIA-30.||Classified Employee Evaluation Form|
|IIIA-31.||College Management Association Policy Manual, 1991, Rev. 1993|
|IIIA-32.||Board of Trustees Policy, Sections A and E (part)|
|IIIA-33.||Managers Evaluation Form|
|IIIA-34.||Faculty and Staff Input for Deans' Evaluation Form|
|IIIA-35.||The Course Outline form|
|IIIA-36.||VCCCD Board Policy Manual, Section E, from 2004 online Manual|
|IIIA-37.||Educational Master Plan, approved 2003, General Reference Bin|
|IIIA-38.||Faculty Handbooks, 1996, and 2004 (anticipated for Fall 2004)|
|IIIA-39.||Documents from the National Association for the Education of Young Children|
|a.||Code of Ethical Conduct and Statement of Commitment, 1997|
|b.||Código de Conducta Etica y Declaración de Compromiso, 1989|
|c.||Teaching Young Children to Resist Bias - What Parents Can Do, 1989|
|d.||Cómo enseñar a los niños a combatir los prejuicios - El papel de los padres (no date given)|
|e.||Responding to Linguistic and Cultural Diversity, 1996.|
|f.||Respuesta a la diversidad lingüística y cultural, 1996|
|IIIA-40.||Committee and Organization list for Acting President Michael Gregoryk|
|IIIA-41.||Sexual Harassment Brochure, copy of process from catalogs and from schedules|
|IIIA-42.||Staff Diversity Facilitator Postings, 2002, 2004 Electronic Communications Systems and Services Policy, April 10, 2003|
|IIIA-43.||Academic Honesty Page from College Web site|
|IIIA-44.||"Cheating or Plagiarism", Ventura College Catalog 2003-2004, page 23, and Web site page printout from same Catalog|
|IIIA-45.||Staff Survey of the College Environment, 1998|
|IIIA-46.||Staff Survey of the College Environment, 2000|
|IIIA-47.||525 Reports, Fall 2003, Spring 2004|
|IIIA-48.||1996 Ventura College Accreditation Self-Study Report|
|IIIA-49.||Personnel File Review Log|
|IIIA-50.||Employee Demographics, for VCCCD and each College, 1/2004 and Employee Demographic s, 1998-current, created 3/2004; Fall 2003, Spring 2004, created 2/2004|
|IIIA-51.||Student Headcount Enrollment, Spring 2003 to Spring 2004 Comparison, 11/2002; Student Census Profile 2/2004; Study of Student Demographics, 2/2004|
|IIIA-52.||The Composition of Staff in California's Community Colleges, 1994-2002, California Research Bureau, January 2004, page 71|
|IIIA-53.||VC Organizational Chart 1995-96|
|IIIA-54.||2003 Progress Report, Recommendation Three supporting documents, Summary of Student Services Staffing Report 1998-2002 and Student Services Staffing Gains|
|IIIA-55.||Ventura College Grants lists, 1996-2004|
|IIIA-56.||Employee Survey of the Work Environment, Spring 2000, Preview and Overview of Findings, Futures Forum, November 17, 2000, Office of Institutional Research Draft of (VCCCD) Human Resources Manual, revised 08/01/02|
|IIIA-57.||2001-2002 Faculty and Staff Development Report, enclosure letter dated 02/25/2003|
|IIIA-58.||Grievance Procedure Form, AFT Contract, 2001-2004|
|IIIA-59.||Classified Employee Formal Grievance Form and Supervisor Grievance Response Form|
|IIIA-60.||Information regarding sexual harassment facilitators, ADA consultants, etc. on campus from college Web site, schedule and catalog|
|IIIA-61.||College publicity regarding diversity activities|
|IIIA-62.||Flex Week activity programs, 1996-2002|
|IIIA-63.||Documentation of Dr. Calderon's participation in Hispanic education groups and College success in serving Hispanic students|
|IIIA-64.||Student Employment Document package|
|IIIA-65.||Student Confidentiality Agreement Form|
|IIIA-66.||Staff Diversity Funding application with cover memo, 2/2004, Minutes from 3/8/2004 meeting|
|IIIA-67.||Accreditation Progress Report, Visiting Team Findings 2003|
|IIIA-68.||Star Fish Award Nomination Form and Winners (examples)|
|IIIA-69.||Staff Development Membership List, 2003-2004; Staff Development Committee List 2003-2004|
|IIIA-70.||Flex Day Activity Form, Non-Contract Faculty Flex Day Contract Form|
|IIIA-71.||Binder of Non-Contract Flex Day Contract Forms filed by Faculty 2002-2003|
|IIIA-72.||2002-2003 Faculty and Staff Development Reporting, signed 10/23/03, 17 pages|
|IIIA-73.||Faculty and Staff Development Flexible Calendar Program 2003-2004 Certification|
|IIIA-74.||Staff Development Report, 2002-2003|
|IIIA-75.||Student Learning Outcomes Workshop Brochure, 2003-2004|
|IIIA-76.||Flex Week Schedule, Fall 2003, with invitation letters to faculty and staff|
|IIIA-77.||PowerPoints by Dr. Tinto, presented August 15, dated August 14, 2003|
|IIIA-78.||First Title V Symposium on Teaching and Learning agenda, held August 15, 2002; Second Symposium on Teaching and Learning agenda originally scheduled August 14, 2003 and rescheduled and redesigned January 8, 2004 agenda|
|IIIA-79.||PowerPoint, Flex Day, August 15, 2003|
|IIIA-80.||PowerPoint, Flex Day, January, 1999|
|IIIA-81.||PowerPoint, Comprehensive Staff Development Plan, presented 2/ 26/2002 to the Board of Trustees|
|IIIA-82.||Staff Development Plan, Activities and Budget, Spring 2002; College Management Survey of Professional Development Needs for Managers, rev. 1/2004|
|IIIA-83.||Staff Development Mentoring Plan|
|IIIA-84.||Staff Development Orientation Binder|
|IIIA-85.||Flex Week Schedule for Fall 2004|
|IIIA-86.||New Faculty Orientation Schedule, Fall 2004|
|IIIA-87.||Staff Innovation Grant Application Form|
|IIIA-88.||Staff Innovation Grant lists, 1997-Spring 2004|
|IIIA-89.||"Assisting the Distressed Student" Student Health Center, 2004|
|IIIA-90.||Sabbatical Leave lists|
|IIIA-91.||Follow-up on Title V Symposiums, 2002 and 2004|
|IIIA-92.||Evaluation of Service Learning Component; Notice of Invitation to Attend Council meeting (Porter), 3/2004|
|IIIA-93.||Ventura College Master Planning Matrix, 08/12/02|
|IIIA-94.||Ventura College Master Plan Flow Chart, 10/15/02|
|IIIA-95.||Ventura College Comprehensive Institutional Planning Cycles, printed 2004, created 2003|
|IIIA-96.||Ventura College Planning System, 2003, Rev. 2004|
|IIIA-97.||PILOT Program Review Template/Instruction, document undated|
|IIIA-98.||Council for Institutional Development Membership List 2003-2004|