MakingDecisionsat MoorparkCollege

A Handbook

2017-2020

7075CampusRoad

Moorpark,CA 93021

Draft

MoorparkCollege Mission and ValuesStatement

With a “students first” philosophy, Moorpark College empowers its diverse community of learners

tocomplete their goals for academic transfer, basic skills, and career technical education. Moorpark College integrates instruction and student services, collaborates with industry and educational partners, and promotes a global perspective.

We value a learning environment that embraces innovative thinking, a culture of creativity and excellence through:

  • Community: Embrace a shared commitment to the development of relationships among internal and external constituents to foster a culture of student success
  • Integrity: Commit to transparency, civility, collegiality, and collaboration in all relationships
  • Equity: Recognize and respect individuals and perspectives through equitable access and participation in the campus community
  • Dialogue: Foster open and productive communication between all campus and community constituents in evidence-based decision-making
  • Access: Create an environment in which the institution responds to the evolving needs of all while using its constituents and technology to enhance human development and connection
  • Responsibility: Live a commitment to the well-being of self, others and promoting a culture of service
  • Citizenship: Promote purposeful and proactive involvement in a local and global society

MoorparkCollege Vision Statement

AtMoorparkCollege, we encourage qualityandbelieve our strengths have been,andwillcontinue to be,people -their flexibility,their responsiveness, andtheir willingness to meet theneeds ofour studentsandcommunity. We believethat buildingon these strengths provides aneducationalexperience appropriate to thestudents’ needsandwithin the College’s mission.

Specifically, ouractions anddecisions are basedon the followingbeliefs:

  • We willprovide the bestservices,programsand opportunities for students.
  • We encourage creativityandinnovationandwe will trynewideas and newthings.
  • AllstudentsattendingMoorparkCollege will receivethe support theyneedto meettheirindividualeducationalgoals.
  • Studentswhowish to transfer to four-year institutions willreceive up-to-date andaccurateinformation to facilitate transfer.
  • We willincrease ourresponsiveness to businessand industryin changing economicclimates.
  • We are anintegralpartofthe community.

Tobestimplement ouractions anddecisions, our internal workingenvironment is based on thefollowingbeliefs:

  • Participatorygovernanceis anaccepted part ofour decision-makingprocess.
  • We willstrive to build greater trust, understanding, andcooperation among the othersegmentsofthe VenturaCountyCommunityCollege Districtand Moorpark College.
  • We willprovide allemployeeswithsupportfor professionaldevelopment.

Introduction

Making Decisions at MoorparkCollege 2017-2020describes the structureandoperatingagreementsfor makingdecisionsatMoorpark College. These processes put into practice themechanismsthroughwhich the voices ofthe college’sconstituentgroups are heard.

Thisdocumentdescribesthe four primaryfacets ofthe college decision-makingprocess:

  • Chapter 1: The CollegeCulture
  • Chapter 2: Type andStructure ofGroups thatDevelopRecommendations
  • Chapter 3: TimelinesandSequences forKeyCollegeDecisions
  • Chapter 4: College PlanningandAssessment

The contents ofthis document represent the collegialconsultationstructureandproceduresthathave been agreed upon bythe undersigned faculty, classifiedstaff,student,andadministrativerepresentatives of MoorparkCollege:

College PresidentAcademic Senate PresidentClassifiedSenate President

AssociatedStudentsPresident

TableofContents

Chapter 1:The CollegeCulture

1.1OperatingAgreements for MakingDecisions

1.2Roles of Faculty,Staff, Students, andAdministrators in MakingDecisions

Chapter 2:Typeand Structure ofGroupsthat DevelopRecommendations

2.1Governance Groups andMembership

2.1.1Senates

2.1.2College StandingCommittees:Charters

2.1.2.1Committee on AccreditationandPlanning–Education (EdCAP)

2.1.2.2Committee on AccreditationandPlanning–FacilitiesandTechnology(Fac/TechCAP)

2.1.2.3CurriculumCommittee

2.1.2.4ProfessionalDevelopmentCommittee

2.1.2.5FiscalPlanningCommittee

2.1.2.6StudentLearningOutcomes(SLOs) Committee

2.1.2.7StudentSuccess and EquityCommittee

2.1.2.8Distance EducationCommittee

2.1.3Routeofa Proposal in ModelConsultation

2.2OrganizationalGroups

2.2.1PresidentsCouncil

2.2.2Executive Council

2.2.3Consultation Conference

2.2.4Administrative Council

2.2.5DeansCouncil

2.2.6StudentServicesCouncil

2.3AdvisoryCommittees

2.3.1CampusEnvironment

2.3.2Honors

2.3.3Wellness and Safety

2.3.4Basic Skills

2.3.5CareerTechnicalEducation

2.3.6Study Abroad

2.4ProjectGroups

2.4.1Multicultural Day

2.4.2Year of… (college theme) and One Campus, One Book

Chapter 3: Timelines and Sequences for Key College Decisions

3.1The DevelopmentandReview of ProgramPlansandAssessment

3.2CollegeBudgetDevelopmentTimeline

3.3Development oftheAnnual Full-time FacultyPriorityList

3.4Development oftheAnnual ClassifiedStaff PriorityList

3.5Development ofAnnual Budget for Prioritiesother thanStaffing

3.6Development ofAnnual Prioritiesfor Facilitiesand TechnologyResources

3.7Developmentand Approval of Curriculum

Chapter 4: CollegePlanningandAssessment

4.1PlanningModel

4.2AssessmentModel

4.3LinksbetweenPlanning,ProgramPlans,and KeyCollege Decisions

Appendices

A.1College OrganizationalCharts

A.2California Codeof Regulationsfor Collegial ConsultationAcademic Senate (CCRTitle 5, Section 53200)

College Staff (CCRTitle 5, Section 51023.5)College students(CCRTitle 5, Section 51023.7)

A.3Senate Constitutions andBylaws

A.3.1Academic Senate

A.3.2ClassifiedSenate

A.3.3AssociatedStudents

A.4The Ralph M. Brown Act

Chapter 1:TheCollege Culture

1.1OperatingAgreementsfor MakingDecisions

A culture of integrity informs all aspects of our college work – a commitment to transparency, civility, collegiality, and collaboration in all relationships. This collegeculture impacts decisions in both formalandinformalways.The following aspects that lead from this culture describe thephilosophyand practices that shape the operatingagreements of MoorparkCollege processes.

Culture of Excellence

In 2015, Moorpark College was recognized by the Huffington Post as the fourth best community college in the nation. In 2017, BestColleges.com cited our college as the best community college in California. Our reputation for excellence is no accident. We pride ourselves on hiring employees who strive to be the best they can be, and who will not settle for mediocrity in fulfilling our mission to foster student success. We take to heart the value of continuous improvement, and we encourage each other to excel. We embrace the challenge articulated by President John F. Kennedy in announcing our nation’s race to the moon: our relentless pursuit of excellence is hard work, so we strive, persevere, and strive anew NOT because it’s easy, but because it’s hard.

Culture ofCollegiality

The collegeculture is markedbycollegialityandrespectfor the role ofothers. This isdemonstratedbythepracticein whichcommitteesare co-chairedbyafacultyand/or staffmemberandanadministrator.The facultyorstaff co-chairs are electedbythe Senate Councils.Administrative co-chairsare appointedbythe Vice Presidents of Academic Affairs, Student Support, orBusinessServices.

Culture ofDialogue

Sharingideas is valued.Meetings often begin with committee co-chairspresentingthe issues to be resolved.Whether ornotasolution is proposed, the secondstep in committee work isbrainstorming.Committee membersask questions andsuggestideaswith the expectationthatother groupmemberswillwithholdcriticism untilthe finalstages ofdevelopingarecommendation. Divergent views arefullyexplored in keepingwith thebelief that the bestdecisionsarereached oncethegroup has explored options. Finalrecommendationsare typicallyreachedbyconsensus rather thanvoting.

Culture ofInclusiveness

At Moorpark College everyone whowill be impactedbyadecision is encouraged to be involved in shapingtherecommendation.

The schedulefor committee meetings is distributed college-wideat thebeginningof eachacademicyear and committee meetingsare open to allmembers ofthecampus community.Inaddition,StandingCommittee minutesare posted on the college webpage.Frequentall-usersemails,postings on the Portal,andopen discussion meetings are vehiclestokeep thecollegecommunityinvolvedandupdated on issuesand decisions. TownHallmeetings are convenedasneeded during the semester, typicallyatleastonce,as a venueforgeneralupdatesanddiscussionsof currenttopics of interest.Y’allCome meetingsare openinvitationmeetings to brainstormaboutspecific topics.

Complementing its culture of inclusiveness the college strivesfor transparencyandano-secrets approach to decisionmaking,operations,and communication.

Culture ofEvidence

The collegerelies on metrics to make decisions.Thisoperatingagreement torelyon evidence isinstitutionalizedthroughtwo keymechanisms:

1.Standardizeddata for decision-making: Recommendinggroups use foundational data in makingrecommendations. Since collegegroupsrelyon the samedata,there is ease in transfer of informationfrom onegroup to another andgreateraccuracyin theinterpretation ofthe data.Some examples of data used are:

The Annual Institutional Effectiveness Report

The Program Planning Data Report

The Scorecard

The Launchboard and Salary Surfer

The dashboards at the program, college, and district level

2.Planningcycle of StandingCommittees:Each committee establishesgoalsat the beginning oftheyear and documents progresstoward thosegoals in anend-of-year report.The annualreportsare sent to the College PresidenteachSpringand arearchived on theCollege Webpage to facilitate communicationand to provide thehistoryofhow/when/where decisions are recommended.

Culture ofInnovation

The collegecommunityisproud ofits reputationasan institution thatsupportsinnovation ininstructionalprograms and studentservices.This support is evident in:

  • Anacceptance of changewithan attitude of “Let’stry”;and
  • A no-faultapproach to the analysis ofresults producedbythe innovations,articulatedby reassuringthose whoexperimentwith,“It’s OK.”

Culture ofStudent Learning andSuccess

The organizationalstructure of MoorparkCollegeis based on agoal ofservingstudentsmoreeffectivelybyintegratinginstructionandstudentservices.Thisstudent learningandsuccessphilosophyis drawn from severalconcepts in educationaltheory, research, andorganizationaltheory:

  • The student is the centerofthe learningenterprise.
  • Institutionsunwittinglycreate barriersfor studentsbydividing acollegeinto separate houses: academic affairs, studentsupport, and business services.
  • The emphasis in educationshiftsfromstrategies toimprove teachingto those thatimprovelearning and completion.
  • The responsibilityfor learningshifts to students whiletheinstitution remainsaccountable to documentthat the enrichingactivitiesand assignments trulyresult in studentlearning.
  • To bemaximallyeffective,colleges must belearninginstitutions both horizontallyand vertically:
  • Asadministrators,instructionalandstudentservices facultyand staffbecome

awareofmanywaysthatstudentsneed to connectwith the college for success, thecollege communityis morelikelyto view studentsholistically;

  • Asadministratorsassume new responsibilitiestheylearnabout previously unfamiliar aspects of thecollege;and
  • Ascolleaguesinteract theylearnabout previouslyunfamiliar aspects ofthecollege.

1.2Roles ofFaculty,Staff,Students, and Administrators in MakingDecisions

DecisionsatMoorparkCollegeare shaped in an open structure that puts into practice the spiritand principles of participatorygovernance anda student-focused approach. Members ofthecollege communityhave theauthorityandresponsibilitytomake recommendations in mattersappropriatein scope to their roles in the college. The scopeforeachconstituentgroupas outlinedbelow is derivedfrom theCaliforniaCodeof Regulations(CCR), the Ventura CountyCommunityCollege District(VCCCD) BoardPolicy, senate constitutions,college/districtpractices,procedures,and job descriptions.Thegovernance bodiescreated to fulfill this section ofCCR Title 5 are summarized on the followingpages.The relevantsections ofthe CCR are included in Appendix2 ofthis document.

Role ofFaculty

Full- andpart-time facultymembers are providedwithopportunities to participate in theformulationanddevelopment of college recommendations. This includes developing processes by which recommendations are given, carrying out these processes, and finally assessing the results for future improvements. To achieve this role all faculty members are membersof the Academic Senate.

For purposes ofcollegeand districtgovernance, the Academic Senateelectsrepresentatives,“Senators,” to theAcademic Senate Council,whichrepresents the full facultyin makingrecommendations to thecollege administration and the Board of Trusteesonacademic andprofessionalmatters. These academic and professional matters arecommonlyreferred to as the“10+1”andinclude:

1.Curriculum,includingestablishingprerequisites and placingcourseswithindisciplines

2.Degree andcertificate requirements

3.Gradingpolicies

4.Educationalprogramdevelopment

5.Standards or policiesregardingstudent preparationandsuccess;

6.Districtandcollegegovernance structures,asrelated to facultyroles

7.Facultyrolesand involvement in accreditationprocesses, includingself-studyandannualreports

8.Policiesfor facultyprofessional developmentactivities

9.Processesfor programreview

10.Processesfor institutionalplanningand budget development

11.Other academic/professionalmatters, mutuallyagreed upon between thegoverningboardand the academic senate

The constitutionandby-laws ofthe MoorparkCollege Academic Senate,most recentlyreviewedandrevisedApril 2015 and April 2017 respectively, are available onthe college website andinAppendix3.1 ofthis document.

According to the stipulations in Title V the Academic Senate shall consult collegially with the administration and the Board of Trustees on the matters under its authority. The VCCCDBoardof Trustees agrees in Board Policy2510 to “consult collegially” with the colleges’ Academic Senates in academicandprofessionalmattersby“mutual agreement” through written resolutions, regulations, or policies. This means that facultyandadministratorswillwork in goodfaith to reach agreement on academic and professionalmatters.Ininstances in whichmutualagreementwiththe Academic Senateis not reached, theadministration and Boardcommitsthat its decisionwill bebased on a clearand substantive rationale thatputs the explanationfor the decision in anaccurate,appropriate,and relevant context. TheAcademic Senate shall have a reasonable expectation of receiving a written explanationwhen mutual agreement is not reached.

For purposes of collective bargaining, facultymembersarerepresented incollective bargainingbya chapter oftheAmerican Federation ofTeachers (AFT),whichoperates undera contractnegotiated andapproved byits members.The twobodiesthatrepresentcollegefacultyare compatible; the Academic Senateis responsible for professional and academic matters, while the chapter ofthe AFT responds to matters of salary,benefits,andworkingconditions.

Role ofClassifiedStaff

Classifiedstaff membersare provided withopportunities to participate in the formulationanddevelopment of district and college recommendations. This includes developing processes by which recommendations are given, carrying out these processes, and finally assessing the results for future improvements. To achieve this role classifiedstaff members have formeda ClassifiedSenate to provide classified staff withan opportunityto participate effectivelyin districtandcollegegovernance in theareasthat areoutsidethe scope ofcollective bargainingand thathave or willhavea significanteffect on staff.

The VCCCD GoverningBoardagreesin Board Policy2510 thatrecommendations and positions developedbyclassifiedstaff be given everyreasonable considerationprior to theBoard’s takingaction ona matter havinga significanteffect on classifiedstaff.

Classifiedstaff membersare represented in collective bargainingbytheService EmployeesInternationalUnion(SEIU) whichoperates underacontractnegotiatedand approved byits members.

Role ofStudents

MoorparkCollege’sAssociatedStudents is recognizedbythecollege as the representative bodyofthe students.In its rolerepresentingallstudents, it offers opinions andmakesrecommendations to the administration ofthe collegeand to thegoverningboard withregardto districtandcollege policiesandprocedures that have or will havea significanteffect on students. The specificareas of their purvieware:

  • gradingpolicies;
  • codes of student conduct;
  • academic disciplinarypolicies;
  • curriculumdevelopment;
  • courses or programs which should be initiated ordiscontinued;
  • processesfor institutionalplanningand budget development;
  • standardsandpoliciesregardingstudent preparationandsuccess;
  • studentservices planning anddevelopment;
  • studentfeeswithin theauthorityofthe district to adopt; and
  • anyother districtand college policy,procedure, orrelatedmatter that the districtgoverning boarddetermineswillhave a significanteffect onstudents.

The VCCCDGoverningBoardagreesin Board Policy2510 to provide studentswithan opportunityto formulate recommendationsthroughcouncil/committee participationand togivethe recommendations and positions developedbystudents everyreasonable consideration.

Role ofAdministrators

MoorparkCollege’sadministrative staff includesvice-presidents, deans, and directors (classifiedmanagers).The organizational charts in the appendicesoutlinethe scope ofresponsibilityforeach position; specific job responsibilities of each position are available in thejob descriptionshousedin the DistrictHuman ResourcesDepartment.

Drawingfrom job descriptionsapprovedbythe Board of Trusteesforeachadministrativeposition, and in additionto the supervision of budgets,personnel,andrelatedoperationalresponsibilities,collegeadministratorsare responsible to:

  • provide leadershipand expertisein assessing,identifying,formulating, and aidinginimplementingthe overallacademic direction for the college in conjunction with theChancellor;
  • plan,organize,direct andevaluate theactivities ofthe college pursuant to districtandcollege mission and goals assetforthbytheBoard of Trustees;report on collegeachievement of district and collegegoals;
  • planandrecommend theinstructionalandstudentservicesprograms, college budget,andorganizationalstructure ofthe college;
  • prepare andmaintain aneducational master plan and supportinstitutionalresearchrelatedto studentlearning, development, andoutcomes;
  • remaincurrent on emergingservices,methodologies,andtechnologies relevant to thecollege’seducationalprogramsandstudentservices;
  • establishandmaintainliaisonswithbusinessand communityrepresentativesasparticipants in the planning,developmentandmodification ofdivision curriculumandprograms;
  • serve asa resource toand collaborate with facultyand staffin developing,coordinating,andevaluatingthecollege’sprogramsand services;
  • ensure that thecollege’seducationalprograms and studentservices complywith theEducationCode,state and federalregulations,accreditationstandards, district policies,contractualagreements, and articulationagreements;
  • serve asa resource to theChancellor, theBoardof Trustees,andcollege facultyand stafffor college’seducationalandstudentservice programs; and
  • promotethe appropriate inclusion of students,faculty,and staffin participatorydecision-makingprocesses.

Chapter 2:Typeand Structure ofGroupsthat DevelopRecommendations

The decision-makingprocessatMoorparkCollege is grounded in respect forthe rolesand scopeofauthorityof each ofthe college’sconstituencies.This is most clearlydemonstrated bytheunderstandingandacceptance ofcommittee membersthattheir work product is a recommendationto a specific person orgroup.

AtMoorparkCollege,groupsthatcontribute recommendations to the decision-makingprocessesare organized into four categories based on thegroup’sresponsibilitiesand its source of authority.These categoriesare:

  • Governance Groups
  • OrganizationalGroups
  • AdvisoryCommittees
  • ProjectGroups

The groups in allfour categories are essential to the involvement ofthecollegecommunityinmakingdecisions and beinginformedaboutissuesof college-wide importance.

2.1Governance Groups and Membership

Governancegroupsare those whose authorityis derivedfrom law and regulation, either aswrittenexpresslyin the law/regulation or asdelegatedbyanothergroupthat possesses suchauthority.

AB1725 (Education Code53200 and AssemblyBill 1725) mandates aparticipatorygovernanceprocess for California CommunityColleges.Itauthorizes the formation ofgovernancegroupsandappropriate venues to host governance conversations in aparticipatorymanner.To actualizethemandate ofAB1725, theCollege hasformed three senatesandeightCollege standing committeesto carryon its participatorygovernance work.

2.1.1Senates

Allmembers ofthe faculty,staff,andstudent bodyare members of theirrespective senates.Thelargerconstituentgroupelects the officersof theirrespective senates. Thevoices ofthe faculty,staff,andstudents are heard in College/Districtconversationsthroughtheircouncilsand theexecutive officers.The constitutions andbylawsofthe senatesare includedin Appendix3 ofthisdocument.

Further,AB1725 identifies theprimacyoffacultyin academic matters.Itidentifiesten points ofacademic matters,andadditional professionalmattersasagreed to betweenthe Academic Senateand the Board ofTrustees. Commonlyknownas“ten plus one,” this mandateis actualizedat ourcollege through thecharge and the composition ofthe College StandingCommittees, whereacademic and professional matters are discussed and facultyexpertise is given voice.

2.1.2CollegeStandingCommittees

To carryout themandateofparticipatorygovernance in AB1725, the collegeformedeightCollege StandingCommittees,where matters concerningthe workofthe collegeare planned,monitored,and evaluated. Eachconstituentgroup ofthe College,i.e.,Academic Senate,ClassifiedSenate,StudentSenate (Associated Students), Management,andindividuals in the best position to understand the issues, is represented inmembership on the College StandingCommittees.Thisensures theparticipatorynatureofthe collegegovernance structure.

The Academic Senate recognizesandauthorizes the eightCollege StandingCommitteesasappropriate venues to conduct discussionsregardingacademic and professional matters.Assuch,these College StandingCommittees carryout theirwork in matters of“tenplus one.” The primacy offacultyin these discussions is ensuredthrough the composition of committee membership, wherefacultyholds themajority.

It is theresponsibilityof thefacultyco-chairsofthe StandingCommittees to ensure thattheircommittee’sdelegatedauthorityfrom theAcademic Senate is accountable,and the committee’srecommendationscommunicated.The AcademicSenate Councilensures theintegrityof thesedelegatedactivities in the College StandingCommitteesthrough thefollowingprocedure:

  • Inclusion ofthe CollegeStandingCommittee facultyco-chairsasex-officio membersoftheAcademic SenateCouncil andAcademic Senate ExecutiveCouncil.
  • Regular reporting andpresentation of College StandingCommittee recommendationsby thefacultyco-chairsatmeetingsofthe AcademicSenate Council orco-chair meetingswith the Academic Senate President.
  • Participation oftheAcademic Senate President intheConsultation Conference and the President’sCouncil to present concernsorendorsements regardingtherecommendations ofthe College Standing Committees.

It is the responsibility of the classified co-chairs of the Standing Committees to ensure that their committee’s delegated authority is accountable, and the committee’s recommendations communicated to the Classified Senate.

All Standing Committee co-chairs should be appointed by the end of the Fall semester to enable them to shadow over the Spring and move into their chairships the following Fall semester.

The membership ofeachCollege StandingCommittee is outlined in the nextsection.Members areselectedasfollows:

  • Facultymembers are electedbytheir departmentordivision (dependingoncriteria establishedfor thegovernancegroup) andrecommended to Academic Senate forappointment.
  • Administratorsare appointed bytheVice Presidents of Academic Affairs, Student Support, or BusinessServices as stated.
  • Staff members areselected bytheposition theyhold in the college, when stated as such under the committee membership; otherwise they are elected bythe Classified Senate, or SEIU if within the scope of the collective bargaining, and approved by the President.

All members of Standing Committees should be appointed by the end of the Spring semester in order for them to take their seats at the start of the academic year.

College StandingCommittees mayform a taskforce to performparticular organizational or

data-gatheringtasksasneeded.Membership ofatask force is drawnfromcurrentmembersofitsparentcommittee andmayinclude non-committeemembersasappropriate.No authorityforrecommendations is delegated to the taskgroupbyits parentcommittee except,through itsfindings, to inform discussions and the craftingofrecommendations in themainforum oftheCollege StandingCommittee.

The primaryfunctions ofthe College StandingCommittees are to plan,monitor,andassessinitiativesunder their statedpurview.Allmeetingsofthe College StandingCommitteesareconducted undertheBrownAct.

Recommendationsdevelopedbygovernancegroups must flow throughon-campusprocesses inthe prescribedsequenceasdelineated in the timeline/sequencefor keycollege decisionsreferenced in Chapter 3.The College StandingCommittees make recommendations to the CollegePresident onlyafter followingthe on-campus process in the prescribedsequence beforebeingforwarded to the CollegePresident.

The College Presidentreviews the processand therecommendations,andeither returns therecommendation for further considerationbythegovernancegroupor directsimplementation ofthe recommendation.Ifthe College President’s decision differs from the formalrecommendationthe President’sfinal decision is communicated in writing,and includes therationale for the finaldecision. When a recommendationhasDistrict-wide impact, the College Presidentforwards therecommendation for review bythe Chancellor.

2.1.2.1Committee on Accreditation and Planning – Education(EdCAP)