LATTC 2002 Faculty/Staff Accreditation Survey

Standard 1 - Institutional Mission: The institution has a statement of mission that defines the institution, its educational purposes, its students, and its place in the higher education community.

8. I am familiar with the mission of the College.
9. The mission statement provides the framework for programs.
10. The mission statement guides planning and decision-making at the College.

Standard 2 - Institutional Integrity: The institution subscribes to, advocates, and demonstrates honesty and truthfulness in representations to its constituencies and the public; in pursuit of truth and the dissemination of knowledge; in its treatment of and respect for administration, faculty, staff, and students; in the management of its affairs and in relationships with its accreditation association and other external agencies.

11.	The College represents itself accurately to students and the community.
12.	The College protects and supports faculty in their exercise of academic freedom.
13.	The College climate is one of tolerance to differences in religious and cultural backgrounds.
14.	Published materials about degrees and certificate reflect the program content and objectives.
15.	Information in official College publications (e.g., College Catalog, web pages, etc.) is accurate.
16.	Accurate information about programs, graduation requirements, conduct standards, etc., is provided to all prospective and currently enrolled students.
17.	I routinely inform my students of the College's academic honesty policy and standards.
18.	I believe the College is seriously evaluating itself as part of the self-study process.

Standard 3 - Institutional Effectiveness: The institution, appropriate to its mission and purposes as a higher education institution, develops and implements a broad-based and integrated system of research, evaluation, and planning to assess institutional effectiveness and uses the results for institutional improvement. The institution identifies institutional outcomes which can be validated by objective evidence.

19.	College research is incorporated into College planning and evaluation.
20.	The College provides enough support for effective research and evaluation.
21.	The College uses research results to identify priorities for improvement.
22.	Program review processes provide effective evaluation of programs and services.
23.	The program review processes are integrated into institutional evaluation and planning.
24.	Program review is an effective way to measure departmental quality and effectiveness.
25.	Program review recognizes the central role of faculty in developing, implementing, and evaluating educational programs.
26.	The development of institutional plans involves appropriate constituents.
27.	The College uses systematic planning and evaluation to improve programs and services.
28.	The College clearly documents achievement of institutional objectives.

Standard 4 - Educational Programs: The institution offers collegiate level programs in recognized fields of study that culminate in identified student competencies leading to degrees and certificates. The provisions of this standard are broadly applicable to all educational activities offered in the name of the institution, regardless of where or how presented, or by whom taught.

29.	Educational programs are of high quality and consistent with institutional purposes.
30.	The College's curriculum deals well with different cultural, racial/ethnic, or gender points of view.
31.	Degree and certificate programs are of appropriate length, breadth and depth.
32.	Programs and courses leading to degrees and certificates are offered in a manner that provides students the opportunity to complete the program as announced, within a reasonable time.
33.	College degrees and programs, wherever and however offered, support the mission of the institution.
34.	Degree and certificate programs have appropriate linkages with information and learning resources.
35.	Degree programs provide students with a significant introduction to broad areas of knowledge.
36.	Course and program quality is ensured regardless of location or delivery method.
37.	Grading practices are consistent.
38.	The evaluation of student learning and assignment of credit and grades are based upon generally accepted norms (e.g., not too easy or too difficult).
39.	Prerequisite courses are appropriately identified, designed, and taught in ways that effectively prepare students for success in courses following the prerequisite requirement.
40.	Faculty have ample opportunity for input on matters of curriculum (e.g., design, revision, and policy).
41.	Students completing a general education program demonstrate competence in oral/written communication, scientific and quantitative reasoning, and critical analysis/logical thinking
42.	A curriculum development process (e.g., department curriculum process; contact with the Curriculum Committee; published guidelines) is established and functions in the College.
43.	The College provides sufficient resources to meet students' educational needs, regardless of the service location or instructional method.
44.	The College utilizes a range of delivery systems and instructional modes that are appropriate to the needs of the students.

Standard 5 - Student Support and Development: The institution recruits and admits students appropriate to its programs. It identifies and serves the diverse needs of its students with educational programs and learning support services, and it fosters a supportive learning environment. The entire student pathway through the institutional experience is characterized by a concern for student access, progress, and success.

45.	College academic advising meets students' needs.
46.	Counseling provides reliable academic advice to students.
47.	Student services are evaluated and results are used as a basis for improvement.
48.	There is enough staff to support student services.
49.	Counseling provides reliable career/vocational information to students.
50.	Students are involved in planning and evaluating student support services.
51.	Sufficient services are provided in the evening, on Saturday, and during the intersession.
52.	Appropriate services are offered to students regardless of service location or delivery method.

Standard 6 - Information and Learning Resources: Information and learning resources and services are sufficient in quality, depth, diversity, and currentness to support the institution's intellectual and cultural activities and programs in whatever format and wherever they are offered. The institution provides training so that information and learning resources may be used effectively and efficiently.

53.	Technical assistance for purchasing and maintaining computer hardware and software is satisfactory.
54.	Computers and software on campus are up to date.
55.	Computers and software are upgraded in a timely manner.
56.	Faculty are involved in the selection of materials that support their courses.
57.	Appropriate educational equipment and materials are available and of sufficient quality.
58.	Media resources (films, videos, and CDs) are of sufficient quality.
59.	The College provides appropriate information technology training.
60.	The College provides sufficient photocopy services.
61.	The library facilities are sufficient to support the College's courses.
62.	The Learning Assistance Center facilities are sufficient to support the College's courses.
63.	The computer facilities are sufficient to support the College's courses.
64.	The College library holdings are up to date.
65.	The hours of service provided in the library are satisfactory.
66.	The hours of service provided in the Learning Assistance Center are satisfactory.
67.	The library's electronic databases are helpful.
68.	There is enough staff to provide support to people using the College library.
69.	There is enough staff to support learning resources.

Standard 7 - Faculty and Staff: The institution has sufficient qualified full-time and part-time faculty and staff to support its educational programs and services wherever offered and by whatever means delivered. Consistent with its mission, the institution demonstrates its commitment to the significant educational role played by persons of diverse ethnic, social, and economic backgrounds by making positive efforts to foster such diversity.

70.	The current faculty evaluation process is thorough.
71.	The current faculty evaluation process encourages improvement.
72.	The criteria for evaluation of faculty include teaching effectiveness and service to the College.
73.	Subject matter knowledge and teaching effectiveness are the principal criteria for faculty selection.
74.	Qualifications and procedures for selection of new faculty accurately reflect job responsibilities.
75.	The faculty are qualified by appropriate experience or education to carry out their jobs.
76.	All staff are evaluated effectively.
77.	The College staff are qualified by appropriate experience or education to carry out their job.
78.	Appropriate opportunities for professional development are available to me.
79.	Planning and evaluation of staff development programs include wide participation of faculty and staff.
80.	The College adheres to written policies that ensure fairness in all employment procedures.
81.	The College's administration handles grievances fairly.
82.	It is important that the gender and ethnic mix of College personnel reflects that of the student body.
83.	The Faculty Handbook is a useful and available resource.

Standard 8 - Physical Resources: The institution has sufficient and appropriate physical resources to support its purposes and goals.

84.	I have adequate space to do my job.
85.	Facilities are adequate to support the College educational programs and services.
86.	Facilities are used in an effective way.
87.	Facilities at all sites are maintained to ensure access, safety and security.
88.	Facilities planning is adequate and linked to other institutional planning and evaluation efforts.
89.	Replacement of equipment is conducted systematically in support of educational programs.
90.	Instructional and administrative supplies are readily available.
91.	Non-computer equipment is in adequate supply and up to date.

Standard 9 - Financial Resources: The institution has adequate financial resources to achieve, maintain, and enhance its programs and services. The level of financial resources provides a reasonable expectation of financial viability and institutional improvement. The institution manages its financial affairs with integrity, consistent with its educational objectives.

92.	The instructional supply budget sufficiently supports its educational programs.
93.	Financial planning reflects realistic assessment of available funding and required expenses.
94.	There are clear connections between planning, budgeting, and the allocation of financial resources.
95.	Capital outlay plans support educational objectives and relate to facilities planning.
96.	Processes for financial planning and budget development are clearly defined and followed.
97.	Financial information is dependable and timely.
98.	The administration effectively manages externally funded programs (e.g., EOPS and Matriculation).
99.	Fundraising efforts reflect the mission and support the programs and services of the College.
100.	Financial management is regularly evaluated and results in improved fiscal procedures.
101.	The College has adequate financial plans in order to maintain quality programs and services.

Standard 10 - Governance and Administration: The institution has a governing board responsible for the quality and integrity of the institution. The institution has an administrative staff of appropriate size to enable the institution to achieve its goals and is organized to provide appropriate administrative services. Governance structures and systems ensure appropriate roles for the board, administration, faculty, staff, and students, and facilitate effective communication among the institution's constituencies.

102.	The Board of Trustees acts in a manner consistent with published Board policies or by-laws.
103.	The Board of Trustees ensures that educational programs and services are of high quality.
104.	The Board of Trustees has performed responsibly in overseeing the financial soundness of the District.
105.	District policies and practices are regularly evaluated and revised as necessary.
106.	The District and the College communicate effectively and exchange information in a timely and efficient manner.
107.	The District provides effective services that support the mission and functions of the College.
108.	The District has effective processes in place for the establishment and review of policy, planning, and financial management.
109.	The Chancellor ensures the implementation of statutes, regulations and Board policies.
110.	The Chancellor implements priorities for controlling budget and expenditures.
111.	The Chancellor provides effective leadership to define goals, develop plans, and establish resource priorities for the District.
112.	The College President efficiently manages financial resources.
113.	The College President ensures the implementation of statutes, regulations, and Board policies.
114.	Administrators are evaluated systematically and regularly.
115.	The organizational structure is adequate to support the College mission.
116.	Administration has a substantive and clearly defined role in institutional governance.
117.	The leadership role and responsibilities of the various deans are clear to me.
118.	Faculty have a substantive and clearly defined role in institutional governance.
119.	The Academic Senate provides input regarding institutional governance.
120.	The College staff has a substantive and clearly defined role in institutional governance.
121.	The role of staff on policy, planning, and special committees is clearly stated in written policy.
122.	The role of students on policy, planning, and special committees is clearly stated in written policy.